A principal without a science background can heroically promote hands-on science education by being a good role model, budgeting money for science, visiting science classes, encouraging discovery methods, promoting curriculum connections, providing adequate supplies, getting good media coverage, involving parents, and providing leadership. A…

Evaluation of an outdoor management development (OMD) program at Leeds Business School concludes that such experiential learning activities achieve far more than conventional classroom approaches. The myths and stereotypes surrounding OMD require rigorous evaluation to provide evidence of its effectiveness. (SK)

This paper questions the claim that able-bodied individuals cannot understand the experience of disability and that disablism is a socially created form of oppression. It examines social constructivist and social creativist views of disability and argues against the social creativist view as the only fruitful perspective concerning disability.…

Curriculum development is a practical endeavor that is best learned in an experiential learning environment--the curriculum studio concept. Teachers entering the profession should have the fundamental skills to develop new curriculum materials for a flexible resource-based classroom. (JOW)

Describes educational program for juvenile delinquents that works toward goals of creating humane educational environment to aid at-risk students to gain sense of purpose and self-worth through incorporating three basic humane values into its philosophy: environment of care, focus on individual, and experiential learning. (CRR)

Notes important distinctions between "hands-on" experiences and "first-hand" experiences. Argues that teachers need to consider the kinds of learning that books, hands-on experiences, and first-hand experiences provide for students, and the roles they play in the creation of curriculum. (SR)

Reviewing is an important component of adventure education that involves reflecting, describing, analyzing, and communicating what has been experienced. Reviewing adds value to the adventure experience for participants and provides information the leader can use to evaluate and revise the program. (KS)

A survey of a French business school with multinational branch campuses received 123 usable responses supporting the proposition that cross-cultural differences exist within each of Kolb's learning cycle stages. National profiles of learning preferences were developed for French, German, Spanish, Anglo-Irish, and Eastern European learners. (SK)

The stages of a model for reviewing or "debriefing" an adventure experience are: experience, or relive what happened; express feelings about the experience; examine, or analyze the experience for learning; and explore something brought out in the previous stages. Describes suggested activities for each stage of the sequence. (KS)

The geodesic dome concept was presented to 25 eighth graders through reading and a hands-on group assignment and to 25 via reading and lecture. Pre/posttest results showed that organized hands-on activities increased learning and retention of technological concepts. (SK)

Discusses the importance of sensory stimulation as our connection to the global life system. Expands the traditionally acknowledged 5 human senses to include over 53 additional ways of perceiving. Explains how sensory awareness as knowledge is culturally invalidated and mistrusted to the detriment of the quality of human life. (MCO)

Presents new ideas for using buttons, beans, and beads as teaching manipulatives for elementary school children. The ideas include a button scavenger hunt, a button count, a cup puppet bean game, a numbers guessing game with beans in jars, and a bead stringing activity. (SM)

Describes a project in which 135 seventh graders "adopted" a nearby park; cleaned up litter in it; and raised the consciousness of the community about the park and litter through news stories, signs, and a park guidebook. (SV)

Highlights what camp directors and program staff can do to establish a camp nature program. Emphasizes administrator commitment to the program, suitable facilities, campwide environmental awareness, staff enthusiasm, a hands-on approach, and a wide variety of activities. Provides suggestions for recruiting and hiring a nature counselor. (KS)

Although experiential learning has value, "diploma mills" that offer college credit for life or work experience are not a legitimate means of accommodating nontraditional adult students. (SK)