David Rochefort
Distinguished Professor
Political Science - College of Arts & Sciences
Northeastern University
303 Meserve Hall
d.rochefort@neu.edu
617-373-4399

As a faculty associate of the Center for Experiential Education and Academic Advising (CEA) during recent years, David has spearheaded the development of an Experiential Education Survey to be completed by all undergraduates in the College of Arts and Sciences who are undergoing clearance for graduation. The questionnaire used for this survey gathers information on students’ involvement in experiential education (such as COOP, internships, undergraduate research), measures students’ perceptions of the benefits gained from experiential education, and explores the most effective means of integrating experiential education into the academic curriculum. The 2004-2005 academic year will mark the third round of data collection for this project.

David’s research project will use this junior/senior clearance database as a foundation for investigating the impact of different forms of practice-oriented education on students working toward a political science degree at Northeastern. The analyses itemized below begin with data already extractable from the clearance survey. Thereafter, through the fellowship, the focus of the project may be broadened to incorporate new POE theory, which, in turn may require new sources of data.

• What is the profile of experiential education activities completed by students graduating in political science?
• How do political science students compare with students in other departments and programs in terms of the amount and variety of their participation in experiential education?
• Do political science students who engage in a greater amount of activity report a greater range of benefits from experiential education?
• Looking at the progress of political science students from freshman to senior years, how do perceptions of the world of work within their field—its skill requirements, ethical challenges, and career possibilities—alter following the first and subsequent experiential education activities?
• How do political science alumni differ in their employment choices and job satisfaction in relationship to past involvement in experiential education?
• What do political science alumni have to recommend as improvements in the role of experiential education within the undergraduate curriculum?