The University of Oklahoma's Price College of Business has implemented an integrated core curriculum that relies on engaging students in business-world experiences to provide a conceptual basis for integration of a wide range of concepts. Experience is gained through two projects--creation and management of a start-up company (funded by a loan)…

The importance of evaluating student interns as part of a regular performance appraisal system for all employees is discussed, along with the role of the internship coordinator or faculty sponsor. The first step is deciding what should be measured: interns' personal characteristics, job performance, and results. The most useful form of performance…

Objective-oriented management for a cooperative program in a postsecondary institutional setting is relatively easy to articulate but requires much patience and energy to implement. Basically the design for objective-oriented management consists of five distinct activities, including goal setting, policy formation, and evaluation. (LRA)

The role of the cooperative education program coordinator, vital to the success of the program, is shown to include student advising, job placement, and liaison with employers and with teaching faculty and administrators. Guidelines are suggested. (Author/LBH)

Sources for additional information about cooperative education are provided. Approximately 40 books, reports, and articles are listed, along with four agencies and professional societies and information about grants from the U.S. Office of Education. (LBH)

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…

Resident outdoor environmental education (ROEE) is a camp-based extension of the classroom for two to five days, promoting student independence, interpersonal skills, and ecological awareness. Advantages and disadvantages of the "camp as innkeeper" and full program-provider models are given. Program development guidelines cover expenses,…

The role of instructional personnel in supporting students on field experience assignments is discussed. After identifying current monitoring practices, attention is directed to: making effective use of experience for learning, making progress toward learning objectives, providing students feedback, providing additional resources, and continuously…

Intended as a guide for postsecondary faculty and administrators, this document suggests training and management decision guidelines for selection and implementation of an experience-based collegiate (EbCE) program. It is concerned with only one form of experiential learning--field experience or community-based education (internships, cooperative…

Serving as a course planning guide and field aide, this handbook describes the philosophy, policies, and procedures of the De La Salle Vocational off-campus community-based day treatment center designed to effect the reshaping of basic values and attitudes of youngsters who are identified by the courts as maladjusted. Separate sections explain the…

Intended as a reference for students, faculty, and field placement supervisors at New Jersey's Hudson County Community College, this manual identifies explicit responsibilities and presents guidelines for field placements. After an introduction to the general principles of service learning, the following materials are provided: (1) descriptions of…

Designed for graduate students supervising undergraduate work in a reading clinic, this practicum manual provides guidelines and materials needed for the graduate section of the Reading Practicum (Methods of Teaching Reading II) at Indiana University Southeast. In addition to the syllabus, which includes course description and objectives, course…

With the aim of adding clarity to college practice in experiential education and service learning, a taxonomy of experiential education is proposed. For each of three categories (internship, cooperative education, service learning), goals and objectives of the major stakeholders (academy, student, host organization) are specified. Four levels of…

This guide describes the organization, administration, and maintenance of a student volunteer program designed to provide experiential learning to students and paraprofessional staff in rural human service agencies. The need for volunteer paraprofessionals in rural human service agencies, the benefits of a student volunteer program to both…

Two models for public administration field experience programs are outlined, both designed to connect management theory to practice through observation and peer interaction. In the first, student teams observe and report daily operations of an organization; in the second, teams observe, report, and also serve as organizational consultants. Both…