The author discusses the nature of experience and comments on the value of experience to the learner. He relates this information to the use of experience in teaching, especially in the area of agricultural education. (CH)

Describes the process designed to enable adults studying part time to claim credit toward a degree for learning undertaken in the workplace. Shows how the criteria used to assess portfolios of evidence were negotiated with students. (SK)

Describes a student initiated stewardship project that resulted in the transformation of a sewage lagoon near the school into a place to study nature. Contains a list of 20 things that discourage a successful stewardship project. (LZ)

When assessment of prior learning is used to teach self-reflection, it encourages developmental growth. Techniques that support development include goals statements, autobiographies, and experiential learning essays. (SK)

A detailed comparison of the National Association of Secondary School Principals "An Agenda for Excellence at the Middle Level" and literature on content-based foreign language instruction reveals significant similarities in the curricular and instructional goals endorsed for middle level learners. (34 references) (JL)

Tells the story of a Hawaiian man who learned to navigate without instruments like the ancient Polynesian wayfinders, explaining how he acquired navigational skills from mentors and books, discussing his views on education, and describing a trip he took in a double-hulled canoe designed according to ancient Polynesian petroglyphs. (SM)

As part of two outdoor workshops (n=37 and 38) for Master of Business Administration students focused on team building, teams completed case studies. A control group completed case studies without the outdoor component. Results clearly indicated that outdoor education can accelerate team development and the evaluation method proved useful. (SK)

Describes a Wyoming junior high school teacher's expansion of a library research assignment to an Eagle Writing Project stressing practical skills applications, including critical thinking, listening, note taking, reviewing, respecting different opinions, communicating with government officials, writing as a practical tool, and respecting the…

Before instruction, 192 nursing students completed Kolb's Learning Style Inventory; 53.7% were concrete learners, 46.3% reflective. No significant associations appeared between learning style and age, sex, prior employment, or educational attainment. Methodological problems were found with using this instrument in nursing education. (SK)

Students in mental health nursing participated in researching, writing, acting in, and evaluating a play about schizophrenia. The experience demonstrated drama's effectiveness as a tool to develop sensitivity about health care concerns. (SK)

Illustrates the subtlety of racism in daily life and suggests the responsibility of white people to acknowledge their access to privilege and power based on skin color, to remain accountable for the history of oppression of people of color, to change their attitudes and behaviors, and to work toward justice for all. (KS)

Reviews the literature on debriefing and identifies the essential elements and phases of the debriefing process. A model for systematic assessment of debriefing is presented which consists of five sets of questions that focus on learning objectives, situational constraints, the debriefing strategy, implementation of the strategy, and the…

Action-reflection learning (ARL) is a learning-by-doing alternative to expert-based training. In an ARL program, training becomes a project in which learning takes place while participants try to solve a work-related problem. The process is always conducted in teams. (Author/JOW)

At Southwest High School in Fort Worth, Texas, an applied learning project enables chemistry students to determine the most effective, economical, and environmentally safe fertilizer for the lawns of schools in the district. (SK)

Many college-level management and organizational behavior courses create and use small, ongoing student groups. Group work offers team members an opportunity to learn about small-group dynamics and development. Frequently, instructors' efforts to help students learn from their own experience is thwarted by students' reluctance to face up to group…