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Reverse Planning a Service Learning Activity for an Undergraduate Public Policy Course

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Field-Based Learning in Family Life Education

Abstract

Fitzpatrick discusses using reverse planning principles in designing field-based experiences in an undergraduate public policy course that addresses how broad social policies affect families. Discussion focuses on high-impact elements embedded in the course such as activities have applications to different settings on/off campus, students experiencing diversity in the course and activity, students spending considerable amounts of time on meaningful task by requiring a certain amount of hours per week to be spent on the activity, students receive frequent performance feedback through written papers and discussions and how each are embedded in the course. Finally, she offers suggestions for future field-based experiences such as using a planning approach, persistent monitoring and consideration of course content to fit field-based learning.

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Author information

Authors and Affiliations

  1. Human Development and Family Studies, Texas Tech University, Lubbock, TX, USA

    Jacki Fitzpatrick

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  1. Jacki Fitzpatrick
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Editor information

Editors and Affiliations

  1. University of Southern Queensland , Toowoomba, Queensland, Australia

    Tara Newman

  2. Texas A&M University , College Station, Texas, USA

    Ashley Schmitt

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Fitzpatrick, J. (2017). Reverse Planning a Service Learning Activity for an Undergraduate Public Policy Course. In: Newman, T., Schmitt, A. (eds) Field-Based Learning in Family Life Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-39874-7_14

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  • DOI: https://doi.org/10.1007/978-3-319-39874-7_14

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  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-319-39873-0

  • Online ISBN: 978-3-319-39874-7

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