Community-Based Learning Versus Traditional Courses in Statistics: Who Takes Them and Why

Schofield, Lynne Steuerle

doi:10.1080/00031305.2012.701541

Cited by 3 publications

(1 citation statement)

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“…One of them, published in the journal Public Health Promotion (Shani et al 2014), analyzes data from the Kids Asthma Management Program, a community partner. The other (Schofield 2012) combines a statistical study with pedagogical assessment. It analyzes and compares survey data from students who took Schofield’s experientially based statistics class and those who took a more traditional version of the class, lacking the experiential component.The goal is to place scholarship and teaching in union rather than tension—to move past the stark dichotomy of publish or perish and toward a more attractive balance: publish and flourish.…”

Section: Pedagogy and Publishing Unitementioning

confidence: 99%

Experience and (Civic) Education

Berger

2014

APSC

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Section: Pedagogy and Publishing Unitementioning

confidence: 99%

Experience and (Civic) Education

Berger

2014

APSC

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Are fashion majors ready for the era of data science? A study on the fashion undergraduate curriculums in U.S. institutions

Merryman

2021

International Journal of Fashion Design, Technology and Educati

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“Librarianship as Citizenship”: The Promise of Community-Based Learning in North American Library and Information Science Education

Poole¹,

Agosto²,

Lin³

et al. 2022

Journal of Education for Library and Information Science

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This article argues for the usefulness of experiential learning as a vehicle for democratic civic engagement in North American library and information science programs. First, we explore the literature on service learning, traditionally the primary type of experiential learning in LIS. We define and provide historical context and scrutinize service learning’s benefits and challenges for students, faculty, LIS programs, and parent institutions. Second, we trace the evolution of experiential learning from service learning to community-based learning (CBL); we underline the ways in which such an approach in its epistemology and its practice transcends the traditional service-learning model. Finally, we unpack the novel ways in which one iSchool’s LIS program is implementing community-based learning, namely by embracing data science and design thinking in its pedagogical approach to a new three-course, twelve-credit post-Bachelor’s certificate (PBC). We discuss the institutional context for the certificate, the project partners, the 12 PBC Fellows, and the curriculum, which includes three new courses (Design Thinking for Digital Community Service, Data Analytics for Community-Based Data and Service, and a capstone).

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Community-Based Learning Versus Traditional Courses in Statistics: Who Takes Them and Why

Cited by 3 publications

References 10 publications

Experience and (Civic) Education

Experience and (Civic) Education

Are fashion majors ready for the era of data science? A study on the fashion undergraduate curriculums in U.S. institutions

“Librarianship as Citizenship”: The Promise of Community-Based Learning in North American Library and Information Science Education

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