The use of a summary journal assignment to promote theory and practice integration in experientially based courses
Studies in Learning Evaluation, Innovation, and Development
The authors discuss the use of a summary journal, an assignment designed to facilitate the integration of theory and course experience in practice-based Counsellor Education courses. The reflections on the assignment are provided by the instructor and two students, from two different practice-based courses. The summary journal does appear to provide an opportunity for students to compare their own experiences with formal theory presented in class and in texts, although the quality of this integration varies. The provision of prior student summaries appears to be helpful to those students who are inexperienced in constructing theoretical meaning out of their own experiences. It is speculated that the evaluational nature of the summary section may inhibit critical responses to the test of theory through application, even though counter-examples, as well as examples of theory-in-action are explicitly invited.
Baruch-Runyon, A., Hong-Chittaphong, J., & Potaczala, C. (2008). The use of a summary journal assignment to promote theory and practice integration in experientially based courses. Studies in Learning Evaluation, Innovation, and Development, 5(4), 42–51.