Inherent in this model is the notion of a “learning contract”[2]. We prefer the term “learning agreement” to avoid misrepresenting a joint undertaking for learning as a hard and fast ‘legal contract’. The agreement is defined from the outset when scoping the activities to be carried out on the worksite. This ensures that there is a clear threeway communication of understandings about the learning focus of the assignment. Student, workplace supervisor, and academic supervisor must all be committed to the work activities and the learning elements of the placement.

The agreement includes elements related to duration, location of the site, and resources to be provided for the workplace assignment. Yet more critical to framing the learning are the five key elements which must be developed by the student in negotiation between the three parties. These five elements include: 1. The work assignment 2. Relating theory to practice 3. Academic discipline related goals and outcomes.