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K-State First Learning Assistants and Residential Learning Assistants develop leadership and mentorship skills that support students’ academic and social development during their first semester of college. Learn more about why these students choose to engage in these experiential learning opportunities and what having a positive impact on first-year students means to them. Produced through the Division of Communications and Marketing.\r \r Kansas State University is committed to providing equal access opportunity and reasonable accommodation to campus programs and services for faculty, staff and students. If you require accommodation to view or hear a video live stream or archive, please submit a request for accommodation. Students should make their request to the Student Access Center (https://www.k-state.edu/accesscenter/). All others should request accommodation through Human Capital Services (https://www.k-state.edu/video/accommodations.html).

Increasing awareness about the available virtual care options for the nursing profession has become essential in a digital society. This can be achieved through the integration of teleconsultation into undergraduate nursing curricula, thereby providing a solid foundation for the incorporation of these innovative practices into patient care. Considering that simulation is a method of testing, experimenting, or rehearsing that seeks to artificially or controlledly reproduce real situations or processes. This pedagogical strategy, in healthcare educational institutions, occurs both in simulation laboratories and in the actual care environment, where scenarios are recreated to provide practical learning. Clinical simulation allows students to develop skills such as clinical reasoning, decision-making, and action sequencing.

Increasing awareness about the available virtual care options for the nursing profession has become essential in a digital society. This can be achieved through the integration of teleconsultation into undergraduate nursing curricula, thereby providing a solid foundation for the incorporation of these innovative practices into patient care. Considering that simulation is a method of testing, experimenting, or rehearsing that seeks to artificially or controlledly reproduce real situations or processes. This pedagogical strategy, in healthcare educational institutions, occurs both in simulation laboratories and in the actual care environment, where scenarios are recreated to provide practical learning. Clinical simulation allows students to develop skills such as clinical reasoning, decision-making, and action sequencing.

Increasing awareness about the available virtual care options for the nursing profession has become essential in a digital society. This can be achieved through the integration of teleconsultation into undergraduate nursing curricula, thereby providing a solid foundation for the incorporation of these innovative practices into patient care. Considering that simulation is a method of testing, experimenting, or rehearsing that seeks to artificially or controlledly reproduce real situations or processes. This pedagogical strategy, in healthcare educational institutions, occurs both in simulation laboratories and in the actual care environment, where scenarios are recreated to provide practical learning. Clinical simulation allows students to develop skills such as clinical reasoning, decision-making, and action sequencing.

The cultural, legal and ethical aspects of medical practice in Canada can be problematic for International Medical Graduates (IMGs) to access and learn. The professional behaviours that depend on effective communication often challenge IMGs as they attempt to enter the Canadian medical system. The Communication and Cultural Competence Program provides a complex interactive web-based environment in which IMGs can learn and practice skills required to navigate these specific elements of medical practice. The educational design of this web site is based on the theory of knowledge building (Scardamalia & Bereiter, 2003). This paper examines how video simulation is used on the web site to support this design. Experiential simulation pedagogy, typically used in high-fidelity face-to-face encounters, is analyzed. Strategies to translate this pedagogy to an e-learning format to operationalize authentic knowledge building are described. Commentaries replace live facilitation and a communication tool, the Observation Guide, allows learners to participate in the simulation. This examination provides insight into the complexity involved in creating on-line resources that extend beyond clinical content repositories, illustrating the potential for web-based programs to provide reflective and recursive learning. A wide skill set with a broad base of support was necessary to create a virtual environment with depth and authenticity. Translating the process from live simulation to a mid-fidelity digital video format allowed for deeper understanding of how the unique skills of experienced simulators impact the educational process. This multi-dimensional e-learning platform has potential for teaching complex skills in medical programs. (Contains 2 footnotes.)

College has a lot to offer, beyond co-op. Production Team: Mallory Branca Maggie Cellucci Lindsey Galli Emil Gruber Rob Taylor

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Perma.cc archive of https://www.law.temple.edu/academics/experiential/ created on 2021-04-11 15:31:47+00:00.

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Perma.cc archive of https://www.law.temple.edu/academics/experiential/ created on 2021-04-11 15:31:47+00:00.

True "liberal learning" often occurs far from our campuses and direct influence. The Ladakhi, a non-western culture located between Tibet, China, and Pakistan, passed on "liberal learning" as part of its communal experience. The Ladakhis were wealthy, self-sufficient, lived in roomy houses, had zero "gross national product," no crime, and much leisure. After other cultures converged on the Ladakhis, many changes took place. Western schools were built with traditional western curricula. The Ladakhi children could no longer survive in their culture after being educated in these western values, showing the centrality of experience to a liberal education. The best education is liberalizing and distinctions made between "liberal arts" and "applied arts" are very likely false. The job of educators is to help illuminate how real life experiences have already been shaped into liberal arts. The job in experiential education is to weld experiential learning options onto liberal arts programs showing the symbolic relationship between liberal learning and human experience. (SM)

This study explored the effect of experiential and experience-based approaches to learning and instruction on transitional first grade students' (a) acquisition and use of economic concepts and (b) economic reasoning ability as indicated by the presence or absence of misconceptions about economic concepts. A pretest-posttest control group design was utilized, and students were randomly assigned to two groups. One group used dictation of language experience stories, while the other used an inquiry-oriented debriefing session following 12 classroom market days. No significant differences existed between the groups at the pretest. At the posttest, students in the experience-debriefing group scored significantly higher on an understanding-of-economic-concepts measure than the experience-dictation group. After adding a debriefing-only control group, statistically significant differences were revealed at the posttest: (1) the combined means of the experience-debriefing and debriefing-only groups were higher than the mean of the experience-dictation group; and (2) the mean of the experience-debriefing group was higher than the mean of the debriefing group. The findings suggested that experience-based approaches were superior to experiential approaches in teaching economic concepts and that experience-based economic instruction could foster the development of economic reasoning ability among young children by dispelling misconceptions. Implications from the study discussed the need for early economic education, concept instruction across the disciplines, and early childhood education. Contains 28 references. (Author/CK)

Teacher inquiry, in which teachers study their own professional practice, is currently a popular form of experiential learning that is considered a powerful tool to bring about effective change in teaching and learning. Little empirical evidence, however, exists to explain precisely if and how this pedagogical methodology moves teachers toward transformation of practice. Using a grounded theory design, we examined twelve end of term graduate level learning portfolios and administered a survey to 336 in-service teachers enrolled in a two-year graduate diploma program in the Faculty of Education at Simon Fraser University, Canada. We found powerful evidence that our programs were highly impactful, with 94% of teachers reporting transformative learning within the second year of the program. Using portfolio data, we examined the process of the teacher transformations. Our findings revealed that teachers' abilities to interrogate their subjective-objective stance deepened their experiential learning. Using three case studies we exemplify how transformative pathways were formulated and conclude with a discussion of the implications of learning through experience, including the value of student-generated learning goals, continuous interfacing of theory and practice, seeing your "teaching" through the eyes of your students, colleagues or parents, and the power of living your research question in the context of your own classroom and school setting. We end the paper on a cautionary note pointing out the vulnerability of programs of this nature in an era of accountability, standardization, quality control, and risk management all of which eclipse approaches that focus on authentic practical problems and student generated solutions.

Higher education institutions want to develop rounded, independent learners equipped with the required skills to embrace the challenges of post-graduation (European Commission, 2013). Vygotsky suggests learners are interdependent, born as social beings with emotional intelligence. Experiential learning is created by direct participation in life events (Houle, 1980). Learning which incorporates reflection upon everyday experience creates deeper learning, therefore this study aimed to explore the use of a "scaffolded" learning environment combined with 'experiential' learning environment on students' experiences of engaging with a challenging level 6 topic in forensic psychology: MAPPA. The session consisted of 80 level 6 students. The session was constructed around one basic scenario about a boy called Harvey. This scenario provided the basic foundation for students to begin to explore, reflect and problem solve. The basic scenario was accompanied by a number of work based scenarios, which contained specific information. Key themes emerged around Actual Learning Outcomes; Barriers; Solutions; Experience. These themes are discussed in the context of students learning and theories surrounding learning.

Dr. Gooty explains the impact of experiential learning initiatives within the MBA program, from entrepreneurship challenges to leadership consulting.

A 30 minute podcast of my presentation on Experiential Learning and Action Research

K-State First Learning Assistants and Residential Learning Assistants develop leadership and mentorship skills that support students’ academic and social development during their first semester of college. Learn more about why these students choose to engage in these experiential learning opportunities and what having a positive impact on first-year students means to them. Produced through the Division of Communications and Marketing.\r \r Kansas State University is committed to providing equal access opportunity and reasonable accommodation to campus programs and services for faculty, staff and students. If you require accommodation to view or hear a video live stream or archive, please submit a request for accommodation. Students should make their request to the Student Access Center (https://www.k-state.edu/accesscenter/). All others should request accommodation through Human Capital Services (https://www.k-state.edu/video/accommodations.html).

K-State First Learning Assistants and Residential Learning Assistants develop leadership and mentorship skills that support students’ academic and social development during their first semester of college. Learn more about why these students choose to engage in these experiential learning opportunities and what having a positive impact on first-year students means to them. Produced through the Division of Communications and Marketing.\r \r Kansas State University is committed to providing equal access opportunity and reasonable accommodation to campus programs and services for faculty, staff and students. If you require accommodation to view or hear a video live stream or archive, please submit a request for accommodation. Students should make their request to the Student Access Center (https://www.k-state.edu/accesscenter/). All others should request accommodation through Human Capital Services (https://www.k-state.edu/video/accommodations.html).

K-State First Learning Assistants and Residential Learning Assistants develop leadership and mentorship skills that support students’ academic and social development during their first semester of college. Learn more about why these students choose to engage in these experiential learning opportunities and what having a positive impact on first-year students means to them. Produced through the Division of Communications and Marketing.\r \r Kansas State University is committed to providing equal access opportunity and reasonable accommodation to campus programs and services for faculty, staff and students. If you require accommodation to view or hear a video live stream or archive, please submit a request for accommodation. Students should make their request to the Student Access Center (https://www.k-state.edu/accesscenter/). All others should request accommodation through Human Capital Services (https://www.k-state.edu/video/accommodations.html).

K-State First Learning Assistants and Residential Learning Assistants develop leadership and mentorship skills that support students’ academic and social development during their first semester of college. Learn more about why these students choose to engage in these experiential learning opportunities and what having a positive impact on first-year students means to them. Produced through the Division of Communications and Marketing.\r \r Kansas State University is committed to providing equal access opportunity and reasonable accommodation to campus programs and services for faculty, staff and students. If you require accommodation to view or hear a video live stream or archive, please submit a request for accommodation. Students should make their request to the Student Access Center (https://www.k-state.edu/accesscenter/). All others should request accommodation through Human Capital Services (https://www.k-state.edu/video/accommodations.html).

Aims and Objective: The key objective of the journal is to contribute significantly to the teaching and learning by using case studies and industry specific research articles. Scope: IJELCS is a double blind peer-reviewed journal edited by the Institute of Business Management (IoBM), Karachi, Pakistan. The Journal is an academic resource for industry related case studies and research articles which are the outcome of experiential learning and evidence based exercises by academicians and corporate managers. It is a blend of quality research on experiential learning and a diverse set of case studies pertaining to different business disciplines covering strategic marketing, strategic management, organizational behaviour, human resource management, finance & accounting, business ethics, entrepreneurship, economics and other related functional areas.

This study investigates the integration of experiential learning within the Merdeka Curriculum for early childhood education in Indonesia through a descriptive qualitative method using a systematic literature review of 126 national and international journal articles published between 2017 and 2024. Articles were selected using keyword combinations experiential learning, Merdeka curriculum, and early childhood education from accessible databases such as Google Scholar, Scopus, and DOAJ, and reviewed through four stages: identification, screening, eligibility, and inclusion. The study examines how experiential learning strategies can enhance holistic development in young children by fostering active engagement, critical thinking, creativity, and socio-emotional growth. Findings indicate that experiential learning supports child-centered education when teachers are adequately trained, technology is effectively used, and community involvement is encouraged. However, challenges include inconsistent teacher competencies, lack of infrastructure, and limited policy support. The review emphasizes the need for contextualized teacher training and adaptive education policies. By offering evidence-based insights, this study contributes to best practices and policy recommendations for early childhood education in Indonesia, positioning experiential learning as a transformative approach to prepare a confident, creative, and compassionate generation.

This study investigates the integration of experiential learning within the Merdeka Curriculum for early childhood education in Indonesia through a descriptive qualitative method using a systematic literature review of 126 national and international journal articles published between 2017 and 2024. Articles were selected using keyword combinations experiential learning, Merdeka curriculum, and early childhood education from accessible databases such as Google Scholar, Scopus, and DOAJ, and reviewed through four stages: identification, screening, eligibility, and inclusion. The study examines how experiential learning strategies can enhance holistic development in young children by fostering active engagement, critical thinking, creativity, and socio-emotional growth. Findings indicate that experiential learning supports child-centered education when teachers are adequately trained, technology is effectively used, and community involvement is encouraged. However, challenges include inconsistent teacher competencies, lack of infrastructure, and limited policy support. The review emphasizes the need for contextualized teacher training and adaptive education policies. By offering evidence-based insights, this study contributes to best practices and policy recommendations for early childhood education in Indonesia, positioning experiential learning as a transformative approach to prepare a confident, creative, and compassionate generation.

NUTV President, Laura Sims, takes a trip through the underground tunnel and somehow ends up in the one place no one seems to be able to find: 4th Floor Ryder Hall. Cameramen: Carly Metz, Megan Bridges Editor: Andy Robinson

The purpose of this article is to describe and encourage an approach to a public relations course that can be applied to any discipline. Grounded in the experiential learning theory, students prepare for 16 weeks to present an issue-based campaign to a targeted, live audience at an oncampus venue. Using the course textbook and required readings as a guide, students are taught to "do" as the readings instruct, rather than be bound to merely memorizing the material. During the semester, the goal of the student evolves from earning a good grade, to attracting and enlightening an audience though public relations. While the project was assigned to public relations students, renditions of the described approach can be creatively applied to other disciplines interested in students acquiring real world experience outside of internships, within the safety net of their own campus.

The purpose of this article is to describe and encourage an approach to a public relations course that can be applied to any discipline. Grounded in the experiential learning theory, students prepare for 16 weeks to present an issue-based campaign to a targeted, live audience at an oncampus venue. Using the course textbook and required readings as a guide, students are taught to "do" as the readings instruct, rather than be bound to merely memorizing the material. During the semester, the goal of the student evolves from earning a good grade, to attracting and enlightening an audience though public relations. While the project was assigned to public relations students, renditions of the described approach can be creatively applied to other disciplines interested in students acquiring real world experience outside of internships, within the safety net of their own campus.

This study examined the value of field experience as a component of study for international students in a Graduate Teacher Education program at a Midwestern liberal arts university. The purpose of the field experience was to provide a contextual basis for student learning. The espoused research method included a quantitative component via survey and qualitative data, through a focus group interview and participants' field notes. As a result, there is evidence to suggest that the field experience program, as a component of the graduate education program for international students was valuable. Participants described it as being "relevant" and "real." As evident from the field notes, participants reflected on the opportunity for cross-cultural application of their learning, while emphasizing that the learning was palpable and reinforced their conceptual learning. Through the field experience program, participants reported that they gained in-depth insight on leadership and classroom instruction; therefore, they were able to improve their craft as educational leaders. Moreover, evidence from this study also suggests that participants were prepared to approach meaningful educational reform upon returning to their homeland, in Saudi Arabia.

This study examined the value of field experience as a component of study for international students in a Graduate Teacher Education program at a Midwestern liberal arts university. The purpose of the field experience was to provide a contextual basis for student learning. The espoused research method included a quantitative component via survey and qualitative data, through a focus group interview and participants' field notes. As a result, there is evidence to suggest that the field experience program, as a component of the graduate education program for international students was valuable. Participants described it as being "relevant" and "real." As evident from the field notes, participants reflected on the opportunity for cross-cultural application of their learning, while emphasizing that the learning was palpable and reinforced their conceptual learning. Through the field experience program, participants reported that they gained in-depth insight on leadership and classroom instruction; therefore, they were able to improve their craft as educational leaders. Moreover, evidence from this study also suggests that participants were prepared to approach meaningful educational reform upon returning to their homeland, in Saudi Arabia.

This research paper, presented by Alfaiz Taufik Shaikh, a BBA(CA) student at Pemraj Sarda College, explores the role of technology in enhancing experiential learning aligned with India's National Education Policy (NEP) 2020. It highlights how digital tools, virtual simulations, gamification, and immersive technologies can foster student engagement, creativity, and critical thinking. The paper was originally presented at the NEP 2020 Cell Webinar in September 2023.

This study provides rigorous testing of the effectiveness of a package of experiential learning tools related to groundwater management in India on mental models, norms, and behavior. The experiential learning intervention includes three main tools: 1) collective action games that allow people to experience the effect of their water use decisions on water management and to try out different rules; 2) structured community debriefings to discuss the implications of the games; and 3) crop water budgeting to facilitate participatory water resource planning. We use a collective action groundwater game developed and piloted by the International Food Policy Research Institute (IFPRI) and Foundation for Ecological Security (FES), in which participants choose between crops with different water consumption levels and see the effects of their decisions on water tables over multiple rounds of play. To facilitate full participation of women and men, games take place in separate groups of women and of men. The intention of the games is to create awareness and receptivity to changing water management practices. We then follow game play with a debriefing discussion with the full community. Finally, we complement game play with provision of information about technical and institutional options for more sustainable water management. Specifically, we do so by engaging with the farmers to apply a Crop Water Budgeting tool, which supports community-level discussions for development of collective cropping patterns that save water. The primary population of interest are farmers using groundwater in Andhra Pradesh, Karnataka, and Rajasthan states in India, where overuse of groundwater has led to falling water tables. All districts also have hard rock (confined) aquifers, such that local water extraction—or refraining from extraction—can affect local water tables. Within each state, the key selection criterion was districts and communities where Foundation for Ecological Security (FES) has an active program in commons management for at least 10 years, so that there would be community resource persons (CRPs) who could be trained to implement the experiential learning tools. We selected a total of 472 habitations (communities) where the interventions had not been used, stratified by the presence of surface irrigation, and randomly assigned 2/3 of the sample to treatment and 1/3 to control. To select individuals, focus group discussions (FGDs) were held all communities; among FGD members, 5 women and 5 men were randomly selected to play the game, and 3 men and 3 women randomly selected for an individual survey. In control communities, 3 men and 3 women were similarly selected for the survey; no games or debriefing took place. Baseline data collection and first round of interventions took place. Baseline data collection was conducted over 3 months (November 15th 2021 – 7th March 2022). The intervention was repeated in September-December 2022, and endline data collection is planned to begin on January 17, 2023. Major data sources are baseline and endline key informant interviews and focus group discussions; an individual survey of game players and game data; community debriefing discussion; crop water budgeting data; and habitation records.

This study provides rigorous testing of the effectiveness of a package of experiential learning tools related to groundwater management in India on mental models, norms, and behavior. The experiential learning intervention includes three main tools: 1) collective action games that allow people to experience the effect of their water use decisions on water management and to try out different rules; 2) structured community debriefings to discuss the implications of the games; and 3) crop water budgeting to facilitate participatory water resource planning. We use a collective action groundwater game developed and piloted by the International Food Policy Research Institute (IFPRI) and Foundation for Ecological Security (FES), in which participants choose between crops with different water consumption levels and see the effects of their decisions on water tables over multiple rounds of play. To facilitate full participation of women and men, games take place in separate groups of women and of men. The intention of the games is to create awareness and receptivity to changing water management practices. We then follow game play with a debriefing discussion with the full community. Finally, we complement game play with provision of information about technical and institutional options for more sustainable water management. Specifically, we do so by engaging with the farmers to apply a Crop Water Budgeting tool, which supports community-level discussions for development of collective cropping patterns that save water. The primary population of interest are farmers using groundwater in Andhra Pradesh, Karnataka, and Rajasthan states in India, where overuse of groundwater has led to falling water tables. All districts also have hard rock (confined) aquifers, such that local water extraction—or refraining from extraction—can affect local water tables. Within each state, the key selection criterion was districts and communities where Foundation for Ecological Security (FES) has an active program in commons management for at least 10 years, so that there would be community resource persons (CRPs) who could be trained to implement the experiential learning tools. We selected a total of 472 habitations (communities) where the interventions had not been used, stratified by the presence of surface irrigation, and randomly assigned 2/3 of the sample to treatment and 1/3 to control. To select individuals, focus group discussions (FGDs) were held all communities; among FGD members, 5 women and 5 men were randomly selected to play the game, and 3 men and 3 women randomly selected for an individual survey. In control communities, 3 men and 3 women were similarly selected for the survey; no games or debriefing took place. Baseline data collection and first round of interventions took place. Baseline data collection was conducted over 3 months (November 15th 2021 – 7th March 2022). The intervention was repeated in September-December 2022, and endline data collection is planned to begin on January 17, 2023. Major data sources are baseline and endline key informant interviews and focus group discussions; an individual survey of game players and game data; community debriefing discussion; crop water budgeting data; and habitation records.

Perma.cc archive of https://teaching.usask.ca/curriculum/experiential-learning.php#About. created on 2022-03-04 16:31:50.505365+00:00.

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This paper reports on research into developing research skills in human resources management of apprentices through experiential learning. The target groups were undergraduate business students registered in the Introduction to Personnel and Industrial Relations course. The research identified the appreciation level of importance and satisfaction from apprentices since the acquisition and development of research skills for human resources management discipline. Data analysis indicates, firstly the importance of acquisition and development research skills in human resources management are congruent with the needs required for the contemporary organization and career objectives of the apprentices and future human resources professionals. The results obtained have positive implications on apprentices from research skills statements such as organizational goal's achievement, job analysis, human resources audit, strategic planning, statistical analysis, and evidence-based in human resources management to diminish the skills gap through the curriculum development in human resources management.

This paper posits that students who are in intercultural communication classes on a university level benefit from models of experiential learning. Assuming the pedagogical theory that communication study that is passive, noninteractive learning is less successful and less satisfying than proactive, interactive learning, the paper discusses the intercultural communication class for teachers-to-be and business and professional students. The authors of the paper, working as instructors, consultants, and researchers in educational, business, and professional settings, agree with Edward Hall and others that culture and communication are one concept--inseparable from one another. The production, maintenance, and interpretation of culture is communication and communication is culture. Cultural conflict is inevitable. However, emergent discourse--participants' active and topical language culture--arises from conflict. The analyses of emergent discourse through self-perspectives, the perspectives of others, and the organizational contexts in which conflict occurs can lead to positive results on specific issues. The analysis can lead to an increased capability in students to be their own intercultural consultants as they interact with diverse others. Contains 179 references. (Author)

This guide, based on experiences in five Youth Employment and Demonstration Projects Act (YEDPA) programs, is designed to show teachers, school administrators, job training and placement personnel and others how the experiential learning techniques of Experience-Based Career Education (EBCE) are being successfully adapted to meet the needs of programs for both in-school and out-of-school disadvantaged youth. To help schools design and operate more effective youth employability programs through the use of EBCE strategies, the guide has four main purposes: (1) to identify and define some major issues that influence program success; (2) to share some ideas from around the country; (3) to alert readers to some potential problems; and (4) to offer some suggestions and potential solutions. The first section of the guide describes five projects with EBCE and Comprehensive Employment and Training Act (CETA) connections. Based on these 5 projects, 13 issues are identified and explored in the second section of the report. These issues are collaboration, career awareness, job exploration, sex-role stereotyping, career development plans, academic credit, community involvement, survival skills, employer recruitment and development, student recruitment, staffing, staff development, and increasing institutional commitment. Each issue is defined; what is being done in the various projects is described; and what has been learned, including barriers and recommendations, are provided. The appendix contains information and forms for use in EBCE programs. (KC)

This study aims to determine the increase in the ability to recognize colors in children aged 4-5 years using the experimental method in learning at Pembina Pontianak Timur State Kindergarten. The research procedure used is Classroom Action Research (CAR) with two cycles. The data source for this study is the teacher and the data are interview result sheets, observations, documentation, and children's worksheets. The results of this study were obtained from learning planning by PAUD teachers to improve the ability to recognize colors using the experimental method including: formulating activity materials, plans for compiling learning materials, plans for learning approaches and methods, plans for learning tools and resources, and assessment of learning outcomes. The implementation of learning includes: carrying out pre-learning, carrying out openings, carrying out core activities, utilizing game materials, assessing the process, and closing learning. The results of children's achievements were in the Very Good Development (BSB) category using the experimental method with a rapid increase from Cycle I (30%) then increasing in Cycle II (83%).  

Perma.cc archive of https://science-math.wright.edu/about/article/dale-true-76-helps-provide-experiential-learning-opportunities-for-students created on 2021-03-05 19:48:36+00:00.

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A multi-method approach was used in a pilot assessment of student learning outcomes for 38 students enrolled in an undergraduate psychology practicum/internship program. The results from a pretest-posttest survey revealed that students improved their multicultural skills from the beginning to the end of the program. The results also indicate that experiential learning enhances student personal, civic, and professional development. The consistency of responses from students, field supervisors, and faculty suggest that the practicum/internship program is beneficial for all involved and serves as a method for strengthening university-community partnerships. (Contains 2 tables.)

Finance students today live in the midst of an enormous financial crisis. Institutions both large and small are failing or being rescued through government intervention. This environment presents a host of learning opportunities for instructors as well as students. This paper discusses financial autopsies as a form of experiential learning utilizing data on actual "real world" banks that have failed. The paper provides a framework whereby a student can systematically analyze data to determine the reason or reasons for bank failure. This stimulates student interest in the subject as well as honing their critical thinking skills.

This proceedings contains transcripts, presentations, and workshop summaries from a 2-day conference on experiential learning in youth development, held by the Brathay Hall Trust in the English Lake District. Brathay is a British educational charity that offers a variety of youth development courses, ranging from outdoor adventure activities to creative workshops. The conference aimed to make the case for an experiential approach to personal and social development, as an essential foundation for lifelong learning, social inclusion, active citizenship, and employability. Section 1 of the proceedings contains: (1) remarks by Susan Woodeson-Barr, Brian Liversidge, and Steve Lenartowicz; (2) transcript of a play dramatizing youth issues, "Lifting the Weight," presented by Geese Theatre Company; (3) outline of a speech "The Government Perspective" by George Mudie, British Minister for Lifelong Learning, on youth service, voluntary youth organizations, programs for disaffected and socially excluded young people, and postsecondary education; (4) "Redefining Learning for the Next Generation" (Valerie Bayliss); (5) "The Union Perspective on Youth Outreach and Training by the Trades Union Congress (Mark Holding); (6) "The Young Person's Perspective on British Youth Council Efforts to Engage Youth in Civic Life" (Andrew Cossar); (7) "Valuing the Future: Education for Spiritual Development" (Sister Jayanti); (8) "The Roots & Branches of Experiential Development" (Tony Saddington); (9) "Young-Person-Friendly Research: Part of the Youth Work Process" (Isabel Atkinson); and (10) "Brathay's Evaluation & Research Strategy" (Eva Pomeroy). Section 2 contains brief descriptions of conference workshops. Appendices describe Brathay's work with young people and present presenter biographies, a list of attendees, and the conference program. (SV)

Coding courses for kids are becoming increasingly popular as they provide an interactive and engaging way of teaching. These courses offer children the opportunity to explore and experience concepts in a real-world setting. They help children develop critical thinking skills, problem-solving abilities, creativity, and communication skills.

Coding courses for kids are becoming increasingly popular as they provide an interactive and engaging way of teaching. These courses offer children the opportunity to explore and experience concepts in a real-world setting. They help children develop critical thinking skills, problem-solving abilities, creativity, and communication skills.

In this article we focus on how an experiential based approach to teacher learning about assessment for learning (AfL) provided opportunities for teachers to examine: their deep-seated beliefs about effective learning (and teaching); how these beliefs permeated their day-to-day actions and interactions with students, and the consequence of these actions and interactions for student learning. It also pays attention to how teacher self-efficacy in the use of various AfL strategies was developed through a heightened awareness of the beneficial effects of these strategies on teachers' own learning in particular.

English has become one of the most spoken languages in the world. Consequently, Chile has incorporated English into its national educational curriculum as a subject to provide citizens with the proper skills to acquire a new language for the current competitive international setting. To accomplish this goal, Chile has implemented different educational programs; however, Chile has failed in providing English teachers with professional development that can provide them with new strategies and methods to teach English and engage students in their learning process. This paper intends to contribute with research on the benefits of implementing Experiential Learning in Chilean classrooms. It presents a web page that offers educators information on how to implement Experiential Learning, the importance of differentiation, and the relevance of working with small groups instruction to improve students’ literacy skills.

1Masters of Space

By Edward Everett Evans and E. E. Smith

The Masters had ruled all space with an unconquerable iron fist. But the Masters were gone. And this new, young race who came now to take their place--could they hope to defeat the ancient Enemy of All? (Summary by Gutenberg)

This is a bilingual project. The first part, in Hebrew, is the story "Injustice" by Yosef Haim Brenner, written following the conquest of Palestine by the British troops during WWI. The story takes place on the Turkish side of the dividing line between the combating forces. An escaped British prisoner of war had taken shelter among a group of Jewish workers, who, following a heated discussion, turned him over to the Turkish army. The second part of this project, in English, is a chapter in the book "The Escaping Club," written in 1922 by the same British prisoner of war, the aviator A. J. Evans, who gave his account of the same event. (Summary by Omri Lernau)

3Escaping Club

By A. J. Evans

Described by some as one of the greatest escape books published. <i>The Escaping Club</i> recounts Evans' escape to Switzerland from a supposedly "escape-proof" German prison camp during World War I. After repatriation and rejoining the war, Evans again finds himself captured, this time first by Arabs and then by Turks. He again manages to escape. A detailed look at the trials faced by Allied POWs during World War I. (Summary by Tom Weiss)

4College Freshman's Don't Book

By George Fullerton Evans

A short, humorous guide of what not to do in your first year of college. (Summary by Jill Engle)

5Masters of Space

By Edward Everett Evans and E. E. Smith

The Masters had ruled all space with an unconquerable iron fist. But the Masters were gone. And this new, young race who came now to take their place—could they hope to defeat the ancient Enemy of All? - Summary from Gutenberg text

One of the very first New Zealand novels, Over the Hills and Far Away is a heavily romanticised tale of a woman's journey from England to Otago, New Zealand, and her subsequent experiences in the wild new colony. - Summary by Lewis Fletcher

7Planet Mappers

By Edward Everett Evans

The Carver family are out in space, travelling to new worlds to check them out for colonization. But, when Mr. Carver has an accident, and remains out of commission for the trip, his sons, Jon and Jak, step up and take over their trip. The boys use their different talents to make their journey a successful one! (Ann Boulais)

Sonnets from The Patagonian is a collection of sonnets and the first work published by the short-lived Claire Marie press. Each sonnet is a portrait of someone Evans knows from the Modernist scene just beginning to coalesce in Greenwich Village, and each portrait is dedicated to a completely different acquaintance. (Evans's portraits of his friend Allen Norton are dedicated to the critic Carl Van Vechten, for instance, and his portraits of himself are dedicated to Allen Norton. His portrait of Carl Van Vechten is dedicated to Gertrude Stein.) What emerges is a clever, irreverent, set of early Modernist in-jokes that look forward to the Dadaist and Surrealist movements that would form in Europe after World War I. Giddy, bizarre and deftly constructed, Sonnets from the Patagonian read like nothing else of its time. Evans owned and managed the Claire Marie press and during the year it existed, he published only six titles, including Tender Buttons by Getrude Stein. It is for Tender Buttons that Claire Marie and Donald Evans are best remembered, if they are remembered at all. While it lasted, the press exerted an outsized influence on the world of Modernist art and literature in New York. Evans was an associate of Stein, Van Vechten, Mabel Luhan Dodge, Walter Conrad Arensberg and Wallace Stevens. He published three more books before his death in 1921, allegedly by suicide. Summary by Wes Freeman.

9St. Elmo

By Augusta Jane Evans

Written in prose and full of references to religion and mythology, this book tells the love story between St. Elmo and Edna. He is cynical and worldly, she is as beautiful as a nymph. The book was very popular during the 19th century and inspired movies and plays. It is even claimed that Rhett Butler from Gone With The Wind was inspired by St. Elmo Murray. - Summary by Stav Nisser.

10Man of Many Minds

By Edward Everett Evans

GALAXY IN DANGER!<br> Somewhere, somehow, the first moves have been made—the pattern is beginning to emerge. Someone—or something—is on the way to supreme power over all the planets held by Man.<br> And the Inter-stellar Corps is helpless to meet the threat—no normal man can hope to penetrate the conspiracy.<br> But—the Corps has a man who isn't normal, a man with a very strange weapon...<br> ...his mind.<br> Exciting! Strange! Extraordinary! One of the most unusual science fiction adventures ever published. <br><br>Space travel, telepathy, and heroism! Military school cadet George Hanlon is selected to join an elite, super-secret, secret service organization. He has extraordinary mental powers, among them the ability to talk to animals and transfer parts of his mind into them. Old-school space opera! (Summary by TriciaG and from the preface)

Born in London of Welsh parents, George Essex Evans was raised and educated by his mother Mary Ann (née Owen) in Pembrokeshire after she was widowed when George was only a few months old. Emigrating to Queensland with his siblings to Australia at age 17 with the intention of farming, Evans was badly injured in a horse-riding accident, when he was thrown against a tree and was unable to do any physical work. Evans was described as a reserved man, and at times rather moody and impulsive. However, he was also described as a kind person and a loyal friend. He had a strong sense of honour and self-respect, traits that made him a model husband and father. Evans was described as having a tremendous memory, particularly for poetic verse, of which he was able to recite a prodigious amount. Few of his contemporaries were able to match his breadth of knowledge of English, American, and Australian poetry. Summary by Wikipedia

A retelling of the classic fairy-tale, illustrated by one of the leading figures in the Golden Age of book illustration. Never underestimate the importance of receiving an invitation to significant social events. (Summary by mlcui)