As a result of the Experiential Education Evaluation Project the publication identifies instruments used to measure and assess experiential learning programs. The following information is given for each instrument: rationale for its inclusion in the study; precise issues or outcomes designed to measure, validity and reliability data; and…

A common problem in an "experiential class" is the lack of attention devoted to group closure at the end of the course. Toward the end of the semester, students working in small groups in organizational behavior classes often experience anxiety over losing the support and identity that they enjoyed as members of a small learning group. A final…

The application of structural-developmental theory to experiential education practice is discussed. The theory is based on the concept of stages, which are structurally whole, internally consistent systems of thought that organize the individual's understanding of, feelings toward, and actions on the world. Stage theory presents the image of an…

Written and experiential activities help teens discover their own leadership potential and develop skills that guide them to act responsibly and make a difference in the world around them. Teens gain a greater understanding of who they are, what matters to them, how that translates into leadership, and how leadership relates to everyday life.…

The 31 papers in this book ar grouped into 5 sections, of which the first consists of an introductory essay by A. Ciofalo, "What Every Professor and Worksite Supervisor Should Know about Internships." Section 2, on learning from experience, contains "Perspectives on Learning in Internships" (D. T. Moore); "Integrating the Traditions of…

The purpose of New Jersey's Visual and Performing Arts Standards is to improve student achievement in arts education, not arts-as-entertainment, not art-assembly projects, not art-as-activity. An education in the arts requires curricular scope and sequence and the intellectual rigor of experiential learning. The Visual and Performing Arts…

Discusses the concept of student development and defines student needs and tasks of student development educators. Urges educators to incorporate student-oriented approaches into administration and planning. Discusses using developmental knowledge, the meaning of education, creating campus community, fostering acceptance of experiential learning,…

This book describes how schools of higher education can implement practices that promote educationally purposeful out-of-class activities within the context of their campus communities. The practices are intended to help develop faculty and student creativity and initiative. Chapter 1 examines the contributions of out-of-class experiences to…

The process of change experienced by adult women reentering higher education is analyzed within the framework of one theory of adult development, and teaching and learning environments that support women's developmental growth are described. Topics addressed include providing adult students with positive feedback, counseling, promoting awareness…