Apprenticeship is an internationally recognized model of learning receiving increased attention as it evolves to meet the needs of modern workers, employers, and the labor market. As apprenticeship expands, and new industries explore the model, adult educators are being asked to help develop programs and pathways, write curriculum, serve as…

In its recent report outlining principles for teaching undergraduate students in psychology, the American Psychological Association Board of Educational Affairs recommended including experiential learning in the curriculum and identified study abroad opportunities as being particularly valuable. Unfortunately, although American universities offer…

The concept of experiential learning, in one form or another, has been around a long time, some would say going back to Confucius. More recently, however, within the United States it was put into practice in a very aggressive form, cooperative education, created by Herman Schneider and initiated at the University of Cincinnati (UC) in 1906.…

Describes how a farm program might assist any camp to offer experiential educational opportunities, improve attitudes toward food/nutrition, expand interpersonal relationships, develop work values and responsibility, teach history of food production/hunger. Details program goals, seasonal agricultural work, staffing, tools/equipment, daily…

The term experiential education programs" is used in this article to refer to organized programs which lay a heavy claim on the value of living and doing." (Author/MB)

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)

Article describes the learning experiences of federal interns who gain awareness of the Federal system by exposure to governmental operations. (RK)

Rigorous professional standards and review procedures, appropriateness of program goals and activities, and use of mutually reinforcing pedagogical strategies are seen as typical of experiential learning in established graduate education programs. Twelve programs using experiential learning in graduate and professional education are examined.…

Four elements of the planning by objectives system (purposes, long- and short-term objectives, and planning details) are explained in this manual for people who work with high school or college student volunteer programs which provide experiential learning through community service. Following an introduction on the fundamentals of the system, a…

Presents guidelines for designing a training program having a proper blend of didactic (instruction) and experiential (process) learning methods. Covers two major dimensions to consider in determining the appropriate blend of didactic and experiential methods: utility (how the learning will be used) and the nature of the learning. (EM)

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…

Advocates each wilderness challenge program consider and define specific reasons for providing programing for deaf people. Discusses need for quality leadership and leadership training, communication, and goal setting to provide successful, growth producing experiences for deaf participants. (NEC)

Periodic assessment of cooperative education programs is shown to provide a sound information basis for future program directions. A comorehensive evaluation model is described that focuses on what is done, how it is done, and why it is important. Specific goals are outlined. (Author/LBH)

The history of CAEL under its various names (Cooperative Assessment of Experiential Learning (1974-77), Council for the Advancement of Experiential Learning (1977-84), and Council for Adult and Experiential Learning (1985-present) is documented. Chapter One analyzes the context in which CAEL was founded, looking at nontraditional education in the…

Moving problem-centered, experiential programs into the mainstream of graduate and professional education will require more formal mechanisms for leadership. Students of graduate education programs that infuse the disciplinary study of academe with the applied perspective of professional practice gain broader contact with the problems of the…