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- W2183619619 abstract "The article describes the application of a service-learning strategy to a graduate statistics course. Employing a framework drawn from an emerging servicelearning canon, the author examines course design and implementation and identifies key outcomes and concludes that service-learning can contribute in a significant way to the contribution statistics courses can make to MPA programs. Statistics courses are rarely popular in graduate public administration programs. Few students enter MPA programs with strong backgrounds in quantitative analysis. Some even question the relevance of statistics to their professional work. As a result, those who teach statistics are often challenged to go beyond the formal presentation of various methods and analytic tools. They may be asked to defend the utility of the various univariate, bivariate, and multivariate techniques that make up a statistics curriculum. This, in turn, can lead to a search for innovative strategies through which to teach statistics. Reflecting this view, Jody Fitzpatrick (2000) has argued for a dramatic rethinking of the strategies used in teaching statistics in MPA curricula. In place of the technique-by-technique method typically employed, she recommends a hands-on approach that can better prepare students to initiate and use research in addressing public management and public policy concerns. More specifically, Fitzpatrick promotes the extensive reading of research and recommends that we assist students in becoming better consumers of research. Like Fitzpatrick, faculty members in the School of Public and Environmental Affairs at Indiana University Northwest were looking, in 2002, for a way to make the study of statistics more meaningful to students. Service-learning, rather than the more extensive reading of research, was used to accomplish this purpose." @default.
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- W2183619619 date "2007-09-01" @default.
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- W2183619619 title "Community-based Quality of Life Indicators: A Service-Learning Exercise in a Graduate Statistics Class" @default.
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- W2183619619 doi "https://doi.org/10.1080/15236803.2007.12001488" @default.
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