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Finalize and submit your rationale essay by putting the pieces together. You should include discussion of:
your goals and the contexts in which you’re pursuing your degree
ESC guidelines and how you’ve addressed them
SUNY General learning requirements and how you’ve addressed them
other academic expectations (e.g., research into other colleges, discussion of degree structure and design:
breath, integration, progression
professional expectations and how you’ve addressed them
Incorporate suggestions that other students and faculty have made. Also note that you may want to move
these sections around so that they read well. You may want to add additional information in an introduction
or conclusion. Make any edits needed to add to, delete from, and/or connect these sections, keeping in
mind your end readers on an assessment committee.
Make sure to connect with me if you have any questions or need to discuss anything further.
Once you finish with your content, review your essay for language and spelling. Make sure to use quotation
marks appropriately if you have quoted information from guidelines or other sources.
Finally, create and add cover page with the following information:
follow the following part to complete the assignment
The essay discussion of Professional Expectations is very important if your goal is to use the degree to
enter into or advance in a profession.
Be sure to include the following information in your discussion of professional expectations:
the sources you consulted for information on professional expectations
the most important skills, perspectives, and knowledge areas for your profession, according to the sources
the proposed future direction for your profession, based on the sources you consulted (e.g., the trends and
practices professionals in this area need to think about and prepare for)
the particular college courses that you’ve chosen to address current and future professional expectations
For this portion of the rationale essay, draw on your research into career resources to show how you’re
addressing the knowledge and skills expectations of your profession and of the 21st century workplace.
You should write approximately 1/2 page (minimum) to 2 pages (maximum) on professional expectations.
The length of this section is not as important as type and specificity of information. Again, you need to help
outside readers (especially the Center Assessment Committee) understand the results of your research
and how you’ve applied your research to help choose courses that address professional expectations for
your type of degree.
If you decide to pursue prior learning credit through assessment:
List all of the titles and credit amounts in your evolving degree in DPPlanner, to maintain a comprehensive
list and see how the credit fits into your evolving degree.
Write a credit request for each title. This is a brief essay explaining how you learned and then focusing on
what you learned.
Submit each draft request separately in this space, with the title of the learning and your name in the
subject line (e.g., Public Speaking, John Doe).
If you submit multiple drafts of one request, make sure to title them “Public Speaking, John Doe, v. 2” etc.
Once each request is finalized, your mentor will submit the request to PLA planner, to start the assessment
process. You can track the progress of your request through PLA Planner
This is not necessarily a “section” of the essay in itself – instead, think of the writing in this module as
pieces of information that you’ll place appropriately in the larger Academic Expectations section later on.
Know, though, that your writing about guidelines and requirements is key to this section.
Writing about the SUNY General Education Requirements is the easiest place to start, because you
choose 7 of 10 fixed areas and explain what learning you’re using to fulfill each area.
Writing about the ESC Area of Study Guidelines is a bit more complex, only because they are guidelineswhich can be addressed in multiple ways. The following process may help:
Read the guidelines appropriate to the type of degree you want to pursue. (If you’re uncertain, now’s the
time for us to talk.)
Identify key words and concepts from the guidelines – both the introductory portion of the guideline in your
area and any appropriate concentration guideline. You might list key words and concepts for yourself, if it
helps to have an easily-accessible list.
Connect with other students via the discussion to see if they’re working with the same guideline and to
compare and discuss your results.
Summarize the guideline in your own words.
Then start writing about how you’re addressing those key pieces of the guideline.
Again, don’t feel that you need a fully-developed “section” of an essay here. It’s o.k. to submit different
paragraphs, which may be a bit disjointed at this point. The main thing you need to start doing is to
understand and articulate requirements and guidelines so that you can explain how you’ve addressed
We’ll put the pieces together more fully in the next module.
Go back to your rationale section on guidelines and requirements. Add information about degree structure
and design as appropriate, blending this information into this overall section on Academic Expectations.
Use the Ed Planning Resources section on Writing about Guidelines/Degree Research to help you think
image of puzzle pieces fitting together
You should write approximately 1 page (minimum) to 3 pages (maximum) on academic expectations. In
addition to the main focus on guidelines, also address degree structure and design, specifically depth of
learning, connectedness of learning, and coherence in your degree design. Length of this section is not as
important as type and specificity of information. Again, you need to help outside readers understand the
results of your research and how you’ve applied your research to help choose courses that address
academic expectations for your type of degree.
Questions to Help you add information about Degree Design
How do certain courses in the degree link with, support, and/or enhance one another (e.g., do some pieces
of your general learning relate to and enhance studies in your concentration?)
Is there an overall structure or design to your degree, a certain focus or line of inquiry?
How have you addressed progression, or movement from introductory- to advanced-level coursework,
especially if you are designing a concentration for a bachelor’s degree?
this is part 1 below. the writer will have to continue from there. he does not have to do it over again.