Devon Lee

Africana Studies 1714

Learning Audit Guidelines

Students will create a journal and/or a descriptive project of how course material is understood
and presented. This will be done through the compilation of notes, questions, experiences,
responses to course materials, and personal responses to information presented in and relevant to
the course. The purpose of the learning audit is to engage students with their learning process
through the creation of an intellectual journal.

This is a reflective project where students are expected to record their personal and intellectual
journey presented by this course. Class and reading notes should be included in this journal.
Citations are not necessary, however, not frowned upon. Students are expected to pose questions
(potentially to be answered at a later date), list important findings, discuss thoughts about
particular subjects of interest, reflect on how topics make them feel, and consider what they
know along with what they are learning.

This course is designed to promote students critical thinking through actively engaging text and
related material outside of the classroom. Entries are not limited to class material and can include
information obtained through attending student programs and events, considering personal
feelings and stances on subjects related to history and racism, responding to sociopolitical
discourse etc As you construct your audit trail, please note the learning objectives below.

Objectives
After completing this assignment, students will be able to
Explain legacies of racism in contemporary settings
Define systemic racism
Outline the history of racism in America
Present an organized display of knowledge
Defend your position on contemporary racism
Theorize impediments to racial equality
Understand the contemporary complexities of racism


1. Topics:
a. The student presents topics of intrigue and interest that relate back to course
material.

2. Questions:
a. The students questions engage the material and communicate an in-depth
investigation of all course and outside material.

3. Intellectual Journey:
a. The student describes where (s)he began [intellectually] and adequately details
how the information received through this course changes, adds to, or reinforces
what (s)he thinks/knows.

4. Metacognitions:
a. The student reflects on learning strategies for given topics and assignments.

5. Organization:
a. This is a long-term project. Its organization should reflect that. Students are
expected to organize information in a journal or categorical way that can be easily
understood. A time and date oriented journal, an internet blog, and categorical
matrix seem to work best for this assignment.

Students will be graded based on how well they integrate the above 5 categories into a legible
document. It is imperative that this document references all course material, along with related
events and discussions that are consistent with a semester-long project.