Explaining how to design a teaching unit based on experiential learning, this article provides a framework for understanding experiential thought and describes an eight-week environmental unit used in New Hampshire, suggesting strategies for implementing a similar community-based curriculum within the public schools. (SB)

The value of involving children in experiencing environmental phenomena and observing living organisms is advocated. Suggestions are presented for offering a richer set of science experiences for children. (SA)

Describes the workshop program of the Department of City and Regional Planning at Harvard University. The workshop consists of a student team that helps a government or nonprofit agency solve a policy-related problem. (KC)

Farms have great potential as environmental education tools; farms provide broad and varied educational resources which facilitate teaching children the interrelationships between man and the land. (SB)

The Office of Career Services and Off-Campus Learning at Harvard University is designed to help students test their feelings about different career possibilities and different vocational settings. Several different programs are available, depending on the time commitments students can make. (Author)

Real world experience is a valuable tool in learning to understand and analyze. This ability is an essential prerequisite for writing interpretive news stories dealing with scientific developments and environmental news. This interpretive approach enables readers to estimate the impact such developments will have on their lives. (RE)

Presents a description of an undergraduate abnormal psychology course developed from a theory of instruction and active student participation, the theoretical basis for the course, student course evaluation, and an interpretation of the students' performances. (Author/CK)

Because law schools need facilities to provide their students with clinical experience and the Legal Services Corporation has the resources and facilities but needs the manpower to serve the legal needs of the poor, it is argued that third year law students should intern with the Corporation. (JMD)

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)

Sources for additional information about cooperative education are provided. Approximately 40 books, reports, and articles are listed, along with four agencies and professional societies and information about grants from the U.S. Office of Education. (LBH)

Studies the effects of student-structured (SSLS) and teacher-structured (TSLS) teaching strategies. SSLS students consistently exhibited lower frequencies of teacher dependency behaviors than TSLS students. Need affiliation results varied with the grade level of students. (MA)

With the relationship between individual learning styles and the effectiveness of the experiential approach, it was hypothesized that the effectiveness of the experiential approach, as measured by student perceptions and student grades, was a function of learning style compatability. The results did not support this hypothesis. (Author)

Organizing, storing, and using materials for classroom games are discussed. Materials and directions are listed for three strategy games, three whole number games, three fraction games, and three geometry games. (DT)

Drawing on principles of reflective thinking and experiential learning, four recommendations are made for improving ambulatory care education for both medical students and residents: (1) plan for experiences in carefully selected ambulatory care settings; (2) facilitate reflective observation; (3) encourage conceptual thinking and inquiry; and (4)…

Examines the effect of learning style on the performance of college students (n=40) within two different hypertext structures. Results indicate both structures equally accommodated learners with preferences on experimentation and learners with preferences on observation; network structures accommodated learning styles better than hierarchical…