Alec Dickson recalls his 30-year involvement with experiential education in Nigeria and Britain. He notes a change in emphasis from physical skills and stress to personal commitment, and asks how the essence of such commitment can be reinjected into ordinary educational systems so that it can be shared by many. (BRR)

The success and failure of experiential learning assessment programs rests not only on their academic quality, but also on their financial management. Types of cost and the meaning of cost-effectiveness are discussed. Break-even analysis, cost-reduction activities, and revenue-enhancement techniques are described. (Author/MLW)

Provides what the author calls a "meta-analysis" of experience-based career education programs. (Author/JM)

A theoretical model of an effective experiential educational program for training evaluators is described. Two operating programs are assessed against the requirements of the model. The results of a quasi-experimental evaluation of the effectiveness of the programs in producing important educational outcomes are reported. (Author/PN)

Seven factors contribute to the success of an educational information center for adults: counselors with self-direction, varied life experience, problem-solving talent, solid adult development background, and belief in lifelong learning; staff training opportunities; supportive environment; effective outreach; good interinstitutional…

An approach to teaching BASIC to twelve-year-olds makes full use of the graphics capability of PET computers. Student experimentation with the use of loops leads to the creation of something tangible as well as intellectual. Students discover how modifications to simple programs affect outcomes. (MP)

Sixteen American early childhood educators visited 25 British elementary schools. The way the English school head functioned and some of the educational practices were especially interesting to them. (Author/MLF)

For architecture students, a laboratory is seen as the most natural and productive way of learning about building construction. An introductory construction course at MIT is described that includes lectures, assigned readings, homework exercises, field trips to construction sites, and a weekly laboratory for hands-on experience. (MLW)

Reveals how teachers can direct their students to experience history as a process through active questioning, searching for meaningful answers, and especially by tapping readily available and vivid resources in the immediate community. (NEC)

Reports the results of a survey of the practices of 78 Michigan colleges and universities in awarding and transferring credit for nontraditional or experiential learning. (WD)

Graduate students in an instructional design (ID) course were paired with middle-school student teachers to provide the ID students with an opportunity to sharpen their consulting skills while gaining personal confidence in dealing with "real" contexts in a nonthreatening situation. Eighteen references are listed. (Author/LLS)

Describes two-week summer workshops on evolution, adaptation, and behavior of whales, conducted for children by Cold Spring Harbor Whaling Museum (New York), and culminating in creation of life-size sand sculptures of whales. Provides selected list of periodicals, teaching materials, identification guides, records, and societies devoted to whales…

Summarizes the 10-year accomplishments of Students for Environmental Quality from Bellport High School, New York, including successful halting of local waste oil pollution, instigating state laws to prohibit seal killing and protect the Carmans River wetlands, and details current efforts to assist in passage of a state "bottle bill."…

Describes the Indiana internship program which provided experiential education in vocational special needs to 40 interns in a 10-week summer program. Presents the findings regarding perceived increased competency levels resulting from this experience. (CT)

Explains the development of teachers through three stages: first, learning how to perform as a teacher in front of a class; next, realizing both how to approach students at their own level and when to let the students do the talking; finally, teaching by revealing one's own learning. (RL)