We sometimes think that the list of materials for a course will be mostly a bibliography and the question often arises, what bibliographic form should the list be in? For books and journals, do give enough information that a reader could easily locate a copy of the material easily. Usually this means the full name of the author, title of the work, and the date of publication--this is the bare minimum. Films can be listed in similar fashion.
The materials section should never be left blank with the idea that the student or the mentor will recommend readings as the course goes on. The point of the study contract is to demonstrate the focus of the course and the best way to do this is to show that the student and the mentor have agreed to focus on at least a core set of materials. A list of specific materials lets your core faculty know that you have a plan, the way a syllabus lists assigned readings so the students can judge the amount of work they'll have to do.
Because so many study contracts promise experiential learning, you don't have to limit your materials to books, films, websites, or journals. If you need access to a lab, kiln, community garden, or special facility, spell this out in your materials section. Give the address and name of the person who can give you access to this resource. Besides showing that you've thought of how you're going to fulfill your contract, listing all tangible resources you will need for the course will prompt you to get permission to use these facilities before the course starts. It would be a mistake to plan your course around access to a darkroom only to find out mid-semester that you can't get permission to use it.
As for the evaluation section of your study contract, the most important consideration is that you create products or artifacts in the course that your mentor and your core faculty can evaluate without interviewing you. Papers, journals, multi-media projects, videos, and artwork are physical objects your mentor can evaluate. Be specific and give the number of pages, hours, or pieces that quantify your output. Of course, the mentor will evaluate you on how well you meet your objectives and complete your activities. But this evaluation must be evidence-based; mentors aren't asked to evaluate your personality or good intentions. Each activity you propose in your study contract should have some endpoint and product beyond what transpires in your head. Find a way to demonstrate that each activity did occur and list this tangible evidence of your performance in the evaluation section, one item at a time. This will help your mentor set her or his expectations all the better and round out your completed study contract with authority.
Creating your own exciting, challenging course is one of the best opportunities Prescott College offers you. Use the study contract framework to full advantage in shaping your degree program and always be open to feedback from your mentor and core faculty as you create these special documents. You can also get help from Writing Center coaches with any portion of a contract. Just email the Writing Center with a draft or questions.
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