Jeffrey Hoyle and Mark Edward Deschaine
Collegiate internships play an important role in the development of professionals. They provide students the opportunity to experience real world expectations embedded within…
Abstract
Purpose
Collegiate internships play an important role in the development of professionals. They provide students the opportunity to experience real world expectations embedded within actual vocational environments under the support of their collegiate faculty. Although there are a number of common reasons why internships are utilized in each academic area, the requirements for the experiences are substantially different across disciplines and level of coursework. The purpose of this paper is to explore some of the commonalities and differences that exist for internships across collegiate academic disciplines at both the undergraduate and graduate levels, and identify their salience for programs from an interdisciplinary perspective.
Design/methodology/approach
For this conceptual piece, the authors took an introspective qualitative look at both programs and compared and contrasted them based on internally available documentation and information. Although this was theoretical in nature, the authors utilized materials available for certification and accreditation purposes for each of their programs. Multiple data sources were stakeholder interviews and conversations, site visits/observations, and site artifacts/documents.
Findings
The authors found a great deal of both similarity and dissimilarity across programs, and these findings were utilized as grounds for programmatic introspection, evaluation, accreditation, and certification to better understand how stakeholder voice is involved in the processes. Table I provides an overview of items identified, and will serve as a guide for the remainder of this paper.
Originality/value
An inclusive awareness will consider the voices of the student, university, employer, and other stakeholders, including co-workers and employers that currently do not offer internships. Given the rising cost of tuition and the wealth of competition in the market, the pressure is on for institutions of higher education to up the ante when it comes to providing quality experiential learning opportunities. The next step should focus on defining expectations and tailoring each internship program, and for that to be accomplished, all stakeholders must be “all in.”
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This chapter covers two behaviors that greatly affect college students’ mental health and wellbeing: eating and sleeping. The chapter begins with a definition of eating disorders…
Abstract
This chapter covers two behaviors that greatly affect college students’ mental health and wellbeing: eating and sleeping. The chapter begins with a definition of eating disorders and distinguishes clinically disordered eating from other forms of problematic eating. The chapter describes common eating disorders among college students: anorexia nervosa, bulimia nervosa, avoidant restrictive food intake disorder (ARFID) and binge eating disorder. The chapter then discusses measures of problematic eating among college students, including the SCOFF, the Eating Disorder Inventory and the Eating Concerns subscale of the Counseling Center Assessment of Psychological Symptoms (CCAPS). Next, the chapter discusses the prevalence of problematic eating among college students. Cultural considerations are described, with particular attention paid to gender, sexual orientation and ethnicity. Causes of problematic eating among college students are discussed, and the consequences of problematic eating are explored, from shame to medical complications to death. Treatment options are detailed, as are barriers to seeking professional help. The chapter follows a similar structure in covering healthy and problematic sleep behaviors among college students. In particular, the chapter explores measures of sleep quality, the prevalence of problematic sleep among college students, their causes and consequences, as well as strategies for correcting poor sleep and interventions for promoting healthy sleep habits.
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Oddrun Samdal and Louise Rowling
Efforts to create a scientific base for the health‐promoting school approach have so far not articulated a clear “Science of Delivery”. There is thus a need for systematic…
Abstract
Purpose
Efforts to create a scientific base for the health‐promoting school approach have so far not articulated a clear “Science of Delivery”. There is thus a need for systematic identification of clearly operationalised implementation components. To address a next step in the refinement of the health‐promoting schools' work, this paper sets out to delineate implementation components of health‐promoting schools and to identify their mechanisms.
Design/methodology/approach
The implementation components were identified through a narrative synthesis of documents describing implementation of health‐promoting school approaches. Studies were included if they were published between 1995 and June 2010 and could be identified in publicly accessible peer‐reviewed articles and grey literature, published in English. Eight sources were extracted, representing reports from all continents with the exception of Africa.
Findings
Eight components were identified: preparing and planning for school development; policy and institutional anchoring; professional development and learning; leadership and management practices; relational and organisational support context; student participation; partnerships and networking; and sustainability.
Practical implications
The components provide a practical tool/guide for schools to use in the implementation of health‐promoting schools. In a parallel paper theoretically and empirically based practice guidelines for the actual implementation of the components are articulated (“Filling the black box of implementation for health‐promoting schools”, this issue).
Originality/value
The identification of specified theory‐driven implementation components for health‐promoting schools aims will help practitioners to understand the function of each component, so they can execute them with fidelity and thus contribute to rigorous implementation of the health‐promoting school initiative.
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Anthony H. Normore and Jeffrey S. Brooks
Leadership and management are concepts regularly used in organizational change and reform literature. This is particularly evident in educational settings and oftentimes…
Abstract
Leadership and management are concepts regularly used in organizational change and reform literature. This is particularly evident in educational settings and oftentimes understood as interchangeable. The school administrator is considered a leadership position, as is department chair in an institution of higher education. Yet, most are engaged daily in management tasks with little to no time spent on leadership (Bush, 2008). In higher education, the complex role of department chair necessitates a multi-task oriented individual (Hecht, Higgerson, Gmelch, & Tucker, 1999) who can both serve and coordinate multiple constituencies and ultimately balance the role of chair with the continuing roles of teacher and scholar. Although they are pulled in many directions there may be no more important leadership position in the institution for those interested in affecting the future of young people as well as their colleagues. In this chapter we discuss the commonalities and differences between leadership and management across the PreK-16 continuum; present the general roles and responsibilities of school-based administrators and university-level department chairs, and; compare leadership readiness and transition processes of school-based and university-level department chairs. Implications for theory and practice are presented.
This chapter aims to further conversations around child-centred practice by considering the potential role of pupil voice within education. It explores the impacts of creating…
Abstract
This chapter aims to further conversations around child-centred practice by considering the potential role of pupil voice within education. It explores the impacts of creating space for authentic pupil consultation in my own primary classroom upon my understanding – as teacher-researcher – of my class' experiences of teaching and learning. It outlines my use of pupil views templates (PVTs) (Wall & Higgins, 2006) to gain insight into children's thoughts, feelings and spoken interactions, and how this informed my professional practice as an educator, in order to move beyond pupil consultation as mere ‘lip-service’, and towards developing more meaningful engagement based on an acknowledgement of children's perspectives, as well as their right to express these views freely in all matters pertaining to them (UNCRC, 1989). As such, this chapter provides an exemplar of the reflections that can be gained through using PVTs to ‘listen’ to children, and the impacts this had upon the co-construction of our classroom culture, with implications for pupils' metacognition, the role of educator as a metacognitive role model and ultimately for children's agency and control over their own learning. Whilst my own use of PVTs is situated within an education context, the description of the ways in which this approach can be used has relevance for professionals in other fields who wish to gain greater insight into children's perceptions and experiences.