Describes the techniques and challenges of processing learning activities in various contexts: large group or whole class, cooperative group or small learning team, and individually. Guidelines for teachers include: stay focused, listen and wait, identify goals, vary processing methods, affirm experiences and feelings, and seize teachable moments.…

Discusses an experiential learning situation that can successfully integrate corporate values and international growth in masters in business administration programs. Focuses on a teaching technique that emphasizes the realistic challenges that corporations face when growing an international company built on a strong ethical foundation. (Author/DB)

Views experiential learning as metaphor development. If a participant's enactment of a personal metaphor leads to an impasse during an adventure activity, this moment of "stuckness" is an opportunity to develop new images that generate new options for action. Facilitators must be sensitive to such situations and assist in widening…

Describes the experiences of a group of 24 Johnsburg (Illinois) High School students as they attended a White House press briefing (at the height of the Monica Lewinsky scandal) during their trip to attend the National Scholastic Press Association convention and to study media in the Washington, DC. (RS)

Describes the stages of the transtheoretical model of change, in which the locus of control is with the changer. Compares this to the action model of change widely used in experiential education, and draws upon experiences in adventure therapy to show how using the transtheoretical model in debriefing can make experiential learning more effective.…

A survey of 60 secondary agriculture students showed they appreciated the hands-on learning environment of aquaculture, found science and math concepts easier to understand, and gained practical skills. Although they rated aquaculture among their best high school experiences, few planned careers in it. (SK)

Claims that effective education brings the real world in face-to-face contact with students, enabling them to explore and examine ideas to reach new understanding based in actual reality. (Author/CCM)

For true learning to occur, participants in experiential programs must be given the opportunity to explore personally meaningful concepts that come from their own history, context, and feelings. The different stages of experiential learning and the role of the facilitator in connecting experiences to the ongoing life story of each participant are…

Five models of program evaluation--needs assessment, feasibility study, process evaluation, outcome evaluation, and cost analysis--are described, and how they differ from research is explained. Six groups of stakeholders are identified, reasons for doing evaluations are discussed, qualitative and quantitative methods are described, five stages of…

Discusses the need for increased emphasis on client relations in instructional technology programs of study and describes a graduate course that was developed to meet that need for experiential learning and practice. Explains the model of cognitive apprenticeship learning environments used which includes the sociology, methods, content, and…

The Audubon Society and the Cornell Lab of Ornithology are promoting various "citizen science" projects in which amateur naturalists make local observations of birds, butterflies, or natural phenomena and report their observations to interactive databases on the World Wide Web. Events such as the Great Backyard Bird Count motivate people…

Describes a hands-on lesson for teaching high school students the concept of the rock cycle using sedimentary, metamorphic, and igneous rocks. Students use a rock cycle diagram to identify pairs of rocks. From the rock cycle, students explain on paper how their first rock became the second rock and vice versa. (PVD)

Focuses on a course in humanistic and transpersonal psychology for undergraduate students that addresses metaneeds, consciousness, altered states of consciousness, Eastern and Western meditative practices, mytho-poetic wisdom, and metaphoric epistemology. Describes the goals, content, and structure of the course and discusses the course…

Discusses the problems of science education in Thailand and presents a hands-on teaching approach in science and mathematics as a revolutionary approach to these problems. (YDS)

In adventure education, debriefing is an art and a science. The facilitator must understand what is occurring and help people feel that they are learning for themselves. Categories of questions that move the conversation forward, explore deeper levels of understanding, and capture the "teachable moment" include open-ended, follow-up,…