In this article, we consider the intersection of experiential learning and equity work through the lens of a 10-week project: "Listening to the Buddhists in Our Backyard" (L2BB), undertaken in collaboration with a group of six high school seniors at Phillips Academy in Andover, Massachusetts, in the spring of 2022. L2BB was part of a…

This article reports on the initial findings of an ongoing study that will see six preservice teachers placed in a nontraditional practicum placement as part of their bachelor of education program. Reported here is the examination of emergent professionalism of the initial two preservice teachers during their nontraditional practicum placement on…

This article reports on the development of online assessment tools for disengaged youth in flexible learning environments. Sociocultural theories of learning and assessment and Bourdieu's sociological concepts of capital and exchange were used to design a purpose-built content management system. This design experiment engaged participants in…

Using an experiential learning model as a conceptual background, this article discusses characteristics and learning objectives for well-known foreign study programs such as study tours, study abroad, and internships and compares them with a less common overseas program called the "Global Marketing Program" (GMP). GMP involves…

Interdisciplinarity, problem-focused education, and experiential education must serve some larger goals and fit some larger framework or philosophy of education. Engaged education--with emphasis on relevance involvement, social problem-solving, and seen as opposed to traditional education--is discussed. (MLW)

Precise transcript development is vital to the articulation and transfer of credit. The transcript, the institution's award of credit, must present the institution's relation to experiential learning; transcription practices must allow institutions to communicate with third parties. Sample transcripts are provided. (MLW)

Describes a public school alternative education model, Walkabout, introduced and adapted for use with education majors in an undergraduate course at Eastern Michigan University. Learners invested considerable energy into academic activities when they felt involved and saw personal dividends. A challenge proposal is included. (Author)

Examines theories of specific, nonspecific, and metaphoric transfer of learning and outlines 10 factors and techniques to assist adventure educators in linking challenging experiences to students' future learning. (LFL)

The off-campus term program (OCT) of the University of South Florida is described. The OCT represents a model of centralized, comprehensive experiential education. The methods and systems used are described as well as the strengths and weaknesses of the OCT centralized model. (Author/SF)

Nontraditional learning environments challenge instructors to develop educational formats responsive to specific objectives and milieu. Competencies related to long-term goal achievement instead of short-term information retention are highlighted. An innovative instructional format presented during an international education semester aboard the…

Discusses combining a theoretical teaching approach about group counseling with the experiential dimension of the students' actual experience in a group where theoretical learning takes place. Suggests that through this method the student not only learns about groups, but can actually live through the group process. (Author/JAC)

A program developed at Illinois State University for coordinating internships and other credit-generating field experiences is described. The work experiences are planned, administered, and supervised at the department level and coordinated through a university-wide central office. (Author/SF)

The portfolio assessment process at Thomas A. Edison State College is described in this report. Through portfolio assessment, the school helps students identify and gain credit for college-level skills and knowledge acquired through work, volunteer activities, independent reading, military or corporate training, and life experiences that may be…

Both the content and process of graduate education promote adult development. Graduate programs, particularly nontraditional programs, can both address the growing adult and uphold relevant standards of intellectual excellence and professional expertise. Life phases, developmental stages, and learning styles are three domains that are described.…

A non-traditional approach to professional training at the graduate level is described. Studies of professional practice are referenced to identify educational requirements for health and human service practitioners. Using a knowledge worker perspective, these requirements are translated into a professional education/learning environment in which…