Mark J. Sciutto
This chapter examines the role of Clinical and Counseling Psychology courses in the undergraduate curriculum and offers a conceptual framework for designing courses that promote cognitive and affective development in the student. The chapter uses Wiggins and McTighe’s (2006) multifaceted model of understanding to address the specific goals and challenges of courses in Clinical and Counseling Psychology. Rather than giving an overview of the extensive literature on isolated classroom activities and assignments, the focus of this chapter is on two integrative pedagogical approaches. Specifically, the chapter articulates how focusing on evidence-based practice and incorporating service-learning can be used to target multiple facets of understanding in students. Using this framework, the chapter provides examples and guiding principles for constructing specific learning activities, addressing ethical considerations, and exploring diversity issues.
Maureen E. Kenny
Education has long been understood as a vehicle for realizing the American dream, with the importance of education for entry and advancement in the world of work increasing in recent years. Although public officials and policymakers maintain that high schools must now prepare all students for college and career, many young people either graduate with inadequate skills or drop out prior to graduation. Education reform efforts have sought to bolster academic achievement, with particular concern for remedying achievement gaps among ethnic and racial groups. Overall results of these efforts have been inadequate, and policy formulations have overlooked relevant theory and research related to academic motivation and the context of students' lives. Theory and research related to career development and work-based learning can inform educational practice that strives to prepare all students for college and career.