The Cooperative Assessment of Experiential Learning (CAEL) project is designed to develop appropriate concepts, methods, procedures, techniques, and instruments for the assessment of experiential learning and to validate such ideas, processes, and materials through large scale tryout on many college campuses. The status report concerns CAEL's…

A series of eight summary statements, expressed as "from-to" movements for the improvement of curriculum design, serves as an outline for a discussion of efforts to relate curriculums more meaningfully to the education of disadvantaged youth: (1) From a curriculum that is rigidly scheduled and uniform to one that is flexible and geared to the…

In May of 1969, the Broward County Board of Public Instruction (Migrant Education Center) made available this guide to enable teachers to increase listening abilities of elementary school students. Although research studies show that listening can and should be taught, it is pointed out that listening instruction for most children is an incidental…

This document investigates doctoral study as an educational experience. Emphasis is placed on the instrument of instruction, designs for scholarly socialization, patterns of learning, and the educational implications of graduate study. (MJM)

The New College Living-Learning Unit was begun in 1972-73 as an optional beginning semester for New College freshmen. The basis for the curriculum was taken from the regular freshman program at New College but given a 'unique' substance (the notion of community from a multiplicity of discipline perspectives) and unique physical facilities. The…

This document reviews the development and progress of the experiential education program at the University of Kentucky. Following a review of why experiential education was developed and the stages of that development, emphasis is placed on the progress of the program in relation to its goals and objectives. (MJM)

Four Annual Reports are presented in this collection. The Professional Preparation Committee listed 7 principles supporting the belief that professional preparation in outdoor education must be interdisciplinary. Also included in that report were committee activities and recommendations. The task Force on Defining and Interpreting Outdoor…

It is suggested that student personnel workers in higher education have comparable responsibilities to their academic counterparts as "educators" in a literal sense. Each contact with a student by personnel officers should be viewed as an opportunity for facilitating learning and growth. As such, a responsibility for being conversant with and open…

A review of investigations which have had as their purpose the identification of competencies needed by professional adult educators is presented. This document attempts to taxonomize in a single list the competencies which research has found, and then suggests a process whereby specific behavioral objectives can be structured which will enable…

A PLANNED, RIGOROUS SEARCH WAS CONDUCTED FOR A CONCEPTUAL SYSTEM BY MEANS OF WHICH THE CENTRAL PROBLEMS OF CURRICULUM DEVELOPMENT AND INSTRUCTIONAL INNOVATION ARE IDENTIFIED AND RELATED TO EACH OTHER. EACH SEGMENT OF THE RATIONALE FORMULATED WAS RELATED TO AND CONTINUALLY CHECKED AGAINST PERTINENT RESEARCH AND RELATED STUDIES DURING THE…

This paper summarizes a project undertaken by South Metropolitan Association for Low-Incidence Handicapped (SMA) in 1975 to provide handicapped children in the south suburban area of metropolitan Chicago with learning opportunities via computer assisted instruction. Students exhibiting hearing, visual mental, or other learning disabilities were…

The article focuses on one nurse's experience in the nurse-midwife program at a large New York medical center. Terming the learning process a painful transition from academe to reality, the author discusses skills learned, conflicts with physicians' belief systems, rewards and frustrations, and the need for nurse-midwife identity. (Author/MS)

The author briefly reviews six recently published books dealing with aspects of child development and early childhood education. (DS)

First discusses the history of the Chautauqua as an adult education Institution and its influence on this nation's adult continuing education programs. Then presents the genesis and outcomes of a field trip to the Chautauqua Institution in New York taken by a group of university graduate students and their faculty. (EM)

Moral education is described here as the process of getting better and better at dealing fairly with conflicting perspectives on what is right in a particular situation. (Author/AM)