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Experiential Learning Contract

DEPARTMENT OF FOOD SCIENCE, RUTGERS
EXPERIENTIAL LEARNING (EL) CONTRACT FORM

(formerly known as EBE – Experience-based Learning)

All students must visit with their academic adviser prior to registering for EL credits.

Prerequisites: Academic advisers may require students to complete appropriate training with respect to lab safety procedures and/or REHS lab safety training

Learning Goals: Students must work with their academic adviser and list 3 learning goals for this course.

Grading & Assessment:

EL Grading Rubric
Planning of EL, Registrations & Submissions
10%
Establishing learning goals:
10%
Performance Evaluation Rubric
30%
Documentation of learning experience:
50%

Students must complete at least 120-130 hours of total work; equivalent to a 3-credit course covering a 14-week semester.

ALL STUDENTS MUST COMPLETE EL LEARNING CONTRACT FORM WITH THEIR ACADEMIC ADVISER.

Students must provide all documents of their internship/research/experience to their academic adviser. There are 4 sections to be completed in the EL Contract form:

Section -1: General Information & Learning Goals
  1. Student information
  2. Course information
  3. Employer/faculty information
  4. Summary of the work student will be engaged in
  5. Learning Goals
  • Student must complete this section before registering for EL credits
  • Learning goals: to be completed with the help of academic adviser
When will a student register for EL courses?

EL courses are not classroom-based courses. They do not get filled up. Students registering for EL course in a particular semester must:

  • First work with their academic adviser/supervisor to draft the learning goals of the project
  • If your supervisor is different from FS academic adviser, you MUST inform your academic adviser about your project and confirm the learning goals.
  • Once the FS academic adviser agrees to the project, request for SPN form.

Students generally register for EL courses at the start of the semester;
registration must be done before the “Add/Drop” date for that semester.

Section- 2: Documentation of EL experience
  1. Lab reports/ details of experiments or analyses conducted/ other documentation of work performed
  2. How the learning goals were achieved
  3. Summary of the EL experience
  • Students must put together a document in an organized manner with all the required information towards the end of the semester
  • For Internship-based Learning 11:400:494, students must also provide document/email showing start date and end date with the employe

Section-3: Review of student performance for Experiential Learning

Students must take a printout of this section, fill in the required information and upload it to the Canvas course site.

  • The student’s immediate supervisor must complete a performance evaluation for the student by the end of the semester
  • Name, signature & points need to be filled in by the immediate supervisor
Section- 4: Checklist & Grade for EL

What if a student is unable to complete the EL documentation by the end of the semester they are registered in?

  • Student(s) shall receive an Incomplete grade (TZ) for the EL course(s).
  • Canvas site for EL courses will be open after the semester ends.
  • When students submit their contract form late, they must email Dr. P, so their grades can be changed.
  • Be advised that students cannot go beyond next semester to submit their contract form in Canvas

Section -1: General Information & Learning Goals

  1. Name of Student:
  2. Name of Academic Adviser:
  3. RUID of student:
  4. Student email:
  5. Student phone number:
  6. EL Supervisor Name:
  7. EL Supervisor Job title/position:
  8. EL Supervisor Organization & Address:
  9. EL Supervisor Contact information (phone):
  10. EL Supervisor Contact information (Email):
  11. EL learning: Start Date:
  12. Summary of work the student will be engaged in:
  13. Learning Goals: By the end of this course, the student will be able to:
  14. At the end of the course, the student will:(Please check one or more):

    15. Submit a report [_]
    Give an oral presentation [_]
    Give a poster presentation [_]

    Other


Class of:

Sem/Year of EL:








End Date:

Section- 2: Documentation of EL experience

Upload all documents pertaining to your EL in Canvas. Documents include

  1. A one-page write-up on how the 3 learning goals were achieved (100 words minimum per goal). If your goals were modified during your experience, describe them here. Follow the format here:
    • Learning goal #1
      • How did you achieve your learning goal?
    • Learning goal #2
      • How did you achieve your learning goal?
    • Learning goal #3
      • How did you achieve your learning goal?
  2. Lab reports/ details of analyses or experiments/ other documentation of work performed; this is a technical document. Use the following format: (Students registered for 11:400:493 may follow the format of the faculty supervising the research experience).
    • Title
    • Introduction
    • Objectives
    • Methods used
    • Observations & Results
    • Discussion
      • What you learned
    • Conclusion
      • How the objectives were met with
  3. A one-page write-up on summary of EL experience (150-200 words)
  4. As a college student embarking on an academic or professional journey, it is crucial for you to explore the social and cultural competence in fostering diversity and inclusion, particularly in a laboratory setting. I ask you to reflect on the concept of social and cultural competence as it relates to your experience in a lab environment. I would like you to think about and consider the unique dynamics of a scientific community and think critically about how they can contribute to a more inclusive and collaborative environment.

Write your responses to each question as a short answer (150-200 words).

  1. Have you encountered any challenges related to social and cultural competence in the laboratory setting, and if so, how did you address or overcome them?
  2. What are the key communication skills that you think are essential for effective teamwork in a scientific or laboratory environment?
  3. In your opinion, what are the advantages of diverse and multidisciplinary teams in a laboratory setting?
  4. Students registered for Internship-based Learning 11:400:494 must submit document/email confirmation of start date & end date from their employer

Section- 3: Performance Review

EXPERIENTIAL LEARNING: STUDENT SKILLS ASSESSMENT RUBRIC

I. EVALUATION OF LEADERSHIP SKILLS
Criteria for Evaluation
Approaching
Proficiency

1 (D)
2 (C)
Demonstrates
Proficiency

3 (C+)
4 (B)
Approaching Expertise
Leadership

5 (B+)
6 (A)
Student score/ letter grade
Workplace navigation
1. Follows procedures.
2. Occasionally ask questions
about workplace practices.
1. Follows procedures diligently.
2. Routinely asks questions about
workplace practices.
1.Goes beyond following procedures diligently.
2.Seeks information about workplace practices and shares with peers
Creativity
Self- direction
1. Asks questions as needed to complete assigned tasks
2. Begins to self-monitor progress without constant supervision
1. Routinely exhibits initiative to complete assigned tasks, rarely asking questions
2. Keeps supervisor informed of progress
1. Uses self-motivation and self-regulation to complete assigned tasks
2. motivates and leads others to complete tasks
Innovation
Occasionally will try different approach when things do not turn as expected
Regularly looks for ways to improve assigned tasks
Inspires and encourages others to look for ways to be more efficient in assigned tasks
Professionalism Ethics
1. Makes visible efforts to imitate professional etiquette, standards, and ethics from professionals in the workplace.
2. Takes responsibility for mistakes or misconduct.
1. Demonstrates professionalism in dress and behavior consistent with standards and workplace norms.
2. Shows concern for professional ethics in addition to taking personal responsibility for mistakes or misconduct
Is able to articulate and model the situational nature of some aspects of professionalism such as dress and etiquette, and the fundamental importance of standards and ethics.
Technology literacy
Shows interest in learning how to determine what technology is most appropriate
Routinely uses and learns new technologies. Usually able to determine the most appropriate technology for a particular use without being told
Is able to explain the criteria to use the most appropriate technology and judge the appropriateness
II. COLLABORATIVE EFFORTS (If any of the observations or situations did not arise, please mention N/A in the grade column)
Criteria for Evaluation
The student is
beginning to

1 (D)
2 (C)
The student shows
competency in

3 (C+)
4 (B)
The student
is able to

5 (B+)
6 (A)
Student score/ letter grade
Motivation
Express minimal or no interest in interacting with diverse groups and cultures or in learning about different world views.
Expressing interest in interacting with diverse groups and cultures or in learning about different world views.
1.Demonstrate drive/motivation to interact with diverse groups and cultures or in learning about different world views.
2. engage in diversity activities
Skills Abilities
Identify appropriate language and behavior when interacting across differences, but often only able to respond through their own perspectives on questions of diversity.
Describe cultural differences and begin to negotiate understanding despite differences
1.Demonstrate ability to see things from others' perspectives.
2. Demonstrate ability to use appropriate language and behavior while interacting across differences.
Action Citizenship
Display curiosity and interest in interacting with people different from themselves
Able to engage skillfully with people different from themselves in order to develop a pluralist domestic and world view.
Demonstrate ability to interact meaningfully and build effective relationships with individuals and groups across differences.
III. TEAMWORK
Criteria for Evaluation
Approaching
Proficiency

1 (D)
2 (C)
Demonstrates
Proficiency

3 (C+)
4 (B)
Approaching Expertise
Leadership

5 (B+)
6 (A)
Student score/ letter grade
Contribution
1.Collects information when prodded
2.tries to offer some ideas, but not well developed, and not clearly expressed, to meet the team's needs
1.Collects basic, useful information related to the project
2. occasionally offers useful ideas to meet the team's need
1. Collects and presents to the team a great deal of relevant information.
2. offers well-developed and clearly expressed ideas directly related to the group's purpose.
Taking responsibilities
1.Performs assigned tasks but need many reminders 2. attends meetings regularly but generally does not say anything constructive 3. sometimes expects others to do their work
1. Performs all assigned tasks; attends meetings regularly
2.usually participates effectively
3. generally reliable
1. Performs all tasks very effectively
2. attends all meetings and participates enthusiastically
3. very reliable
Valuing team members
1.Often argues with teammates
2.Does not listen to alternate approaches
1. Generally, listens to others' points of view
2. Tries to make a definitive effort to understand others' ideas
1. Always listen to others' ideas 2. always helps the team reach a fair decision

Adapted from:
  1. Ohio state University teamwork Rubric
  2. Wisconsin University's Skills Assessment Rubric
  3. Work-Based Learning Student Skills Assessment Rubric

Section- 4: Checklist & Grade for EL

(To be completed and signed by the student and academic adviser at the end of the semester).

  1. The student has met with the requirement(s) of the 3 learning goals:
  2. Total number of hours completed or hours per week:
  3. Number of credits earned:
  4. Grade for the EL course:

Yes or No

__________________________________
Signature of academic adviser

I have uploaded all necessary documents for EL in Canvas course site.

_______________
Date

__________________________________
Signature of student

_______________
Date