Social Justice Practicum in Non-clinical Online Programs: Engagement Strategies and Lessons Learned

Authors

  • Michelle Dennis Adler University
  • Eddie Gordon Adler University
  • Donna DiMatteo-Gibson Adler University
  • James D. Halbert Adler University

DOI:

https://doi.org/10.33423/jlae.v19i3.5676

Keywords:

leadership, accountability, ethics, online program administration, virtual practicum, social justice training, online student engagement, online faculty, social justice practicum, Adlerian theory

Abstract

Social justice, the equitable distribution of resources within a community, can be nourished through structured practical experiences that align with content in educational programs. A significant body of research demonstrates the benefits of including practicum when training adult learners (Sanabria, & DeLorenzi, 2019). Further, research elucidates the need for formal social justice training, which may increase equity within our society. This paper summarizes the launch of a social justice practicum within seven non-clinical programs offered through an online campus. Facets of student experience are examined through the lens of adult learning theory. Model adjustments and future directions are also discussed.

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Published

2022-12-26

How to Cite

Dennis, M., Gordon, E., DiMatteo-Gibson, D., & Halbert, J. D. (2022). Social Justice Practicum in Non-clinical Online Programs: Engagement Strategies and Lessons Learned. Journal of Leadership, Accountability and Ethics, 19(3). https://doi.org/10.33423/jlae.v19i3.5676

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Articles