Describes techniques for enhancing the experiences of participants in nature hikes or other outdoor group learning activities. Presents three techniques: (1) "The Caboose Hike" that engages students in sharing information; (2) "The Five Tools" that emphasizes use of the five senses; and (3) "Nature Detectives" that engages participants in a search…

Advocates use of the nature journal as a flexible, hands-on teaching tool. Suggests exercises for developing observation and drawing skills and describes the basic equipment and field guides. Discusses various kinds of nature journals and ideas for using them in the classroom. Includes examples of student drawings. (DLH)

Talking circles, as a unique instructional approach, can be used to stimulate multicultural awareness while fostering respect for individual differences and facilitating group cohesion. A brief history of the talking circle is followed by detailed instructions, talking circle process questions, ideas for classroom discussion after the activity,…

The authors present interactive drama as a medium to create learning about multicultural and diversity issues in the basis of cognitive-experiential self-theory. Results of exploratory qualitative research suggest 2 interactive dramas had an impact on awareness, understanding, and skills. Future research and benefits for counseling students and…

In a marketing course, students used the principles of product, price, place, and promotion to market their course work to the professor/customer. Assessment of 357 students over 4 semesters showed this experiential method resulted in higher achievement and greater understanding of customer expectations and satisfaction. (SK)

Describes how General Physics, a training and work force development company, developed and implemented a leadership training program based on military boot camps and using the principles of Outward Bound. (JOW)

Reviews journal articles on action learning and categorizes them as follows: fundamentals, practice, and focus. Finds that practice dominates the published literature and evaluation is increasingly discussed. Few articles deal with leadership development and communities of practice. (Contains 109 references.) (SK)

Contains four personal accounts of counselors' experiences as clients: (1) "The Heart of the Matter" (Paul Crowley); (2) "Empathic Intervention in Self-Psychology" (Jon Maaske); (3) "Moving toward a New Perspective on Depression and Myself" (John Rebillot); and (4) "My Journey from Despair to Hope" (Lawrence Rossiter). (NB)

Contains five personal accounts: (1) "Volunteers--Handle with Care" (Donna Davenport); (2) "On the Task of Letting Go: A Woman's Paradoxical Journey" (Marjorie McKelvey Isaacs); (3) "Saving Myself Versus Serving Clients" (Peggy Kinnetz); (4) "To Publish or Not to Publish: That is the Question" (Donna Walsh); and (5) "Counseling behind Closed…

Contains five personal accounts: (1) "Critical Incidents Aren't Accidents" (Suzanne Lange); (2) "Going from Serious to Fun and Remaining Professional" (Mary Olona); (3) "The Personification of the Core Conditions" (B.S. Tillinghast, Jr.); (4) "A Personal Reaction to Carl Whitaker as a Teacher" (Katherine H. von Schmidt); and (5) "Jampy: Imaginary…

Contains six personal accounts: "Hysterical Paralysis: Confirmation of Counseling Process" (Theodore Chapin); "Understanding Psychodynamic Concepts through Personal Trauma" (Steven Michael Cobb); "Theory into Practice: Choosing an F-Stop" (Ron Crawford); "Learning to Empathize with Resistance" (Stuart Frederick); "I Still Don't Know how to Do…

Describes Cheers for Years, an educational fair organized to provide accurate and timely information about older adults. It also provided realistic experiential learning experiences for preprofessional adult educators. (JOW)

Suggests allowing children to draw on their experiences with doctors and dentists and encouraging pretend play centered around medical settings such as clinics and hospitals. Provides guidelines to involve children's participation in such play, and provides detailed information on setting up appropriate play centers. (BAC)

The Action Learning Group is a strategy used in a nursing diploma/degree program to bridge the theory-practice gap. Techniques of reflective learning through group discussion allow students to become aware of the sources of their experience and beliefs and to move toward accountability and responsibility. (SK)

Critical incident analysis, combining actual experiences with structured reflection, can facilitate learning from clinical practice and develop interpersonal skills and self-awareness. (SK)