Learning Strategies Courses:2 Approaches

Darla Benton KearneyLearning Strategist

Mohawk College of Applied Arts and Technology

Agenda

• Introduction

• PLA – Hoops and Solutions

• ALS – Hoops and Solutions

• Through the Hoop

• Best Tips

• Questions

Introduction

• Will discuss the hoops involved in creating and delivering learning strategies courses

• Assuming you all have course content.

• Will give course outlines and learning plans for each course at the end of the workshop to give you some more specific details on each course.

Prior Learning Assessment Course

• Introduction– Wanted to give credits to students who had

already spent time working with a Learning Strategist.

– Wanted a flexible option for students to receive a General Education Credit.

– Wanted to give fair and equal access to a General Education Credit for all students with disabilities that see a Learning Strategist.

Prior Learning Assessment Course

• Hoop 1– Program Area

• Needed to ensure Associate Dean of General Education was on board.

• Solution– Met with Associate Dean and provided numbers of

students registered with Disability Services who were currently working with a Learning Strategist (LS)

– Discussed the benefit of gaining a credit for learning strategies work

Prior Learning Assessment Course

• Hoop 2– Prior Learning Assessment (PLA) Model

• Offering a PLA course that does not actually exist as a current course.

• Solution– Met with PLA office and discussed course.

Determined that course could be given a course code specifically for a PLA

– At that time did not specify a course equivalent• We would later add the Alternative Learning Strategies

course as an equivalent course.

Prior Learning Assessment Course

• Hoop 3– Course Structure to Meet PLA Requirements

• Needed to be under a PLA theme – In this case Personal Understanding

• Students needed to demonstrate personal understanding

• Solution– Series of reflective assignments to be completed with

portfolio

Prior Learning Assessment Course

Prior Learning Assessment Course

• Results– Students more likely to keep and reflect on their

learning strategies

– Improves motivation and attendance

– Not many students have started the PLA• Have a small number of students hoping to start and

complete this summer.

– Recommendation that it continues in pilot status.

Alternative Learning Strategies Course

• Introduction– Wanted students to be able to access an LS earlier in

the semester.

– Wanted students who did not want to register with DS to have access to an LS.

– Wanted increased instructional time for each student with an LD.

– Wanted to focus on broader LD issues and needed time to do so.

Alternative Learning Strategies Course

• Hoop 1– Delivery

• Through General Arts and Science (GAS)• Special Authorization into the course

• Solution– Decided to deliver through GAS as high proportion of

students with LD– Discussed numbers and needs with Associate Dean– Banded course with GAS optional course – Discussed registration process with Coordinator and

determined that Coordinator would special authorize students who were referred to take the course

Alternative Learning Strategies Course

• Hoop 2– Payment

• Development• Delivery

• Solution– Academic area paid for development– Service area (DS) pays for delivery

• As I am teaching students who would have come to see me individually

Alternative Learning Strategies Course

• Hoop 3– Academic/Service Area Integration

• Expectations of each area• Expectations of each person• Communication cycle

• Solution– Still working on this one…– Clarify expectations– Set timelines and provide reminders– Identify the differences in timelines between academic

and services areas early

Alternative Learning Strategies Course

Alternative Learning Strategies Course

• Results– Student benefits

• Improved self-advocacy skills• Pleased to have a credit towards their diploma

– Academic area benefits• Variety of other programs trying to have the course delivered to

meet the needs of their students• Great deal of support from faculty• Good example of UDI principles in practice

– Service area benefits• More efficient use of LS time• Dramatically increased instruction time

Through the Hoops

Best Tips

• For anyone wishing to set up courses around learning strategies, here is a heads up:– Get Deans and Coordinators on board early

– Develop a plan/process for communication

– Discuss expectations of each area up front

– Develop a suitable timeline for the service area and academic program

– Promote course early

– If funding is available at your college to research the students accessing the course, take it. (Duh!)

Questions

• Is there anything that I have not covered that you would like to discuss?

• For those of you who have started courses similar to this one, how have they been going?