Abstract
In higher education, the relationship between students and academic resources plays a pivotal role in shaping both individual growth and the broader landscape of learning. This article explores how educators, particularly in occupational therapy, have designed rich academic environments—likened to lakes brimming with resources—that provide students with opportunities for deep engagement. However, to truly harness these resources, students must be empowered as active participants in shaping the academic and clinical landscapes. The article advocates for a reimagining of academia, where students contribute to the knowledge ecosystem through research, innovation, and experiential learning, ensuring that education becomes a dynamic, collaborative process. By bridging academic theory with practical application, students and faculty together cultivate a thriving future for both academia and clinical practice.
Recommended Citation
Perkins, Natalie A.; Loera, Natalie; Flores, Issa; Bains, Rajvinder; Desai, Divya; and Reaume, Carlin
(2024)
"Come to the Lake: Harnessing Academic Resources and Empowering Students to Transform Clinical Landscapes.,"
Pacific Journal of Health: Vol. 7:
Iss.
1, Article 37.
DOI: https://doi.org/10.56031/2576-215X.1081
Available at:
https://scholarlycommons.pacific.edu/pjh/vol7/iss1/37
