CHI TIẾT NGHIÊN CỨU …

Tiêu đề

Liberal studies and professional preparation: The evolution of the Child and Family Studies Program at Portland State University

Tác giả

Smith C.L.; Morgaine C.

Năm xuất bản

2004

Source title

Child and Youth Care Forum

Số trích dẫn

DOI

10.1023/B:CCAR.0000035376.04474.e8

Liên kết

https://www.scopus.com/inward/record.uri?eid=2-s2.0-3843135045&doi=10.1023%2fB%3aCCAR.0000035376.04474.e8&partnerID=40&md5=7abe5df0760593fe2901aa1b0f14b8d3

Tóm tắt

Drawing on the conception of liberal education as fundamentally about connection, this paper describes an undergraduate Child and Family Studies Program that is both a liberal studies major and a program to prepare students for professional roles. Program development was faculty-driven and derived from understandings of what it means to have connected learning in a liberal studies major as well as what it means to be a professional. The program was initially designed using a multidisciplinary model where students took courses in liberal studies that were coupled but not necessarily integrated with professional course and service work. Only as we examined student outcomes over time did the program become truly interdisciplinary using mechanisms such as a practicum seminar and a professional portfolio to help students make connections between the various parts of the curriculum.

Từ khóa

applied development; child and youth care practice; child studies; family studies; higher education and youthwork; liberal studies; professional education; youth development; youth work professionalization; youth worker training; youthworker education

Tài liệu tham khảo

Belenky M.F., Clinchy B.M., Goldberger N.R., Tarule J.M., Women's Ways of Knowing: The Development of Self, Voice, and Mind, (1986); Cronon W., Only connect : The goals of a liberal education, American Scholar, 67, pp. 73-80, (1998); Curry L., Wergin J.F., Professional education, Handbook of the Undergraduate Curriculum: A Comprehensive Guide to Purposes, Structures, Practices, and Changes, pp. 341-358, (1977); Ehrlich T., Dewey versus Hutchins: The next round, Education and Democracy: Re-imagining Liberal Learning in America, pp. 225-262, (1997); Eyler J., What do we most need to know about the impact of service-learning on student learning?, Michigan Journal of Community Service Learning, SPEC. ISSUE, pp. 11-17, (2000); Eyler J., Giles Jr. D.E., Where's the Learning in Service Learning?, (1999); Freire P., Pedagogy of the Oppressed, (1968); Habermas J., Knowledge and Human Interests, (1971); Halmos P., The Personal Service Society, (1970); Klein J.T., Newell W.H., Advancing interdisciplinary studies, Handbook of the Undergraduate Curriculum: A Comprehensive Guide to Purposes, Structures, Practices, and Changes, pp. 393-415, (1997); Miller M.A., McCartan A., At the crossings: Making the case for new interdisciplinary programs, Change, 22, 3, pp. 28-35, (1990); Newell W.H., Academic disciplines and undergraduate interdisciplinary education: Lessons from the School of Interdisciplinary Studies at Miami University, Ohio, European Journal of Education, 27, pp. 211-221, (1992); Newell W.H., Klein J.T., Interdisciplinary studies into the 21st century, Journal of General Education, 5, pp. 152-169, (1996); Ott D.J., Zeichner K.M., Price G.G., Research horizons and the quest for a knowledge base in early childhood education, Early Childhood Teacher Education, pp. 118-137, (1990); Ratcliff J.L., What is a curriculum and what should it be?, Handbook of the Undergraduate Curriculum: A Comprehensive Guide to Purposes, Structures, Practices, and Changes, pp. 5-29, (1997); Robles H.J., Interdisciplinary Courses and Programs: Pedagogy and Practice. Recommendations for Planning, Implementation, and Evaluation, (1998); Sarfatti L.M., The Rise of Professionalism: A Sociological Analysis, (1977); Schneider C.G., The arts and sciences major, Handbook of the Undergraduate Curriculum: A Comprehensive Guide to Purposes, Structures, Practices, and Changes, pp. 235-261, (1997); Schon D., The Reflective Practitioner: How Professionals Think in Action, (1983); Stark J.S., Lattuca L.R., Shaping the College Curriculum: Academic Plans in Action, (1997); Stark J.S., Lowther M.A., Exploring common ground in liberal and professional education, Integrating Liberal Learning and Professional Education, pp. 7-20, (1989); Sykes G., In defense of teacher professionalism as a policy choice, Educational Policy, 5, 2, pp. 137-149, (1991); Tai-Seale T., Liberating service learning and applying the new practice, College Teaching, 49, pp. 14-18, (2001); Williams D., Driscoll A., Connecting curriculum content with community service: Guidelines for facilitating student reflection, Journal of Public Service and Outreach, 2, pp. 33-42, (1997)