Capstone courses often focus on applied learning, typically practicum experiences such as internships. However, students do not always benefit as much as they could from their internships because teaching and learning resources are not used optimally. This paper explores the use of project-based learning in a capstone course of the Graduate Diploma in Youth Work program at Concordia University that includes an in-class seminar and an internship in a human services agency. Using the principles of context authenticity and cognitive apprenticeship from the Authentic Situated Learning and Teaching (ASLT) framework, we examine the experiences of two cohorts of interns (24 students in all). An analysis of their final papers and participation in a focus group, as well as the results of the university’s course evaluation, suggests that the ASLT framework contributes to the transfer of learning in a professional setting. Furthermore, the use of the psychoeducative model to structure active pedagogies in a youth work capstone course provides a means for planning therapeutic activities and organizing intervention programs that help develop competencies to work in diverse settings.

中文翻译：

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青年工作中的创新课程

顶点课程通常侧重于应用学习，通常是实习经验，例如实习。但是，学生并不会总是从实习中获得尽可能多的收益，因为未充分利用教学资源。本文探讨了在康考迪亚大学青年工作研究生文凭课程的顶峰课程中基于项目的学习的使用，其中包括课堂研讨会和在人类服务机构的实习。使用“真实情境学习与教学”（ASLT）框架中的上下文真实性和认知学徒制原则，我们研究了两个实习生（总共24名学生）的经历。分析他们的期末论文和参加焦点小组的情况，以及大学课程评估的结果，建议ASLT框架有助于在专业环境中进行学习的转移。此外，利用心理教育模型在青年工作的顶峰课程中构建主动教学法，为规划治疗活动和组织干预计划提供了一种手段，有助于发展在不同环境中工作的能力。