Wow! An issue approp to the list?!  Our dept. hasn't been able to solve this 
issue yet but we would be interested in hearing how others try to resolve the 
question. I think it requires wise selection of off campus sites and 
coordination/supervision between those sites and faculty.  We talked about 
giving release time for one person to oversee such things, but no one has 
stepped up yet. I think there is much that could be done besides the 
stereotypical clinical/social work services...maybe helping local businesses 
with surveys, marketing, and stats, working on human factors issues such as 
helping design prosthetic aids, living environments for disabled and elderly 
folks, etc. However, some placements could involve students in inappropriate 
activities...from quack therapies to questionable demands on students' research 
or counseling skills.  We do have classes that directly involve field work; for 
example, Comparative Psych where students engage in trips to zoos, wildlife 
preserves, etc. I suppose requiring papers/presentations where students tie 
their experiences to relevant scientific theory/research would be valuable?  
Hope others have examples and responses,  Gary  

Saginaw Valley State Univ 
GPeterson
Gary's iPad

On Sep 30, 2010, at 11:28 PM, "Jim Clark" <[email protected]> wrote:

> Hi
> 
> What are people's thoughts about what is needed to make undergraduate 
> experiential learning experiences (e.g., practica, work placements, 
> volunteering activities in community, ...) work well?  By "work well" I mean 
> students truly gain opportunities to integrate academic knowledge with issues 
> that arise in practical settings, and the academic side gets due weight in 
> evaluation of students.  Perhaps another way of saying this is, how does one 
> ensure the academic integrity of the activity?
> 
> Take care
> Jim
> 
> 
> James M. Clark
> Professor of Psychology
> 204-786-9757
> 204-774-4134 Fax
> [email protected]
> 
> 
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