Discusses the growing trend in which adult college students prepare portfolios of their self-acquired competencies and have them assessed for academic credit. Describes the portfolio used by Indiana University in terms of suggestions and implications for assessment in speech communication. (SR)

Discusses the process of learning from experience and suggests implications for education and training. Topics discussed include types of learning; the learning system; the experiential learning cycle; the process of conceptualization; emotion in learning; and the roles of the teacher or trainer and of instructional materials in the learning…

Five stages of development in the facilitation of adventure experiences in order of sophistication are letting the experience speak for itself; speaking for the experience by the instructor; debriefing the experience through reflection; frontloading the experience with prebriefing; and framing the experience isomorphically. (KS)

Action learning is being used in corporate training; teams or work groups take an actual problem to the training program, work on solving it, commit to an action plan, and are accountable for carrying out the plan. Some companies include personal-growth training, such as outdoor adventure learning, as a component of team building. (JOW)

Expands on the propositions of Kolb's learning-cycle model by adding psychodynamic and political aspects. Illustrates the complexity of experiential learning when unconscious forces and power aspects are considered. (SK)

Presents a student description of the Cape of Good Hope project in which pairs of students designed capes and cloaks out of garbage bags for a fashion show. (ASK)

Describes feminist group processes (praxis, empowerment, awareness, consensus, evolution) taught to nursing students through experiential learning activities. Explains changes in learner and teacher behavior and challenges that were encountered and overcome. (SK)

Among 35 business students who wrote traditional research papers and response papers (in which they present reactions to and critiques of issues), only one-third enjoyed writing response papers, but 74% learned from the experience, and 60% would rather write response papers than take exams. (SK)

Describes a program at a North Carolina high school in which students from the leadership class share an entire workday with a civic or government official. (SR)

Describes an integrated nature-immersion program in which K-5 students meet all curriculum outcomes through investigating, monitoring, and restoring schoolground habitats and local ecosystems. (CCM)

Debunks brain/education myths. The term "brain-based education" is redundant; learning is the brain's function. More brain cell connections do not equal more learning. There is no "critical period" for developing human brain capacity. All learning is emotional, and learning never ends. Tips for high-school teachers are…

Looks at some of the philosophical positions, especially Pragmatism, that ground and inform the traditions of experiential education, examining hierarchical philosophy and experiential education, egalitarian pragmatism and experiential education (using Jane Addams as an example), and Dewey's theory of education as expressed in "Democracy and…

Examines value of study-abroad programs in providing students with experiential learning experiences. Notes goals (appreciation of diversity, understanding other cultures, enriched educational opportunities) and types of study-abroad opportunities available, and offers several case studies of students' study-abroad experiences. Also discusses…

Describes development and marketing of a Welsh business school's diploma in entrepreneurial practice, an action learning-based program. Discusses problems encountered in dealing with the concept of business ambiguity, program flexibility, and measurement of outcomes. (SK)

Student-assembled collages can be used to trigger reflective questioning and enable students to view situations from multiple perspectives. When used in clinical supervision of nursing students, they help clarify issues and develop awareness of personal values and meanings related to nursing practice. (SK)