Field-Based Learning in Family Life Education

Tara Newman is International Leader in Learning and Teaching at the University of Southern Queensland, Australia. Newman has served as a consultant for institutions across the United States and is an international presenter on Faculty Learning Communities and other professional learning opportunities for faculty and staff in higher education.  Ashley Schmitt is Assistant Editor in Thesis and Dissertation Services in the Office of Graduate and Professional Studies at Texas A&M University, USA. Schmitt has served in an administrative capacity to enhance quality by incorporating high-impact practices on a university campus and her work helped to increase collaborative, active learning and teaching and scholarship.

• Foreword.- Introduction.- Section 1: Internship and Practicum Experiences.- The Role of Practicum in Undergraduate Family Life Education.- Chapter 1: The Role of Practicum in Undergraduate Family Life Education.- Chapter 2: The Professional Sequence and High-Impact Teaching: The Introductory Course.- Chapter 3: The Professional Sequence and High-Impact Teaching: Skills, Methods, and Internships.- Chapter 4: Personal and Professional Development through Internship Engagement.- Chapter 5: Effectively Placing Family Studies Majors at Internship Sites: The ECU-LINK Match Process.- Chapter 6: Developing Connections: Using an On-Campus Event to Connect HDFS Students and the Community.- Chapter 7: Learning to Observe and Interpret Behavior as a High-Impact Practice within Family Science Courses.- Chapter 8: Learning through Engagement: A Praxis Approach to Teaching Family Life Education Methodology.- Section 2: Service Learningand Community-Based Experiences.- Chapter 9: Community-Based Learning with Young Children in a Child Development Center.- Chapter 10: Family Life Education with Diverse Community Partners.- Chapter 11: Interprofessional Field-Based Learning in a Program Planning and Evaluation Course for Students in Human Service Programs.- Chapter 12: Perspective Transformation via Service Learning in Family Life Education Methodology.- Chapter 13: Reverse Planning a Service Learning Activity for an Undergraduate Public Policy Course.- Chapter 14: Service Learning Design through a Management Model.- Chapter 15: Service Learning in Family Life Education: Incorporating High-Impact Strategies in Undergraduate Family Science Programming.- Chapter 16: Service learning in a Helping Skills Course.- Chapter 17: Teaching Grant Writing to Undergraduate Students: A High-Impact Experience.- Conclusion.