Academic staff need direct exposure to the field they are teaching for

Guess what Jones (1999), Stern & Rahn (1995) and I had in common in the late nineties.

Visit my blog post INC-CEL-FAR (what?) at http://psychsoma.co.za/learning_in_vivo/2008/08/inc-cel-far-wha.html

I based my mnemonic on the then South African technikons education paradigm espoused by the Certification Council for Technikon Education (SERTEC), a former statutory body for quality insurance of the former technikons. The mnemonic spelled the essentials: IN (Industry Needs) + CC (Continuous Consultation) + EL (Experiential Learning - as it was known then) + FA (Faculty Abreast) + R (Reciprocity) = Cooperative Education. SERTEC suggested regular and at times prolonged exposure of academic staff to the realities of the 'world of work' they are treaching for.

Jones (1999) reported that the East Mississippi Community College is sending its teachers back to 'school' by placing them in internships, because they want teachers to see what is needed in the classroom. Stern and Rahn (1995) offered some recommendations with regard to the work-based learning:

• "Most academic teachers will need some direct exposure - possibly in summer internships - to the industry in which their students are working".
• Academics need to work together with employers to develop integrated curriculums.

References:

Jones, B. 1999. Getting back into the 'real world'. Community College Week, 12(8), 22-24.

Stern, D. & Rahn, M. 1995. Preparing students for the world of work: how health career academics provide work-based learning. Educational Leadership, May 1995, 37-40.