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ERIC Number: ED214435
Record Type: RIE
Publication Date: 1981-Nov
Pages: 26
Abstractor: N/A
Reference Count: 0
Integrating the Community and the Classroom: Instructors Describe the Results.
Murphy, Carol
The views of faculty members from postsecondary institutions in California, Utah, and Nevada regarding the impact of field-based courses in the humanities and social sciences were surveyed. The 68 respondents were interviewed regarding the perceived impact of the course on the instructor, the institution, the community, and students. The faculty members reported that teaching an experience-based course has helped them acquire certain facilitative techniques for counseling or group discussion and also develop some community-related skills, such as recruiting and monitoring field placements. Instructors received few tangible rewards or incentives for teaching the course, but felt they derived more personal satisfaction than from their other courses. All teachers intended to continue teaching their experience-based courses and some planned to expand their effort by increasing the enrollment, expanding the scope of the course, or by adding new field sites. The students reportedly acquired a variety of process-related and task-specific skills that helped them synthesize their prior learning and relate it to practical applications at the workplace. The experience-based course also helped students develop their interpersonal skills, gain self-confidence, and develop a professional manner. The field component gave students the opportunity to make contracts in community agencies and to refine their career focus. Some students received jobs as a result of their field placement, and the course also helped some student decide against entering a chosen profession. (Author/SW)
National Society for Internships and Experiential Education, Suite 601, 1735 Eye Street, N.W., Washington, DC 20006 ($15.00).
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Far West Lab. for Educational Research and Development, San Francisco, CA.
Identifiers: N/A
Note: For related documents, see ED 206 244 and HE 014 853. This report is an outcome of the project "Experience-Based Education Implementation Research."