This session focused on a discussion of research learning contracts.  Research learning contracts are a useful mechanism for providing form and substance to the undergraduate research experience.  They may be viewed as covenants ideally designed jointly by the faculty sponsor and student that define the research experience – the student's responsibilities, learning objectives, evaluation criteria, and project deadlines and in the process promote mutual inquiry and accountability.  What can you put into a research learning contract?  In short, anything that will help the research mentor and the student to define their working relationship should be included.  Some suggested items for inclusion are: the student's name, title, contact information (local address, phone number, e-mail), the date you enter into this working relationship, the title of the project, the goal of the project, the specific objectives, tasks that the student is to accomplish, the student's work schedule for the duration of the project, the expected outcomes of the project, opportunities for presentation, publication that may result from accomplishment of project goals, an agreed upon rubric for assessment of the student's progress, and the signatures for both the student and the professor. 

A number of suggestions were offered for how to get the most out of a research learning contract.

First, contracts work best when both the student and the research advisor work together to create the contract.  For this reason, it is suggested that the advisor first sit down with the student and discuss the project and his/her expectations.  Then the student should be asked to actually write up the research learning contract.  This ensures that the student understands the project, the tasks he/she is being asked to perform, and that he/she buys into the project and the relationship.  To assure this, both the advisor and the student should sign, date, and keep their own copy of the research learning contract.  Second, the research learning contract should be formulated early on in the undergraduate research experience.  It is best if this is done the very first week that the student begins his/her project.  Some students and faculty may balk at this but this leads nicely into the third point: Research learning contracts tend to be more useful if both the student and faculty member view the document as a living agreement and agree to make changes to the document as are required as the project and their working relationship evolve.  Finally, the contract has little value if it isn't actually used.  To ensure this the contract should be revisited periodically by both the student and the advisor.  This will help the advisor and the student to make sure that the student is making progress and can allow the advisor a mechanism for early intervention if there are problems in the project or the work relationship that should be addressed.  Finally, the contract should be revisited at the end of the undergraduate research experience.  This will help the student to see his/her progress and provide both with a useful mechanism for providing closure. 

Research learning contracts offer many advantages and present some challenges as well.  Advantages of using research learning contracts in undergraduate research experiences include providing the advisor the opportunity to define the tone of the work relationship, to establish a spirit of trust, mutual accountability, student ownership, and team spirit.  All of these are invaluable in the undergraduate research experience.  Research contracts help students structure their learning so that they can derive maximal personal benefit.  This flexibility can be an advantage but also a disadvantage.  If the contract is not revisited and revised when required, the contract may appear inflexible.  Consequently, it is important to stress with students that the contract can be revised or re-negotiated by mutual agreement at any point in time during the project.  Lastly, creating a research learning contract with a student does not necessarily guarantee that the student's undergraduate research experience will be a success.  This depends on many things not all of which can be controlled. 

If you are interested in using research learning contracts, the best thing to do is simply start doing it.  With time and a little experience you will learn what works best for you and your student.  The following are some examples of several forms of research learning contracts that you may find useful:

Northeastern University Learning Contract for Cooperative Education Assignment avail. at URL: http://www.coop.neu.edu/pdf/learncont.pdf

Macalester College Independent Project Learning Contract avail. at URL: http://www.macalester.edu/academicprograms/forms/lcontrac.pdf