In 2009, the University of Wisconsin-Eau Claire's (UWEC) women's studies program offered its first iteration of the faculty-led international immersion course Women's Lives and Experiences in Nicaragua. This program was created and initially led by Dr. Rose-Marie Avin, a faculty member in the economics department and an affiliate member of both…

Raises 10 issues concerning initiation, development, and implementation of realistic job previews (RJPs), framing issues as tough choices that must be made. Makes recommendations for each of 10 choices on basis of previous RJP research, relevant theory, and personal experience. (Author/NB)

The program budget is seen as usually measuring the cost of resources used in a program, but it is suggested that it should be extended to measure and evaluate program quality. Types of budgets, building a budget, politics of budgeting, and budgeting for quality are discussed. (Author/MLW)

Describes experience-based learning as programs that are designed to expand the setting of learning experiences beyond traditional school into occupational and community settings. Includes guidelines for program development and a list of competencies needed by program staff. (JOW)

Review of the history of clinical education at Yale Law School focuses on the influence of practitioners versus scholars. Discusses evolution from practitioner-based apprenticeship approaches, to university-based legal education, to student attempts to inject a measure of realism into theoretical studies through work in local legal aid offices, to…

Describes Foxfire, a philosophy of education firmly grounded in principles of democratic, experiential education. Discusses how many who attempted to adopt the approach of the Foxfire books without its founding principles obtained traditional, teacher-oriented results. Describes Foxfire's educational practices and major aspects of the staff's work…

Advocates empowering students to help them take control of their lives. Provides specific ideas on how educators can facilitate this process. Uses concepts from humanistic education, group dynamics, Quaker thought and action, and experiential programing. (KS)

Full institutionalization of experiential learning programs remains a major challenge for educators. Their reasons for resistance to change and strategies for overcoming it are discussed. A checklist for change agents is provided. (MLW)

Presents a cooperative education model that correlates the student's occupational objective with his/her training station. Components of the model discussed are (1) the task analysis, (2) the job description, (3) training plans, and (4) student evaluation. (LRA)

Implications from common themes underscore the need to redefine and expand the purposes of professional education and to consider experiential learning programmatically in relation to these purposes. Other implications relating to program design and to how we view and manage the process of learning are summarized. (Author/MLW)

Present efforts by colleges to develop new learning opportunities for adults are characterized as a highly significant movement that seeks to meet the needs of many millions of adults, in the judgment of a former chancellor of universities and university systems. (Author/MSE)

Cooperative programs are distinguished by their emphasis on being educational, on providing productive work, and on being an integral part of the curriculum. Implications for program definition and olanning are discussed. (Author/LBH)

Includes "Outdoor Training: Revolution or Fad?" (Wagner, Baldwin, Roland); "Getting the Most out of Outdoor Training" (Buller, Cragun, McEvoy); and "Outdoor Training Companies" (a directory of more than 100 firms). (JOW)

Starting programs for new kinds of adult students without delay is one of the urgent actions recommended for the college by a college president widely known for his success in this area. (Author)

Claiming that as educators have developed alternatives to traditional education they have also thrown out the babies of cultural insight with the bathwater of educational bureaucracy, this paper explores two heresies--the "learning by doing" and "reforming by doing" heresies--that limit and may ultimately threaten the…