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

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


Exploring High-Impact Educational Experiences in Higher EducationInternship and Practicum ExperiencesThe Role of Practicum in Undergraduate Family Life EducationExperiential Learning Across the CurriculumLife Span Experience Through PracticumHigh-Impact ElementsAcquisition of Professional SkillsHigh-Impact ElementsReflection Through JournalingHigh-Impact ElementsFamily Service InterviewsHigh-Impact ElementsConclusionReferencesThe Professional Sequence and High-Impact Teaching: The Introductory CourseOverviewCourse DesignActivities That Have Applications to Settings On/Off CampusFrequent Performance FeedbackStudents Experience Diversity Through Contact with People Different from ThemselvesConsiderable Time Spent on Meaningful TasksChallenges to High-Impact PracticesReferencesThe Professional Sequence and High-Impact Teaching: Skills, Methods, and InternshipsOverviewHigh-Impact PracticesFaculty and Student Peers Interact About Substantive MattersActivities Have Application On and Off CampusAuthentic Connections Made with Peers, Faculty, and CommunityStudents Experience Diversity Through Contact with People Different from ThemselvesConclusionReferencesPersonal and Professional Development Through Internship EngagementIntroductionImplementation of Civic Engagement—InternshipsContact with Diverse PopulationsBuilding Relationships Through Authentic ConnectionTime Spent on Meaningful TasksAcademic Requirements for the Internship ProgramAuthorization ProceduresRequirements for Completing the HDFS InternshipReflection and Feedback-Implementation of Civic Engagement—Service-LearningConcluding ThoughtsReferencesEffectively Placing Family Studies Majors at Internship Sites: The ECU-LINCS Match ProcessInternships and High-Impact PracticesThe ECU-LINCS Match ProcessStep One: Internship OrientationStep Two: Family and Community Services Internship FairStep Three: Contacting Potential Internship AgenciesStep Four: Updating the ResumeStep Five: Site Visits and InterviewsStep Six: ECU-LINCS Rank FormStep Seven: MatchmakingStep Eight: ECU-LINCS Announcement GatheringStep Nine: Assignment AcceptanceStep Ten: Begin InternshipEvaluation and ConclusionReferencesDeveloping Connections: Using an On-Campus Event to Connect HDFS Students and the CommunityDeveloping Connections: An On-Campus EventHigh-Impact Practice ElementsStudents Spend Considerable Amounts of Time on Meaningful TasksFaculty and Student Peers Interact About Substantive MattersActivities Have Applications to Different Settings On/Off CampusAuthentic Connections Are Made with Peers, Faculty, Community, and UniversityImplementationCommunity PartnershipsFaculty SupportUniversity SupportProgrammatic AlignmentStudentsEvent PlanningFeedback and AssessmentFinal ThoughtsReferencesLearning to Observe and Interpret Behavior as a High-Impact Practice Within Family Science CoursesThe Use of Observation in Two CoursesStudent Observation 1 (Parenting)What We SawWhat It MeansStudent Observation 2 (Child Development)What We SawWhat It MeansFeatured High-Impact Learning ExperiencesStudents Spend Considerable Amounts of Time on Meaningful TasksStudents Receive Frequent Performance FeedbackFaculty and Student Peers Interact About Substantive MattersStudents Experience Diversity Through Contact with People Who Are Different from ThemselvesActivities Have Applications to Different Settings On/Off CampusConclusionReferenceLearning Through Engagement: A Praxis Approach to Teaching Family Life Education MethodologyUVU Family Studies EmphasisThe ClassThe CertificationThe Experience: Strengthening Families ProgramConclusionReferencesService Learning and Community- Based ExperiencesCommunity-Based Learning with Young Children in a Child Development CenterBackground InformationChild Development CourseEnvironments for Young Children CourseFaculty and Student Peers Interact About Substantive MattersNAEYC Code of Ethics and Developmentally Appropriate PracticeUnderstanding Child DevelopmentUnderstanding the Importance of the EnvironmentStudents Spend Considerable Amounts of Time on Meaningful TasksObserving with ObjectivityPlanning the EnvironmentStudents Receive Frequent Performance FeedbackActivities Have Applications to Different Settings On/Off CampusFinal ThoughtsReferencesFamily Life Education with Diverse Community PartnersOverview of ImplementationGuiding Principles and PracticesCultivating Community PartnersStudent-Partner MatchingTeam Structure and DevelopmentDetailed MethodsAuthentic Connections and Time on TaskFrequent Performance FeedbackFaculty and Student Peers Interact About Substantive MattersReferencesInterprofessional Field-Based Learning in a Program Planning and Evaluation Course for Students in Human Service ProgramsStrengths and Challenges of an Interprofessional Field-Based Approach to Student LearningDescription of CourseCritical Reading and Integration Tests (CRITs)Program Development, Implementation and Evaluation ProjectTeam PresentationsTeam and Individual ActivitiesAssessment and EvaluationElements of High-Impact PracticesStudents Spend Considerable Amounts of Time on Meaningful TasksFaculty and Student Peers Interact over Time About Substantive MattersStudents Experience Diversity Through Contact with People Who Are Different Than ThemselvesStudents Receive Frequent Performance FeedbackActivities Have Applications to Different Settings On/ Off CampusAuthentic Connections Are Made with Peers, Faculty, Community and/or the UniversityReferencesPerspective Transformation via ServiceLearning in Family Life Education MethodologyOverviewCourse DesignHigh-Impact PracticesConsiderable Time Spent on Meaningful TasksFaculty and Students Interact on Substantive MattersFrequent Performance FeedbackActivities That Have Applications to Settings On and Off CampusAuthentic Connections Made with Peers, Faculty and CommunitySummaryReferencesReverse Planning a Service Learning Activity for an Undergraduate Public Policy CourseReverse Planning PrinciplesActivities Have Applications to Different Settings On/Off CampusStudents Experience Diversity Through Contact with People Who Are Different from ThemselvesStudents Spend Considerable Amounts of Time on Meaningful TasksStudents Receive Frequent Performance FeedbackSuggestions for Future FBEsReferencesService-Learning Design Through a Management ModelTheoretical Underpinnings of Service-LearningThe Service-Learning ProjectDesigning BackwardsAttributes of Effective High-Impact ProgramsStudents Spend Considerable Amounts of Time on Meaningful TasksFaculty and Students Interact About Substantive MattersStudents Experience Diversity Through Contact with People Who Are Different Than ThemselvesStudents Receive Frequent Performance FeedbackSummaryReferencesService Learning in Family Life Education: Incorporating High-Impact Strategies in Undergraduate Family Science ProgrammingService LearningStudents Spend Time on Meaningful TasksFaculty and Student Peers Interact About Substantive MattersStudents Experience Diversity Through Contact with People Different from ThemselvesActivities Have Applications to Different Settings On/Off CampusConclusionReferencesService Learning in a Helping Skills CourseThe Service-Learning AssignmentPhase OnePhase TwoPhase ThreePhase FourHigh-Impact FeaturesStudents Spend Considerable Time on Meaningful TasksStudents Receive Frequent Performance FeedbackStudents Experience Diversity Through Contact with People Who Are Different from ThemselvesActivities Have Applications to Different Settings On/Off CampusConclusionReferencesTeaching Grant Writing to Undergraduate Students: A High-Impact ExperienceCommunity PartnersThe Writing and Peer-Review ProcessReflection and PresentationA High-Impact Experience for StudentsRecommendationsConclusionReferencesConclusion
 
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