Learning Contract

The purpose of the Learning Contract is to make explicit the expectations for student performance during fieldwork experiences, define the scope of work and focus areas within PH practice, and to document the activities and learning goals that will support the student’s achievement of the course student learning outcomes (SLOs). Field Instructors should provide feedback on student fulfillment of the fieldwork learning goals during supervision meetings with the student and in formal evaluations provided by the PH Program. To monitor progress toward achieving learning goals, the Field Instructor and student may choose to create field assignments (e.g., written or oral summaries of orientation and training activities, interviews with organizational staff).

In the Learning Contract, students and Field Instructors document mutually agreeable times for students to be present and complete activities (at the practicum site or remotely) each week. Students and Field Instructors should take into account holidays and other planned absences (e.g., vacation, student athletics events) when developing a schedule. Students may not schedule practicum activities during times that conflict with other academic activities, including classes and other extra- or co-curricular commitments. In order to complete at least 70 hours of fieldwork prior to the end of the academic term, plan for 5-7 hours per week. FIeldwork activities may be completed in-person or remotely, as agreed upon by the student and Field Instructor. 

To successfully fulfill the practicum course SLOs, which are pre-determined by the PH Program, students and Field Instructors must identify fieldwork activities that develop the student’s knowledge of the work done at the field site and help the student develop knowledge of Public Health 10 Essential Services and Core Competencies. Activities and/or project descriptions should include the tasks the student will perform and the learning experiences it is expected the student will have. 

Fieldwork activities should be appropriately challenging learning opportunities for the student. Although some amount of clerical and shadowing/observation work is a part of all professional positions, these should represent a small minority of total practicum hours. If students or Field Instructors are concerned about the amount of clerical or shadowing tasks taking place, they should contact the Practicum Coordinator.

• The Practicum Coordinator “assigns” the Learning Contract form to the student once the student has set up their MyInternshipJournal account.

• Based on previous conversations with and guidance  from the Field Instructor, the student begins drafting the Learning Contract and selects "Save" (not Submit) to save it as a draft. At this point, the student and Practicum Coordinator are able to view the draft of the Learning Contract, but not the Field Instructor. 

• During the first week of fieldwork, the student and Field Instructor review and finalize the Learning Contract together in real-time, through the student's account. (Until the student submits the Learning Contract for signature, the Field Instructor will not be able to view the document.)

• The student selects “Submit” once complete, then the Field Instructor will receive a prompt to Approve the Learning Contract, and then the Practicum Coordinator will review and Approve, or suggest revisions if needed.

• All parties may view the Learning Contract on MyInternshipJournal at any time after submission. Students and Field Instructors should review the Learning Contract regularly to track progress during supervision meetings and to evaluate student progress and performance. 

• After submission, students may “Unsubmit and Edit” the Learning Contract as needed to document changes. If major changes are made to the student’s learning goals or planned activities, the student should notify the Practicum Coordinator and re-submit a revised Learning Contract to document these changes.