Planning Curriculum Change in a Large Traditional Field Instruction Program

Abstract

This article describes the experience of one school's change in curriculum direction with emphasis on the issues and concerns regarding parallel changes in the field instruction program. The process observed by the Task Force on the Practicum at Fordham in maximizing involvements of and communication with the cooperating agencies is outlined as is t he program projected for engaging the field instructors in considering the implications for them of a generic field instruction course for first year students. The article also contains the paradigm developed by the Task Force to sample the nature of the field assignments and the analysis of the findings from the data.