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)

Action Reflection Learning uses group activities to develop critical reflection skills. Because learning takes place in teams working on real-world problems, it can lead to systems change and organizational capacity development. (SK)

Five questions that can help trainers implement effective outdoor experiential training are (1) what is to be accomplished? (2) why outdoors? (3) what type of facilitator is needed? (4) what role does the trainer play? and (5) who should attend? (JOW)

Virtual reality, a three-dimensional simulation technology, may best be used (1) when training mistakes would be costly; (2) when the environment cannot be experienced in the real world; (3) to improve human-machine interfaces; (4) to make training situations real; and (5) to make the perceptible imperceptible. (SK)

Cognitive apprenticeship involves modeling of a task by an expert, learner performance and reflection with coaching, internalizing, and generalizing. It is effective because knowledge is created and made meaningful by the context in which it is acquired. (SK)