In this class, you'll use a variety of strategies to surface and articulate knowledge you have gained outside of formal environments like school. Reflecting on past learning, you will use several methods for uncovering "tacit" knowledge, of which you may not be aware, but that you use regularly in many areas of your life and may be called upon to share with others. Making tacit knowledge explicit is an urgent issue in the workplace, as well as in family and community life--how do we transfer our skills, learning and knowledge to others who need to know it? Reflective Learning offers you the opportunity to explore these issues and use a variety of methods to bring to the surface (make “explicit”) some of your own knowledge, skills and insights.
After completing this course, you’ll be able to:
Writing, discussion and collaborative learning, including generative knowledge interviewing and peer feedback. At the end of this class, you will create a Learning Showcase portfolio that you will share with others either electronically (via Digication or another mode of your choosing). Both online and onsite versions of this course will use the Desire-to-Learn (D2L) platform for communication, readings, discussions (online) and document submission. No textbooks are required for this course. All required readings may be found on D2L or via the following links:
Association for Supervision and Curriculum Development. (2000). Habits of Mind. Retrieved from http://www.mindwerx.com/files/insert/Habits_of_Mind_Summary_Outline.jpg
Casserly, Meghan. (2012). The 10 Skills That Will Get You Hired in 2013. Forbes. Retrieved from http://www.forbes.com/sites/meghancasserly/2012/12/10/the-10-skills-that-will-get-you-a-job-in-2013/
Hart Research Associates. (2013). Key Findings from 2013 Survey of Employers. It Takes More Than a Major: Employer Priorities for College Learning and Student Success. Retrieved from AAC&U website http://www.aacu.org/leap/presidentstrust/compact/documents/KeyFindingsfrom2013SurveyofEmployers.pdf
Ikujiro Nonaka (2007) “The Knowledge-Creating Company.” Harvard Business Review (excerpts, on D2L)
Lamott, Anne. (1994). “Shitty First Drafts.” Bird by Bird. (pp. 21-27). New York, NY: Pantheon Books (D2L)
Participation is essential. In the event of your falling behind, it is imperative that you let your instructor know. In the online class, discussions are the primary way you will demonstrate your participation (along with getting other assignments done). If you are taking this course onsite, showing up to class on time, participating in real-time and possible D2L discussions are imperative.
General Assessment Criteria for All Writing Assignments: All writing assignments are expected to conform to basic college-level standards of mechanics and presentation.
Consider visiting the Writing Center to discuss your assignments for this course or any others. You may schedule appointments (30 or 50 minutes) on an as–needed or weekly basis, scheduling up to 3 hours worth of appointments per week. Online services include Feedback–by–Email and IM conferencing (with or without a webcam). All writing center services are free.
Writing Center tutors are specially selected and trained graduate and undergraduate students who can help you at almost any stage of your writing. They will not do your work for you, but they can help you focus and develop your ideas, review your drafts, and polish your writing. They can answer questions about grammar, mechanics, different kinds of writing styles, and documentation formats. They also can answer questions and provide feedback online, through IM/webcam chats and email.
Obviously, the tutors won’t necessarily be familiar with every class or subject, but they are able to provide valuable help from the perspective of an interested and careful reader as well as a serious and experienced student-writer.
Schedule your appointments with enough time to think about and use the feedback you’ll receive. To schedule a Face-to-Face, Written Feedback by Email, or Online Appointment, visit www.depaul.edu/writing.
Grading Category |
Percentage of Final Grade |
|---|---|
(Online) Discussion Topics (6 @ 10 pts each) |
30% |
Module Assignments (7 @ 10 pts each) |
40% |
Learning Showcase (1 @ 100 pts) |
30% |
Total |
100% |
Reflective Learning is designed as a Pass/Fail. To pass this course, you must earn at least a C- according to percentages listed below.
A = 95 to 100 |
A- = 91 to 94 |
B+ = 88 to 90 |
B = 85 to 87 |
B- = 81 to 84 |
C+ = 77 to 80 |
C = 73 to 76 |
C- = 69 to 72 |
D+ = 65 to 68 |
D = 61 to 64 |
F = 60 or below |
INC |
See the D2L calendar for specific due dates.
Module |
Readings |
Assignments |
|---|---|---|
Module 1: |
Module 1 Introduction & Content “Habits of Mind” Casserly, Meghan, “The 10 Skills that Will Get You Hired” “Key Findings from 2013 Survey of Employers” |
Introductions Identifying and Organizing Key Learning Experiences SCPS Scavenger Hunt |
Module 2: |
Module 2 Introduction and Content Lamott, Anne, “Shitty First Drafts” Ikujiro Nonaka “The Knowledge-Creating Company.” |
Knowledge Snapshot Page #1 Giving Peer Response Discussion (online) Knowledge Snapshot Page #2 |
Module 3: |
Module 3 Introduction and Content Generative Knowledge Interview Videos with Melissa Peet |
Generative Knowledge Interviewing Discussion (online) Doing a Generative Knowledge Interview (GKI) Knowledge Snapshot Page #3 |
Module 4: |
Module 4 Introduction and Content Trautman excerpts: “Knowledge transfer defined” |
Brainstorming Using Deduction and Liberal Learning Outcomes Knowledge Snapshot Page #4 |
Module 5: |
Presenting Your Learning Showcase Showcasing Your Learning Discussion (online) |
To complete the course, you must complete each of the assignments as described in the course and submit them to your instructor by the assigned deadline. In addition, you must participate in the course discussion forum. Points may be deducted for late work.
This is a P/F course, although students may request a letter grade assessment from their instructor in writing during the first 2 weeks of the course. The assessment style may not be changed after this period, with no exceptions. Students who need a letter grade for tuition reimbursement may wish to consider this option, as well as those who wish to raise their GPA. Students planning to attend graduate school may also prefer letter grades to Pass/Fail assessments.
Weekly discussions are an important component of your online experience.
A Course Q & A discussion forum has also been established to manage course-related questions you may have. Please feel free to answer any question you see, if you have the answer, but most of all, don’t hesitate to ask. Your question will likely be of use to other students.
Discussion Forum postings will be assessed based on Timeliness, Relevance, Integration of Content, and Contribution to the Learning Community (see the Discussion Forum Rubric). Here are some ways you can effectively contribute to learning in discussions:
You won’t get credit for posts that use simple phrases like, “Great ideas!” or “I like that.” When you support someone’s opinion, describe or analyze why: refer to the 9 points above and use words like, “but,” “additionally,” “I agree and,” “however,” “what about,” etc.
Students are strongly advised to review the university deadlines for withdrawal without tuition refund and the implications for financial aid and grades.
If your instructor permits it and if you have extenuating circumstances, students must file an SCPS incomplete grade contract with the instructor before the final session of the course.
This course includes and adheres to the college and university policies described in the links below:
Academic Integrity Policy (UGRAD)
Academic Integrity Policy (GRAD)
Course Withdrawal Timelines and Grade/Fee Consequences
Accommodations Based on the Impact of a Disability
Protection of Human Research Participants
APA citation format (GRAD)
University Center for Writing-based Learning
This syllabus is subject to change as necessary. If a change occurs, it will be clearly communicated to students.
This course was designed and produced by faculty and staff at SCPS of the School for Continuing and Professional Studies of DePaul University.
© 2017 School for Continuing and Professional Studies, DePaul University. All Rights Reserved by SCPS.