Discusses the postexperience analytic discussion process as a follow-up to simulations and games that teach students about real world experiences within the structural confines of the classroom, offers a conceptual framework for thinking about the process, and examines roles taken by students and teachers in relation to one another. (MBR)

Discusses three images of English language teaching (ELT) which seem to exist in society and which may find their way into the classroom and subtly influence the attitudes and behavior of the ELT instructor. (Author/SED)

An evaluation of two inservice courses in human relations for teachers obtained data from structured diaries kept by participants before, during, and after the course, and follow-up interviews. Results indicate that teaching is a stressful activity, and the two experiential courses enabled participating teachers to alter behavior and reduce…

Outlines role and sources of simulations and discusses use of adults other than teachers (AOTs) in the classroom in Great Britain's School Curriculum Industry Project. Arguments for using AOTs, a model that delineates role of AOTs in simulation use, and case studies illustrating project practices in this area are presented. (Author/MBR)

Summarizes several recent studies dealing with field instruction of environmentally related topics, reviewing research findings related to student cognitive gains and attitudinal change. Also provides suggestions for sources of assistance for teachers in field instruction planning and implementation. (ML)

Describes an educational experiment conducted at Miami University where graduate cable management seminar students were given hands-on experience in developing programming ideas and producing programs for a cable television channel. Learning objectives, evaluation methods, and faculty and on-site supervisor roles are discussed, and recommendations…

Describes the development and rationale of a hands-on, process-oriented elementary science curriculum that emphasizes decision making, problem solving, current issues, and the human element in science and technology. (JHZ)

Recounts evolution of School Concern Project, begun in Oxfordshire, England, in 1978 and staffed by professional teachers and therapists, into minimally budgeted organization staffed by physically disabled volunteers in 1984. Describes how students, including those with learning and behavioral needs, were involved in design and production of items…

Offers a teaching technique that proposes to enliven instruction of statistics for mathematics students. This activity focuses on questions and associated calculations pertaining to wildlife in captivity. Directives for the lesson as well as a complete listing of questions and answers on captive wildlife are included. (ML)

The article describes a study conducted to determine whether experiential learning-based discussion is more effective than lecture-based discussion in facilitating understanding of material presented in a typical undergraduate business course, specifically organizational communication networks. (CT)

Discusses the minimum competency model of staff qualifications. Classifies the ideal characteristics and qualifications for experiential leaders. Discusses interconnection of hiring, training, and supervision of experiential education staff and the relationship of these activities to program quality. Presents an integrated staff development model…

The changing role of the campus physical plant manager in an era of large campuses and rapid technological advancement, and the development of a comprehensive self-education program to meet managers' educational needs are discussed. (MSE)

Explores how sponsored experiential learning programs work--from the perspectives of both the facilitators and the consumers of the learning. Discusses on-campus programs, off-campus centers, the intern position, administering adult internship programs--the sponsor's perspective and the company perspective, and internships with current employers.…

Describes a writing course that involves students in such experiences as remodeling a house, writing a fiction story for a "Redbook" editor, and studying Hopi Indians. (EL)

Outlines three different models of formal experiential education: instruction group process, simulation and games, and field experience. Describes the development of the Field Studies Program at the University of California at Berkeley and examines the process by which all three traditions were effectively integrated into the program. (SB)