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Undergraduate Education for Public Health in the United States

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Book Series: Frontiers Research Topics ISSN: 16648714 ISBN: 9782889196111 Year: Pages: 81 DOI: 10.3389/978-2-88919-611-1 Language: English
Publisher: Frontiers Media SA
Subject: Medicine (General) --- Public Health
Added to DOAB on : 2016-08-16 10:34:25
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Abstract

Undergraduate programs in public health are growing rapidly. At colleges and universities throughout the United States, both the number of programs and the number of students have expanded greatly in the past decade. In response to this trend, the Council for Education of Public Health (CEPH) has begun to accredit undergraduate public health programs, with the first programs approved in 2014. Around the country programs exhibit wide variation, from concentrations in liberal arts colleges to pre-clinical foundations at doctorate-granting universities to undergraduate programs in accredited schools of public health. Faculty, both new and seasoned, are fully aware of the need to integrate undergraduate education in public health with graduate education—but the roadmaps of exactly how to do so are still nascent. The purpose of this Research Topic is to gather articles describing this variation, with the intent that the collective body of work will facilitate analysis and discussion of what makes a quality education and builds a competent workforce.

Pedagogical Psychology: Beyond the 21st Century

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Book Series: Frontiers Research Topics ISSN: 16648714 ISBN: 9782889195626 Year: Pages: 80 DOI: 10.3389/978-2-88919-562-6 Language: English
Publisher: Frontiers Media SA
Subject: Psychology --- Science (General)
Added to DOAB on : 2016-01-19 14:05:46
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Frontiers in Psychology is introducing a new research topic, Pedagogical Psychology: Beyond the 21st Century, which will be released as an online journal issue in summer 2014. The purpose of Beyond the 21st Century will be to publish goal- oriented articles leading to improvement of teaching and learning at all levels of psychology education. Until perhaps 20 years ago, educational approaches to teaching were largely informed by a “Stand and Deliver” pedagogical attitude. The psychology of this approach has often invested unrealistic and unrealizable responsibilities in both teachers and students. With the emergence of electronic data sharing (e.g., the Internet) and global cooperation/competition, newer approaches to teaching have begun to supplement and sometimes replace the older model of teaching. These newer approaches have simultaneously taken advantage of technological advances, global changes, and an evolving understanding of successful student-mentor relationships. As the pedagogical models driven by these changes evolve into the 22nd century and beyond, what seems groundbreaking today will, in hindsight, be seen as hidebound. Thus, the major goal of Beyond the 21st Century will be to publish manuscripts which imaginatively, but realistically anticipate future trends in teaching undergraduate psychology.

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