Field-Based Learning in Family Life Education

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