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

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Conclusion

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.

References

Bailey, D. C. (2010). Engaging family studies students: Using a self-narrative to improve one’s teaching. Family Science Review, 15(1), 31-39.

Barr, R. B., & Tagg, J. (1995). From teaching to learning: A new paradigm for undergraduate education. Change, 27(6), 12-23.

Doherty, W. J. (1995). Boundaries between parent and family education and family therapy. Family Relations, 44, 353-358.

Duncan, S. F., & Goddard, H. W. (2010). Family life education: Principles and practices for effective outreach. Thousand Oaks, CA: Sage Publications.

Dustin, J. C., Craigen, L., & Milliken, T. (2010). Who or whom? A program innovation to improve the writing skills of human service students. Journal of Human Services, 30(1), 66-71.

Hall, K., Gibbe, T., & Lubman, D. I. (2012). Motivational interviewing techniques: Facilitating behavioral change in the general practice setting. Australian Family Physician, 41(9).

Klien, M., & Weiss, F. (2011). Is forcing them worth the effort? Benefits of mandatory internships for graduates from diverse family backgrounds at labor market entry. Studies in Higher Education, 36(8), 969-987. doi:10.1080/030750 79.2010.487936.

Kuh, G.D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Washington, DC: Association of American Colleges and Universities..

Millis, B. J. (2012). Active learning strategies in face-to-face classes. IDEA Paper No. 53. Retrieved from http://www.theideacenter.org/sites/default/files/ paperidea_53.pdf

Powell, L. H., & Cassidy, D. (2007). Family life education: An introduction (2nd ed.). Mountain View, CA: Mayfield Publishing.

Sweitzer, H. F., & King, M. A. (2014). The successful internship: Personal, professional, and individual development in experiential learning (4th ed.). Belmont, CA: Brooks/Cole.

Young, M.E. (2013). Learning the art of helping: Building blocks and techniques (5th ed.). New York, NY: Pearson.

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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