Social Change, Public Policy, and Community Collaborations: Training Human Development Professionals for the Twenty-First Century

166 Pages·2000·4.79 MB·English

by  Penny A. Ralston (auth.), Coby B. Simerly

SOCIAL CHANGE, PUBLIC POLICY,
AND COMMUNITY
COLLABORATIONS
Training Human Development
Professionals For the
Twenty-First Century
OUTREACH SCHOLARSHIP
Editor:
Richard M. Lerner
Tufts University
Medford, Massachusetts, U.S.A.
SOCIAL CHANGE, PUBLIC POLICY,
AND COMMUNITY
COLLABORATIONS
Training Human Development
Professionals For the
Twenty-First Century
edited by
Penny A. Ralston
Florida State University US.A.
Richard M. Lerner
Tufts University US.A.
Ann K. Mullis
Florida State University U.S.A.
Coby B. Simerly
Florida State University Us.A.
John P. Murray
Kansas State University US.A .
KLUWER ACADEMIC PUBLISHERS
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Contents
List of Figures ........................................•....... Vll
List of Contributors ix
Foreword xi
Governor Lawton Chiles
Preface ........................•....................... Xlll
SECTION I Introduction: A View of the Issues
1. Training Human Development Professionals in Public Policy
and Community Collaboration: A View of the Issues .
Richard Lerner, Penny A. Ralston. Ann K. Mullis. Coby Simerly,
and John P. Murray
SECTION II Dimensions of Training and Community Collaboration
2. The Future of Public Policy Engagement: Preparing
Human Sciences Undergraduates for Emerging Roles 11
Connie Ley
3. Scholarship Reconsidered: A Functional Core for Graduate Curricula ... 25
Karen E. Craig and Joan M Laughlin
4. Creating Communities of Practice for Experiential Learning in
Policy Studies 33
Charles McClintock
5. Antidotes for Arrogance: Training Applied Developmental Scientists in
Public Policy Contexts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 53
Brian L. Wilcox
6. As We Sow ... A Pragmatic Analysis of How to Build Successful
Partnerships between the University and the Larger Community ..... . .. 59
BeaSmith
7. The Children, Youth, and Family Consortium: A University of
Minnesota/Community Partnership . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 71
Martha Farrell Erickson and Richard A. Weinberg
VI Social Chan!!.e. Public Policy, and Communiry Collaboratiom: Training
Human Development Professionals for the Twenty-First Century
SECTION III Contemporary Challenges:
Community and University Perspectives
8. The Role of Higher Education in Social Change, Public Policy and
Community Collaboration .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 85
W 1. Blechman
9. Fostering Linkages with the University in Public Policy Engagement .... 89
Jack Levine and Barbara Ash
10. Public Policy: Roles for Faculty .. " _ , 95
Clara Pratt
11. Implementing Public Policy Education: The Role of the School
or College , , . . . . . . . . . . . . . . . . . . . . . . .. 107
Charles McClintock
12. Implementing Public Policy Education: The Role of the University ..... 117
James C. Votruba
13. Funding Opportunities for Applied Developmental Science. . . . . . . . . .. 121
Lonnie R. Sherrod
14. Universities in the Community: The Role of Trusts and Foundations as
Facilitators for Social Change , . . . . . . . . .. 131
Ulrike Schuermann
Afterword
Catherine 1. Ross _ _ , . _ , . . . . . . . . . .. 137
James C. Votruba _ _. . . . . . .. 141
Appendix A Curriculum _ 147
Appendix B Experiential Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 151
Appendix C Changing University Culture 153
Appendix D Funding Opportunities . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 155
Indexes
Name 157
Subject 161
List of Figures
Figure 2.1 Essential Concepts in Three Spheres of Learning
for Public Policy Education in the Human Sciences . . . . . . . . . .. 17
Figure 2.2 Model for Undergraduate Education for Public Policy
Involvement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 19
Figure 2.3 Identification of Competencies for an Introductory
Course in Public Policy Involvement 20
Figure 3.1 Model of Research Cycle 28
Figure 3.2 Professional Roles in Public Policy. 29
Figure 3.3 Educational Experiences for Graduate Public Policy Education. . 30
Figure 4.1 A Concept Map of the Program Theory for Hospice Services 39
Figure 4.2 Undergraduate Policy and Management Curriculum 43
Figure 4.3 A Concept Map Developed through Field Study of Drug Policy . 45
Figure 5.1 The Policy Process 55
List of Contributors
Barbara Ash, Coordinator of Communications, Office of the Vice President for
Research, Florida State University
w. J. Blechman, Lawton & Rhea Chiles Center for Healthy Mothers & Babies
Norma Burgess, Chair, Child and Family Studies, College for Human
Development, Syracuse University
The Honorable Lawton Chiles, Governor of Florida, 1991-1998
Karen E. Craig, Dean, College of Human Resources and Family Sciences,
University of Nebraska-Lincoln
Martha Farrell Erickson, Director, Children, Youth and Family Consortium,
University of Minnesota
Golden Jackson, Assistant Professor, Consumer and Textile Sciences, College of
Human Ecology, Ohio State University
Joan M. Laughlin, Associate Dean, Research and Graduate Studies, College of
Human Resources and Family Sciences, University of Nebraska
Richard M. Lerner, Bergstrom Chair in Applied Developmental Science, Eliot-
Pearson Department of Child Development, Tufts University
Jack Levine, Executive Director, Center for Florida's Children
Connie Ley, Professor, Department of Family and Consumer Sciences, Illinois
State University
Charles McClintock, Professor and Associate Dean, College of Human Ecology,
Cornell University
Julia Miller, Dean, College of Human Ecology, Michigan State University
Ann K. Mullis, Associate Professor, Department of Family and Child Sciences,
College of Human Sciences, Florida State University
John P. Murray, Professor and Interim Associate Vice Provost for Research,
Kansas State University
Clara Pratt, Professor and Knudson Endowed Chair in Family Policy, Family
Studies Center, Oregon State University
Penny A. Ralston, Professor and Dean, College of Human Sciences, Florida State
University
x Social Change, Public Policy, and Cammunlty Collaborations: Traming
Human Development Profe.Hionols for the Twenty-First Century
Catherine J. Ross, Associate Professor of Law, George Washington University
U1rike Schuermann, Executive Director, The Australian Youth Foundation, Inc.
Lonnie R. Sherrod, Executive Vice President, William T. Grant Foundation
Coby S. Simerly, former Associate Professor and Associate Dean for Outreach,
College of Human Sciences, Florida State University
Denise Skinner, Professor, Department of Human Development, Family Living
and Community Educational Services, College of Human Development,
University of Wisconsin-Stout
Bea Smith, Dean, College of Human Environmental Sciences, University of
Missouri-Columbia
James C. Votruba, President, Northern Kentucky University
Richard A. Weinberg, Birkmaier Professor of Educational Leadership, Professor
of Child Psychology, Director of the Institute of Child Development, University
of Minnesota
Brian L. Wilcox, Professor of Psychology, Director, Center on Children, Families
and the Law, University of Nebraska-Lincoln
1
Foreword
Lawton Chiles
Governor of Florida, 1991-1998
Social Change, Public Policy and Community Collaborations: Training Human
Development Professionals for the Twenty-First Century is more than the name of
the Third National Applied Developmental Science Conference; it is more than the
name of a book prepared from the proceedings of this conference. It describes one
of the largest and most complex challenges facing state government, higher
education and communities in the coming decade.
The answer to this challenge will not be found in a college or program in our
higher education institution nor in laws conceived and written in state capitals. The
answers to this challenge are to be found at the place where academia, public
policy, and communities meet.
The problems and issues that are facing our children and families will require
that all the players work together to develop community-driven programs, designed
and evaluated using current research and staffed by highly trained professionals. It
will be critical that academia, policy makers, legislators, and community members
work together to ensure that the programs we design work. We must ensure that
research is being conducted so that programs that work better are continued and
programs that don't are stopped.
The training provided to the professionals in these programs will look very
different from the traditional training of decades past. The training will cross over
"college" lines more than ever before. The training will include a greater emphasis
on public policy and its formation, be more competency-based and will be strongly
rooted in community experiences. These highly trained professionals will then have
access to a system of professional compensation that supports retention and
continued training.
No governor, state legislator, university administrator or professor alone has all
the answers to solving the problems communities face. We must look to our
communities, and working together with them, provide the information and
resources they need to meet the challenges they face.
Almost daily, we are learning more and more about how children develop, the
role of parents in this development, and the interventions and services that support
healthy development. This information must be used by higher education,
government leaders and community members to inform our activities. The
information must be used to develop and sustain programs that train professionals
who will be providing support to our families; to help parents as they undertake the
hardest job anyone can imagine-raising a child.
We must ensure that we have professionals trained to address the needs of the
young parent receiving government assistance who is being required to return to
work when the child is three months old.
We must ensure that we have professionals trained to protect our children from
abuse and neglect. We ask these professionals to make tough decisions every day.
We must commit to ensuring that these professionals in whom we vest so much
responsibility have the training and resources to do the job well.