Abstract
Educating students for social policy and management roles in the twenty-first century requires attention to a wide range of challenges in higher education. These include integrating classroom and field study, balancing a liberal arts education for breadth and perspective with pre-professional specialization for immediate postgraduate demands, understanding the interplay between scientific and social bases of knowledge, and joining the goals of diversity—from intellectual and moral perspectives to human attributes and social groups—with communal values and commitments. The difficulty of these challenges notwithstanding, it is an exciting time for social policy education given that the significant changes underway in social welfare, health, and education create enormous opportunities to engage students in field study and research (McClintock & Beck, 1998; McClintock & Colosi, 1998).
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McClintock, C. (2000). Creating Communities of Practice for Experiential Learning in Policy Studies. In: Ralston, P.A., Lerner, R.M., Mullis, A.K., Simerly, C.B., Murray, J.P. (eds) Social Change, Public Policy, and Community Collaborations. Outreach Scholarship, vol 3. Springer, Boston, MA. https://doi.org/10.1007/978-1-4615-4653-5_4
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DOI: https://doi.org/10.1007/978-1-4615-4653-5_4
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