Adapting Experiential Learning Opportunities: A Political Science Research Methods Course Case Study

Autor/inn/en	Currin-Percival, Mary; Gulahmad, Sonnia
Titel	Adapting Experiential Learning Opportunities: A Political Science Research Methods Course Case Study
Quelle	In: Journal of Political Science Education, 17 (2021), S.311-325 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-2169
DOI	10.1080/15512169.2020.1713800
Schlagwörter	Experiential Learning; Active Learning; Political Science; Research Methodology; Case Studies; Computer Software; Telecommunications; Visual Impairments; Computer Assisted Instruction; College Students; Students with Disabilities; Learning Experience; Public Opinion; Telephone Surveys; California (San Jose) + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; Aktives Lernen; Staatslehre; Politikwissenschaft; Politische Wissenschaft; Research method; Forschungsmethode; Case study; Fallstudie; Case Study; Telekommunikationstechnik; Visual handicap; Sehbehinderung; Computer based training; Computerunterstützter Unterricht; Collegestudent; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lernerfahrung; Öffentliche Meinung; Telephone interview; Telefoninterview
Abstract	This paper addresses some of the implications of courses with an experiential learning component for students with disabilities. We describe the adaptation of an original survey project, fielded using computer-assisted telephone-interviewing (CATI) software, in two political science classes. The software was not compatible with technology currently used by persons with visual impairments. Rather than providing an alternative assignment to a blind student enrolled in both courses, the instructor worked with the student and the university's Accessible Education Center and several adaptations to the survey project were made to allow the student to participate more fully in the survey project. We describe these modifications, analyze the student's learning experience, and conclude with recommendations for faculty incorporating an active learning component in their courses and to students with disabilities taking or considering taking these courses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01