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

Summary

The Family Life Education Methodology course, utilizing service-learning, offers students the opportunity to operate as professionals by constructing preventative programming for a community partner. Under the guidance of a faculty member, they undertake the same process that a professional in the field would utilize in constructing programming. This process allows for multiple instances of high-impact practices identified by Kuh (2008) and, when paired with the theory of perspective transformation forwarded by Mezirow, provides an opportunity for students to problem-solve for the community while fostering a more fully developed sense of Family Life Education in practice and as future professionals.

Dr. Scott Tobias is an assistant professor of Human Development and Family Studies at Kent State University at Stark in North Canton, Ohio.

References

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Bringle, R. G., & Hatcher, J. A. (1999b). Reflection in service learning: Making meaning of experience. Educational Horizons, 77(4), 179-185.

Duncan, S. F., & Goddard, H. W. (2011). Family life education: Principles and practices for effective outreach. Thousand Oaks, CA: Sage.

Eyler, J., Giles, D. E., Stenson, C. M., & Gray, C. J. (2001). At a glance: What we know about the effects of service-learning on college students, faculty, institutions, and communities, 1993-2000. Retrieved May 25, 2013 from Campus Compact Website http://www.compact.org/resources/downloads/aag.pdf

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

Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco, CA: Jossey-Bass.

Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult and Continuing Education, 74, 5-12.

Prentice, M. (2011). Civic engagement among community college students through service learning. Community College Journal of Research and Practice, 35(11), 842-854.

Tobias, S. (2013). Perspective transformation through service-learning: Student reflections. AURCO Journal, 209-220.

 
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