Studies in Learning, Evaluation, Innovation and Development > Vol. 5, No. 4 (2008)

The use of a summary journal assignment to promote theory and practice integration in experientially based courses

Adele Baruch-Runyon, University of Southern Maine
Ju Y. Hong-Chittaphong, Siena College, N.Y.
Christine Potaczala, Enlarged City School District of Troy, New York

Abstract

The authors discuss the use of an Integrative Journal, an assignment designed to facilitate the integration of theory and course experience, in practice-based Counsellor Education courses. The strengths and weaknesses of the journal as a pedagogical tool are discussed from the perspective of graduate students and an instructor. Some of the limitations include the potential for the journal to provide a substitute outlet for discussion, as well as the time-intensive nature of the assignment. Some strengths noted were the capacity to bring greater reflectivity to experience, and the opportunity to articulate connections and disjunctures between experience and theory.

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