The author presents keys to designing a class that successfully melds service learning and student leadership development. These prescriptions are based on the lessons learned over 8 years of teaching a class titled "Community Leadership." This class emphasizes experiential learning and revolves around service learning projects. The…

In the process of experiential learning, students acquire skills and values as the consequence of a direct experience. Experiential learning draws on senses, emotions, and cognition and appeals to learners' entire being. Such learning, by nature, enables the development of a variety of capabilities, such as planning, teamwork, coping with…

This article describes a course design process to improve the effectiveness of using experiential learning techniques to foster critical thinking skills. The authors examine prior research to identify essential dimensions of experiential learning in relation to higher order thinking. These dimensions provide key insights for the selection of…

Negotiation is one of the most popular elective business courses offered across tertiary educational programs today. Yet, in many undergraduate and graduate programs, the "practice" of negotiation takes place solely through role-plays and simulations. The purpose of this article is to provide a "how to" template for negotiation…

This paper argues that capstone courses in economics should be integrative experiences that require students to demonstrate six core proficiencies. The capstone economics senior seminar at Illinois Wesleyan University is used as an example of how a capstone course that requires completion of an original research paper might achieve these…

Outlines Component Design Theory, which is based on the author's earlier Component Display Theory, and provides the instructional design guidance needed for experiential computer based instructional systems. Highlights include a contrast between tutorial and experiential instructional models, content structures, consistency rules, instructional…

The objective of this study was to investigate the impact of course design on both actual and self-reported student outcomes. The authors examined data gathered from three courses, each with a different design, during one semester at a major university in the Southwest. One passive design was used and was patterned after the traditional method of…

Activities in this self-instructional module are designed to develop teacher-trainee competencies in organizing knowledge (information) for the purpose of classroom instruction. Behavioral objectives delineate the following specific competencies desired upon completion of the study: 1) the ability to distinguish between facts, concepts, and…