Using learning contracts for improved teaching and student involvement

The typical students at the Purdue University-Anderson site are adult learners, and, as such, they have special needs which must be recognized and addressed if their learning and retention is to be maximized. To accomplish this the andragogy educational adult learner method was followed. The learner must be the focus of the preparation for and acquisition of knowledge, skills and understanding to become an adaptable human being. During the first weeks of any course the instructor and students must develop a positive relationship: one that is conductive to improved learning. During these initial weeks the instructor lays the necessary foundation of knowledge and general course expectations from which all else evolves. This phase is followed by either one-on-one instructor-student or instructor-team dialogues to reach a mutual and satisfactory knowledge of specific course expectations. The students, individually or in teams, must be actively involved in defining their interim and ultimate learning objectives, and in establishing their responsibilities and accountabilities. These specifics are detailed in a learning contract which is submitted and ultimately agreed to by the instructor. The role of the instructor becomes primarily that of a facilitator, consultant and resource helping each student and/or team successfully accomplish their defined objectives. In the Spring semester, 1998, three courses at Purdue University-Anderson will be using the learning contract methodology. The results attained in each course using this method are presented as well as the methodology and expected results.