ERIC Number: ED214436
Record Type: RIE
Publication Date: 1982
Reference Count: 0
Integrating the Community and the Classroom: Implementing at the Postsecondary Level.
Jenks, Lynn; 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 as necessary to perform effectively, indicated problems frequently encountered during such courses, and recommended ideas to help others implement field-based courses. The open-ended responses of 65 instructors regarding skills required to teach the course tended to cluster under: subject matter expertise, developing community contact, interpersonal skills, learning facilitation techniques, and real-world experience. Responses of 51 instructors concerning faculty attitudes were varied but suggest that interpersonal skills, willingness to work with field site personnel, possession of a number of learning facilitation techniques (for both groups and individuals), and a philosophical commitment to the use of community-based experiences are important prerequisites to successful programs. The problems cited by 55 instructors were both personal and institutional. Although a wide range of problems was mentioned, time involved in performing the various tasks associated with community-based activities was the most frequently mentioned problem. A departmental philosophy that emphasized research over teaching or that viewed classroom learning as more valuable was cited as a problem. Instructors also reported that courses undergo many changes in response to outside factors, including community opportunities and student needs. (SW)
Descriptors: College Faculty, Cooperative Education, Education Work Relationship, Experiential Learning, Faculty Workload, Field Experience Programs, Higher Education, Humanities, School Business Relationship, School Community Relationship, Social Sciences, Teacher Attitudes, Teaching Skills
Far West Laboratory for Educational Research and Development, 1855 Folsom Street, San Francisco, CA 94103.
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Far West Lab. for Educational Research and Development, San Francisco, CA.
Identifiers: California; Nevada; Utah
Note: For related documents, see HE 014 851 and ED 206 244.