Well, I read that (below) and I quite agree. It seems to me (and
reviewers note) that in order to get academics (deans, faculty) to
value this stuff you have to have (and demonstrate) cognitive outcomes.
Certainly there is a demonstration of some affective changes (that
initially turned me on) but I am on the watch for studies like you cite
below. Incidentally, how did you come across it?
Is there a lab meeting Monday? I noted that Honorine is coming into
p.s. I picked up on the word practicum and did an Eric search....
mostly science or education, of course, but did find another political
science example. I will attach it.
On Jul 9, 2005, at 7:54 AM, Mike Cole wrote:
> Thanks Michael and Kristen for your pointers.
> For my purposes, neither reference would do the work I needed to get
> done, despite their interest.
> Michael's account is very helpful for developing theory on mechanisms
> and conditions of change, but
> involves a single student who is a graduate student doing a
> disseration. The Giles and Eyler has done
> some very interesting work making plausible the intellectual and
> social value impact of involvement in
> community institutions for a class like our practicum classes, but
> their data are soft in that they do not provide
> control groups and their modes of measuring outcomes are not closely
> linked to any theoretical ideas the
> students have to grapple with.
> BUT, Giles and Eyler lead to Markus, Howard, & King (1993).
> Integrating community service and classroom
> instruction...... Educational Evaluation and Policy Analysis, 15,
> 410-419. These folks organized a clever and
> plausible experiment with a large class and found clear impact on test
> scores in the class for students who
> engaged in community service that was relevant to class content (a
> poli sci class).
> I believe Giles and Eyler has some later work that would be relevant
> but it is in book collections and not available
> My major goal in this inquiry is to address the deplorable state of
> education via large transmission lecture classes
> in the social science (and humanities) that test students in dumb ways
> and encourage directed forgetting of class
> content. My hypothesis is that there are low cost ways (not free, low
> cost) to re-mediate undergraduate understandings such that
> their school going activity can be transforme into educational
> If a way were found to marry Michael's careful analysis of individual
> cases to large scale experimental demonstrations of the
> kind that move Deans and Provosts, it might be possible to have a
> signficiant impact on a situation which has been getting
> worse for some time and threatens to get a lot worse soon.
> Any more leads warmly appreciated.
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