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Home arrow Education arrow Field-Based Learning in Family Life Education: Facilitating High-Impact Experiences in Undergraduate Family Science Programs



The creation of the three-course sequence evolved slowly over the years through a variety of processes and it continues to evolve. The Family Studies faculty have always been concerned with the employment outcomes for our students and been attentive to identifying and meeting the needs of both students and human service agencies in Mid- and Northern Michigan. Student learning is limited if we focus solely on teaching theory and content. We believe the internship is essential for professional success, helping students understand the reality of current and future work in this field. Jobs our students will have tomorrow may not currently exist. However, the use of high-impact practices equips students with the knowledge and skills necessary for retooling in a work environment that is ever changing.


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Supplemental Sources

Arcus, M. E., Schvaneveldt, J., & Moss, J. (1993). Handbook of family life education: Foundations of family life education (Vol. 1). Newbury Park, CA: Sage Publications.

Astin, A. W. (1984). Student involvement: A developmental theory for higher education. Journal of College Student Personnel, 25, 297-308.

Darling, C. A., Fleming, W. M., & Cassidy, D. (2009). Professionalization of family life education: Defining the field. Family Relations, 58, 330-345.

Harris, V. W., Chartier, K., & Davis, E. (2010). A start to finish teaching model for education courses. Family Science Review, 15(2), 15-23.

McNeil, R. C. (2001). A program evaluation model: Using Bloom’s taxonomy to identify outcome indicators in outcomes-based program evaluations. Journal of Adult Education, 40(2), 24-29.

Myers-Walls, J. A., Ballard, S. M., Darling, C. A., & Myers-Bowman, K. S. (2011). Reconceptualizing the domain and boundaries of family life education. Family Relations, 60, 357-372. doi: 10.111/j.1741-3729.2011.00659.x

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