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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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Final Thoughts

Each relationship, whether it is with a community agency or college administrator, takes time to build. The “relationship building” aspect of the event is a long-standing task throughout the year. It should be noted that the current Developing Connections event was initiated in 2005 and has grown and changed since its inception. Growth and change to the event reflects current student needs as well as more deeply forged connections developed with agencies, alumni, and university personnel.

References

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Brownell, J. E., & Swaner, L. E. (2009). High impact practices: Applying the learning outcomes literature to the development of successful campus programs. Peer Review, 26-30. *Also appeared in Diversity & Democracy: http:// www.diversityweb.org/DiversityDemocracy/vol12no2/brownell.cfm

Capraro, M. M., Capraro, R. M., & Helfeldt, J. (2010). Do differing types of field experiences make a difference in teacher candidates’ perceived level of competence? Teacher Education Quarterly, 37, 131-154.

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Kuh, G. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Washington, DC: AAC&U.

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Landry-Meyer, L., & Roe, J. R. (2013). Linking teaching methods and assessment to the developmental needs of family science students. Family Science Review, 18(1), 117-133.

National Survey of Student Engagement (NSSE). (2007). Experiences that matter: Enhancing student learning and success. Bloomington: Indiana University Center for Postsecondary Research.

 
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