Partners in Active Learning (PALs)
Project Plan
[Date]
Prepared By: [PALs faculty names]
Overview
Provide an overview of your project. Include:
 Working title of your project
 Faculty and courses involved
 Community organization involved
 Community issues/problems you will address
 Type of learning project you envision
 General types of learning activities, and
 College-wide goals/outcomes your project will meet.
See sample with fill-in spots below as a guideline.
As members of the [working title of your project] Partners in Active Learning (PALs), professors
[X, Y, AND Z] have joined together to form a research community combining [Dr. X’s section
___ of (course title and #), Dr. Y’s section ___ of … and Dr. Z’s …]. Students enrolled in our
classes will collaborate on an educational project designed to meet college and course goals
while partnering with the community organization [put organization name here] to practice
problem-based learning and develop strategies to address [note the issues you will address
here].
[Give brief, 2-3 sentence overview of the problem/issue your classes will grapple with and how it
affects both the broader community and college. This is the spot where you answer the
questions: Who cares and why should we care?]
We propose to involve students in an investigation of [state here the content focus common to
all the collaborating classes]. This project will provide students with an active-learning
environment beyond the traditional confines of the classroom and encourage our students to
contribute to the local community. We will do this by [state your plans here. EG: …by initiating a
long term project in which students: investigate specific aspects of _____; engage in peer
mentoring activities, teaching each other about _____; learn how to and help design
mechanisms for _____; and present their work at a culminating event.] This project provides
multiple educational opportunities for students and takes first steps towards [state any long term
goals here].
This initiative includes such activities as [list the types of learning activities your PAL will include.
EG: peer mentoring via mixed teams comprised of all involved classes; guest lecturers across
classes; student presentations across classes where one class presents project plans, core
knowledge, and/or project materials to other classes involved; communication between classes
in synchronous and asynchronous electronic environments, etc. ] Students in our classes will
acquire not only content specific knowledge and course specific skills in the process but also
work towards multiple outcomes. Via experiential and problem-based learning, this project will
help students meet the following General Education and Integrated Educational Experience
Outcomes:
 [List the appropriate GE & IEE goals here.]
Activities & Participant Responsibilities
Once initial groundwork has been completed, students will be responsible for working in
consultation with faculty and staff to plan and execute all activities for this event.
Proposed Event Planning
[Note here the ways your classes will coordinate to plan their project and the types of
discussions or project events they will be engaged in. State the minimum activities or
deliverables they will supply. What are they going to do? What kinds of academic work will
they submit?]
All classes will coordinate activities by…
We propose a culminating event that includes…
One possible venue will be...
At minimum, students from Dr. X’s class will…
Students from Dr. Y’s class will…
And students from Dr. Z’s class will…
Initial Groundwork
1. Consult with the following parties to inform them of proposed project and request
approval and assistance as needed [See below for possible parties you may need to
or wish to involve; others may be added]:
 Partners in Active Learning Steering Committee
 Vice Presidents Academic and Student Affairs
 Director, Student Activities
 Director, Center for Teaching Excellence
 Director of Institutional Effectiveness
 Director of Educational Technology and Media
 Office of Development
 Office of Public Affairs
 Office of General Counsel
 Office of Facilities
 Deans A, B, and D
 Speakers Committee
2. Make contact with [community organization] to request speakers to visit classes and
present the existing situations in community.
3. Determine which [aspect of project] [community org and professors] want to develop
and extend.
4. Coordinate days and groups to participate in [project or activities].
5. Working with involved parties, negotiate project and set rough time-line for
deliverables and actual event.
6. Determine a volunteer activity to involve students in classes so that all become
involved in the community activity: [place possible example here].
7. Consult with Director of Educational Technology & Media, regarding possible
technology needed and request that they work with students and faculty to plan
audio, visual, and technological components.
8. Consult with … regarding...
9. Consider possibility of inviting community organization partners to view students’
final projects/results.
Student Activities
Class X Students Will [List activities specific to that individual class – examples
below]
1. Coordinate and collaborate with Class Y and Class Z students to plan and execute
event.
 Determine required actions to set up event or activity (with faculty guidance).
 Determine contacts at GGC and outside GGC (with faculty guidance).
 Develop a timeline for deliverables.
2. Research and discuss issues from interdisciplinary perspectives.
3. Teach and present background information to students in Class Y and Class Z.
4. Create informative posters/websites/i-movies/presentations etc. to educate
students/public about topics and possible answers to the questions.
[Complete the matrices below for each class showing how individual class goals can be
met/aligned with project activities. Each professor should complete a matrix for his/her
class. Completed examples supplied below.]
Biology Program Goal
1. Effectively and clearly communicate scientific
information in written and oral form.
2. Use library and internet resources to gather,
organize, and understand scientific information.
Biology
Program
Goal
General
Biology
Track
3. Collect, present, and analyze scientific data
gathered in the laboratory.
4. Understand basic chemistry and math and apply
them to a study of the life sciences.
5. Know the structures and functions of cells.
6. Know the structures and functions of
biomolecules DNA, proteins, lipids, carbohydrates.
7. Understand the structure-function relationships at
all levels of organization of living organisms
molecules  cells  tissues  organs  organ
systems  organisms  populations 
ecosystems..
8. Understand the organization, diversity and
interdependence of living organisms.
9. Understand and gain an appreciation for the
applications of life sciences in Society.
Cell
Biology
Track
7. Know the difference in the structures and
function between prokaryotic and eukaryotic cells
and understand the diversity within these major cell
types.
8. Understand the use of cells and biomaterials in
biotechnology.
9. Understand the capabilities of biotechnology in
Society, as well as its technical and ethical
limitations.
Project Activities
Present to the College and general public on impact of
Litter
Peer-teach ENGL 1101 and PSYC 3110 students
about the scientific impacts of litter
Research the relevant information for the
presentations; collate and frame science information for
layperson understanding
Evaluate sources to determine reliability and veracity.
Design the monitoring surveys
Analyze preliminary data and present to other classes
Determine the impact of litter on the ecosystem locally
and globally.
Relevant to the technical issues raised.
Relevant to the technical issues raised.
Relevant to the ecological questions involved.
Relevant to the ecological questions involved.
Discuss the implications of litter issues and impact with
peers.
Examine litter issues from an interdisciplinary
perspective.
Relevant to the technical issues raised.
Discuss the implications of litter issues and impact with
peers.
Examine litter issues from an interdisciplinary
perspective.
English 1101 Students Will
1. Plan event in collaboration with Biology 4700 and Psychology 3110.
 Determine required actions to set up event/activity (with faculty guidance).
 Determine contacts at GGC and outside GGC (with faculty guidance).
 Develop a timeline for deliverables.
2. Write formal e-mail to request meeting with Rex Smith, Director of Educational
Technology & Media, to discuss role and ways in which technology can be used to
facilitate event and heighten impact of educational projects, events, or activities they
devise.
 Take meeting minutes.
 Write follow-up e-mails/memos.
3. Develop and or edit/proof documents, and create brochures and informational
posters for diverse audiences to educate them about litter issues
4. Consult with faculty and administration involved, including Development, to
determine if they wish to invite Gwinnett Clean and Beautiful VIPs to view final
products of their projects. If so, write copy for formal invitations.
5. Assist other classes by editing projects containing written communication and
helping improve rhetorical effectiveness of other mediums.
6. Write wrap-up report analyzing event planning and event itself.
7. Write reflective essay assessing the learning experience.
English 1101 Course Outcomes
Project Activities
Demonstrate proficiency in analyzing and
evaluating forms, arguments, and rhetorical
strategies of diverse texts.
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Demonstrate the ability to use critical and
flexible problem-solving skills across
disciplines and environments
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Demonstrate the ability to identify and use
appropriate tone, diction, style, and format for
diverse audiences.
Demonstrate the ability to create via print and
electronic media original oral presentations
and written texts that effectively argue a
stance, support a position, answer a question,
or solve a problem using sound reason and
relevant evidence appropriate to purpose and
audience
Demonstrate the ability to successfully engage
individually and collaboratively in the writing
process.
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Students identify specific elements of forms and strategies, and strengths
and weaknesses of forms and strategies before employing them in
communications and while working with BIOL 4700 and PSYCH 3110
students to edit and improve public projects.
Students write essays, e-mails, reports, and educational documents in
which students adopt positions arguing
for/supporting/explaining/requesting a point or course of action.
Collaborative endeavors requiring students to develop solutions to
problems/tasks such as organizing the intellectual assets of both classes;
setting group work schedules and project deadlines; assigning job titles
and duties; setting group goals, rules and guidelines; and expressing all
of these in a clear form.
Students will write multiple documents and multiple versions of
documents altered to suit different audiences. (GGC community, greater
community, peers, faculty and staff, etc.)
Assessed writing assignments of varying lengths and complexities totaling
a minimum of 25 pages. Assignments will include analytical papers, emails and to peers, faculty, and staff, assessment reports and evaluations
of project and personal activities, discussion in online forums, reflective
essays, and items such as education posters, flyers, and documents.
Assessed oral assignments that might include activities such as
presentations and discussions.
Cumulative work product including multiple drafts of a single document
Prewriting assignments requiring students to select and develop concepts
appropriate to assigned purposes. Possible methods might include
writing in class or in print or electronic media showing evidence of
brainstorming, clustering, outlining etc.
Assignments requiring students to construct documents that express a
clear, central idea and contain organized paragraphs supporting that idea
in a logical, coherent, and cohesive fashion.
Assignments requiring students to review their written products with the
intention of identifying and revising the documents for focus, logic,
English 1101 Course Outcomes
Project Activities
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Demonstrate knowledge of basic principles of
research and documentation
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content, and organization.
Assignments requiring students to edit their written products for correct
Usage.
Assignments requiring students to assess a written product based on
established criteria.
Assignments requiring students to revising written products based on
Feedback.
Library and/or source assessment worksheets.
Assignments requiring students to select and collect secondary materials
for use in an assignments.
Cognitive Psychology 3110 Students Will
1. Focus on decision processes "Why people do not conserve/recycle/pick up litter?"
2. Analyze and develop surveys and assessment measures related to litter projects
3. Develop solutions and responses to data gathered.
4. Develop appropriate instruments to monitor GGC community attitudes and
awareness of litter and its impact.
5. Teach and present information concerning decision making to students in English
1101 and Biology 4700.
6. Create informative posters/websites/i-movies/presentations etc. to educate
students/public about topics and possible answers to the questions.
Psychology 3110 Course Outcomes Project Activities
Understand a multitude of Cognitive
Psychology theoretical approaches to
Psychology
Demonstrate competence in critical/analytic
thinking
Demonstrate the ability to apply Psychological
theory and/or research methodology to real
world, culturally diverse, situations, apply the
appropriate statistical tools, and abide by
ethical foundations
Demonstrate competence in communication
(written, verbal, numeric & graphic)
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Students will identify how various aspects of cognitive processing are
involved in individual’s decisions to, or not to, litter.
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Students will evaluate existing instruments designed to explore
individual’s attitudes towards litter and assess its merits.
As stated above, students will evaluate existing instruments designed to
explore individual’s attitudes towards liter and assess its merits.
Students will use theory grounded in Cognitive Psychology to develop and
pilot test a new/modified instrument to assess attitudes towards litter
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Peer-teach ENGL 1101 and BIOL 4700 students about factors involved in
decision making
Assessed oral assignments that might include activities such as
presentations and posters.
Rough Timeline (Ideally to be completed by…)
[Provide a rough timeline by which you hope to have key activities completed. Completed
example below.]
Feb. 16
Finalize class decisions on monitoring activity and event participation
Feb. 23
Event Plan – By this date students will have …
 Determined what actions must take place to set up event (with faculty
guidance).
 Determined who they must contact at GGC and possibly outside GGC (with
faculty guidance).
 Determined necessary deliverables to make event happen.
 Developed a rough timeline for deliverables.
By end of Feb
 Gwinnett Clean and Beautiful Speakers present problems to classes; classes
view i-movies or podcasts of speakers.
 Problem is framed by students
Mid- March
 All three classes participate in a clean up event of their choosing; experiential
learning the scope of the problem.
March 20
 Biology 4700 students create and present an educational component for
English and Psychology classes on the impacts of a cigarette butt to the
ecosphere.
 Psychology 3110 students create and present an educational component for
English and Biology classes on decision making.
March
 Students work on monitoring plans; participate in collecting preliminary data
and surveys.
 Monitoring and surveys revised.
April
 Analyze preliminary data, revise.
 Develop plan for continuation of monitoring project
 Develop educational or community awareness materials (determine what
audience we want to target).
April 22
 SST Student Research Day (title TBA) The PAL project can be presented at
this time. Coordinate with Gwinnett Clean & Beautiful to showcase the
student’s work.
Final stages
 Students hold wrap up meeting. Students in 1101 write reflective essays and
wrap-up reports.
Needs
[List anticipated needs. General example below.]
1. Participation and support of multiple parties (IE: Development, Educational Technology,
and Facilities) who would be willing to work with students.
2. Space to hold event.
3. Space to set up student displays and ability to broadcast student presentations, i-movies
etc. using AV equipment.
4. Promotional assistance through approved GGC communication venues.
Costs
[List anticipated costs. Whenever possible, estimate dollar amounts. General example (without
dollar costs) below.]
1. Costs for hosting event on campus.
2. Costs for invitations to VIPs if determined desirable.
3. Costs for materials or resources to advertise on campus.
APPENDIX A
GGC Vision, Mission, and GE/IEE Goals
Vision
Georgia Gwinnett College will be a premier 21st Century Liberal Arts college where
learning will take place continuously in and beyond the confines of the traditional
classroom. Its cornerstones will be innovative use of educational technology and a
commitment to an integrated educational experience that develops the whole
person. GGC will be a wellspring of educational innovation. It will be a dynamic
learning community where faculty engagement in teaching and mentoring students
will be the hallmark. It will be a driving force for change in student success. As such,
it will be a model for innovative approaches to education, faculty engagement with
students, and highly efficient student, facility, and administrative services.
Mission
Georgia Gwinnett College provides access to targeted baccalaureate level degrees
that meet the economic development needs of the growing and diverse population of
the northeast Atlanta metropolitan region. It emphasizes the innovative use of
technology and active-learning environments to provide students enhanced learning
experiences, practical opportunities to apply knowledge, increased scheduling
flexibility, and a variety of course delivery options. Georgia Gwinnett’s outstanding
faculty and staff actively engage students in various learning environments, serve as
mentors and advisors, and assist students through programs designed to enhance
their academic, social, and personal development. GGC produces contributing
citizens and future leaders for Georgia and the nation. Its graduates are inspired to
contribute to the local, state, national, and international communities and are
prepared to anticipate and respond effectively to an uncertain and changing world.
General Education Outcome Goals (GE)
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GGC’s General Education program is outcomes-based and consistent with GGC’s
mission and vision. GGC designed its general education program by first
determining the outcomes GGC would expect from students completing the
program. GGC expects its general education program will produce engaged and
informed citizens who:
GE 1: Clearly communicate ideas in written and oral form
GE 2: Demonstrate creativity and critical thinking in inter- and multidisciplinary
contexts
GE 3: Demonstrate science literacy
GE 4: Demonstrate a broad understanding of diversity
GE 5: Understand effective use of information technology
GE 6: Understand global issues and perspectives
GE 7: Understand the role of history in human development and national and world
affairs
GE 8: Understand human and institutional behavior from a political, social, and
global perspective
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GE 9: Engage with and understand human endeavors in literature or the arts
Integrated Educational Experience Outcome Goals (IEE)
Georgia Gwinnett College’s Integrated Educational Experience program will produce
graduates who:
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IEE 1: Clearly communicate ideas in written and oral form.
IEE 2: Demonstrate creativity and critical thinking in inter- and multi-disciplinary
contexts.
IEE 3: Demonstrate effective use of information technology.
IEE 4: Demonstrate an ability to collaborate in diverse and global contexts.
IEE 5: Demonstrate an understanding of human and institutional decision making
from multiple perspectives.
IEE 6: Demonstrate an understanding of moral and ethical principles.
IEE 7: Demonstrate and apply leadership principles.
APPENDIX B
OPERATIONS ORDER: Partners in Active Learning
EXCERPT
I. Mission
This proposal outlines the creation of Partners in Active Learning (PAL) for Georgia
Gwinnett College. PALs embody the very principles upon which our college was
founded, placing special emphasis on “creating leaders of tomorrow in an ever changing
world.” This would be accomplished by creating an educational environment that
encourages our students to critically evaluate and respond to today’s issues.
II. Goals
The goals of PALs, and that of the institution, are as follows:
1. Produce graduates who can anticipate and respond effectively to the changing
world.
2. Inspire graduates to be contributing citizens and community leaders.
3. Innovatively design and deliver educational programs and support services.
4. Engage with Gwinnett and surrounding communities to support student
development and community needs.
5. Create a culture devoted to the holistic development of students.
6. Serve as a resource for innovation for the broader educational community.
III. Outcomes
The outcomes for this program are to:
1. Help students take an active role in understanding the issues that concern their
community.
2. Form a relationship between Georgia Gwinnett College and the surrounding
community.
3. Provide students the opportunity to showcase their creative endeavors at the end
of the year festival
4. Expose students to the complexity of current issues and what can be done to
address these issues.
IV. Activities:
We hope to achieve the goals listed above through the following activities:
The GGC community would annually select a topic(s) in which it would invite interested
members of the institution to engage their academic endeavors. The topic(s) would be
determined in cooperation/consultation/coordination with the community at large.
Once the topic(s) has been selected, instructors, schools, and student organizations will
have the opportunity, over the course of a year, to explore the topic(s) from a multitude
of perspectives (discussed below). At the end of the school year GGC could host a
festival celebrating the work that GGC created and invite the community to the event as
well. The following is a proposal outlining the structure of such a program (See
Appendix 1.0 for chart):
Steering Committee
The steering committee would consist of faculty from each school and the
Director of the Center for Teaching Excellence. The committee would also be
added by multiple advisors, such as Public Relations and Institutional
Development.
This committee would help facilitate the selection of the topic for that academic
year. In addition to help determining the topic, it could also act as a coordinating
body to help provide a conduit to get faculty, college and community
organizations with similar ideas together to work on projects.
Project Descriptions (See Appendix 2 for an example): Including, but not limited to,
the following examples:
Problem Based
 Two or more groups working in unison.
 Application: taking a topic/problem and developing an action/solution
 Solution should take principles from the classroom and apply them to real
world problems
Enriched Learning
 Two or more groups working in unison
 Combined courses, from unique disciplines, produce a product that
incorporates two separate academic courses.
 This project format offers a venue to further explore and appreciate the
complexity of the topic.
College Festival
 This event would celebrate the work that the GGC community created. It would
offer a platform to enable the work to be displayed to the school and the
community at large.