How can we ensure equal access to a high-quality postsecondary education? Public higher education, despite its purported commitment to democratic access, is becoming more and more inequitable. It consists, increasingly, of the have and have-not institutions.
For social work education to remain current and responsive to the demands of the field, collaboration is required between those actively teaching, and those actively practicing. Examples, however, of co-construction of curriculums are minimal, with classroom subjects largely being taught as stand-alone components of the overall social work program, perhaps with occasional practitioners providing guest lectures about the practice context in which they work. Informed by transformational learning theory, relationship-based practice, and experiential education, practice-based learning requires social work students to engage with classroom content and skill development while at the same time building their job readiness through exposure to the modern workplace and current practitioners. To achieve this, a case example is given whereby academics and practitioners collaborated on developing advanced practice skills subject in the healthcare context, with a focus on developing empathy, authent
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Security at the Coachella Valley Unified School District plans to ask for additional funds to increase the number of visits by canine detection services.