Next >

Field-Based Learning in Family Life Education: Facilitating High-Impact Experiences in Undergraduate

Exploring High-Impact Educational Experiences in Higher Education Internship and Practicum Experiences The Role of Practicum in Undergraduate Family Life Education Experiential Learning Across the Curriculum Life Span Experience Through Practicum High-Impact Elements Acquisition of Professional Skills High-Impact Elements Reflection Through Journaling High-Impact Elements Family Service Interviews High-Impact Elements Conclusion References The Professional Sequence and High-Impact Teaching: The Introductory Course Overview Course Design Activities That Have Applications to Settings On/Off Campus Frequent Performance Feedback Students Experience Diversity Through Contact with People Different from Themselves Considerable Time Spent on Meaningful Tasks Challenges to High-Impact Practices References The Professional Sequence and High-Impact Teaching: Skills, Methods, and Internships Overview High-Impact Practices Faculty and Student Peers Interact About Substantive Matters Activities Have Application On and Off Campus Authentic Connections Made with Peers, Faculty, and Community Students Experience Diversity Through Contact with People Different from Themselves Conclusion References Personal and Professional Development Through Internship Engagement Introduction Implementation of Civic Engagement—Internships Contact with Diverse Populations Building Relationships Through Authentic Connection Time Spent on Meaningful Tasks Academic Requirements for the Internship Program Authorization Procedures Requirements for Completing the HDFS Internship Reflection and Feedback-Implementation of Civic Engagement—Service-Learning Concluding Thoughts References Effectively Placing Family Studies Majors at Internship Sites: The ECU-LINCS Match Process Internships and High-Impact Practices The ECU-LINCS Match Process Step One: Internship Orientation Step Two: Family and Community Services Internship Fair Step Three: Contacting Potential Internship Agencies Step Four: Updating the Resume Step Five: Site Visits and Interviews Step Six: ECU-LINCS Rank Form Step Seven: Matchmaking Step Eight: ECU-LINCS Announcement Gathering Step Nine: Assignment Acceptance Step Ten: Begin Internship Evaluation and Conclusion References Developing Connections: Using an On-Campus Event to Connect HDFS Students and the Community Developing Connections: An On-Campus Event High-Impact Practice Elements Students Spend Considerable Amounts of Time on Meaningful Tasks Faculty and Student Peers Interact About Substantive Matters Activities Have Applications to Different Settings On/Off Campus Authentic Connections Are Made with Peers, Faculty, Community, and University Implementation Community Partnerships Faculty Support University Support Programmatic Alignment Students Event Planning Feedback and Assessment Final Thoughts References Learning to Observe and Interpret Behavior as a High-Impact Practice Within Family Science Courses The Use of Observation in Two Courses Student Observation 1 (Parenting)What We Saw What It Means Student Observation 2 (Child Development)What We Saw What It Means Featured High-Impact Learning Experiences Students Spend Considerable Amounts of Time on Meaningful Tasks Students Receive Frequent Performance Feedback Faculty and Student Peers Interact About Substantive Matters Students Experience Diversity Through Contact with People Who Are Different from Themselves Activities Have Applications to Different Settings On/Off Campus Conclusion Reference Learning Through Engagement: A Praxis Approach to Teaching Family Life Education Methodology UVU Family Studies Emphasis The Class The Certification The Experience: Strengthening Families Program Conclusion References Service Learning and Community- Based Experiences Community-Based Learning with Young Children in a Child Development Center Background Information Child Development Course Environments for Young Children Course Faculty and Student Peers Interact About Substantive Matters NAEYC Code of Ethics and Developmentally Appropriate Practice Understanding Child Development Understanding the Importance of the Environment Students Spend Considerable Amounts of Time on Meaningful Tasks Observing with Objectivity Planning the Environment Students Receive Frequent Performance Feedback Activities Have Applications to Different Settings On/Off Campus Final Thoughts References Family Life Education with Diverse Community Partners Overview of Implementation Guiding Principles and Practices Cultivating Community Partners Student-Partner Matching Team Structure and Development Detailed Methods Authentic Connections and Time on Task Frequent Performance Feedback Faculty and Student Peers Interact About Substantive Matters References Interprofessional Field-Based Learning in a Program Planning and Evaluation Course for Students in Human Service Programs Strengths and Challenges of an Interprofessional Field-Based Approach to Student Learning Description of Course Critical Reading and Integration Tests (CRITs)Program Development, Implementation and Evaluation Project Team Presentations Team and Individual Activities Assessment and Evaluation Elements of High-Impact Practices Students Spend Considerable Amounts of Time on Meaningful Tasks Faculty and Student Peers Interact over Time About Substantive Matters Students Experience Diversity Through Contact with People Who Are Different Than Themselves Students Receive Frequent Performance Feedback Activities Have Applications to Different Settings On/ Off Campus Authentic Connections Are Made with Peers, Faculty, Community and/or the University References Perspective Transformation via ServiceLearning in Family Life Education Methodology Overview Course Design High-Impact Practices Considerable Time Spent on Meaningful Tasks Faculty and Students Interact on Substantive Matters Frequent Performance Feedback Activities That Have Applications to Settings On and Off Campus Authentic Connections Made with Peers, Faculty and Community Summary References Reverse Planning a Service Learning Activity for an Undergraduate Public Policy Course Reverse Planning Principles Activities Have Applications to Different Settings On/Off Campus Students Experience Diversity Through Contact with People Who Are Different from Themselves Students Spend Considerable Amounts of Time on Meaningful Tasks Students Receive Frequent Performance Feedback Suggestions for Future FBEs References Service-Learning Design Through a Management Model Theoretical Underpinnings of Service-Learning The Service-Learning Project Designing Backwards Attributes of Effective High-Impact Programs Students Spend Considerable Amounts of Time on Meaningful Tasks Faculty and Students Interact About Substantive Matters Students Experience Diversity Through Contact with People Who Are Different Than Themselves Students Receive Frequent Performance Feedback Summary References Service Learning in Family Life Education: Incorporating High-Impact Strategies in Undergraduate Family Science Programming Service Learning Students Spend Time on Meaningful Tasks Faculty and Student Peers Interact About Substantive Matters Students Experience Diversity Through Contact with People Different from Themselves Activities Have Applications to Different Settings On/Off Campus Conclusion References Service Learning in a Helping Skills Course The Service-Learning Assignment Phase One Phase Two Phase Three Phase Four High-Impact Features Students Spend Considerable Time on Meaningful Tasks Students Receive Frequent Performance Feedback Students Experience Diversity Through Contact with People Who Are Different from Themselves Activities Have Applications to Different Settings On/Off Campus Conclusion References Teaching Grant Writing to Undergraduate Students: A High-Impact Experience Community Partners The Writing and Peer-Review Process Reflection and Presentation A High-Impact Experience for Students Recommendations Conclusion References Conclusion

Next >

Service Learning in Family Life Education: Incorporating High-Impact Strategies in Undergraduate Family Science Programming
Service Learning Service-learning in the context of Family Life Education academic programming is identified as an effective way to help students understand concepts that they have learned through their Family Life Education texts and classroom activities through applied, often field-based, experiences...
(Field-Based Learning in Family Life Education: Facilitating High-Impact Experiences in Undergraduate Family Science Programs)
Learning Through Engagement: A Praxis Approach to Teaching Family Life Education Methodology
Nathan R. Cottle, Jeremy Boden, and Grant Richards Faculty at universities across the country are putting a pronounced emphasis on more active, hands-on types of learning in an effort to improve education. Although it has many different names (e.g., Engaged Learning, transformative learning, service...
(Field-Based Learning in Family Life Education: Facilitating High-Impact Experiences in Undergraduate Family Science Programs)
The Role of Practicum in Undergraduate Family Life Education
Linda S. Behrendt Undergraduate Human Development and Family Studies (HDFS) majors at Indiana State University are overwhelmingly traditional-age college students with limited experience working with individuals and families across the life span. In addition, HDFS is most often a “found” major; that...
(Field-Based Learning in Family Life Education: Facilitating High-Impact Experiences in Undergraduate Family Science Programs)
Learning to Observe and Interpret Behavior as a High-Impact Practice Within Family Science Courses
Dave Riley As a practice-based field of study, we teach not only knowledge but also skills. In this, we have something in common with fields such as nursing and architecture. Because skilled behaviors can only be learned through actual practice, usually with feedback from an expert, all these fields...
(Field-Based Learning in Family Life Education: Facilitating High-Impact Experiences in Undergraduate Family Science Programs)
Family Life Education with Diverse Community Partners
Overview of Implementation Our Family Life Education (FLE) course is two semester hours, and it was reshaped eight years ago into a service-learning course that engages several community partners annually. Incorporating service-learning was an excellent choice for this course because students...
(Field-Based Learning in Family Life Education: Facilitating High-Impact Experiences in Undergraduate Family Science Programs)
Perspective Transformation via ServiceLearning in Family Life Education Methodology
Overview Family Life Education Methodology is an upper-division course normally taken in the fall of one’s senior year on the Stark Campus of Kent State University. The goals of the course include introducing and internalizing Family Life Education (FLE) as a professional identity, exploring...
(Field-Based Learning in Family Life Education: Facilitating High-Impact Experiences in Undergraduate Family Science Programs)
International Social–Emotional Learning and the Affective Education Movement
As you might imagine, social–emotional learning (SEL) and affective education are not restricted to applications in the United States alone. These concepts have been used across the globe to varying degrees. In some cases, their application echoes what we see in the United States. In other examples,...
(Affective Teaching in Nursing)
The Inventory of Learning Styles in Higher Education (ILS)
This 120-item questionnaire was created in the Department of Educational Psychology at Tilburg University, The Netherlands. It aims to identify students' learning 'style', defined as a coordinating concept which brings together specific learning strategies in combination both with mental models of learning...
(Personnel psychology and human resource management)
A 3D Virtual Learning System for STEM Education
Abstract. A recent boom has been seen in 3D virtual worlds for entertainment, and this in turn has led to a surge of interest in their educational applications. Although booming development has been seen, most of them only strengthen the traditional teaching methods using a new platform without changing...
(Virtual, Augmented and Mixed Reality)
Lessons Learned for Wilderness Entrepreneurship Education
By articulating the lessons learned during the IP, we aim to contribute to a growing understanding of educational programme design to prepare the next generation of wilderness entrepreneurs in Europe. Our first lesson originates from evaluating competences in the IP. The partition of competences as described...
(Rewilding European Landscapes)