Experiential learning programs award college credits for learning achieved through job and life experience. The evaluation of such experience by academic standards provides many adult students a focus for planning the continuation of their education. (SK)

Principles of good practice in assessing experiential learning include better self-evaluation of the learning outcomes of experiential components, systematic program auditing, and training of external evaluators. (SK)

The amount of learning will be primarily affected by the quality of the student's questioning. If the student is passive, the internship will become only a part-time job or a training experience. But if the student is an active, constructive questioner, he/she will be participating in the central mission of higher education. (LRA)

The Lucia Mar (California) school system turned to a high school industrial arts class when no money could be found to construct a needed administration building. The project provided a new building, at half the cost of conventional construction, and valuable job training for many secondary students. (Author/WD)

Identifies nine categories of essential elements found in three successful experiential education programs. Categories of program elements are: purposes; setting; characteristics of participants; learning strategies; student roles; instructor roles; product of learning activities; management and support; and program outcomes. (JD)

Describes elementary level simulation resulting in products which participants sell to fellow students. The project includes basic lessons in economics, forming a corporation, applying for and receiving a loan, shopping trips, production, advertising, and market analysis. (KC)

Argues for the experiential study rather than the solely critical analysis of literature. Shows how to add to student enrichment and student appreciation for literature by exploring literature through body movement, the senses, voice and speech, the emotions, the imagination, and the intellect. (RL)

A research internship program for undergraduate college students is described. The program, which emphasizes "hands on" experiences for women students, is evaluated by the use of a follow-up study of the graduates. (SA)

Proposes the establishment of a Center for Student Involvement to counteract apathy and cynicism of secondary school students toward the democratic processes. The center would serve social studies programs as a component linking the school with the community. It would function as a resource base, develop materials, and provide instruction. (KC)

The purpose of cooperative education is to gainfully employ students, part-time or full-time, in fields directly related to their curriculums of study during their enrollment at the institution. (Author)

Describes one education department's structural approach to utilizing existing student resources at no cost in a counselor training program. This external linkage system uses the students from five existing courses within one counselor education department. (Author)

Asserts that most persons use too little positive reinforcement in interpersonal dealings. Outlines and comments on a four-stage lesson plan (involving introduction, social interchange, discussion of experience, and summary/conclusion) which is designed to allow participants to experience how they use positive reinforcement in contacts with…

Argues that mutual trust and understanding between teacher and learner are essential to a beneficial learning experience. What students learn depends on their interpretation of the experience, and attempts to control learning result in undesirable side effects. Congruity of external and internal evaluations is a significant consideration…

The new role of the museum science center in science education is presented. Various innovative programs for amateurs, aspiring scientists, and casual visitors at several leading science centers are discussed. (SA)

An eclectic approach to individualizing instruction in secondary schools is suggested which includes the following classroom strategies: experiential learning, mastery learning, learning centers, peer and cross-age tutoring, and independent study. (JMF)