Educational Planning
Topic:
Educational Planning 4 cr. Mentor: Rounds, Chris
Level:Advanced Liberal Indicator:Liberal
Gen Ed: 10. Basic Communication
B. Learning Activities:
The learning activities for this study are detailed in a guide provided by the mentor entitled: Educational Planning: Objectives and Survival Strategies. This guide should provide overall direction and a timetable for the study, but may be modified as appropriate in response to the student's particular interests and needs. Students will be asked to engage in the following activities:
1) Read and write a review of an essay by Howard Gardner.
2) Complete an autobiographical essay that explores their experiential learning as adults.
3) Review ESC's Area of Study Guidelines, SUNY's General Education Requirements, and the expectations of other undergraduate institutions within their areas of academic interest. We will also explore graduate school alternatives if the student is interested. The results of these investigations will be shared with the mentor in a format suitable to the student.
4) Interview several people expert in the student's field of interest, and report on the outcomes of these.
5) Read and write a review of a book related to the future of a field of interest or, review and write brief commentaries on three journals within the field of interest.
6) Write and document prior learning essays as appropriate.
7) Complete, in consultation with the mentor, the design of either an Associate's Degree or a Baccalaureate Degree or both.
8) Submit a Degree Program Rationale.
C. Methods and Criteria for Evaluation:
The student's work in this study will be evaluated based on conversations, casual correspondence and the specific submissions described in the guide. The actual work involved in each aspect of the study varies quite dramatically from one student to another. Some students devote most of their energy and acquire most of their new learning through the articulation of prior learning while others pursue little of that and devote more energy and time to exploring alternative design options and career paths. Where each student's energy will be focused will be determined in consultation with the mentor, using the guide as a useful context.
In every case the student will be expected to design a degree program which reflects their own academic and professional interests and needs. In all cases students will be expected to understand the expectations of this and other colleges for degrees within their field of interest and be able to justify their design decisions in light of those expectations. In all cases the written work submitted should provide ample support for the award of credit at the level indicated in the contract. In light of the varying amount of credit by evaluation sometimes sought by students, credit for successful completion of this study may be awarded before all prior essays are completed and the proposed program and portfolio are formally submitted for approval by the Center Assessment Committee.