Experiential Learning graduate credits are awarded to students enrolled in the Institute for Personal and Career Development (IPCD) graduate programs for knowledge acquired from on-the-job training, on-the-job experiences, non-university workshops, other vocation-related experiences, or avocational achievemnts. These experiences and achievements…

This guide is designed for college students interested in developing their interpersonal skills through an experiential learning program. Experiential learning is defined as learning--either prior or sponsored--which takes place outside the classroom. Guidelines for developing objectives, planning the learning activities, and preparing for…

A model for assessing and awarding credit for prior experiential learning is presented; the adult student's experiences are summarized in a portfolio. The model incorporates eight stages: facilitating the construction and assessment of a portfolio, identifying significant prior experiences, expressing the learning outcomes of prior experiences,…

This student guide is directed at the adult student who petitions for college credits based on prior experiential learning. It will assist such adults in maximizing the value of their prior experiences in relation to educational goals and successfully obtaining appropriate credit. The reader is led step by step through the process of identifying…

Evaluation of prior learning for the External Degree Program at Florida International University is described. Efforts in the following areas are presented: (1) implementation and evaluation of the competency-based assessment tool, (2) integration of the assessment process with other processes of the External Degree Program and the entire…

This guide is organized into three parts. Parts A and B contain bibliographic citations and brief annotations; Part C is an alphabetical listing of all references. Topics included in Part A are: the rationale and history of experiential learning, types of programs, program planning and implementation, program evaluation and quality assurance,…

Based on the premise that there is substantial correlation between the goals and objectives of career education and experiential education (learning activities outside the normal classroom), four themes are developed: A typology of experiential education and community involvement practices, an overview of selected exemplary experiential education…

A project was designed to develop a process by which the life experiences of women could be assessed for entry into employment and for entry into or advanced placement in vocational education programs. Following a review of literature and interviews to determine the approaches currently used to accredit women's life experience learning,…

East High School's Senior Seminar, a program which allowed groups of senior students to work in the natural environment of the activities or subjects being studied, was evaluated in 1973 by the following indicators: an attitude assessment and appraisal of the program by staff members, parents, and students; a follow-up survey of participants'…

Articles in this issue of "Current Issues in Catholic Higher Education" concern the results of pilot projects in peace and justice education at several colleges and universities, along with initiatives made at other institutions. In "Report on ACCU's Pilot Programs," David Johnson provides an overview of the experiences of the…

A goal for minority education is "cultural eclecticism," which combines features of assimilationist and cultural pluralist perspectives into an open-ended educational approach that respects cultural diversity. To achieve this, a project-centered approach to curriculum design, blending the academic functions of the school…

This document contains 60 sample projects that can be used in an experience-based career education (EBCE) program. (Experience-based career education is a type of program in which high school students spend a major portion of their time on learning projects in the community. Activities in EBCE are tailored to individual needs, abilities, learning…

Information and exercises in this two-part learning module are provided to acquaint instructors with the educational theory behind competency-based education (CBE) and to help them apply this theory in the classroom. Part I of the module discusses: (1) the defining characteristics of CBE, in which instructional processes are designed to facilitate…

Designed to last approximately 12 days, Unit III of the 4-unit life planning and career development curriculum for rural high school students focuses on skills application. Through experience simulation, students apply skills learned in Unit II to the information from Unit I; they project their future lives and simulate their responses to problems…

Designed to provide pre- and inservice vocational education administrators with the skills necessary to direct the curriculum development process, this competency-based module contains an introduction and three sequential learning experiences. Each learning experience consists of an overview, required and optional learning activities, a self-check…