Preparing the Way for Reform in Higher Education: Drawing Upon the Resources of the Community-at-Large
Higher education is being asked to pay more attention to student learning and to contribute to the enhancement of the social and economic conditions of the community it serves. As a result, educational institutions will no longer be self-contained. Community members and organizations have become not only critical partners in framing the goals and intentions of the educational reform movement, but they also have assets that must be tapped by educational institutions that wish to implement change and respond to social needs.
The Role of Mediating Structures in University and Community Revitalization : The University of Pennsylvania and West Philadelphia as a Case Study
L'A. presente une analyse institutionnelle du modele d'interaction universite-communaute regionale de Pennsylvanie, realise par les chercheurs de l'universite en vue de participer au developpement economique et social du district
Interprofessional Clinical Education and Practice.
In the area of professional education and practice, some degree of clinical experience is universally deemed desirable for training a student in the helping professions. Field work, apprenticeship, intern placement, and other clinical experiences provide a dimension to the professional's education that reading materials and classroom simulations do not. However, when discussing clinical education as a method for teaching interprofessional theory and practice, two basic questions emerge: (a) Does clinical education provide a significant method for teaching the subject? and (b) can clinical education be successful in the interprofessional arena? Although these questions are not definitively answered in this article, they are analyzed to discover how an affirmative answer to each could be