Those of us who teach in professional programs have some unique instructional challenges. Certainly, like everyone else, we have content that students need to learn—and, like everyone else, we have too much content and struggle to get through it all. We’re also alike in that we want our students to develop lifelong learning skills, such as problem-solving and critical thinking. And yet, on top of this, all students in professional programs have skills related to the profession that they must truly master—a matter complicated by the fact that whether it’s a culinary program, welding, woodworking, occupational therapy, social work, or computer repair, most students begin these programs having none or very few of these skills. Moreover, unlike many of the more traditional academic majors, in our programs we are also expected to teach students how to act like professionals in our fields. And finally, the reputation of our programs depends on how well our students perform in all of these areas, as measured by a certifying exam that students must pass in order to work in the profession. Indeed, professional education has its challenges which those of us teaching in the programs along with the rest of the academic community need to regularly consider.
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