Fighting for the Farm: Rural America Transformed, edited by Jane Adams
In: Rural sociology, Band 69, Heft 2, S. 310-313
ISSN: 1549-0831
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In: Rural sociology, Band 69, Heft 2, S. 310-313
ISSN: 1549-0831
In: Southern Rural Sociology, Band 24, Heft 2, S. 130-148
In: American behavioral scientist: ABS, Band 43, Heft 5, S. 781-792
ISSN: 1552-3381
The university contributes instrumentally to society by preparing human service professionals in a broad range of disciplines for the betterment of individuals and families. Today, however, the multiple needs of families are becoming less amenable to technical or clinical solutions and appear to require a greater collaboration among human service providers. Experiential learning is one way for university programs to help students develop collaborative skills. A study of experiential learning activities at the University of Missouri-Columbia reveals how professional programs favor technical competency aimed at accreditation and tend to refrain from the development of interprofessional collaboration. If collaborative skills help build the social capital necessary for the effective functioning of civil society, then a new model of experiential learning is required for the university, one that explicitly teaches collaborative habits and skills for professionals who will provide human services to their communities.
In: American behavioral scientist: ABS, Band 43, Heft 5, S. 781-792
ISSN: 0002-7642
In: American behavioral scientist: ABS, Band 43, Heft 5, S. 756-766
ISSN: 0002-7642