The Learning Contract
Students are expected to develop personalized learning objectives prior to beginning their
internship. The individualized learning objective is to be identified and described in a Learning Contract
(See attached). The Learning Contract is the written agreement between the student, the Internship
Supervisor, and the Internship Coordinator regarding what students want to know or be able to do as a
result of working in the Internship placement (Knowles, 1986). The Learning Contract consists of two
parts. Part I consists of the defined learning objectives and corresponding learning activities and Part II
consists of documentation of learning (Knowles, 1986). Part I of the Learning Contract, the learning
objectives and their corresponding learning activities, are developed at the beginning of each internship
placement the student is in. A total of two placements may be used to accumulate required hours. Part
II of the Learning Contract, the documentation of learning, is completed at the end of each internship
placement. A new learning contract is developed and implemented for each internship placement.
Overview of the Learning Contract. All students are required to write and to submit a formal
Learning Contract in Human Services Internship (HUSV 4900). This Learning Contract is to be written
in consultation with the Internship Supervisor. It is suggested that the student begin this process before
or during the first week of placement with the agency. Students should meet with the Internship
Supervisor to brainstorm specific learning objectives and learning activities. Once the initial draft is
developed, the Internship Supervisor will review the Learning Contract and offer any additional
feedback or revisions. Once agreed to by the student and the Internship Supervisor, the student
submits the Learning Contract to the Internship Coordinator. The Internship Coordinator will review the
Contract and may offer suggestions for revisions. The Internship Coordinator will either sign the
contract or return it to the student and Internship Supervisor with comments and suggestions for
revision. When questions come up during the process of writing the Learning Contract, the student
and Internship Supervisor are encouraged to consult with the Internship Coordinator.
This Learning Contract is followed throughout the internship and helps to focus students on learning
objectives during that internship. But, as is common or expected with experiential learning, sometimes
learning objectives identified in the Learning Contract may be interrupted by unforeseen events,
opportunities, or obstacles. Weekly supervision sessions offer a good opportunity for ongoing review of
a student’s progress towards achieving his/her learning objectives. If an unplanned event, opportunity,
or obstacle occurs during the internship, students should discuss it immediately with their Internship
Supervisor, and identify the new learning emerging as a result of a change of plans. At the end of the
internship, students are not evaluated on whether they meet all their learning objectives (Knowles,
1986). Rather, their performance is evaluated according to a number of factors including the progress
they made towards achieving their learning objectives, how professionally they handled the events,
opportunities, or obstacles that interrupted their progress with their learning objectives, and what they
did learn from the new opportunities that were provided (Knowles, 1986). Finally, the Internship site
visit (if practical) that takes place between the student, the Internship Supervisor, and the Internship
Coordinator provides another opportunity to review a student’s progress towards achieving the learning
objectives and any change in plans.
At the end of the internship, students are also responsible for providing a written assessment of their
learning experience, including an assessment of any unanticipated learning (Knowles, 1986). The
Internship Coordinator is responsible for submitting the final internship grade. At the end of the
internship, the Internship Coordinator assesses academic performance and assigns a grade based on
the Internship Supervisor’s formal evaluation, time documentations, the student’s final Student SelfAssessment, and final internship paper, as well as on the basis of discussions that take place during
site visits (if practical).
Writing a Learning Objective. A learning objective is a clear and concise statement that defines
specifically what a student wants to learn from his or her Internship experience after completing the
defined learning activities (Knowles, 1986). A learning objective describes what the student plans to
know and be able to do as a result of the learning experience. A learning outcome is a clear and
concise statement that defines what a student will know and be able to do after completing a learning
experience. A learning outcome describes what the student is to achieve as a result of the learning
experience.
The student works with the Internship Supervisor and consults with the Internship Coordinator to
develop learning objectives; assuming this responsibility allows students to identify the specific learning
objectives that support each student’s academic and professional aspirations. In preparation for this
meeting, students should consider goals in the following areas:
•
•
•
Knowledge: learning and understanding facts, concepts, theories, information, or ideas.
Skills: abilities, gained through practice, to perform tasks effectively.
Personal development: attitudes, dispositions, values, and/or habits necessary for effectiveness
in the human service field. (Kiser, 2012)
In preparation for writing the Learning Contract, students may want to address some of the following
questions:
• What knowledge, skills, and/or dispositions outlined in the National Standards do I want to practice
and to provide documentation of in my capstone portfolio?
• What identified needs or gaps in service would I like to address?
• What classroom theory do I want a chance to apply or test in an internship setting?
• What specific accomplishments would I like to make as a result of this internship?
• What do I feel I need to learn to meet my professional educational goals?
• What types of professional experiences or trainings would I like to obtain through this Internship
placement?
• In what professional directions do I want to grow as a result of this placement?
These ideas can then be translated into learning objectives. Writing clear and specific learning
objectives helps students focus on the learning gained from the Internship placement experience rather
than getting caught up in just “doing.” Examples of both vague statements and precise learning
objectives follow.
Learning Objective: Skills
Vague: I want to know about counseling a client.
Specific: I want to learn how to diagnose and develop a treatment plan for a client.
Learning Objective #2
Vague: I want to learn about welfare eligibility.
Specific: Describe and demonstrate how to interview clients to determine eligibility for Family
Independence services.
While it is possible to carry over unfinished learning objectives from internship to internship, it is
important that students write (or rewrite) a minimum of one or two new learning objectives each
internship. In addition, students need to remain open to unanticipated learning opportunities that
emerge during the internship. Listed below are examples of verbs that are useful to consider when
writing learning objectives.
Verbs that Express Learning Objectives
analyze
apply
arrange
assemble
assess
categorize
chart
choose
classify
collect
compare
compile
construct
contrast
critique
define
demonstrate
describe
design
diagram
differentiate
distinguish
evaluate
explain
formulate
generate
identify
list
locate
practice
prepare
rate
research
review
search
select
simplify
synthesize
test
write
Identifying Corresponding Learning Activities for a Learning Objective. Corresponding learning
activities describe what students will do to help reach an identified learning objective and how they will
do this (Knowles, 1986). For each learning objective, students identify learning activities for
accomplishing that particular objective. Students must describe the activities, strategies, and resources
they will use to acquire the desired learning. Typically, students participate in more than one activity to
meet each learning objective. Learning activities should be developed by the student in consultation
with the Internship Supervisor. Below are some additional examples that, depending on the particular
learning objective, might be incorporated into the Learning Contract:
• Attend meetings, training sessions, and workshops.
• Consult or collaborate with professionals and experts.
• Observe a professional engaged in an activity that is associated with the learning objective.
• Engage in reflective writing or a learning journal.
• If the learning objective is skill-oriented, practice the skill and obtain feedback.
• Read material recommended by the Internship Supervisor.
• Create a concept map that links to learning objectives.
• Gather information/data and report on findings.
Below are some examples from Kiser (2012) of goals, activities, and methods of measurement.
Amending the Learning Objectives and Their Corresponding Learning Activities. During the
course of the internship, students are expected to reflect on their learning, and discuss this during
Internship supervision sessions and the internship seminar. In some instances, learning objectives and
activities may change because of unforeseen or unexpected opportunities. When students, in
consultation with their Internship Supervisor, decide to re-focus their learning in a new direction or on a
new objective not identified in their Learning Contracts, they should address this modification in their
weekly reflections and their internship Student Self-Assessment.
End of the Internship
At the end of the internship, both the student and the Internship Supervisor assess the learning
experience and student’s performance. Students will use the Student Self-Assessment Form, and the
Internship Supervisor will complete the Internship Supervisor’s Evaluation. All assessments should be
submitted at the end of the internship, according to the timeline outlined in the HUSV 4900 course
syllabus. It is the student’s responsibility to remind the Internship Supervisor of the evaluation deadline
in a timely fashion. In addition to submitting the assessment and evaluation forms, students are also
required to submit the signed Time Sheet.
Student Self-Assessment of Learning
Completing a Student Self-Assessment is part of the documentation of learning and provides students
with the opportunity to evaluate the academic and professional growth that has occurred as a result of
involvement in the placement. Students reflect on the following questions, and assess their learning by
asking themselves:

Were my learning objectives met? Which learning objective(s) were not met? Why?

Did I learn what I originally planned to learn?

What were some of the unanticipated learnings?

What have I learned about myself as a result of being involved with this Internship experience?

What have I learned about my work experience?

What factors do I consider contributed to making this Internship experience a worthwhile/not
worthwhile learning experience?

What will I do differently as a result of what I learned?
In addition to submitting self-assessments to the Internship Coordinator, students should retain copies
of their internship Student Self-Assessment for inclusion in their capstone portfolio. Originals should be
submitted to the Internship Coordinator for review by the due date indicated on the syllabus. The
Student Self-Assessment will be placed in the student file along with a photocopy of the Internship
Supervisor’s Performance Evaluation.
Gordon State College
Human Services Program
LEARNING CONTRACT: Part I
INTERNSHIP HUSV 4900: Objectives and Corresponding Learning Activities
Student Name:
Agency:
Goals
Knowledge:
Knowledge:
Knowledge:
Skills:
Skills:
Skills:
Strategies
Student ID#:
Internship/ Year:
Methods of Measurement
Personal Development:
Personal Development:
Personal Development:
The following signatures indicate that these individuals have approved these learning objectives and
their corresponding learning activities as an appropriate academic learning experience.
Student Signature
Date
Internship Supervisor Signature
Date
Internship Coordinator Signature
Date
Gordon State College
Human Services Program
LEARNING CONTRACT: Part II
INTERNSHIP HUSV 4900: STUDENT SELF-ASSESSMENT OF INTERNSHIP LEARNING
The student self-assessment should include:
1.
A brief introduction (1-2 pages) providing descriptive information of the area,
department or office where the internship was completed.
2.
Reflections (3-6 pages) on the work you were involved in during the internship and
perceptions of what has been learned from the experience. Be sure to include the
following:
a. A reflection on progress towards achieving stated learning objectives in the
areas of knowledge, skills, and personal goals.
b. An overview of how the identified learning activities contributed or did not
contribute to progress towards stated learning objectives.
c. A description of serendipitous learning that may have emerged from the
Internship experience.
d. A reflection on development as a human services professional, including
analysis of knowledge, skills, dispositions, and cultural competencies.
e. A self-assessment of overall performance as an internship student.
f.
An assessment of the supervision and support received from the Internship
Supervisor and Agency/Organization.
3.
A conclusion (1-2 pages) in which you analyze the contributions of this experience
to your career goals and to their understandings of the field.
4.
A time log should be attached to the paper (date, times, activity/ies) showing how
the 225 hours were spent. Your weekly summary of the week’s activities should
also be attached.
References
Kiser, P.M. (2012). The Human Service Internship: Getting the Most from your Experience. Belmont:
Brooks/Cole
Knowles, M. S. (1986). Using learning contracts. San Francisco: Jossey-Bass.
Korsmo, John (2014-revision) Human Services Program Field Studies Manual. Western Washington
University.