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Research-as-Service Projects for Large Introductory Courses
Unformatted Document Text:  R ESEARCH -A S -S ERVICE P ROJECTS IN L ARGE L ECTURE C OURSES J. T OBIN G RANT D EPARTMENT OF P OLITICAL S CIENCE S OUTHERN I LLINOIS U NIVERSITY Abstract A research-as-service project is a service learning approach that has the potential to help undergraduate students learn to do political science. I evaluate a pilot program that integrated a research-as-service project into a large introductory course on American politics. This program had mixed results. Success of student-led teams was determined by the ability of the student leaders and the cooperation of the community organizations. Student evaluations was based both on the traits of the students and their experience in the teams, particularly the success of the team to complete its task as designed. Paper presented at the 2005 APSA Teaching and Learning Conference. February 19-21, 2005. Bethesda, Maryland. Support for this project provided by the Paul Simon Public Policy Institute and the Southern Illinois University Undergraduate Teaching Enhancement Fellowship. This project would not have been possible without help from Mythili Rundblad and Paul Gottemoller.

Authors: Grant, J..
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R
ESEARCH
-A
S
-S
ERVICE
P
ROJECTS IN
L
ARGE
L
ECTURE
C
OURSES





J.
T
OBIN
G
RANT
D
EPARTMENT OF
P
OLITICAL
S
CIENCE
S
OUTHERN
I
LLINOIS
U
NIVERSITY




Abstract

A research-as-service project is a service learning approach that has the potential to help undergraduate
students learn to do political science. I evaluate a pilot program that integrated a research-as-service
project into a large introductory course on American politics. This program had mixed results. Success
of student-led teams was determined by the ability of the student leaders and the cooperation of the
community organizations. Student evaluations was based both on the traits of the students and their
experience in the teams, particularly the success of the team to complete its task as designed.









Paper presented at the 2005 APSA Teaching and Learning Conference. February 19-21, 2005. Bethesda,
Maryland. Support for this project provided by the Paul Simon Public Policy Institute and the Southern
Illinois University Undergraduate Teaching Enhancement Fellowship. This project would not have been
possible without help from Mythili Rundblad and Paul Gottemoller.


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