The value of cooperative work/study experiences for chemistry students is discussed. Benefits suggested include novel lab experiences gained in industry, maturity and direction of career for the co-op student, and breadth in educational experience. (SA)

Discusses the benefits of experiential learning. Offers suggestions for setting up experiential programs on campus, including a system for awarding credit, community placements, faculty supervision, and a system of coordination. (RC)

Examined effects of adolescents' active learning of adult-roles on classroom climate and self-esteem. An experimental class participated in the adult-role experience of teaching third-grade children at an elementary school. Results indicated a more positive perception of the classroom environment and an increased sense of self-esteem among the…

Describes the use of an interest inventory for supporting the development of career consciousness in elementary students. Uses individual and group interests of children in fourth, fifth, and sixth grades to personalize instruction and help children take responsibility for learning. (JAC)

An effort to integrate neighborhood technical assistance and student field training through a student workshop is described. Students in the Department of Urban and Regional Planning at the University of Illinois at Champaign-Urbana provided technical assistance to the South Austin Realty Association, a leading neighborhood organization in…

The award and transfer of credit for experiential learning moving forward through either the collegial cooperative model or the political adversarial model is discussed. It is suggested that if institutions fail to solve these problems collegially, they may find policy decisions beyond their control. (MLW)

Five contributors identify essential means for the college to assure high standards, quality control, and consistency in assessing the prior learning of adults. Types of learning include work or military experience and life experience; assessment methods include examination, portfolio examination, and competence-based programs. (Author/MSE)

Many high school students today have the chance to blend career interests and academic goals at nearby community programs. These students will soon be in college, demanding a more career-relevant curriculum. (MSE)

A study of how students perceive experimental courses at Kent State University in terms of a liberal arts-cultural education versus a values-oriented education is reported. The results determine that subject matter interest was the prime motivation for students to enroll in experimental classes. (Author/MLW)

Characteristics of three experimental programs used to compare participants to each other and to a group of students in the regular curriculum are identified: development of logical thought, broader educational development and career development, and academic characteristics. The programs and their evaluations are described. (Author/MLW)

Four journalism educators provide information on an experiential learning program that produces a weekly newspaper, a survey of public relations professionals praising educational advances in their field, reference materials for a course on the newspapers of the future, and editor-educator agreement on key issues in journalism education. (RL)

Academic advising is defined as a "decision making process during which students realize their maximum educational potential through communication and information exchange with an advisor." Advisors are seen as working within this function each day, continually altering the delivery system with new procedures. (MLW)

An experiential learning questionnaire was administered to students in eight experience-based career education programs to determine the characteristics of both good and poor learning experiences in the community. Implications of the study for college staff responsible for designing or improving community-based experiential programs are discussed.…

Ideas for enhancing learning from work experience are described, including work-learning progressions, learning descriptions, project development, linking work experience and courses, and educational debriefing. The importance of combining an effective work experience with other parts of the educational program is emphasized. (Author/SF)

A program developed at Illinois State University for coordinating internships and other credit-generating field experiences is described. The work experiences are planned, administered, and supervised at the department level and coordinated through a university-wide central office. (Author/SF)