Background: Service-learning has historically been seen as a high-impact practice that empowers undergraduates to develop essential learning outcomes. Most service-learning discussed within the literature occurs as a required element of a credit-bearing academic course. Purpose: This study explored what happens when service-learning is reimagined…

Examines an unsuccessful student teaching experience that became a successful learning experience through a reflection and debriefing process. Relates this experience to the stages of a conceptual model of experiential education and emphasizes the need for structured debriefing in preservice teacher education. (SV)

Explores roles of computer technology and real world experiences in the learning process. Encourages teaching of critical viewing skills and other aspects of visual fluency. Forecasts changes in the educational system to accommodate emerging technologies and new ways of thinking and interacting with the world. (LFL)

A mature understanding of the natural world requires experiential learning. Significant experience provides a constant source of values and understanding. Experiential learning is a holistic process, where conceptual, linguistic and perceptual elements are blended with direct impressions of the environment. Experiential knowing is not fixed but is…