MICROCOPY RI SOLUTION IESI CHARI

DOCUNIIIT REBORE4

ED 167 637 TN 006 763

AUTHOR Stutz, Jane Porter, Ed.; Knapp, Joan, Ed.TITLE Experiential Learning: An Annotated Literature Guide.

1978 Supplement.INSTITUTION Council for the Advancement of Experiential Learning,

Columbia, Md.; ERIC Clearinghouse on Tests,Measurement, and Evaluation, Princeton, 1.J.

PUB DATE Nov 78NOTE 146p.; For earlier edition, see ED 148 eEs

EDES PRICE MF-$0.83 HC-$7.35 Plus Postage.DESCRIPTORS College Credits; College Faculty; College Students;

*Educational Assessment; Educational History;*Evaluation Methods; *Experiential Learning; HigherEducation; Informal Assessment; PostsecondaryEducation; Program Costs; *Program Descriptions;Program Development; Program Evaluation; *SpecialDegree Programs; *Student Evaluation; Teacher Role

IDENTIFIERS Information Analysis Products

ABSTRACTThis supplement to the 1977 literature guide contains

250 citations of reports, journal articles, and dissertationsdiscussing college-level learning for which students or potentialstudents might seek credit. It is organized into five parts. Part Acovers experiential learning programs;,Patt B focuses on s udentlear,,Ing; Part C is an alphabetical listing of all annotat dreferences; Part D lists references .received tcc late to a notate;and Part E is a subject index based primarily upon EducatAcnalResources Information Center (ERIC) descriptors. Topics included inPart A are: rationale and history of experiential learning; types ofprograms: program planning and implementation; program evaluation;faculty resources; and financing. Part B is organized around asix-stage student assessment framework: identification, articulation,documentation, measurement, evaluation, and transcription cf academicrecords. Whereas the 1977 guide was selective, this supplementattempts to be comprehensive, excluding only items that did notappear to be readily available. (Author/CP)

3***************7*************************MMM*MM4***********11**Reproductions supplied by FURS are the best that can be made

from the original document.***********************************************************************

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EXPERIENTIALLEARNING:

AN ANNOTATEDLITERATURE GUIDE

7978.Supplement

Council for the Advancement of Experiential Learning

CAEL BOARD OF TRUSTEES

George Ayers (Secretary/Treasurer)Vice President & Dean of ACademic AffairsMetropolitan State University

Barbara A. BarbatoDirector. Center for Individualized StudiesWebster College

Arthur ChickeringDistinguished Professor of EducationCenter for Study of Higher EducationMemphis State University

John Du leyAssistant ProfessorMichigan State University

'Sheila Gordon (Vice Chairperson)Associate DeanDivision of Cooperative Education

Georgine LoackerCo-Director. Office of Assessment DesignChair, Communications DivisionAlverno College

Myrna R. MillerCoordinator of Assessment ServicesVermont State Colleaes

'Executive Committee Members

'Larraine R. MutasakDean, College of Alternative ProgramsUniversity of Evansville

'Juies D. Pagano (Chairperson)PresidentMassachusetts Regional Community Colleges

Jana Permaul .

Dean, Experimental Education ProgramsUniversity of CaliforniaLos Angeles

'David H. ProvostState University DeanCalifornia State University and Colleges

Robert SextonExecutive DirectorOffice for Experiential EducationUniversity of Kentucky

Elizabeth StanleyDirector of Continuing &

Alternative EducationLake Erie College

Peter P. SmithMiollesex, Vermont

Urban G. WhitakerAssociate Dean, Graduate DivisionSan Francisco State University

CAEL is the Council for the Advancement of Experiential Learning, an association of more than 300 institutional membersand of individuals sharing its purposes, from throughout the United States, Puerto Rico, and Canada. As a nonprofittax-exempt organization. it is governed by a 15-member Board of Trustees elected by representatives of memberinstitutions.

CAEL is tackling five major concerns for institutions of higher education: recognizing learning-witereVer it occurs, gettinglearners into active encounters with the realities they study, improving practices in the assessment of learning, clarifyingcollege learning outcomes, and doing these things in cost-effective ways. National and sectional assembly meetings, wherea workshop format is iypicnily employed, provide twice yearly opportunities for sharing significant developments amongmember institutions, for expert assistance, and for thinking through diverse points of view. A five-year InstitutionalDevelopment Program, carried on with major support from the Kellogl Foundation, currently serves approximately. twohundred member institutions. These institutions and other GAEL members have access to PEERS, a Panel of ExperientialEducation Resources for assistance in program and professional development efforts, and other resources. An extensivepublications program undergirds these activities. In addition, a study of the Ford Foundation program to assist selectedblack colleges is being carried out under GAEL aegis. The Lilly Endowment has funded a two-year project providing supportfor fifty colleges to clarify college learning outcomes. The Fund for the Improvement of Post Secondary Education hasprovided support for an individualized, self-directed faculty improvement program.

For more detailed information about GAEL and the programs and publications, write to CAE., American City Building, Suite212. Columbia, Maryland 21044.

EXPERIENTIAL LEARNING

AN ANNOT: &D LITERATURE GUIDE

1978 SUPPLEMENT

Edited by

Jane Porter Stutz and Joan Knapp

Educational Testing Service,

Council for tlie Advancement of Experiential Learning,

ERIC Clearinghouse on Tests, Measurement and Evaluation

November 1978

Copyright (E) 1978 by CAEL. All rights reserved.

CONTENTS

Prefaceiii

Contributors vii

Part A. Experiential Learning

1. Rationale and History1-1

2. Types of Programs 2-2

2A. h.-eriential Learning in the Classroom 2A-1

3. Program Planning and Implementation 3-1

4. Program Evaluation and Quality Assurance 4-1

5. Faculty as Resources5-1

6. Costs and Financing6-1

Part B. Assessment

7. Idenf ication 7-1

8. Articulation 8-1

9. Documentation 9-1

10. Measurement 10-1

11. Evaluation 11-1

12. Transcription 12-1

Part C. Alphabetical Listing of all Annotated Entries C-1

Part D. References Received Too Late to Annotate D-1

Part E. Subject Index E-1

PREFACE

In 1977 CAEL, as the Cooperative Assessment of Experiential Learning,published Experiential Learning: An Annotated Literature Guide as a CAELProject Report. Early in 1978, Morris Keeton, Executive Director of thenew CAEL (Council for the Advancement of Experiential Learning) asked thata supplement be prepared, which would not duplicate the content of theearlier document but rather provide a completely new set of references.

Material for this 1978 supplement was solicited from the CAELmembership. Contributors forwarded references and annotations, which werereviewed by the editors, categorized, and edited. In. addition, a searchwas made of the ERIC (Educational Resources Information Center) data base,and all relevant annotations from that source were categorized, edited,and included. The accuracy of the CAEL - contributed references in PartsA, B, & C was verified. For the ERIC references, we assumed informationin the data base to be accurate. Authorship of individual annotations isnot indicated; instead a list of contributors appears on pp. vii-viii.

Whereas the 1977 guide sought to be selective, this 1978 supplementsought to include all items that might possibly be of interest to anyoneinvolved in experiential education or the assessment of experientiallearning. We did not limit ourselves to the most recent years, and weexcluded only items that did not appear to be readily available, eitherthrough ERIC or otherwise.

Many references contain an ERIC Document Reproduction Service numberand price information. The HC in these references refers to "hard copy"(paper) and the MF to "microfiche." Documents can be ordered in eitherform by writing to ERIC Document Reproduction Service, P.O. Box 190,Arlington, Virginia 22210 (phone 703-841-1212). In other references,price and/or specific order information are given whenever thatinformation was provided to us.

The 1977 guide was organized into three parts; this supplement

Yis organized jnto five: Part A covers experiential learning andexperiential ed cation; Part B treats literature on assessment; Part C isan alphabetical listing- of all annotated references; Part D is a list ofreferences received too late to annotate;, and Part E is 'a subject index.

Each section in Parts A and B consists of citations and annotationslisted alphabetically by author. Each item is annotated onlyOnce-in.the section to which it seems most relevant--but the reference may- appearin more than one section. Numbers in parentheses following a referenceor an annotation indicate other sections to which .the,referenced. itemapplies. An underscored number'indicates the section in which the itemis annotated. For example, the notation (7,8,10) after a reference. inSection 2 means that the item is relevant not -only to that Section,but also to Sections 7, 8, and 10, and is annotated in Section 10. Tofacilitate'tse, pages are numbered separately in each section, e.g.,Section 1 begins with page 1-1, Section 2 with page 2-1, etc.

iii

Part A: Experiential Learning ,

All learning involves experience, but for the purpose of thisguide "experiential learning" refers to that learning,in which thelearner deals directly with the realities being studied or practicesthe skills being learned. While much, perhaps most, such learning occursoutside the classroom--in work settings, communities, or self-directedaccomplishments--it need not do so in many types of learning., Itemphasizes performance as well as theoretical understanding, and as an aidto theoretical understanding, and recognizes the importance of both. Thisyear a special sub-section (2A) has been included covering experientiallearning in the classroom. Although the concept of experiential learningis valid at any educational' level, with or without academic recognition,this document focuses on college-level learning for which students, orpotential students, might seek academic credit. Occasionally secondaryschool references are cited if they have implications for the post-secondary level.

Section 1, Rationale and History, covers those concepts drawn fromhuman development, psychology, sociology, and educational philosophy thatjustify the -integration of experiential elements into a learning plan.

Section 2, Types of Programs, tpuches on the wide variety of formsthat experiential learning may take. It deals both with experientialprograms sponsored by institutions for their matriculated studentsand with programs that assess independent, nonsponsored (usually prior).learning for college credit. Sub-section 2A--a new addition thisyear--deals with Experiential Learning in the Classroom.

Section 3 treats Program Planning and Implementation includingproblems, procedures, and models for integrating new programs intoexisting institutional frameworks and preparing students for out-of-classroom learning experiences.

Section 4, Program'Evaluation and Quality Assurance, involves theimportant process of monitoring programs in ordei to improve effectivenessand to maintain standards of quality. for the benefit of the institution,the students, and third parties. The evaluation of student. outcomes. isespecially useful in this process.

Section. 5 focuses on' the development and use of Faculty asResources--a crucial element in the experiential learning process.Faculty function' as provi&trs of experiential. learning opportunities,assessors of their outcomes, and evaluators for credit and recognition.

Section 6 deals with Costs and Financing--especially the problem ofcost effectiveness.

iv

Part B: Assessment

Assessment in this context is related to student learning rather thanassessment of programs. In experiential learning programs, traditionalassessment problems are normally compounded by the highly individualisticnature of the learning a..1 sometimes by the absence of close facultysupervision. This Part of the supplement is organized around a sixstageframework developed by CAEL for viewing the assessment process. Thesestages apply to all experiential learning assessment, although some stepsare more important than others, the order may vary, and the stages mayoverlap.

Identification (Section 7) refers to identifying the learningacquired through experience and defining'-what learning is of collegelevel.

Articulation (Section 8) means relating that learning to a degreeprogram or other educational goals.

Documentation (Section 9) entails adequate verification through adescriptive record or evidence that an experience with learning potentialor learning took place. (It is important to recognize that documentationis only one stage in the assessment process and is not, in and of itself,proof that learning occurred.)

Measurement (Section 10) involves determining the nature and extentof the learning.

Evaluation (Section 11) means deciding whether the learning meetscertain standards and whether (or how much) credit should be awarded.

Transcription (Section 12) is describing the learning concisely andrecording it appropriately for the student and for third parties.

Part C: Alphabetical Listing of All Annotated-,Entries

This alphabetical list includes all the references that are annotatedin Parts A and B. Each reference is followed by a number or numbersindicating the section(s) in which it is relevant. An underscored numbershows in which section the item is annotated.

Part D: References Received Too Late to Annotate

This section--a new addition this year--consists of a set ofcitations received after the bulk of the work on this sl:pplement nad beencompleted. They have been reproduced just as they were received, exceptfor some minor changes in format. If a 1979 supplement is produced nextyear, it is likely that these references will be checked, annotated, andcategorized. They are included here in order to give the reader the mostcomplete set of information available at this time.

Part E: Subject Index

This index--also new this year--was prepared by Eleanoi Horne of theERIC Clearinghouse on Tests, Measurement and Evaluation. It is based ondescriptors (subject terms) used in the ERIC system and serves-as an indexto the annotations in Parts A and B. Up to seven subject-terms may beassigned to each entry. The notations in the subject index refer to pagenumbers and author's last name.

Acknowledgments

The efforts of many people welt into the preparation of thissupplement. We are grateful to CARL, Educational Testing Service, andthe ERIC Clearinghouse on Tests, Measurement an4 'Evaluation (funded bythe National Institute of Education) for their support. Morris Keetonsuggested that the suppleMent be prepared, made it possible, and reviewedsections of the manuscript. James Wilson of Northeastern University, JohnDuley of Michigan State University, and Arthur Chickering of the Centerfor the Study of Higher Education at Memphis State University reviewedthe .ist of references for completeness. Diana Bamford-Rees of CAELcontributed references,' reviewed sections of the manuscript, and handledproduction of the completed document. Eleanor Horne of ERIC prepared thesubject index and provided the computerized search of the ERIC data base:Celeste Gibilisco, Mary Halasz, Peggy McGarvey, and Kandy Olbrick of ETSassisted with typing, proofing, and checking references. Maryann Cochranof ETS prepared several drafts and final copy on an automated wordprocessing rachine. Our thanks to all these people and last but not leastto those listed on the following pages who contributed the references andannotations that form the heart of the supplement.

vi

Jane Porter Stutz

Joan Knapp

10

CONTRIBUTORS

George Austin-VartinStephens College Without Walls

Diana Bamford-ReesExecutive AssociateCouncil for the Advar -nt

of Experiential Lear

Francis M. Betts, IIICoordinator of Curriculumand Research

GLCA - Philadelphia UrbanSemester

James I. Briggs, Jr.DirectorCenter for Career Planning

and PlacementGeorgetown University

Frank A. ChristensenRegional Representative

for CAELWrenwood Resort

Charles E. FeasleyCoordinator of Operational

ServicesExtended Learning InstituteNorthern Virginia Community College

Patricia L. GillAssociateInstructional ACCTion CenterTri-County Technical College

Gail HallCoordinator of AssessmentUniversity? Without WallsUniversity of Massachusetts

Donald M. HasslerDirector,Experimental

Programs DivitionHonors and_ Experimental CollegeKent State University.

vii

Hannah L. HedrickAssistant DirectorDepartment of Allied Health

EvaluationAmerican Medical Association

Barry HeermannProject Director forExperience Based Education

Sinclair Community College

Elizabeth HendricksonSpecialist, WisconsinAssessment Center

University of Wisconsin,Green Bay

Barbara HoferDirector of Research and

Evaluation - Pro ,AheadUniversity of Kentucky

Thomas P. HoganCo-DirectorWisconsin Assessment CenterUniversity of Wisconsin,

Green Bay

Joan KnappProgram AdministratorEducational. Testing Service

Eugene KrayDean of Community EducationDelaware County Community College

Etsuko KumaiResearch AssistantCooperative Education

Research CenterNortheastern University fLarry McClure .

DirectorEducation and Work ProgramNorthwest Regional EducationalLaboratory

Ii

John L.. Mowrer

Director, NontraditionalStudy Program

College of AgricultureUniversity of Missouri-

Columbia

Sharon K. Owenevaluation SpecialistNorthwest Regional

Educational Laboratory

Jane S. PermaulDeanOffice of Experimental

Educational ProgramsUniversity of California,

Los Angeles

John G. PicarelliDeanWashington International College

Virginia B. RicardResearch and Evaluation

SpecialistModel Education PrOgramUniversity of Utah

Robert SextonDirectorOffice for Experiential

EducationUniversity of Kentucky

'iii

12

C. Norman Somers .

Associate Direct )rInstitute for Personal-andCareer Development

Central Michigan University

Mary A. StevensDirectorDivision of Inter-

disciplinary and AlternativeStudy

Black Hawk College

Jane Porter StutzExecutive Assistant to the

Vice PresidentEducational Testing Service

Psnela TateProvost for Alternative

and Continuing EducationState University of New York

Wallace F. Witham, Jr.DirectorCenter for PracticumPrograms

Bethany College

PART A. EXPERIENTIAL LEARN-

SECTION 1. RATIONALE ANT

A consideration of the rationale and historical antecedents of therecognition of experiential learning is essential for program plannerssince it can serve as a strategy for bringing experiential educationto the attention of faculty and administrators, as well as a foundationfor good practice in assessment and evaluation. References in thissection cover the relationship of experiential-learning to' nontraditionaleducation, human development, educational. philosophy, the world of work,end adult education. The pros and cons of .the inclusion of experientialelements in educational programs are discussed in several of the citedworks.

Arnold, D. S., & Others. Experiential education: -A new direction foran old concept. Papers delivered under the Sponsorship of theHumanistic Psychology Division at the 81st Annual Convention of theAmerican Psychological Association, August 1978. (ERIC' DocumentReproduction Service no. ED086079. EDRS'price MF$0.76 HC$1.95plus postage.)

(2)

California State University and Colleges. The 1,000mile campus. LosAngeles: Author1972.

This publication contains a collection of prevailing thought ondegree opportunities and innovation related to the idea of anexternal campus, both nationally and within the context of theCalifornia State University and Colleges system. Most articlesare-based on the addresses of principal conference speakers atthe Conference on External Degree Programs at California StatePolytechnic College, Pomona, in the early 1970's.

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Cheren, M. A manutl for program advisors. Washington, D.C.: Campus-Free College, 1978.

-Although designed to be an aid to program specificcampus-free nationwide program, the :at: iu advisorsin any individualized postsecondary program. Exami, - u.. hodology,issues, and problems involved in working with students in an indi-vidualized, experientially -based educational system..

(2,7)

Corey, J. F. (Ed.) A brief history of service-learning internship programsRaleigh: North Carolina State Board of Higher Education, 1972.(ERIC Document Reproduction Service no. ED070375. EDRS priceMF-$0.76. HC-$1.58 plus postage.)

(2)

Cross, K. P. Accent on learning: Improving instruction and reshapingthe curriculum. San Francisco. Jossey-Bass, 1976.

The author selects the most promising programs from over 1:,000'studies of teaching, learning, and student development, and suggestspractical ways they can be applied to the improvement of education.She also presents a new model of education that demands academicexcellence yet accommodates student differences by reshaping curric-ulums and using new instructional strategies.

(2)

Ford, A. S. (Ed.)' Directions for experimental education in higher'education: A conference for academic administrators. Proceedings ofa Conference for Academic Adminiatrators, Berea College, Berea,Kentucky; November 1975. (ERIC Document Reproduction Service no. ED125496. EDRS price MF-$0.83 HC-$3.50 plus postage.).

(2,5,6)

Fram, E. H.,- & Others. Connaitre and savoir: Scholarship .and workman-ship... A presentation to the Adult Education Research Conference,Toronto, Ontario, April, 1976. (ERIC Document Reproduction Serviceno. ED123380. EDRS price MF-$0.83 HC-$1.67 plus postage.)

William James drew a distinct ,Iptween knowledge of a subject(experiential knowledge gal-°. trade and profession) andknowledge about a subject resulting from sustained,.systematic study or scholaL Scholarship plus workmanshipserves to integrate both kinds of knowledge. The document contains.three papers which present the following issues central to both adulteducation,. and James' statement: 1) where to look, 2) need to know,and 3) what to know in relation to' knowledge of and knowledge aboutadult students. The paper on where to look describes demographic andpsychographic analyses and the use of a marketing needs approach toprovide information in relation to knowledge a and knowledge aboutthe adult 'learner. The second paper discusses knowledge of andknowledge about an adult-student's need to know, which is seen asconcerned with the human as well as economic developmental stagesof the adult learner and calls for a flexible learning situation(including experiential-learning) -to_meet___those needs_.___ The third_issue concerns what to know ind its many. dimensions including curric-ulum and appropriate instructional strategies. A task force approachfor designing a more flexible- learning environment is described.

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Goldstein, M. B. Federal policies towards experiential education.Unpublished manuscript, 1977. (Available for $1 postpaid from thePostsecondary Education Convening Authority of the Institute forEducational Leadership, 1001 Connecticut Avenue, N.W., Suite 310,Washington, D.C. 20036.)

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Graham, R. Youth and experiential learning. ChapterJX in Youth:The seventy-fourth yearbook of the Nations] Society for the Studyof Education. Chicago: University of Chicago Press, 1975.

Evaluates "action learning" as promising butstantiated in its effects. Purported effortscharacteristics to the /PI situation haveoccurred or been efr « w 7 have been attrgues for the ' , J, . approarldefines the aim of education as the stimulation of the next stepof development rather than as the transmission of information orindoctrination to fixed social values." The author provides anexample of action- learning assignments which could be related to the3ocial rble-taking and moral judgment stages' propOsecLby Selman AndKohlberg respeCtively.

generally unsub-to match student

- - :hor

Lun which

not

Hall, G. E., & Jones H. L. Compe*ency-based education: A process for theimprovement of education. Englewood Cliffs, N.J.: Prentice-Hall,1976.

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Hamilton, I. B. The third century: Postsecondary planning for thenontraditional learner. Princeton, N.J.: Office of New DegreePrograms, Educational Testing Service, and College Entrance Exam-ination Board, 1976. (ERIC Document Reproduction Service no. ED125502).

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Heermann, B. C. Cooperative education in community colleges. SanFrancisco: Jossey-Bass, 1973.

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Heermann, B. C. Experiential learning in,the community college (TopicalPaper No. 63). -Los Angeles: ERIC Clearinghouse for Junior. Colleges,University of California, 1977. (ERIC Docuient Reproduction Serviceno. ED140909. EDRS. price MF-$0.83 HC -$4.67 plus.postage.)

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Hoyt, K. B. Career education and work experience education: Can we :lain

together? Speech presented to the Western Association of Cooperativeand Work Experience Educators, Las Vegas, Nevada, February 1976.(ERICDocument Reproduction Service no. ED130043. EDRS price Mr $0.83HC -$i.67 plus postage.)

Career education and work experience education are discused in termsof the common goal of education lnd preparation for work, and threebasic common values: 1) Th' stance of work both to individualsin society and to society .. !ti ?) the need fo- :.ater ial of

experiential learning; and the need to involve the formal edu-cation system and the business-labor-industry-professional communityin a collaborative relationship in ways that will expand studentlearning opportunities. Basic career education concepts are comparedwith work experience concepts. The concept of work; as a humanizingterm, is discussed, along with implications for change in the roleand function of work experience educators. One point doted is thatthe carecr edUcation concept considers work experience,-in'additionto that found in classrooms per se, to be an important opportunity tobe made available to all students.

Keeney, W. Cooperative education in the liberal arts. Liberal Education,1975, 61, 427-438.

Explains hOw cooperative education can help achieve the purposes. ofthe liberal arts when the two are properly related t each otherthrough Careful planning and administration. CoOperativ education(experiential learning) can supplement the theoretical learning of-the classroom and complement. its critical, evaluative, and rationaltendencies.

Knowles, M. The adult learner: A neglected species. Houston: Gulf

7ublishing, 1973.

Reviews traditional theories about learning and describes theresulting teaching practices in-traditional schooling. The bookprovides. experienced trainers and educators with stand theory to,

support the familar notion that adults must be treated differentlyfrom the way children and youth have traditionally been treatedin schooling. New workers in the field will find guidelines forselecting and training teachers which might result in greaterCost-effectiveness in their work.

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Kray, E. J. Experiential learning assessment--A sourcebook for post-secondary institutions. Media, Pa.: Delaware County CommunityCollege, ,1977.

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Kronick, R. F. Academe: Internship: The delicate balance. Journal ofSociology and Social Welfare, 1974, 1, 130-134.

(2)

Lynton, E. A. Acceptability of field experience in traditional institu-tions. New Directions for Higher Education, 1974,, 2(2), 95-102.

Discusses issues related, to the acceptability of off-campusexperiential learning academic respectability, prior learning-.;-and makes practical suggestions for dealin3 with them. Thechallenge to traditional institutions,,Lynton feels, is to transformcseparate experiences into onstructive_ experiential__learning,--

integrated intothe overall education. ,

Medrick, F. W. Outward. Bound and higher education. 'A rationale andoutline for college development. Greenwich, Conn.: Outward Bound,Inc. (Available for $'.50 from Outward,Bound, Inc., 165 West PutnamAvenue, Greenwich, Connecticut 06830. ERIC Document Reproduction.Service no. FD129518. 'EDRS price MF-$0.83 plds postage. 'HC notavailable frcm EDRS.)

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Miltor, 0. Teaching or Learning? Washington, D.C.: American Associationfor Higher Education, 1971. (Available from Publications Department,American Association for Higher Education, One Dupont Circle, Suite

. 780, Washingtbn, D.C. 20036. ERIC Document Reproduction Serviceno.-ED053685. EDRS price MF-$0.76 HC-$1.58 plus postage.)

A summary of research on teaching and learning. Shows that momstudien on teac: v '.0cs conclwir that there are no signif-icant differences between the various teaching methods and studentachievement because investigators have concentrated on teaching andhave ignored learning and the learner. The research omits investi-gations of what courses and subject. matter areas promote .critical:chinking and a spirit of inquiry,and how students can be helpedto become independent learners. One or the best examples of anew approach for both conceptualizing the issues and investigatingthem is the Instructional Gestalt. Many of the recently introducedapproaches to instruction can be grbunded into three categories:1) personalized, individualized to process- instruction; 21 experi-ential learning:. and 3) acceleration programs. Results of thisrecent research point out that the role of the instructors mustbe_altered and broadened. There can be a dramatic-decrease-in-dispensing content and lecturing in the classoom:without any decreasein the quality of learning.

Milton, 0. Alternatives to the traditional. San Francisco: Jossey-Bass,1976.

Discusses how students -learn and teachers teach and the often ratherlarge gap between. Presents research evidence that many traditionalteaching practices are in fact hindrances to learning.

Mowrer, J. L., & Folks, H. C. Impact of 'enrollments and student bodyti an_o_n_ar. aciendc_t_ar_agrantlea.tg,n_and_ _delivery. Position

Paper on Nontraditional Educational Programs.. East Lansing: _

Michigan State University, 1977.

Discusses history and rationale xelating to development of non-traditional programs and sets the stage for Colleges of Agricultureand Human Resources to-assume their responsibility in.meeting theeducation needs of nontraditional learners. Includes a brief reviewof some existing programs..

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Muzik, D. Design, implementation, and evaluation rdl Taylor University'sChristian Education Internship Program. Upland, In.: TaylorUnivercity, 1977.

(2,4,10)

Rippetoe, J. K. The undergraduate education in sociology: A. case forexperiential learning. Teaching Sociology, 1977, 4(3), 239-250.A conceptual framework is presented to help sociology departmentsdefine more clearly the issues surrounding employment opportunitiesfor sociology majors. Sociology departments should redefine educa-tional objectives and identify a body of skills graduates shouldpossess, offer students supervised fieldwork experiments; and givestudents full support and encouragement in identifying career.goals.

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Schlesinger, H. A. Reconstructing general education: An examinationof assumptions,, ptactices, And prospects (CUE. Project Occasional-Paper Series No.' 2). Bowling .Green, Ohioi Bowling Green StateUniversity., 1977. (AVaiiable from Managing Editor, CUE ProjectPublications, Bowling Green State University, Bowling Green, Ohio .

43403.).

Critiques educational, theories and curriculai practices that havebeen tailored to the perceived requirements'of the student as adeveloping human being in a search for:what is "general" abOutgeneral education. The author concludes hissurvey of assumptionsandpractices.With. a commentary on 'competency-based general educationand:general education's importance in a "surviving-society."

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Seinfrar, W. B. L1ber4, Actil aqt :sreeL dtvelopment, 1976. (ERIC.144rit ..pLuduction Service no. ED129203. EDRS price MF-$0.83

HC-$1.E7 plus postage.)

Advocates a new perspective that focuses on higher education as theacquisition of basic and'general skills rather than the acquisitionof either knowledge per se or narrow technical or occupational skills_

Skill is defined by the.author as thegbility to use one'sknowledge effectively and readily-in execution or performance; careeris defined as a course of continued progress, a profession, orcalling. Their interrelationship is pyramidal, with skills leadingtoward careers. It is suggested that emphasis is needed on basicgeneral skills, with efforts made to show students how these.- can beapplied to.certain career jobs in a practical way. An example of aliberal arts college-offering a specialty in transportation planningand analysis is given and recommended courses are listed..

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Sexton, R. Experiential education and community-involvement-practicea'atthe postsecondary level: Implications for career education (ReportNo.: PO0760303) Washington, D.C.: Office of Career Education, U.S.Department of Health, Education, & Welfare, 1976'. (ERIC DocumentReproduction Service no. ED138771. EDRS price MF-$0,83 HC-$3.50plus postage.)

. Four themes are developed based on the premise that there' iS sub-stantial correlation between the goals and objectives of careereducation and experiential education,Jlearning-activities outside thenormal classroom): .1) a. typology of experiential education andcommunity involvement practices;-2) an overview of selected. exemplaryexperiential education and community involvement practices,andprograms; 3) 'critical issues, of experiential education as they relateto career education; and 4) recommendations for federal activity toenhance experiential education':-as it relates to, career education.Major. types-..of' expefiential education discussed are :Cooperativeeducation, internships (preprofesSional and general education),field experience, cross-cultural field experience, policy researchN

\experiences, arid national youth service. The following criticaliireas are discuised and provide the rationale for the recommendationsmade. 1) academic issues involving the effectiveness of academicsupery ion, awarding academic credit, appropriate compensation .f orfaculty who supervise students, and the appropriateness of financial.compensation for students participating in 'experiential educationactivities; 2)Nlimiied.opportInities in the world of work; and 3) thedisadvantaged student.

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Shirk, S. L. .Integrating work and study in Chinese education. LiberalEducation, 1977, 63, 271-83.

The work-study model has been ,t _constant feature of Chinese edu-cation. Its goals and results are discussed with regard to lessonsfor foreign educators and policymakers. Focus is on access, economicbenefits, and transforming values.

Sigmon, R. L. Service-learning: An educational style. Raleigh: NorthCarolina Internship Office, 1970. (ERIC. )ocument ReproductionService no. ED086076. EDRS price MF-$0.76 HC -$1.58 plus pottage.)

Presents a rationale for experiential learning. Service-learningprograms and internships in North,Carolina atedescribed in light,oftheir objectivet, the role of agency colleagues, the role of fi:lcultycounselors, the students, and criteria for evaluation.

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Society for Field Experience Education. Founding conference: Society .

for Field Experience Education. Papers presented at the FoundingConference for the Society for Field Experience Education, HofstraUniversity, Hempstead, N.Y., NoveMber 1972. (ERIC Document Repro-duction Service no. ED089561. 'EDRS price MF-$0.76 HC-$1.55'pluspostage.)

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Sugg, M. Explorations" in experiential learning. Pittsburgh: to.4eTsity.Urban Interface/ Program, University.. of Pittsburgh, 1973. (ERICDocument Reproduction Service no. ED077391. EDRV price MF-$0..76HC-$6,.97 plus postage.)

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Torbert, W. R. Learning 'from- experience toward consciousness. NewYork: Columbia University Press, 1972.

The author proposes that there are four different and related levelsof human experience:. the world outside, one'sown behavior, onesinternal 'cognitive-emotional-sensory structure, and. consciousness.Categories forinterpreting the verbal Wehaviors.Oonducive'to exper-iential, learning are preiented. A. quantitative .behavior- scoringprocedure is outlined for determining.inner processes as reflected inverbal behavior.

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J. R. Career education of adults. Washington, D.C.: NationalAdvisory. Council for Career Education, U.S. Office of Education,1977. (Aveilable from Superintendent of Documents, U.S. GovernmentPrinting Office, Washingtoni D.C. 20402; Stock Number 017 -080-01736-9. ERIC Document Reproduction Service no. ED141611. EDRSprice MF-$0.83 HC-$4:67 pl2s postage.)

Prepared for the National Advisory Council for Career Education, thispaper offers a broad view of the current practice of career educationof adults, drawing-on statistical information that indicates millionsof adults are engaged in diverse kinds, of edAcational activity.. Thepaper defines the terms "adult" and "career education" and discussesa structure for the douain of careereduCation of adults. Informa-tion about aspects pf,career eduCation-of adults other than instruc-tional, such:as:Counseling, career development, and job placement, isreported. The point ip .made, that career education for adults dependsnot only on activities based in educational institutions but alsoon a wide variety of services by agencies., outside colleges, universi-ties, and otherpOstsecondary teaching institutions. Three examplesof such services used to illustrate this 'point are educationalbrokering,. educational assessment and credentialling,- and experi-ential learning.

Vermilye, D. W. (Ed.) Relating work and education: Current issues inhigher education 1977. San Francisco: Jossey-Bass, 1977.

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Wegner, G. G. Experiential learning: Theory and postulates as reflectedin John Dewey's theories. of learning and experience (Doctoral-disser-tation, University of North Dakota, 1976). Dissertation AbstractsInternational, 1977, 38101-A, 222-A.:

This study was undertaken to develop a philosophical and theoreticalfoundation for experiential learning programs and.to present postu-latesfOr the development and implementation of experiential learningprograms, in school settings. The philosophical and theoreticalfoundation has:been developed in the theories of learning andexperience of John Dewey. The postulates-evolved from the study ofthe writings of John Dewey and a review of.experience-based programs.

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ti- Wilson, J. W. On the nature of cooperative education. Journal of Cooper-ative Education, 1970, 6(2), 1-10.

A conceptualization of the fundamental. meaning of cooperativeeducation, apart from the function of implementation. Cooperativeeducation is defined as "a strategy of non-scholastic work incor-porated into the curriculum and carried out by students, the objectof which is to assist students to meet those developmental goalsappropriate to their age leVel."

Witham, W. F.,. Jr. Can experiential education be compatible with theliberal arts curriculum? The Little Forum, 1977, 1, 4-6.

AArgues that experiential education can be integrated with a tradi-tional liberal arts curriculuni.and.still meet the twofold objeCtiveof protecting the integrity of tradition while.meeting the eduCa-tional demands of contemporary society. The article emphasizes'thevalues assessment role of experiential education.

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SECTION 2: TYPES OF PROGRAMS

An overview of the types of experiential programs offered by insti-tutions can be helpful to individuals planning new programs or to those.who have programs in operation and are looking for ways of changing theirpresent offerings. This section is not an all-inclusive catalogue ofspecific operational programs which are experiential or have experientialcomponents although some directories of programs are included. Citationsinclude descriptions of general types of programs such as prior learning,sponsored experiential learning, external degree, and contract learningas well as several specific pr-ogram descriptions. There are alsoreferences which explain how out -of - classroom experiential learning can beincorporated in various disciplines such as social work, gerontology,agriculture, and the arts. A special sub-section (Sub-Section 2A) treatsexperiential learning in the classroom.

Arnold, D. S., & Others. Experiential education: A new direction foran old concept. Papers delivered under the Sponeciship of theHumanistic Psychology Division- at the 81st Annual Convention of theAmerican Psychological AssOdiation, August 1978. (ERIC DocumentReproduction.. Service No. ED0860:9. EDRS price MF-$0.76 HC-$1.95plus postage.)

Three papers presented at the 1973 annual meeting of the AmericanPsychological Association. Includes a brief overview, an intro-duction totheconcept of experiential education, an exploration ofthree modes of experiential learning, a discussion of .the application-of the concept both to general and professional education, and -adescription of a successful threer.year effort at-the University'ofKentucky to establish a university-wide, centrally coordinatedprogram of experiential education.

(1)

Bailie, R. C., & Wales, C. E. PRIDE: .A new approach to experientiallearning. Engineering Education, 1975, 65,398 -402.

Describes an approach which integrates experiential learning with thestudy of subject tatter. The foundation of this program is a systemsdesign called SAM, Self-Actualized Model. Presents design detail's ofthe program and an initial:evaluation.

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Brown, S. J. Cooperative education and career development: A comparative.study of alumni. Boston.; Northeastern University, 1976.

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California State University and Colleges. The 1,000 -mile campus. LosAngeles: Author, 1972.

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Cheren, M. A manual for program advisors. Washington, D. C.: Campus-Free College, 1978.

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Corey, J. F. (Ed.) A brief history of service-learning internship pro-grams. Raleigh: North Carolina State Board of Higher Education,1972. (ERIC Document Reproduction Service no. ED070375. EDRS price.MF00.76. HC-$1.58 plus postage.)

Describes the activities of the North Carolina Internship Office,supported hy the State of North Carolina, and includes: /)'.develop-ment of regional service-learning programa, in :AppalaChian NorthCarolina; 2) Assistance' with urban university-. model programs- inCharlotte and. Winston-Salem; 3) liaison with existing and newlycreated student internship programi and their managers; 4) develop-ment of issue-focusedinternship programs in planning, health, law,and the environment; and 5) planning, advocacy, and evaludtivereview;

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Council on Social Work Education. The dynamics of field instruction:Learning through doing. New York: Author, 1975. (Available for$3.50 from Council on Social Work Education, 345 E. 46th St., NewYork, New York 10017. ERIC Document Reproduction Service no. ED121223. EDRS price MF-$0.83 plus postage. HC not available fromEDRS.)

These eleven papers cover experiences in a variety of graduate andundergraduate social work field settings. They examine in detailstudents in a rural setting, students in a field research project,students in'a generic field instruction program, students in acommunity-based practicum, and students in a psychiatric setting.One paper details the development of a field instruction model forsocial administration and another examines a student - designedpracticum. The role strain of both agencybased and school-basedfield instructors is also discussed.

//Cross, K. P. Accent on learning: Improving instruction and reshapingthe curriculum. San Francisco: Jossey-Bass, 1976.

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Cytrynbaum, S. Project Outreach: An approach to human relationships,experiential learning and community action 'in the introductorypsychology course. Paper presented at thCAmerican PsychologicalAssodiation Convention, Washington, D.C., September, 1969. (ERICDocument Reproduction Service no. ED043915. EDRS price MF40.76UC-$1.58 plus postage.)

Project Outreach was developed by teaching/fellows in psychologyat the University of Michigan. The program gives students theopportunity to participate in: 1) diverse service or socialaction activities; 2) experiential-oriented educational and growthopportunities; or 3) a number of, discussion groups, the content ofwhich is highly nontraditional for an introductory psychology course.The current scope of the program is elaborated and a selected listingand brief description of the projects included. General discussionfocuses on: 1) the peer group model of supervision utilized in theprogram; 2) self-report data which suggests that program casualtiesanticipated by skeptics did not materialize; 3) the cont.inqedworkability of the program in spite of its size and complexity;4) the question of how to integrate student experiences with coursecontent; and 5) concerns of students centering on their short-termcommunity involvement. The report concludes that an effort such.as Project Outreach has implications for both teacher- studentrelationships and for the joint edUcation-community institutionalpartnership.

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Dantes. Independent study catalog. Pensacola, Fl.: Defense Activityfor Nontraditional Educational Support, 1977.

A comprehensive catalog including the following directories: 1)

Directory of Independent Study High School Courses - a listing over2300 courses fiom 31 regionally. accredited institutions and one stateagency. March 1977. 2) Directory of Independent Study College andUniversity Courses - a listing of approximately 7000 independentstudy courses which are grouped by subject areas. March 1977.3) Directory of Independent Study Graduate and Noncredit ContinuingEducation Courses. Graduate courses which are available in anindependent 'study format are listed by subject and by institution.The noncredit continuing education. courses listed' are primarilyfor those persons- in pursuit of occupational or professional objec-tives. 4) Directory of Independent Study Institutional InformationCollege and University Policies and Courses*. Lists the policies. ofinstitutions and lists the independent study courses by institutions.5) Directory of Institution Credit by.Exam Programs. A listing ofhigh school as well as college credit-by-examination programsby subject matter and by institution.

Fehnel, R. A., & Suhdberg, N. D. From apathy to awareness and action:A model for institutional development of sponsored and prior learningin a traditional university. Eugene, Or.: University of Oregon,1976. (ERIC Document Reproduction Service no. ED144517. Bestcopy available; EDRS price MF-$0.83 HC-$3.50 plus postage.)

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Ford, A. S. (Ed.) Directions for experimental education in highereducation: A conference for academic administrators. Proceedings ofa Conference for Academic Administrators, Berea College, Berea,Kentucky, November 1975. (ERIC Document Reproduction Service no. ED125496. EDRS price MF-$0.83 HC-$3.50 plus postage.)

A wide variety of ,experiential programs that may be used to expandeducational experiences is presented. These include service learninginternships, cooperative education, volunteer programs, field-based,independent study, practice, work-study, and University. Year forAction. The participants represented 4.n these proceedings outlinethe instructional characteristics of experiential learning; therationales for combining work and learning; faculty' involvement inexperiential education; budgetary consequences of such prOgrams,future directions for experiential programs; and some exemplaryprograms already in action.

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Garrard, J., & Verby, J. E. Comparisons of medical student experiences inrural and university settings. Journal of Medical Education, 1977,52(10), 802-810.

Results of the Patient Encounter Project are reported, which doc-umented all clinical experiences of 36 medical students for, sevenmonths in the Rural Physician Associate Program and compared theseexperiences with those of a control group of 26 third-year studentsin the regular curriculum at the University of Minn6ota.

Godfrey, R. A review of research and evaluation literature on OutwardBound and related educational programs. Paper presented at theConference on Experiential Education, Estes Park, Colorado, October1974. (Available for $1 from Colorado Outward Bound School, 945.Pennsylvania Street, Denver, Colorado 80203. ERIC Document Repro-duction Service no. ED141039. EDRS price MF-$0.83 plus postage.Parts may be marginally legible due to small print of the originaldocument. HC not-available from_EDRS.)

A rapid scanning of the state of the art of research and evaluationof Outward Bound and related edUcational programs. Initial commentsoutline criteria for assessing internal and external validity ofstudies. Distinctions are made between research, evaluation,measurement, judgement, and relations. Sutmary of 29 works ispresented in five categories: 1) studies of Outward Bound programs,2) studies of related educational programs, 3) studies of programsfor urban youth and delinquents, 4) non-empirical studies,. and 5)recent work.

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Hall, G. UWW credit for prior learning: A handbook for students andevaluators. Amherst, Mass: University Without Walls Program,University of Massachusetts, 1977.

A description of the UWW/UMass process for evaluating prior, non-sponsored learning, including philosophy and procedures and high-.lighting use of the process as att educational and diagnostic tool inthe design of individualized bachelor's degree programs.

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Hall, G. E., & Jones H. L. Competency-based education: A process for theimprovement of education. Englewood Cliffs, N.J.: Prentice-Hall,1976.

The authors synthesize theory and the literature on competency-basededucation with their own extensive experience in developing CBEprograms. Includes both the strengths and weakneises of CBE and howthe programs offer solutions to a variety of educational problems;shows how theory can be put into practice; illustrates with materialsand approaches real, rather than theoretizal, solutions to problems;describes existing CBE programs; lists key resources and referencesfrom the CBE movement; faces the issues involved in implementing CBEprograms.

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Harding, G., & Houser, S. The Centennial Educational Program. InterfaceJournal, 1974-75, 1(1), 23-29.

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Harper, W. A. Community College of Vermont: Some impressions. Communityand Junior College.journal, 1975, 45(8),.34-36.

Description of an unusual two-year college system in which there isno campus, no full-time faculty, no grades or credits. Studentsdevelop their own performaace contracts, nontraditional courses areoffered and life experiences are counted toward a degree. Methods

finance and the lao.k of a model by which to evaluate success arethe major problems conitontini the system.

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Heermann, B. C. Cooperative education in community colleges. SanFrancisco: Jossey-Bass, 1973.

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Heermann, B. C. Experiential learning in the community college (TopicalPaper No. 63). Los Angeles: ERIC Clearinghouse for Junior Colleges,University of California, 1977. (ERIC Document Reproduction Serviceno. ED140909. EDRS price MF-$0.83 HC-$4.67 plus postage.)

This monograph argues the need for incorporating experientiallearning of many types into two-year college education. Severalexamples are used to illustrate the essential components of sponsoredexperiential programs and a detailed discussion on recognition,assessment, and crediting nonsponsored experiential learning isgiven. Specific requirements for '.a successful sponsored learningprogram include but are not limiteto careful planning, systemsdesign, energy, enthusiasm, and the knowledge, skills, attitudes,and support of faculty, counselors, adminiitrators, and other par-ticipants. The College Without Walls at Sinclitr Community College(Ohio) is described to illustrate the operation of a comprehensiveexperiential learning program. Experiential learning assessmentforms are appended and a bibliography is included.

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Heermann, B. C. A student g ide to college without walls. Dayton,Ohio: Sinclair Community C llege, 1977.

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Hobgood, B. M. The concept of experiential learning in the arts.Education Theatre Journal, 1970, 22(1), 43-52.

Discusses four "modes" of teaching the arts--information, practical,interpretative, and critical; based upon a paper presented at ameeting of the American Education Theatre Association, August,-1969.

Hofer, B. K. The ethics of a public policy decislca-making program:A final report to the Lilly Endowment. Unpublished manuscript,Office for Experiential Education, University of Kentucky, 1978.

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Kray, E. J. The non-traditional student seeking assessment of experi-ential learning--who and why? Ed.D. Practicum, Nova University,1976, (ERIC Document Reproduction Service no. ED121360. EDRS priceMT-$0.83 HC-$4.67 pluapostage.)

In order to identify characteristics and motivating factors of.nontraditional students seeking to obtain college credit for'practical experience obtained prior:to college entrance, a question-naire was distributed to 186 directors of experiential:eduCationprograms in institutions participating in the Cooperotive Assessmentof Experiential Learning (CAEL) project (return rate 44%). Asimilar project questionnaire was distributed to 305 students whohad applied to. the Life/learning Experience Assessment Program (LEAP)at Delaware-County Community College (Pennsylvania) during 1975(return rate 23%). This document compares,the,mean age, income,highest education level attained,".number of years since last formalschooling, sex ratio, marital status, employment status,. majorcurriculum area,. and motivations of the LEAP students to the nationalsample.

Kray, E. J. Experiential learning assessment--A sourcebook foi post-secondary institutions. Media, Pa.: Delaware County CommunityCollege, 1977.

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Kronick, R. F. Academe: Internship: The delicate balance. Journalof Sociology and Social Welfare, 1974, 1, 130-134.

Describes the ongoing'debate between 'traditional" scholars and thosecommitted to experiential learning over the legitimacy of-off.-campusexperiences as learning and how to evaluate these 'experiences asacademic enterprises. Traditionalists hold fast to the tenets ofon-campUs learning. stating that the off-campus projects are toyoften visceral in nature, guided by emotion rather than intellect._One academic department is described. and the manner in whichon-campuS and off-catpus learning experiences are interfaced isillustrated.

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Kuhlman, C. Internship conce ts and a lications: A resort to theCenter for Urban Affairs. Bloomington, Ind.: Resource DevelopmentInternship Project, Indiana University, 1971:- (ERIC Document Repro-duction Service no. ED086101. EDRS price MF-$0.76 HC-$1.95 pluspostage.) .

Whether distinctively educational benefits flow to the internhimself and to the university depends upon how the internshipsituation is structured. A productive internship should be conceivedneither as a participant-research situation nor simply as a routinework situation. Rather, internships should be conceived and struc-tured to provide a locus for experiential learning related to theintern's academic background. In addition; the internship shouldaugment the host organization's capacity to achieve its goals.RecoMmendations for specific internship programs for the IndianaUniversity- Center for Urban Affairs are predicated on the organ-izational constraints. and opportunities presently facing the Center.

(3)

Lehman; T. Success after graduation: A study of the baccalaureategraduates of Empire State College. Saratoga Springs, N.Y.: Officeof Research and Evaluation, Empire State College, 1974.

(4)

Lewchuk, R. C. (Ed.) National resister of internshi s and .erientialeducation. Washington, D.C.: Acropolis Books, 1977.

A guide to off-campus study programs, this book summarizes thepresent state of development of academic and professional intern-ships, experiential education, and off-campus study in the U.S. Adirectory of instttutions providing off-campus study is included aswell as an annotated bibliography.

Lupton, D. K. The project - syllabus method in experiential education.Alternative Higher Education, -1976, 1(1), 43-50.

The project-syllabus is an outgrowth of the individual contractsystem used in experiential education, .It'is a contract containingexperiential objectives, field resources to be tapped, a listing oftopical inquirles, grading procedures, and a format for preparingreports.

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McGovern, T. V., & Tinsley, H. E. A longitudinal investigation-of thegraduate assistant work-training experience. Journal of College-Student Personnel, 1976, 17, 130-133.

This study investigated how graduate students described and evaluatedthe characteristics of their work-training experiences. Overallresults indicate that interpersonal relationships and the opportunityfor achievement were the most salient characteristics of the work-training experience. The impact.of the exPeriencesTon professionalcareer development is discussed, and some implications are drawn onthe nature and importance of experiential learning.

(4),

McKean, B. (Ed.) Toward definin measurable ob ectives in the affectivedomain for experiential education programs.' Deriver:. ColoradoOutward Bound School, 1975. (Available for $1 from Colorado OutwardBound School, 945 Pennsylvania Street, Denver, ColOrado- 80203.. ERICDocument Reproduction Service no. ED139572. .EDRS price. MF-$0.83 pluspostage, HC not available from EDRS.)

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-Medrick, F. W. Outward -Bound and higher education- A rationale andoutline for college development. Greenwich,..Conn.: Outward Bound,Inc. (Available for $.50 from Outward Bound, Inc., 165 West PutnamAvenue, Greenwich, donnecticut 06830. ERIC Document.ReproductionService no. ED129518. EARS price MF-$0.83 plus postage. HC notavailable -from EDRS.)

Presents a rationale for experiential leaxiiing in higher educationand an outline for Outward Bound (OB) pfogram development. Includes:1) personal. priorities in an OB program; 2) OB institutional prior-ities; 3) the goals' and objectives of an. OB program; ) OB:goalimplementation process (skills training, physical challenge, stressexperiences, problem solving, self-actualization,, reflectiOn,_evaluation, and service); 5) OB program types; 6) higher educationinstitutions with OB programs; .7) development pribrities and goals;8) deVelopment approaches.

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Mowrer, J. L., & Anderson, L. A unique way to gat an AG degree. Journalof Extension, September/October, 1977,.15; 18-22.

Briefly describes the Nontraditional Study Program in Agriculture ofthe. University-of Missouri-Columbia and includes history, rationale,methods and techniques,. student descriptions, faculty involvement,student attitudes and goals, and involvement of the Extensiondivision.

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Mowrer, J. L., & Folks, H. C. Impact of enrollments and student bodycomposition on academic program, design and delivery. PositionPaper on Nontraditional Educational Programs. East Lansing:Michigan State University, 1977`.

(1)

Muzik, D. Design, implementation, and evaluation of Taylor Universiti'f.;Christian Education Internship Program. Upland, In.:' Tay.'trUniversity, 1977.

Describes a service- learning interrship program for. Christianeducation. The'rationale for the program is heavily grounded in. Kolb& Fry's experiential learning' model. Assessment procedures used areachievement tests and inventories, progress reports, attitudinalmeasures, site visits, feedback seminars, and exit interviews.These are used to measure student progress as well as programeffectiveness by. using a pre- post-test design in the context of adiscrepancy model evaluation.

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Nyquist, E. B., Arbolino, J. N., & Hawes, G. R. College learning--Anytime,anywhere: New ways for anyone to get-college credits and collegedegrees by off-campus atUdy.and examinations. New York: HarcourtBrace Jovanovich, 1977.

Written by some leaders in the field, this book describes indetail how to go about getting college Credit and degrees throughindependent learning outside the walls of a higher educationinstitution. Three external degree programs are described in detail,and helpful advice .is offered for, every aspect of learning andseeking credit. Portraits of individuals who earned degrees in thismanner are presented in every chapter.

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O'Connell, W. R., Jr., & Moomaw, W. E. A CBC primer. Report of a confer-ence: Competency-based curricula in general undergraduate programs.Atlanta, Oa,: Southern Regional Education Board, 1975.

Summary of a regional conference designed 'to serve as an intro-,ductory discussion of the use of the comioetency-baied educationconcept in general undergraduate programs. Emphasis is placed onessential conditions of competency, current factors affecting highereducation, the scope and variety in competency-based programs,clarification of purposes and goals, designing the elements ofa competency-based curriculum including developing competency state-ments, assessing procedures, and designing learning experiences forcompetency achievement; implications Of a CBC for institutionalorganization and support structures; a description of some existingprograms; and historical efforts to develop learning on a competencybase.

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Rosen, D. P., & Others. Masters of reality: Certificate or performance?Toward policy and practice for postsecondary education and workPrograms based on outcomes for students. Washington, D.C.: NationalStudent Educational Fund, 1977. (ERIC Document Reproduction Serviceno. ED138810; EDRS price MF -$0.83 HC-$11.37 plus postage.)

Twenty programs were selected and described on the basis of compre-hensiveness of approach; cross-section of institutional settings;cross-section of educational traditions or approaches to careereducation; preliminary or final evaluation demonstrating a positivechange-in student cmtcomes; faculty/guidance/administrator outcomesand community persons outcomes; and overall judgment that significartpositive outcomes warrant communication of success to outside insti-tutions, communities, peers, and the general public. InstitutiOnsrepresent three cafegories: two-year community colleges, four-yearcolleges and universities, and undergraduate and graduate profes-sional schools. The report contains a summary of the findings andrecommendations of the National Advisory Council for Career Educationregarding the setting of priorities bar postsecondary education andwork programs. Five major problem areas in developing postsecondaryeducation and work programs baaed on outcomes for students areidentified: integration of abstrac,&and experiential learning,assessment of student outcomes, cre-ntialing based on studentperformance, information for planning, and Federal and State admin-istration of postsecondary education and work programs. Includesprofiles of the 20 programs, each including a description of origins,purposes, activitier,-_and outcomes.

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Ruopp, P. The educational uses of the world: Experiential leathing andthe Peace Corps (Peace Corps Faculty Paper, No. 2). Washington,D.C.: Peace Corps, U.S. Department of State, 1968. (ERIC DocumentReproduction Service no. ED031617. EDRS price MF-$0.76 HC-$1.58plus postage.)

A few universities have tried intern training programs to train PeaceCorps (PC) volunteers in special fields. Other universities areincorporating domestic or overseas voluntary service into, degreeprograms in such fields as agriculture. This paper suggests that:a development service -degree option should be open to students inevery field; as many field experience alternatives as possible shouldbe available; core courses should be designed for the developmentservice option; cultural studies should be organized selectively; andopportunities to acquire practical skills appropriate for developingcountries should be given.

Sackmary, B., & Hedrick, H. Assessment of the experiential learning ofwomen for college credit in.the area of women's studies. Mt.Pleasant, Mi.: Central Michigan University, 1977.

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Schlesinger, M. A. Reconstructing general education: An .examinationof assumptions, practices, and prospects (CUE Project OccasionalPaper Series No. 2). Bowling Green, Ohio: Bowling Green StateUniversity, .1977. (Available from Managing Editor, CUE ProjectPublications, Bowling Green State University, Bowling Green, Ohio43403.)

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Schultz, R. E. Lifelong learning: Higher education's response (TopicalPaper No. 3). Tucson: University of Arizona, College of Education,1976. (Available for $2 from Committee on Highet Education, Univ-ersity of Arizona, 1415 North Fremont. Street, Tucson, Arizona 85719.ERIC Document Reproduction Service no. ED131778. EDRS price MF-$0.83 HC-$1.67 plus postage.)

A variety of new degrees are described including 1) the extensiondegree, offered to part-time students taking off-campus courses;2) the adult degree, which may depart from.traditional degrees inadmission,: instruction, and evaluation and is based on the ideathat adult students-ire different from college youth; and 3) theassessment degree, which emphasizes demonstration of competency.Examples of new degree programs are, given. The increasing trendtoward granting Credit for experiences is-documented. Several issuesthat are unresolved are raised, including: Who pays? Should the feestructure differfrom the traditional?. How should the unit of creditbe defined? Can quality control be maintained in these progtams?

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Seiniger, W. B. Liberal arts and career development, 1976. (ERICDOcument Reproduction Service no. ED129203. .EDRS price MFL$0.83HC-$1.67 plus postage.)

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Sexton, R. Experiential education and community involvement practices atthe postsecondary level: Implications for Career education. (ReportNo.: P00760303). Washington, Office of Career Education, U.S.Department of Health, Education, & Welfare, 1976. (ERIC DocumentReproduction Service no. ED138771. EDRS price MF-$0.83 HC-$3.50plus postage.)

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Sexton, R. F., & Stephenson, J. B. Institutionalizing experientiallearning in a state university. New Directions for Higher Education,1974, 2(2), 55-56.

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Sexton, R. F., E. Westerfield, A. Final report of the Service-LearningResource-tenter. Unpublished manuscript, Office for ExperientialEducation, University of Kentucky, 1978.

The Serv.ice-Learning Resource Center ,(SLRC) at the University ofKentucky was designed to help students, educational institutions andcommunity organization expand their knowledge about service learning,improve-technique, and create a human resource network. This reportsummarizes the activities of the SLRC and assesses its impact.

Shapiro, J. L., & Gust, T. Counselor training for facilitative humanrelationships. Counselor Education and Supervision, 1974, 13,198-205. ii;'

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This study evaluates tie effects of the first stage (prepracti.cum)of a three-stage Cou selor training practicum designed to mergecognitive and experietial learning in a systematic manner usingprofessional trainersi

Sigmon, R. L. Service-learning: An educational style. Raleigh: NorthCarolina Internship !Office, 1970. (ERIC DoLument ReproductionService no. ED086076./ EDRS price MF-$0.76 HC-$1.58 plus postage.)

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Society for Field Experience Education. Founding conference:.for Field Experience Education. Papers presented at the FoundingConference for the Sodiety for Field Experience Education, HofstraUniversity, Hempstead, N.Y., November 1972. .(ERIC Document Repro-duction Service not ED089561. EDRS price MF -$0.76 HC-$1.95 pluspostage.)

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This document iresents the lounding conference. report for the Societyfor Field Experience Education (SFEE). The report' covers the pro-/posal to establish the SFEE and presents papers and workshop reports-which cover the concept of experiential learning, preparation forfield experience, field objectives and their evaluation, concerns andapproaches to the. issue of field study follow-up, and a report on'plans for a Chicago consortium.

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Sosdian, C. P., & Sharp, .L. M. Guide to undergraduate external degreeprograms in the United States - Spring 1977.. Washington, D.C.:Bureau of Social Science Research, in cooperation with the Office ofEducational Credit, American/Council On Education, 1977.

One.document of three that constitute a final report on an NIE-fundedproject that gathered baseline data on how well external degrees haveserved their holders with respect to their careers and the extent towhich they provide access to higher-level degree programs. Thispublication is a directory of external degree programs and hostinstitutions. Each program is described in terms of a number ofindices that include previous education required, maximum credit forprior learning, grading system, date of establishment and number ofstudents enrolled,. (See also Sosdian, and Sosdian & Sharp in Section4.)

Sosdian, C. P.,.. & Sharp, L. M. The external degree as a credential:Graduates' experiences in employment and further study. Washington,D.C.: Bureau o Social Science Research, 1978.

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Stevens, M. A. Developing learning objectives for a model course toprepare adults for the assessment of prior, non-sponsored learningby portfolio evaluation. Ed.D. Practicum, Nova University, 1977.(ERIC Document Reproduction Service no. ED140887. "ERRS price 1417$0.83 HC-$2.06 plus postage. Appendix C may be marginally legibledue to small print of the original document.)

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Strange, J. H. The experience of the College of _Public and Community-Service. Liberal Education, 1977, 63, 176 -1-89.

The College of Public and Community Service at the University ofMassachusetts-Boston meets the needs of the emerging professions in acompetency -based program. Objectives and innovations at CPCS aredescribed and guidelines for developing similar programs are offered.

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Sugg, M. Explorations in experiential learning. Pittsburgh: UniversityUrban Interface Program, University of Pittsburgh, 1973. (ERIC,Document Reproduction Service no. ED077391. EDRS price MF-$0.76HC-$6.97 plus postage.)

This two-part report on experiential learning is a product ofthe University Governance for ComMunity Relati.ons aspect of theUniversity of Pittsburgh University-Interface Program and high-lights some of the major issues concerning the development of theexperiential learning component in higher education. To facilitatethis discussion, a number of example's are drawn from a case studycarried out in 1971 and 1972 at the University of Pittsburgh. Fartone presents the contributions of professional schools to the devel-opment of experiential learning. Part two indicates '..reheao inexperiential learning at high school and undergraduate. levels.

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Tate, P. Society for Field Experience Education 1977 resource directory,1977. (Available from Pamela Tate, President, Society for FieldExperience Education, State University of New York, 99 WashingtonAvenue, Albany, New York 12246.)

A compilation of material collected from the Society for FieldExperience membership. The directory contains brief annotationsof literature citations and, institutional reports. Sponsoredexperiential learning programs, "how to" manuals and guides, organ-izations and associations are also described.

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Vermilye,k D. W. (Ed.) Relating work and education: Current issues inhigher education 1977. San Francisco: Jossey-Bass, 1977.

Chapters of particular relevance to experiential learning are:

1) "Education and Industry" - Seymour LustermanDesCribes the magnitude of corporate education in programsand dollars and the characteristics of industrial trainingsuch as learning by doing, pragmatic orientation, and highmotivation of participants.

2)' "Work as a Learning Experience" - Ted MillsPredicts a new learning arena in which 1) a worker satisfieshuman needs along with economic needs; 2) the teachers areone's peers; 3) the classroom is the workplace; and 4) thetextbook is experience.

3) "Three Factors of Success's.- George O. Rlemp, Jr.Advocates a rethinking of-the goals of higher education.Outcomes should be cognitive processes that develop as a

function of acquiring -knowledge, interpersonal skills, andmotivation. All are needed to apply a knowledge base to newlife and work situations.

4) "Education, Work, and FIPSE" - Russell EdgertonA brief overview of projects funded by FIPSE which includesprograms that provide new avenues for out-of-school adultsto route them back and through education to work oppor-tunities; provide new avenues for school youth to get incontact with work; and help people who are struggling withthe problems ;of access.

5) "Vocations. .and the Liberal Arts" Arthur W. ChickeringGives examples of .how liberal education can contain alter-natives to make education a part of life, that capitalizeson the educational experiences available through dailyliving, and makes use of learnings that can be gained fromongoing responsibilities.

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Vermont Community Colleges, Montoelier. Report of the institutionalself-study. Self-study report prepared for the New England Asso-ciation of Schools and Colleges, Burlington, Massachusetts, 1975.(ERIC Document Reproduction Service no. ED135414. EDRS Trice MF-$0.83 HC-$6.01 plus postage.)

This document is an institutional self-study prepared by the Com-munity College of Vermont,* a statewide noncampus institution whichoperates within local communities, providing educational opportuni-ties to all Vermonters regardless of age, finances, geographiclocation, or previous educational experience. The college operatesentirely out of .community facilities. Its faculty are communitymembers serving part time. Curriculum design begins with thestudent: through consultation with local site staff,. studentsdraw up "contracts" setting goals and identifying appropriatecompetencies. Contracts are evaluated through local Review Com-mittees, and degrees and awarded based on skills and knowledgeaccumulated (including those gained from past work and life erper-ience) rather than on courses taken. Included in this report are 4sections on the college's past, present and future; students; edu-cational philosophy and learning delivery processes, includingcontracting and review and assessment of experiential learning;library, physical, andfaeulty resourees; organtaation-andeont-relof the college; finances; and internal and external research andevaluation studies conducted by the college and other agencies.

Wasmuth, N. The value of experiential learning in longterm careeducation: Emphasis on simulated sensory deprivation in aninstitutional setting. Gerontologist, 1975, 15,..548 -553.,

The Use of experiential learning as a tool to add meaning to anundergraduate course in the problems of aging and-delivery of long-term care. Sensory deprivation and institutionalization commonlyexperienced by the elderly were simulated with proper supervision, toprovide the opportunity to recognize the effect that the combinationof these factors has on environmental perception, interpretation,and behavior. An introductory gercntological course was designed toinclude an overview of sensory deprivation research; ,a participatorysession involving reduced visual, auditory, and tactile stimuli; anda follow-up discussion session in both an academic and institutionalsetting.

Western Interstate Commission for Higher Educations. Innovations innursing curricula.' Proceedings of a workshop for nursing faculty,San Diego, January, 1976. (Available from Western Interstate_Commission for Higher Education, P.O. Drawer P, Boulder, Colorado80302. ERIC Document Reproduction Service no. ED136653. EDRS priceMF-$0.83 HC-$4.67 plus postage.)

Witham, W. F., Jr. Can experiential education be compatible with theliberal arts curriculum? The Little Forum, 1977, 1, 4-6.

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Woditsch, G. A. Developing generic skills: A model for competency-basedgeneral education (CUE Project Occasional. Paper Series No. 3).Bowling Green, Bowling Gre6.n State University, 1977.(Available from Managing Edito , CUE Project Publications, BowlingGreen State University, BowlingAreen, Ohio 43403.)

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SUB-SECTION 2A. EXPERIENTIAL LEARNING IN THE CLASSROOM

Blai, B. "Total" learning/development at Harcum JuniorPsychology, 1974, 11, 65-69.

Describes, a junior college program for women wh1Ch emphasizes theacquisition of self-awareness and intellectual fulfillment as well asvocational skills. The program involves two systems of-- learning- -atraditional classroom approach focusing on information-processingskills, and experiential learning which emphasizes acting, under7=standing, generalizing, and applying conceptual knowledge in lifesituations.._The two systems are compared 'and the advantages of eachare discussed.

Harmon, S. K. A comparison of lecture and experiential learning modelsin teaching human ecology (Doctoral dissertation, , University ofUtah, 1973). Dissertati,-- Abstracts International, 1974, 34(10-B),5036-5037.

A report of a study designed to compare the knowledge and attitude-test results of a selected group of students exposed to a traditionalclassroom apprOach with the knowledge and attitude test results -of aselected group of students exposed to an experiential learningapproach in a college-level human qpology course. The study involved38 students enrolled in Biology 175 (Human Ecology) during the SummerQuarter, 1973, at the-University of-Utah. Seventeen of the studentswere randomly assigned to an experimental group and.were exposed to afour-day experiential learning model only. The remaining studentswere exposed to a traditional; classroom model. The author concludes:1) Both courses appeared to be effective modal-ties in increasingknowledge of selected concepts in human ecology within groups. 2)The.rate at which student knowledge of selected concepts in humanecology increased appeared to be greater in the traditional classroomcourse than in the four-day experiential course, 3) Both coursesappeared to be effective in developing positive attitudes towardselected problems in human ecology.

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Hassler, D. M., & Kaplan, H. E. Student evaluations of experimentaluniversity classes.. Journal of-General Education, 1977, 29(2),94-104.

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Hess, A. K. The "parts party" as a methoc of teaching personality theoryand dynamics. .Teaching of Psychology, 1976, 3(1), 32-33.

Because the lecture format is

technique, this author uses annique, the "parts party," whichpersonal sophistication with atheory and dynamics.

usually an unsatisfactory teachingactive experiential learning tech-provides .students of. varied. inter-!working knowledge of personality

Hoover, J. D. ,Experiential learning effects on empathic interpersonalcommunication skills and related attitudes (Doctoral disseration,Washington University, St. Louis, 1974). Dissertation' AbstractsInternational, 1975,-35(9-A), 5609.

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The purpose of this study .w85 to test the efficacy of experiential-learning techniques `in amanagement education setting. The major,hypothesis of the study was that the role-playing (direct experience)and observation (vicaiious experience) groups wou11 demonstrate moreimprovement in empathic interpersonal communication verbalizations,skill levels, and attitudes'than the cognitive experience group and acentral group that studied unrelated. materials. While the findings

-Aid not_suppart e i , geL1ectsl pdtleru of results didpoint to 64o-rather-general conclusions: 1), the cognitive experiencegroup tended ta-be_inferior on performance criretia to all other,treatment groups, including the_control group and 2) the vicariousexperience group tended to -be either slightly or significantlysuperior to all other groups, including the direct experience role-playing gtoup.

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Hughes,_ J. C. Experiential learning in management education (Doctoraldissertation, Texas Tech University, 1974). Dissertation AbstractsInternational, 1975, 35(9-A), 5610.

This study compared and contrasted groups exposed to three differenttypes of teaching methodology in,management education; lecture anddiscussion, experiential learning, and the outside class T-Group.Pretest and posttest measures were taken to determine If the threegroups differed on such measures as self-concept, performance onclassroom cognitive tests, and the personality variables measured bythe Fundameixal Interpersonal-Relations brientat on -- Behavior.The only significant difference was found betwee the traditionallecture class and the hUman relStionstrainin cl ss is performanceon classroom cognitive tests; the T-group score ter.- Studentsevaluated the three different methods of instruction. The experi-ential class received more favorable response than the lecture class.The T-Group class received the most favorable evaluation. Theresearcher concluded that the T-Group method was the superior modefor teaching human relations concepts and skills.

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Lukenbill, B. W. Content or process: A personal look at experientiallearning. Journal of Education for Librarianship, 1976, 16(3),195-204. .

A brief case study of. experiential learning in an undergraduate class.

in children's literature.

Mazon, M. R. Cross cultural methods, experiential learning-teaching. SanDiego, Calif.: -San Diego State UniVersity, California Institute forCultural Pluralism, 1973. (ERIC Document Reproduction Service no.ED097318. EDRS price MF-$0.76 HC-$1.58 plus postage).

Aspects of experiential and traditional approaches are compared, anda model of the experiential learning process designed to, facilitatelearning and learning how to learn is presented. Teacher and studenttolea_in experiential training are discusded, and a comparison ismade between_the roles of the experiential teacher and the tradi-tional 'teacher. --In the author states that transitionfrom the traditional roie-to the experiential' role is not easy.but Isessentially a humanizing process.

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Payne, P. A. Training in help giving skills'in a psychology of adjustment.class. Paper presented at the Annual Conference of the American.Psychological Association, Washington, D.C., September, 1976.(ERIC Document Reproduction Service no. ED137703. .'EDRS priceMF-$0.83 HC-$1.67 plus postage.)

A training program in help-giving skills was developed as.a supple-ment to an academic course in the psychology of adjustment, basedon the evidence that collpge students are their own primary resourcefor psychological services. Training for 73 students involvedreadings, lectures, modeling, and experiential leaining in smallgroups. Pre-post measures -included reported help given and received,a situation type of empathy test, and two 'global measures ofadjustment--self-rated overall adjustment, and- rated severity ofthree .personal problems. Following. the course, students evaluatedthe training with respect to attempted use and perceived usefulnessof the training. .Results indicated a significant increase for levelof empathy. Also,- significant changes'in the direction.of betteradjustment were reported for the two adjustment measures. Thesepre -post changes, as well as student evaluations of the program,.wereinterpreted as supportive of the training in help-giving skills inthe classroom context.

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PolIack, D. Experiential learning in college psychology. College Student\Journal,A972, 6, 100-104.

Discusses a new approach in teaching classes in psychology. Thisinnovation shifts the subject matter of a course in the.psychology ofpersonality from the formal learning of personality concepts to thestudents discovering such concepts based on their own experiences.The goal of the new procedure is to make,. the content of the coursemore relevant to the life of the student by means of group discus-sions and other group-oriented procedures. The instructor acts as amoderator, synthesizer, consultant, and group leader; Several issueswhich, are important to the course are listed: the pattern of theperson's lamily.his position.in,that family, his ethniC background,personality-style, and his self7identity as a person.

Rosen, it., & Jerdee, T. H. On-the job sex bias: Increasing managerialawareness. Personnel Administrator, 1977, 22(1), 15-18.

Describes the use of an'experiential learning approach in whichparticipants learn from data, generated in exercises, cases, androle-pl..7ing and assesses the long -term impact of this approach whenarticirats return 'to their jobs.

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Saral, T. B A learning module in intercultural communication. ParkForest South, Ill.: poVernors State 'University, 1972. Paperpresented .at the. International :Communication Association- Annual

-Convention, Atlanta, Georgia, April 1972. (ERIC Document Repro-duction Service no. ED063748. EDRS price MF-$0.76 HC -$1.58 pluspostage.)

A learning module for college students about intercultural,communi-cations which is process-oriented, stresses experiential learning,and .includes _performance objectives. is described. 'The Module'stopics, objectives, activities, and course requireMenta are listed,and a. list of Instructional resources is included.

Singer, L. J., & Weisaman, J. Action process teaching: A multidimen-sional, experiential, learning approach. The Family Coordinator,1974, 23, 115-122.

Action Process Teaching, an outgrowth of more than a decade ofteaching methods used in a course in "The Psychodynamics of FamilyRelations",af Columbia's Teachers College, is discussed relative. toits effectiveness in Student learning. The rationale that if thedynamics of familiar relations are understood, it should be possibleto perceive analogous dynamics at work in other relationships is thebasis of the course. An underlying assumption is that.this can beachleved through a reexperiencingof'some significant events in thepersonal histories of the students; therefore the basically:experi-mental and dynamic methods of using group discussion, role-playingand video-tapin3 of significant events in the family life cycle ofthelstudents are used in the course. Class session vignettes arepresented to show how these methods_were effective in letting thestudent learn through experience and, ,particularly, through theuse of video -tape for its impact and-.reinforcement of learning.

Veiga, J. F. Experiential learning in management education: What kindsof students benefit? -College Student Journal, 1976, .10(1), 62-68.

A report of a study designed to determine the relationship betweenindividual learning styles and the effectiveness of the experientialapproach. It was hypothesized that the effectiveness of the-expertential

approach, as measured -by student perceptions and studentgrades, was'a function of learning style compatibility. The resultsdid not support this hypothesis..

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SECTION 3. PROGRAM PLANNING. AND IMPLEMENTATION

Programs that depart significantly frOm traditional educationalacti,Tities by including experiential elements bear a special respons-ibility for planning program components carefully and facilitating a clearundeistanding of the program through explicit guidelines, procedures, andpolicies. Some of the works annotated.here outline steps, guidelines,procedures, and policies which are practical and_maeful for programplanners. Others describe implementation strategies for cooperativeeducation, prior learning, external degree, competence-based and facultydevelopment programs.

Balite, R: C., & Wales, C. E. PRIDE: A new approach to experientiallearning. Engineering Education, 1975, 65,.398-402.

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-Barber, W. H., & Lurie, H.. J. Designing an experientially based contin-uing education program. American Journal of Psychiatry, 1973, 130,1148-1150.

The use of experiential learning-techniques in various mental health'worker programs is recommended based on experience in leading contin-uing education workshops for such programs. The authors assert thatthese methods will; accomplish attitude change, personal involvement,and the development of specific clinical skills. Elements of designthat are essential to all such training programs are outlined,including techniques.used in sensitivity groups and examples of twopossible workshop formats.

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Brigham Young University, Language Research Center. Latin America:Intercultural experiential learning aid. vo, Utah: Author,

1976. (Available for $2.00 plus $0.25 postag from Brigham YoungUniversity, language and Intercultural Research Center, 240. B-34,

Provo, Utah 84602. ERIC Document Reproduction Service no. ED140620:EDRS price MF-$0.83 HC-$3.50 plus postage. Some pages may be mar-ginally legible due to small print of the original.doctiment.)

This learning aid is intended to helAmericans become more effectivein understanding and communicating; with Latin Americans in- prepa-ration for crosscultural study. The book consists of the following:1) a map of Latin America, with area and population statistics forthe various countries; 2) a- brief description of the land, thepeople, the economy, diet, religion, government, education, and

customs and courtesies; and 3) descriptions, in terms of realisticsituations involving American visitors to Latin America, of certainattitudes, values'and assumptions (here called themes) important toLatin American culture--time and work, individualism, machismo,

religion, Latin American family, etiquette and personalism. Aself -test is given after each theme. An appendix provides "cultur-grams" (brief descriptions of the land, the nation, the people,lifestyle and customs and-courtesies) for a number of Latin Americancountries. A list of survival phrases in Spanish and Portuguese, anexplanation of common signs, sizes and weights and measures, and abrief bibliography are also given in.the appendix.

Burt, R. F., & Douglas,- M. The community resource person's guide for

experience-based learning. Portland, Or.: .Northwest RegionalEducational Laboratory, 1977. (Available from Northwest RegionalEducational Laboratory, 710 Southwest Second. :Avenue, Fortland,Oregon. 97204.)

.A booklet designed to-aid people in the community in helping students

to learn through off-campus experiences.- Offers guidelines for

planning time with students, 'communication, evaluation, etc'. (See

alao.entries in this- section under' Northwest Regional EducationalLaboratory, and McClure, Cook, & Thompson.)

CALL. Directory of memt.rs, 1977-78. Columbia, Md.: Council for theAdvancement of Experiential Learning, 1978.

A list, 'by. state,. of-the institutional members of CAEL. Includesname, address, and a phone number of each institutionalrepresentatiVe.

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CAEL'. Newsletter. Periodical published several times a year. ,(Availablefrom CAEL, American City Building, Suite 208, Columbia, Maryland21044.)

A periodic newsletter that describes activities of CAEL (Counbil forthe Advancement of Experiential Learning) And related developmentsin the field.

CertO, S. C., & Newgren, K. E. Interpersonal skill development: Theexperiential training unit (ETU) and transfer of training. Paperpresented at the Annual Meeting of the Association for BusinessSimulation and _Experiential Learning, Wichita, Kansas, April 1977.(ERIC Document Reproduction Service no. ED140360. EDRS priceM77$04.83 HC-$1.67 plus postage.)

This paper proposes that interpersonal skills m developed throughthe use of a skill-subskill strategy which is effected by meansof an Experiential Training Unit (ETU), a series -of sequentialtraining activities. Specifically, ETU. training activities focus onthe development of several skills: cognitive, transformation,activation, preliminary diagnostic, and advanced' .diagnostic. Anexercise, "Manager as Helper," is described, in order to illustratethe application of these principles. Transfer -of- training, principlesare described,' which will increase the effectiveness of design andadministration of ETUs. In,addition, a diagrammatic illustrationcompares the sequencing -of learning activities in this paradigm, theCerto-Dougherty experiential learning model, with the sequencing ofactivities in the Kolb experiential learning model.

Christensen, F. A.. An institutionai guide for planning experientiallearning programs. Palatine, Ill.: William Rainey Harper College,'1978.

A planning aid for institutions developing ptograms utilizingexperiential learning. Designed to assist planners, in developinginstitutional responses to important' questions about. experientiallearning.

Clark, F. T., & Chisholm, S. (Eds.) Contract learning casebook. SaratogaSprings, N.Y.: Empire State College, Center forIndividualized.Education, 1975.

A guide for mentors wta areAesigning learning contracts withstudento. Samples'of ctual learning contracts are included whichemphasize the development of the internal contract areas such as thestudent's general purpose, specific purpose of the contract, learningactivities, and methods of-elialuation.

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Fehnel, R. A., Sundberg, N. D. From apathy to awareness and action: Amodel for institutional development of sponsored and prior 1q1Ening,in a traditional university. Eugene, Or.: University of Oregon,1976. (ERIC Document Reproduction Service no. ED144517. Best copy'available; EDRS price MF-$0.83 HC-$3.50 plus Postage.).

Report of a project that outlines a model of program development andproposes a continuum of institutional awareness and action. Twomajor concerns addressed are academic standards and costs. Thematters of program rationale and articulation are also discussed.The progress of experiential learning at the University of Oregon isassessed, and the developmental needs of the program are outlined.

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Fincher, C. Simulation techniques in training colle a dministrators.Athens: University of Georgia, 1973. (Available for $2 fromInstitute of Higher Education, University of Georgia, Athens, Georgia30602. 'ERIC Document Reproduction Service no. ED 098839. EDRSprice MF-$0.76 HC-$1.95 plus postage.)

Fram, E. H., & Others. Connaitre and savoir: Scholarship and workmanship.A presentation to the Adult Education Research Conference, Toronto,Ontario, April, 1976. (ERIC Document Reproduction Service no.ED123380. EDRS price MF-$0.83 HC-$1.67'plus postage.)

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Gardner, B. S.. Building educational bridges between practically. everybody:A JEP idea book on how to start a.college-community partnership.Joint Educational Project, University of Southern California, 1977.

41=13.The first part of this book .describes the low-budget JointEducational Project--a resource-sharing partnership between' theUniversity of Southern California and eight. primary and tscondary.-schools, in which community resources and school needs for' assistanceare matched.with university student needs for experience in the urbancommunity.. The second part suggests how the -JEP experience might,be adapted to the needs of other colleges and schools, including .

practical ideas for gctting started, recruiting college participants,integrating JEP into courses, and working with schools. (See' ale°Johnson, and Johnson & Gardner in Section 3.)

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Hall, G. E., & Jones H. L. Competency-based education: A process forthe improvement of education. Englewood Cliffs, N.J.: Prentice-Hall, 1976.

Heermann, B. C. Cooperative education in community colleges. SanFrancisco: Jossey-Bass; 1973.

Treats, philosophical and practical issues associated with the admin-istration of a field experience or cooperative education program inthe two-year college. Many "how-to-do-its" are featured. AdVocacy

Iis provided for a full participation of teaching faculty and alearning outcomes.format. Field learning is considered in terms ofits opportunities for personal enrichment and exploration in addition.to applied or occupational.00tcomes.

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Hofer, B. K. The ethics of a public policy decision-making program:. 'A final report to the Lilly Endowment. Unpublished manuscript,

Office for Experiential EdUcation, University of. Kentucky, 1978.

DesCribes the operation and results of an interdisciplinary.publicservice internship program at the Uniirersity of Kentucky designed .

by the Office for Experiential Education to teach ethics to Under-graduates. Although the'short-term impact =students, faculty, andthe institution',Vas significant as shown by .various evaluationmeasures, the dUthorpoints out a long-terM .study is needed todetermine, whether this experiential' program had an impact on futureethical decision-making.. Problems associated with institutionalizingsuch a program in a large staLe university that is stratified bydisciplines are discussed.

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Johnson, J. Environmental studies. Los Angeles: Joint EducatiolAlProject, University of Southern California, 1976.

Anexample of a Joint Edugational Project "mini-course idea,book.-"-A mini-course in the JEP is a series of approximately 1.0 one-hourweekly sessions in which university studentbainvolve a communityclass in active learning experiences. It is 'planned by a team ofthree to six USC students and based upon skills and knowledgepresented in their own college Fourse. The idea book containssample lesson plans, suggested small-group activities, and lists ofresources. (See also Gardner, and Johnson & Gardner in Section 3.)

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Johnson, J., & Gardner, B. S. Everything you wanted to know about aJEP idea book--But never thought to ask! Los Angeles: JointEducational Project, University of Southern California, 1976.

A "how-to" guide for aff, faculty and university students partic-ipating in USC's Join Educational Project. Desoribes what JEPmini-course lessons--whic are given by participating students toyoungsters in the community--should be-like. Students are encouragedto make learning activities personal, cooperative, expansive, active,and reflective. (See also Gardner, and Johnson in Section 3.)

Knapp, J. The CAEL Project: A case study. Paper presented at theAnnual Meeting of the American Educational Research Association, SanFrancisco, April 1976. (ERIC Document Reproduction Service no.

ED127340; EDRS price MF-$0.83 HC-$1.67 plus postage.)

This presentation focuses on impressions and findings resulting fromactivities in the Cooperative Assessment of Experiential LearningProject. Comments are made about nontraditional programs in highereducation that provide opportunities for and assessment of experi-ential learning. The following topics. are covered: 1) the structureand proliferation 'of experiential learning programs, 2) the ewergenceof student as advocate, 3) characteristics of students enrolledin such programs, and 4) criteria of success for such programs.Suggestions are offered for improvement of programs especially asLhey might relate to student characteristics and eventual success inthe programs.

Kray,' ,E. J. Experiential learning assessment--A sourcebook for post-seaondary institutions. Media, Pa.: Delaware County CommunityCollege, 1977.

Intended to be used as a sourcebook by institutions of higher edu-cation that are considering the development of programs to assessexperiential learning. Focuses on philosophy, faculty, students,assessment and evaluation of experiential learning, organization andadministration, institutional policies and procedures, financing, andother agencies and institutions, Also provides the reader with a"hands-on" approach to the development of an experiential learningassessment program.

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Kuhlman, C. Internship concepts and applications: A report to theCenter for Urban Affairs. Bloomington, Ind.: Resource DevelopmentInternship Project, Indiana University, 1971. (ERIC DocumentReproduction Service no. ED086101: EDRS price MF-$0.76 HC-$1.95 pluspostage.)

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Lupton, D. K. The project-syllabus method in experiential education.Alternative Higher Education, 1976, 1(1), 43-50.

McClure, L., Cook, S. C., & Thompson, V.How to make the community your classroom.Regional Educational Laboratory, 1977.Regional. Educational Laboratory, 710Portland, Oregon 97204.)

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Experience-based learning:Portland, Or.: Northwest(Available from Northwest

Southwest Second Avenue,

Directed to an audience of secondary school teachers, this booknevertheless contains many ideas and suggestions that are relevantat the postsecondary level. Describes Experience-Based CareerEducation--a program developed by the National Institute of .Educationand the Northwest Regional. Educational Laboratory and verified byfive years of day-to-day use in schools and communities. Organizedaround answers to six questions: 1) How is experienced-basedlearning different? 2) How do you structure experience-basedlearning? 3) How can you link community resources with studentprojects? 4) How do you write student projects? 5) How do youlocate resource people and involve them in experience-based learning?6) How go you manage. the.. proc'eSs? _.(For r4lated_ material's forstudents and community resource persons, see listings in this section.under Burt and Northwest Regional Educational Laboratory.).

Medrick, F. W. Outward Bound and higher education. A rationale andoutline for college development. Greenwich, Conn.: Outward Bound,Inc. (Available for $.50 from Outward Bound, Inc., 165 West PutnamAvenue, Greenwich, Conne'cticut 06830. ERIC Document ReproductionService no. ED129518. EDRS price MF-$0.83 plus postage. HC notavailable from EDRS.)

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Mowrer, J. LI., & Anderson, L. A unique way to get an AG degree. Journalof Extension, September/October, 1977, 15, 18-22.

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O'Connell, W. R., Jr. & Moomaw, W. E. A CBC primer. Report of aconference: Competency-based curricula in general undergraduateprograms. Atlanta, Ga.: Southern Regional Education Board, 1975.

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Northwest Regional Educational Laboratory. Student guide to writing aournal; Student record of community exploration; and Student

cost etencies tuide: Survival skillt for a chanting world. Portland,Or.: Author, 1977. (Available from Northwest Regional EducationalLaboratory, 710 Southwestftecond Avenue, Portland, Oregon 97204.)

Three guides prepared for students participating in Experience-BasedCareer Education, a program developed by the National RegionalEducational Laboratory. Practical three-hole punched workbookformat. Although designed for high school students, could. also beuseful at the postsecondary level. (Sec also Burt, and McClure,Cook, & Thompson in this section.)

Reyes, R. A need for articulation: Sponsored experiential learning.El Paso community based agencies and El Paso Community College.Practicum presented, to- Nova University in partial fulfillmentof the requirements for the Doctor of Education degree, 1975.(ERIC Document Reproduction Service no. ED105920. EDRS priceHF-$0.76 HC-$1.58 plus postage.)

The purpose o' this research study was to measure the responseof students, agency supervisors, and community college fac ityinvolved in an experiential learning program concerning problems incommunication and cooperation among all parties. A semi-structuredinterview questionnaire instrument was distributed to 15 members fromeach of three components involved in the program (nu45). Theresults indicated that all involved strongly favored increasedcommunication and cooperation between agency supervisors and faculty.Agency supervisors and faculty deviated in their degree Of intensitytoward how and to what extent articulation between the communitybased agencies and the community college could be achieved. Recom-mendations based on survey responses are included, and the surveyinstrument and a list of the community-based agencies participatingin the program are appended.

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Rippetoe, J. K. The undergraduate education in sociology: A case forexperiential learning. Teaching Sociology, 1977, 4(3), 239-250.

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Sexton, R. Experiential education and community involvement practices atthe postsecondary level: Implications for career education (ReportNo.: P00760303). Washington, D.C.: Office of Career Education,U.S. Department of Health, Education, & Welfare, 1976. (ERICDocument Reproduction Service no. ED138771. EDRS price MF-$0.83HC-$3.50 plus postage.)

Sexton, R. F. The institutional response toexperiential education. Unpublished manuscript,for $1 postpaid from the Postsecondary Educationof the Institute for Educational Leadership, 1001N.W., Suite 310, Washington,' D.C. 20036.)

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federal policy on1977. (Available

Convening AuthorityConnecticut Avenue,

Outlines steps for formulating an institutional response to federalpolicy on experiential learning that include: 1) determiningbarriers to experiential learning resulting from federal policy, 2)becoming educated on the issues, 3) redefining academic credit, and4) devising strategies. The impact of youth unemployment, theconcept of a national youth service program, and-the changing natureand responsibilities of work on experiential education are alsodiscussed.

Si-S-tephenson; B. InatitutionaMing experientiallearning in a state university. New Directions for Higher Education,1974, 2(2), 55-56.

While experiential learning has become a viable educational concept,administrative problems persist in efforts to build it into thestructure of a university or college.

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Society for Field Experience Education. Founding conference: Societyfor Field Experience Education. Papers presented at the FoundingConference for the Society for Field Experience Education, Hofstra,University, Hempstead, N.Y., .November 1972. (ERIC Document.Reproduction Service no. ED089561. EDRS price MF-$0.76 HC-$1.95plus postage.)

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Stevens, M. A. Developing learning objectives for a model course toprepare adults for the assessment of prior, non-sponsored learningby portfolio evaluation. Ed.D. Practicum, Nova University, 1977.(ERIC Document Reproduction Service no. ED140887. EDRS priceMF-$0.83 HC-$2.06 plus postage. Appendix C may be marginally legibledue to small print of the original document.)

Report of a study that was conducted in order to develop a systematicmethod for the evaluation of. students' prior, non-sponsored learningfor the award of college credit at Blackhawk College (Illinois).A survey of institutions offering portfolio preparation courseselsewhere was made and pertinent literature was reviewed in orderto identify appropriate means and objectives for an assessmentpreparation course. Summaries of the specific types of learningusually included in such courses were then prepared, organizedby means of Bloom's Taxonomy, and were translated into learningobjectives for both. the aifective and cognitive domains. It wasrecommended that Blackhawk College implement the proposed assessmentpreparation course using the objectives delineated in this study.

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Stevens, --M. A. . A strategy to gain faculty acceptance of and participationin the granting of credit for prior, nonsponsored learning at BlackHawk College. Ed. D. Practicum, Nova University, 1977. (ERICDocument Reproduction service no. ED136884. EDRS price MF-$0.83HC-$6.01 plus postage.)

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Strange, J. H. The experience of the College of Public and CommunityService. Liberal Education, 1977, 63, 176-189.

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Tate, P. Society for Field Experience Education 1977 resource directory,1977. (Available from Pamela Tate, President, Society for FieldExperience Education, State University of New York, 99 WashingtonAvenue, Albany, New York 12246.)

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Tyler, V. L. Into intercultural communication: Experiential learningpackets. Provo, Utah: Brigham Young University, Language ResearchCenter, 1973. (ERIC Docuthent Reproduction Service no. ED085797.EDRS price MF-$0.76 HC-$3.32 plus postage.)

A good example of an aid to be used in preparing for an experientiallearning experience. The purpose of this document is to assistindividuals in reaching out from their own culture in order to morecompletely interact with those of other cultures. The chaptersdiscuss: the necessity of realizing one's own cultural influence inorder to communicate more effectively with those orother cultures;learning how to cope profitably with new cultural surroundingsand the shock that results from traveling away from familiar sur-roundings; finding helpful information about the new cultures thatwill be encountered; checklists for the traveler and the interpreterin order to insure accurate communication; and recognizing traits inoneself that reflect one's culture.

Wilson, J. W.; Brown, S. J., Bork, R. G., & Black, V. H. Implementationof cooperative education programs. Boston: Northeastern University,1975.

Based upon the results of A, comprehensive research study of 34,

cooperative education institutions, this report offers advice -regard-ing the initiation and operatiadOf a cooperative education program.

Woditsch, G. A. Developing generic skills: A model for competency-basedgeneral education (CUE Project Occasional Paper Series No. 3).Bowling Green, Ohio: Bowling Green State University, 1977.(Available from Managing Editor, CUE Project Publications, BowlingGreen State University, Bowling Green, Ohio 43403.)

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SECTION 4. PROGRAM EVALUATION AND QUALITY ASSURANCE

Good assessment practices for experiential learning depend heavily onpfl-crilc and systematic program evaluation. Such evaluation would includer4iletence to sound assessment practices, improving educational effective-, -ss, and the best procedures for accomplishing both.

Cited in this section are references concerning accreditationg,:lieelines, evaluations, and research studies of particular programs such,DS off-campus learning and external" degree. A variety of outcomes

valuation dimensions, both cognitive and affective, are considered inme of the annotations.

3ailie, R. C., & Wales, C. E. PRIDE: A new approach to experientiallearning. Engineering Education, 1975; 65, 398-402.

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Betts, F. M. Assessing the effects of anxiety on student satisfaction inthe GLCA - Philadelphia Urban Semester. Philadelphia: Great LakesColleges Association, 1977.

This pre- and post-participation study examined levels of anxiety,assertiveness and satisfaction as reported by students participatingin the GLCA - Philadelphia Urban Semester in the Spring 1976.Analyses of the data indicate that students who elect off - campusstudy in the Philadelphia Urban Semester do not differ significantlywith respect to the measured variables from students who remain on,campus at the start of the period. Students participating in theprogram did show an'increase in social and personal efficacy, asindicated by an increase in level of assertiveness and a decline inanxiety levels..

Blackmer, A. R., & Irwin, P.. Study of off-campus education: A report.Boston: National Association of Independent Schools, 1977. (Avail-able for $2 from the Mail Room, National Association of IndependentSchools, 4 Liberty Square, Boston, Massachusetts 02109).

Reports a two-year (1973-75) study of voluntary off-campus experi-ences for students in independent secondary schools. Queitionnaireswere developed, revised on the basis of.-the first year's data, andadministered to participant students, comparison students, facultyand administration, parents, employers, school offices And programdirectors. A_Orofile of the successful off-campus experience waseveloped from correlational data.

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Brown, S. J. Cooperative education and career development: A comparativestudy of alumni.. Boston: Northeastern University, 1976.

A national study. of ,cooperative education and noncooperative edu-cation alumni was conducted to examine the impact of cooperativeeducation and field experience programs on career patterns of collegegraduates in the Classes of 1965, 1970 and 1974. The report is

concerned with the alumni viewpoints regarding undergraduate career'preparation, first full-time job, current employment and avocationalactivities, and attitudes toward his or her college. Differentialeffects of cooperative education experiences of women, members ofminority groups, and specific curricula are discussed. The effectsof participation over a period of time are also reported.

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DeHaan, R. F., & 'Van Wagner, K. Evaluating an experiential learningprogram: The GLCA--Philadelphia Urban Semester. Journal ofEducational Research, 1977, 70, 222-225.

Data from 315 students who. had attended an off-campus experientiallearning program during a five-year period show that a majority ofstudents evaluated the program positively. Students who- developed apositive self-concept and held a positive attitude toward work duringthe urban semester ranked the program significantly higher than thosestudents Who did not develop positive self- concepts and positive_attitudes towards work.

Gill, P. L. A model for academic assessment of associates in artsgraduates in performance or competency based terms. Doctoraldissertation, Nova Zniversity, 1976. (ERIC Docnment ReproductionService no. ED134629)

This project developed and implemented a follow-up system mandated bythe Florida legislature for community college graduates in Associatein Arts programs. The system assesses former students' achievementof the goals of the academic program for which they were prepared bythe community college, in performance or competency-based .terms.Specifically, the system provides: 1) means for determining whetherthe goals of transfer programs, as defined by the community colleges,are being realized, and 2) data for improvement of the program and/orcurriculum where necessary. The results of the implementation ofthis model at one community college indicate that it is viable.

Godfrey, R. A review of research and evaluation literature on OutwardBound and related educational programs. Paper presented at theConference on Experiential Education, Estes Park, Colorado, October1974. (Available for $1 from Colorado Outward Bound School, 945Pennsylvania Street, Denver, Colorado 80203. ERIC Document Repro-duction Service no. ED141039. EDRS price -MY-$0.83 plus postage.Parts_may be marginally legible due to small print of the original,document. HC not available from EDRS.)

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Harmon; S. K. A comparison of leCture and experiential learning models-in teaching human ecology (Doctoral dissertation, -University ofUtah, 1973). Dissertation Abstracts International, 1974, 34(10-B),5036-5037.

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Harper, W. A. Community College of Vermont: Some impressions. Community.and Junior College Journal, 1975, 45(8), 34-36.

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Harris, J. Must the standards for college credit be a "rubber ruler "?Columbia, Md.:' CAEL, 1978. (Available for $1.00 from CAEL, AmericanCity Building, Suite 208, Columbia, Maryland 21044)

Outlines issues associated with the meaning of college credit.,The author recommends a turning away from the equation "collegecredit = time spent" toward the following: 1) degree requirementsstated in terms of explicit achievements; 2) assessment for creditshould be unbundled from instruction; 3) credit and degrees awardedprimarily on the basis of direct assessments rather than time spent;4) institutional accreditation based on how consistent institutionaldegree requirements are with the general meaning of such degrees andupon checks of the validity and reliability on the assessment -ofachievements; and 5) allocation of funds on the basis of how wellthe institution fulfills its mission rather than numbers of students.

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Hassler, D. M., & Kaplan, H. E. Student evaluations of experimental.university classes-. Journal of General Education, 1977, 29(2),94-104.

.Describes and analyzes student satisfaction with collegelevel,credit,classes that are to some extent experiential as they arehighly participatory and self-directing.

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Hofer, B. K. The ethics of a public policy decision-making program:A final report to the Lilly Endowment. Unpublished manuscript,Office for Experiential Education, University of Kentucky, 1978.

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Hogan, T. P. Assessment issues for Wisconsin's extended degrees. GreenBay, Wisc.: Office of Educational, Research and Development,University of Wisconsin-Green Bay, 1977.

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Hoover, J. D.. Experiential learning effects on empathic interpersonalcommunication skills and related attitudes (Doctoral disderation,Washington University, St. Louis, 1974). Dissertation AbstractsInternational, 1975, 35(9-A), 5609.

(a)Hughes, J. C. Experiential learning in management education. (Doctoral

dissertation;- Texas Tech University, 1974). Dissertation AbstractsInternational, 1975, 35(9-A), 5610.

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Kintzer, C. Articulation and transfer (Topical Paper No. 59). LosAngeles: ERIC Clearinghouse for JuniOr College Information,University of California, 1976. (ERIC Document Reproduction Serviceno. ED130746; EDRS price MF-$0.83 HC-$2.06 plus postage.)

The focus of this paper is on major trends influencing articulationand transfer, with primary attention given to statewide influencesin translating- various features of, experiential learning into formalcredits. Eleven major trends affecting articulation/transferare identified and discussed: 1) increasing control of publiceducation by state governments; 2) interest and involvement of thefederal government and national agencies; 3) diversified advancedplacement allowances; 4) work experience applied toward universityor community college degrees; 5) development of external degreeprograms associated with new or existing systems of post-secondaryeducation, and degree programs offered by non-educational organiza-tions; 6) alternative grading procedures; 7) expansion of multi-unitsystems; 8) creation of upper-division or upper-level universities;9) curricular diversity in all types of institutions; 10) improvedcomputer techhology applied to the process of articulation andtransfer; and 11) greater attention to community college-high schoolarticulation. Concludes that the education profession is underpressure to establish uniform equal access and opportunity so as toallow students to pursue individual educational goals.

Lehman, T. Success after graduation: A study of the baccalaureategraduates of Empire State College. Saratoga Springs, N.Y.: Officeof Research and Evaluation, Empire State College, 1974.

: Findings are presented in three parts: educational experience ofgraduates at ESC; graduate school admissions experiences of studentsapplying to graduate schools;-and work experiences of those studentsnot attending graduate school.

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McGovern, T. V., & Tinsley, H. E. A longitudinal investigation of thegraduate .aSsistant work-training experience. Journal of'CollegeStudent Personnel, 1976, 17, 130-133.

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Muzik, D. Design, implementation, and evaluation of Taylor University'sChristian Education Internship ProgzUm. Upland, In.: TaylorUniversity, 1977.

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O'Connell, W. R., Jr., & Moomaw, M. E. A CBC primer. Report of aconference: Competency-based- curricula in general undergraduateprograms. Atlanta, Ga.:. Southern Regional Education BoarcN 1975.

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Palola, E. G. PERC handbook (program effectiveness and related costs).Saratoga Springs, N.Y.: Empire State College, Office of Researchand Evaluation, 1977.

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Palola, E. G., & Bradley, A. P., Jr. Ten out of thirty: Ten case studiesof the first thirty graduates. Saratoga Springs. N.Y.: EmpireState College, Office of. Research and Evaluation, 1973.

Ten case studies resulting from personal interviews of eight womenand two men who were among the first graduates from Empire StateCollege. This is one aspect of an overall program evaluation effort.

Payne, P. A. Training in help giving skills in a pr;chology of adjustmentclass. Paper presented at the Annual Conference of the AmericanPsychological Association, Washington, D.C., September, 1976.(ERIC Document- Reproduction Service no. ED137703. EDRS priceMF-$0.83 HC-$1.67 plus postage.)

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Redmond, H. M. Experiential learning and personality development(Doctoral dissertation, University of Southern California, 1974).Dissertation Abstracts International, 1974, 34(12-A, ?t 1), 7643.

A report of a field study designed to examine the relationshipbetween student personality development (as measured objectively bya personality in.-atory and subjectively by an open-ended question-naire) and experiential learning. The subjects were studentsenrolled in the Urban Semester Program at the University of SouthernCalifornia, Spring, 1971. The Urban Semester was an experiential,full-time undergraduate program based on an experiential learningmethodology with a student-centered orientation. Students didexperience significant personality development. The more a programelement was experiential, i.e., the more it involved student inter-action with other fatulty and students and with the environmentbeyond the campus, the more effective it was in facilitatingpersonality development.

Schultz, RPaper1976.s ity

ERIC$0.83

. E. Lifelong learning: Higher educatiou's response (TopicalNo. 3). Tucson: University of Arizona, College of Education,(Available for $2 from Committee on Higher Education, Univer-

of Arizona, 1415 North Fremont Street, Tucson, Arizona 85719.Document Reproduction. Service no. ED131778. EDRS price MF-HC-S1.67 plus postage.)

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Sosdian, C. P. External degrees: Program and student characteristics.-Washington, D.C.: Bureau of Social Science Research, 1978.

One document of three that constitute'a final report on an NIE-funded project that gathered baseline data on how well externaldegrees have served their holders with respect to their careers andthe extent-to which they provide access to-higher-level degreeprograms. This report explains how the study was conducted anddescribes the characteristics of programs, administrative structure,regional accreditation, levels of study, numbers and types ofprograms. Data reported were demographic' characteristics, numberand proportion of graduates by year, number and types of studentsin various programs, and levels of .programs. (See also the nextreference below, as well as Sosdian & Sharp in Section 2.)

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Sogdian, C. P., & Sharp, L. M. The external degree as a credential:Graduates' experiences in employment and further study. Washington,D.C.: Bureau of Social Science Research, 1978.

One document ofAlree that constitute a final report on an NIE-funded- project that gathered baseline data on how well externaldegrees have served their holders. with respect to their careers andthe extent to which they provide access to higher-level degreeprograms. This report summarizes data gathered from 2,647 externaldegree graduates and includes a profile of external degree students;factors influencing choice of program; the students' experiences inLhese programs; level., of negotiability of these degrees in the jobmarket; and level of acceptability of these degrees by graduate andprofessional schools. A case study of one program is included. (Seealso the reference immediately above, as well as Sosdian & Sharp inSection 2.)

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Vermilye,' D. W. (Ed.) Individualizing the system: Current issues inhigher education 1976. San Francisco: Jcssey-Bass, 1976.

This, volume, rublished 1'n cooperation with the American Associationfor Higher Education, is concerned with the key problem of qualityversus equality in higher educationof "standards" versus "access:"Contributors suggest that the_ solutiOn lies in avoiding the.dehu-manizing influence, of institutional bigness and in shifting theinstructional emphasis from education for all to education foreach. In the last part of the book, authors deal with the currentlyambivalent commitment of higher education to equal opportunity; andreport on the progress of open admissions, the status of ethnicstudies programs, new developments in experiential learning, equal

__opportunity_for women, and academic hypocrisy--in- connection vlith--equal opportunity.

SECTION 5. FACULTY AS RESOURCES

In addition to the learner, persons called assessors are involvedin experiential learning assessment. In many cases, these are academicfaculty who, in addition, may perform several functions aside from asses-sing such as mentoring, counseling, and academic advising. Because ofthese new and varied :roles, faculty are considered a valuable resource inexperiential education. There is a need to outline these roles moreclearly and to ascertain faculty attitudes towards experiential learning.

Many of the articles in this section are concerned with facultyattitudes, especially as these relate to the changing responsibilitiesof faculty in a time of retrenchment. The roles and requirements offaculty in contract learning and experiential learning are discussed inseveral of the references.A

Brad...ey, A. P. The Empire State College mentor: An emerging role.Saratoga Springs, N.Y.: Empire State College, Office of Researchand Evaluation, 1975.

Reports the results of a two -year research effort which includedpersonal .interviews with mentors the first year and a follow-upquestionnaire the next year. The report synthesizes the interviewfindings with the mentor questionnaire results and the author'spersonal experience with uentoring.

Ford, A. S. (Ed.) Directions for experimental education it highereducation: A conference for academic administrators. Proceedings ofa Conference for. Academic Administrators, Berea College, Berea,Kentucky, November 1975. (ERIC Document Reproduction Service no. ED125496. MRS price MF-$0.83 HC-$3.50 plus postage.)

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Harding, G., & Houser, S. The Centennial Educational Program. InterfaceJournal, 1974-75, 1(1), 23-29.

Three short papers on the Centennial. Education Program of theUniversity of Nebraska-Lincoln, which is a program established in1969 as a reside:Atial Cluster college for about 200 undergraddatesregistered for a six-semester-hour .block of problem-centered,experiential learning, usually interdisciplinary. The authors focuson the probloms and roles of faculty in this setting.

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Hassler, D. M., & Kaplan, H. E. Student evaluations of experimentaluniversity clasLes. Journal of General Education, 1977, 22(2),

. 94-104.

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Kray; .E. J. Faculty attitudes toward assessment of experiential learning.Fort Lauderdale, Fla.: Nova University,' 1975. (ERIC DocumentReproduction Service no. ED108728. EDRS price MF-$0.76 HC-$3.32plus postage.)

It was hypothesized that there is a significant difference inattitudes toward theories of learning between faculty members whoassess experiential learning (EL) for awardof college credit andthose who do not. A questie.inaire eliciting ratings on EL assess-ment methods and philosophy was distributed to 595 faculty membersat. 54 two- and four-year institutions. The questionnaire containedfive statements from the behaviorist'position and five from thecognitive constructionist position. Responses were received from114 respondents who were involved in the assessment of EL and 68 whowere not. Results indicated that the face' 'y who assesr EL tend totake the cognitive constructionist .7sition, while those who do nottend to take the behaviorist' position. A literature review isincluded and the survey instrument is appended.

Kray, E. J. Experiential learning assessment--A sourcebook for post-secondary institutions. Medial Pa.: Delaware CoOty Community

, College, 1977.

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Nolan, M. 7., Anderson, L. A., & Mowrer, J. L. Faculty attivde towarda nontraditional studies program Alterrative Higher Education,1977, 2(1), 17-24.

Report of a study conducted among \faculty to determine attitudestoward a nontraditional degree program. Faculty were generallyfavorable to the idea of a nontraditional degree and did not. considerit less rigorous than the traditional program; however, they wereskeptical about. any "rewards" the faculty might, receive as a resultof their participation.

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Stevens, M. A. A strategy to Rain faculty acceptance of and participationin the granting of credit for prior, nonsponsored learning at BlackHawk Ed.D. Practicum, Nova University, 1977. (ERICDocument Reproduction Service no. ED136884. EDRS price NDF-$0.83HC-$6.01 plus pottage.)

Procedures an& practices employed in other colleges in the assessmentof prior, non-sponsored learning were reviewed as were causes ofnegative faculty reaction to such assea,ment at other institutions.Subsequently, a survey of Black Hawk College faculty was conductedto determine,their knowledge of and attitudes toward such assessmentand their opinions on what procedures should be part of the overallevaluation process. Findings revealed that the faculty weregenerally favorably disposed; notably, faculty from the career area,were more positive toward assessment of prior learning than, wereuniversity-parallel program faculty. !Those faculty supportingthe use of behavioral objectives also tended to veiw assessmentof prior learning more favorably than other faculty. Specificprocedures for the assessment of prior learning were recommended,reflecting faculty attitudes and opinions.

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Tate, J., Keeton, M., Knapp, J., Barbet°, B., & Meyer, S. M. CAEL: Astatus report. College and University, 1977, 52, 401-411.

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SECTION 6. COSTS AND FINANCING

Financing is a critical aspect of experiential learning assessment.Since experiential learning can, be highly individual in character andthus dictates tailormade assessment, some forms of assessment can beexpensive. Prograni directors must weigh the costs of specific assessment practices against their technical qualities to arrive at procedureswhich are both sound and cost effective.

The topic of cost e_lectiveness and financing of experientiallearning programs should include the consideration of the followingfactors: the financing of students, faculty compensation, institutionalcosts, and federal and state funding regulations and outcomes. Thearticles in this section touch on these dimensions of program cost andfinancing.

Bowen, H. R., & Douglas, G. K. Efficiency in liberalof the Carnegie Commission on Higher Eduction).Hill, 1971.

A study of comparative instructional costs. fororganizing teachinglearning in a liberal artsshowing estimated costs per class and per studentindependent study with other modes of instruction.

education (A ReportNew York: McGraw

different ways ofcollege. Tablescompare programmed

Feasley, C. E. Actual costs of assessing prior learning: Institutionsreport. Community/Junior Coilege Research Quarterly, October 1978,3(1), (in press).

Report of a study on the costs of assessing prior learning ascompared to the cysts of conventional classroom instruction. Coversspecial admissions fees, entry courses, exit courses, challengeexams, portfolio evaluation, training and transcripting.

Fehnel, R. A., & Sundberg, N. D. From apathy to awareness and action: Amodel for institutional development of sponsored and prior learningin a traditional university. Eugene, Or.: University of Oregon,1976. , (ERIC Document Reproduction Service no. ED144517. Bestcopy available; EDRS price MF$0.83 HC$3.50 plus postage.)

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Ford, A. S. (Ed.) Directions for experimental education in highereducation: A conference for academic administrators. Proceedings ofa Conference for Academic Administrators, Berea College, Berea,Kentucky, November 1975. (ERIC Document Reproduction Service no. ED125496. EDRS price MF-$0.83 HC-$3.50 plus postage.)

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Goldstein, M. B. Federalpolicien towards experiential education.Unpublished manuscript, 1977. (Available for $1 postpaid from thePostsecondary Education Convening Authority of the Institute forEducational Leaderc.hip, 1001 Connecticut Avenue, N.W., Suite 310,Washington, D.C. 20036.)

Provides an historical overview of federal legislation in thegeneral area of education and points out the discrepancy betweenlegislation and policy. Cooperative Education under the HigherEducation Act, Career Education, Lifelong Learning Act, and VAregulations are explained as examples of the relationship betweenlegislation and federal policy concerning experiential learning..The author'concludes that there is little federal understanding ofthe concept of experiential learning and especially the connectionbetween work and learning. He dismisses lobbying and new legis-lation as strategies foi changing the federal climate and advocatesmarketing programs for increasing student volume and visibility sothat experiential education can receive a larger share of ...invitedfederal support.

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Hamilton, I. B. The third century: Postsecondary planning for thenontraditional learner. Princeton, N.J.: Office-of New DegreePrograms, Educational Testing Service, and College Entrance Exam-ination Board, 1976. (ERIC Document Reproduction Service no. ED125502).

A report prepared for the Higher Education Facilities Co.imission ofthe State of Iowi. Includes an overview of the tre:As in otherstates with reference to external degree programs. Some cost issues-are addressed in the summary of results of a questionnaire which wasprepared and sent out to institutions in Iowa to obtain informationon programs for nontraditional students.

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Harris, J. Must the standards for college credit be a "rubber ruler"?Columbia, Md.: CAEL, 1978. (Available-for. $1.00 from CAEL, AmericanCity Building, Suite 208, Columbia, Maryland 21044)

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Knowles, M. NI adult learner: A neglected species. Houston: GulfPublishing, 1973.

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Kray, E. J. Experiential learning assessment--A sourcebook for post-secondary institutions. Media, Pa.: Delaware Coun.:y CommunityCollege, 1977.

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Medaker, L. & Others. Extending opportunities for a college degree.Berkeley: Center for Research and Development in Higher Education,University of California, 1975.

In,,Chapter 7, "The Economics of the External Degree Program,"the author considers cost factors from a numberoof Institutionswhich have off - campus individualized study as well,-as on-campustraditional programs. a. ^.-attempt is made tz analyze costs in thesame equivalents as in traditional programs._ Tables included give:1) general tuition and fees per semester hour, or the equivalent, andper year by program; 2) 'the employment and study habits of men andwomen enrolled in these Extended Degree programs; 3) priiate costs tothe student other than tuition fee.; 4) sources of support forstudents in financing their education; and 5) time .off given byemployer to attend classes. Start-up and initial development costsare outlined and examples provided for various programs.

Moss, C. E., & Gaither, G. H. Formula budgeting, requiem or renaissAnce?Journal'of Higher Education, 1976, 47(5).

Reviews the concept of formula funding, the events leading to itsdevelopment, and the anticipated trends. The authors conclude thatthere is a need to develop formulas which have flexibility anddiversity in order to provide adequate funding for qualitativeimprovement of higher education in the light of a declining orstabilized enrollment. Failure to recognize nontraditional programsis also a drawback of most formulas.

6-3 4

Palola, E. G. Cost-effectiveness evaluation in hither education.Saratoga Springs, N.Y.: Empire State College, 1974.

This manual is a "how-to-do-it" set of. definitions and proceduresfor developing the cost effectiveness model at Empire State College.The procedures are delcribed in,detail so that other institutionsmay apply the procedures to various settings.

Palola, E. G. PERC handbook (program effectiveness and related coati).Saratoga Springs, N.Y.: Empire State College, Office.of Researchand Evaluation, 1977.

A description of a program evaluation framework used at EmpireState College whereby assessment of educational effectiveness andassociated costs are integrated into an institutional data system. Avariety (1 data collection "methods in a chronological' sequence areused which give a multiple perspective' on student learning. Costsare related to the program effectiveness me sures rather than tostudent credit hours.

(4)

PART .13. ASSESSMENT

SECTION 7. IDENTIFICATION

The identification of the specific-outcomes of a learning experiqnceis the first step in the assessment of prior learning. For sponsered-programs, as in most educational activities, this .step follows theestablishment of general goals and serves to direct the course of thelearning. Most of the-literature in this section concerns identifyingcollege-level .knoWledge and skills; some of the cited works deal withbehavioral- objectives and competence statements.. Some "how-to-do-it"guides for students arealso included.

Andrews, T. (Ed.) Assessment. Multi-State Consortium on PerformanceBased Teacher Education, 1973.

Cheren, M. A manual for program advisors. Washington, D. C.: Campus-Free College, 1978.

(1,2)

Christensen, F. A., & Others. Student guide to portfolio development.Palatine, Ill.: Rainey Harper. College, 1977. (Avai_...`"J for$5.95 from the Harper College Bookstore.)

A workbook-for students developing portfolios. Using explanations,examples and worksheets, students are taken.step-by-step through theportfolio development process. The guide includes an introduction tonontraditional education, alternate w.:ys to earn college credit,educational planning, development of a remme, identifying strengths,and writing credit request:4.

(8,5,10,11)

Clark, F. T., & Chisholm, S. .(Eds.) Contract learning casebook.-Saratoga Springs, N.Y.: Empire State College, Center for7ndiVidualized Education, 1975.

(3,8,10)

7-1

Ekstrom, R. B., Harris, A. M., & Lockheed, M.. E. 1104ksjEttsj?Ilmm.credit for what ou have learned as a homemaker and volunteer.Princeton, N.J.: Educational Testing Service, 1977.

A useful guide for women who are thinking about entering or returningto college after spending several years, as housewives and/or asvolunteers in their communities. Section I contains descriptiveinformation, and Section II is a workbook for the reader to use inevaluating her own .,experiences and in seeking to obtain collegecredit for them. Four appendices contain useful information such asa series of "I can" .competency lists in different volunteer andhomemaker fields.

Hall, G. UWW credit for rior learning: A handbook for students andevaluators. Amherst, Masi: University WithOut Walls Program,University of Massachusetts, 1977. .

(2,10,11,12)

Heermann, B. C. A student guide to college without walls. Dayton,Ohio: Sinclair Community College,:1977.

(2,8,9,10,11)

Heermann, B. C. A student guide to cooperative work experience andInternship. Dayton, Ohio: Sinclair. Community College, 1977.

A.guide for field experience students which describes the roles forfaculty, students, and employers. Special attention .is given towriting learning outcomes and ale educational foundations for theprogram.

(8,5,40,11)

Heermann, B. C. A student guide to receiving credit for prior learning.Dayton, Ohio: Sinclair Community College, 1977.

A handbook used in Sinclair Community College's Portfolio. Developmentcourse. Provides complete.justructions on how to assemble a port-folio and hoW the portfolio is assessed.

(8,9,10,11)

17-2

Hogan, T. P. Assessment issues for Wisconsin's extended degrees. GreenBay, WISC.: Office of Educational Research and Development,University of Wisconsin-Green Bay, 1977.

(4,10,11)

Institute for Personal and Career Development, Central Michiganliliversity. Application for graduate experiential learning credit.Mt. Pleasant, MI.: Central Michigan University, 1977.

(8,9)

Lupton, D. K. The project- syllabus. method in experiential. education.Alternative Higher Education, 1976, 1(1), 43-50.

(2,3)

McKean, B. (Ed.) Toward deiinin measurable ob ectives in the affectivedomain for experiential education ro rams. Denver: ColoradoOutward Bound School, 1975. (Available for $1 from Colorado OutwardBound School, 945 Pennsylvania Street, Denver, Colorado 80203.ERIC Document Reproduction Service no. ED139572. EDRS Price MF-$0.83plus postage, HC not available from EDRS.)

(2,10)

Miller, M. R. Student handbook on preparing a portfolio for the assess-meri of prior learning. Barre, Vt.: Vermont State Colleges, Office.of External Programs, 1977.

(8,9)

Park, D.' The Cooperative- Ansessment of Experiential Learning. AdultLeadership, 1975, 23(8), 242 -247.

The -Cooperative Assessment of Experiential Learning (CAEL) projectwas committed. to developing assessment for both sponsored and non -sponsored experiential learning. The article concentrates on thepriority area of assessing the learning outcomes of the world of workand discusses the development of a revised cognitive taxonomy and itsdiagnostic applications.

(8)

Picarelli, J. G. Learning for your future: Planning your education,career, and life. Washington, D.C.: Washington InternationalCollege, 1977.

(8)

Pottinger, P. S., & Klemp, G. O. Concepts and issues related to theidentification, measurement and validation of competence. Boston:Institute for Competence Assessment, McBer and Company, (no date).

Stephens College Without Walls. Prior learning: A guide to portfoliodevelopment. Columbia, Mo.: Stephens Cjilege, 1977-78.

Presents-for-the adult student a two-step process for describingand documenting experiential learning. The processes and theirorganization aid'in obtaining maximum college credit yet reducing thetime involved in developing the portfolio and time involved inassessment by the faculty.

'(9,11)

Stevens, M. A. Develcring learnin2LoldemIALa model course toprepare adults for tUa assessment of prior, non-sponsored learningby portfolio evaluation. Ed.D. Practicum, Nova UniVersity, 1977.

(ERIC Document Reproducticm Stvil?ice no. ED140887. EDRS Price MF-$0.83 HC-$2.06 phis. postage. Appe:yax C may be marginally legibledue to small print of the original_ document.)

(2,3,E)

Woditsch, G. A. Developing generic skills: A model for competency-basedgeneral education (CUE Project Occasional Paper Series No. 3).Bowling Green, Ohio: Bowling t'reen State University, 1977.(Available from Managing Editor, cnE Project Publications, BowlingGreen State University, Bowling Green, Ohio 43403.)

DesCribes a competency - based- model that sets target outcomes forthe general education component of a baccalaureate degree andsuggests a curricular strategy fortheir achievement. The outcomesand curricular strategies are embedded in a discuSsion about thematuration of human capabilities. The concept of assessment as itrelates to students, faculty and programs fs

7-4

79

(2,3,10)

SECTION 8. ARTICULATION

.

Relating prior learning to a degree program or to an individualizededucational plan and setting goals for sponsored learning programs aretwo types of articulation covered in this section. A majority of thecitations are annotated elsewhere, particularly in Section 7 since artic-Adation Is closely related to thAtidentification stage in assessment.

Christensen, F. A., &. Others. Student guide to portfolio develo meat.Palatine, Ill.: William Rainey Harper College, 1977. (Available for$5.95 from the Harper College Bookstore.)

(7,9,10,11)

Clark, F. T., & Chisholm, S. (Eds.) Contract learning casebook.Saratoga Springs, N.Y.: Empire State College, Center forIndividualized Education, 1975.

(3,7,10)

Heermann, B. C. A student guide to'college without walla. Dayton,Ohio: Sinclair Community College, 1977.

A handbook used by Sinclair Community College "College Without Walls"students in business programs. The manual describes program compe-tenCies and the flexibility that students have in designing learningstrategies to accomplish prescribed program outcomes. The flexibletime/space parameters of the program are clarified.

(2,7,9,10,11)

Heermann, B. C. A student uide to cooperative work ex erience andinternship. Dayton, Ohio: Sinclair Community College, 1977.

(7,9,10,11)

Heermann, B. C. A student guide to.- receiving credit for prior learning.Dayton, 010.o: Sinclair Community College, 1977.

8-1

so_

(7,9,10,11)

Institute for Personal and Career Development, Central MichiganUniversity. Application for graduate experiential learning credit.Mt. Pleasant, Mi.: r7.ent,eril Michigan University, 1977.

A student aid for completing a comprehensive application portfolitiprovided by Central Michigan University for its graduate studentswho apply for experiential learning credit. _The .portfolio isdesigned to be self-explanatory and to be used by students who haveno official contact with the experiential learning'evaluator.Included are instructions aid special forms to help the studentarticulate learning from each type of experience.

-(7,9)

Miller, M. R. Student handbook on preparing a portfolio for theassessment.of prior learning. Barre, Vt.: Vermont State Colleges,Office of External Programs, 1977.

(7,9)

Park, D. The Cooperative Assessment of Experiential Learning. AdultLeadership, 1975, 23(8), 242-247.

(7)

Bicarelli, J. G. Leaming foryour future:. Planning your educatiouLcareer: and life. WasIngton, D.C.: Washington,InternationalCollege, 1971.

A guide to educational, career, and life planning designed for adultlearners. This text was developed specifically for -students atWashington International College but could be an aid for otherindividuals who wish to_appror.1 life planning ina systematicmanner. Guide includes instruction, ..practical exercises, andresources for completing a process of thorough self- assessment andgoal-setting. Also provides procedures for developing an educationalor career plan based on long-range goals.

8-2

1

(7)

3tcvens, M. A. Developing learning objectives for a model course toprepare adults for the assessment of rior 'non-s onsored learningby portfolio evaluation. Ed.D. Practitum, Nova UnIveTsity, 1977.(ERIC Document Reproduction Service na. FD140887. EDRS PriceMN -$0.83 HC-$2.0S plus postage. Appendix C may be marginally legibledue to small 2rint of the original document.)

(2,3,7)

SECTION 9., DOCUMENTATION

Confirmation of experience and verif ation of learning can serve animpor,;ant function in the assessment proce ; however, relatively littleliterature focuses solely on documentation as it 4.s a somewhat unexploredarea.

Christensen, F. A., & Others. Student guide to portfolio development.Palatine, Ill.: William Rainey harper College, 1977. (Available for$5..95 from the Harper CollegellBookstore.-)

(7,8,10,11)

Ekstrom, R. B., Harris, .A. M., & Lockheed, M. E. How to get collegecredit for what, you have learned as a homemaker and volunteerIPrincetc.i, N.J.: Educational Testing Service; 1977.

( 7)

Heermann, B. C. A student guide to college without walls. Dayton,Ohio: Sinclair Community College, --977.

(2,7,8,10,11)

Heermann, B. C. A student guide to cooperative work experience andinternsh1p. Dayton, Ohio: Sinclair Community College, 1977.

(7,8,10,11)

Heermann, B. C. A student guide to receiving credit for prior learKin.Dayton, Ohio: Sinclair Community Ccllege, 19/7.

(7,8;10,11)

Institute for Personal and Career Development, Central MichiganUniversity. Application for :raduate ex eriential learning credit.Mt. Pleasant, Mi.: Central Michigan University, 1977.

(7,8)

83 ,9-1

Institute for Personal and Career Development, Central MichiganUniversity. The Experiential Learning Program. The evaluation ofexperiential learning: Guidelines for evaluators concerning graduatestudent evaluation. Mt.,Pleasant; Mi.: Central Michigan University,1977.

Miller, M. R. Student handbook on preparing a portfolio for the assess-ment of prior learning. Barre, Vt.: Vermont State Colleges, Officeof External Programs, 1977.

A handbook primarily for adults describing the process for assessmentof prior learning. Contains sections which help learners it indTiti-fying educational and life goals, documenting learning experienes,and putting together a portfolio.

(7,8)

Sackmary, B., &' Hedrick, H. Assessment of the experiential learningof women for college credit in-the area of women's studies. Mt.Pleasant, Mi.: Central Michigan. University, 1977.

(2,10,11)

Stephens College Without Walls. Prior learning: A guide to portfoliodevelorment. Columbia, Mo.: Stephens College, 1977-78.

(7$11).

Summerskill, J., & Osander, J. The educational passport. Paper presentedat the American Association for Higher Education Conference, Chicago,March 1974. (ERIC Document Reproduction Service no. ED089609. EDRSPrice MF-$0.76 HC-$1.58 plus postage.)

The educational passport is a document that contains a student'scredentials from the educational world and is the student's personalproperty that can be used as he or she moves from high schOol tocollege, from college to college, from school to job, from job toschool, and so on. This paper discusses three aspects of thepassport, developed at the Educational Testing Service: 1) reasonsfor developing the passport, 2) characteristics of the passport,and 3) issues and problems concerning the passpbrC. The passportitself would be a single sheet of microfiche in an envelope. Themicrofiche would contain, depending.on the student's preferences,his or her educational progress, for example, high school gtades,recommendations from teachers, scores, college grades, instruczorecomments, narrative testimonies, summaries of special projects orspecial training, outcomes of experiential learning, and percOnalstatements of accomplishment.

(12)

t

SECTION 10, MEASUREMENT \

Measurement--determining the nature and extent of learning--isthe heart or the assessment process. References cited here deal withmethods, techniques, and issues of ni.;.asurement. Some items concernspecific techniques such as simulation and gaming. Others deal withmeasuring experiential learning in different subject fields such sonursing, business, outdoor education, and college adminstration.

Andrews, T. (Ed.) .Assessmonii.- Multi -State Consortium on Performance.Based Teacher Education, 1973.

(7,11)

Christensen, P. A., .1 Others. Student guide to portfolio dcqelopment.Palatine, Ill.: William Rainey Harper College, 1977. (Available for$5.95 from the Harper College Bookstore.)

(7,8,9,11)

Clark, F. T., & Chisholm, S. - (Eds.) Conttact learning casebook. SaratogaSprings, N.Y.: Empire State College, Center for IndividualizedFiucation, 1975.

(3,7,8)

Fincher, C. Simulation techniques in training college administrators.Athens: University of Georgia, 1973. (Available for $2 frontInstitute of Higher Education, University of Georgia, Athens, Georgi,'30602. ERIC Document Reproduction Service no. ED098839. EDRS PriceMF7$0.76 HC-$1.95 plus postage.)

Discusses si lation as a device for representing complex processesin a manageab e form, gaming as an organizing technique for trainingand indoct nation, and modeling as an analytical tool for conceptsand urine --a of which can serve to reduce conflict withtraditional notions about recruitment and selection in academicadministration: serts that simulation not only can reduce theinitial reluctance of administrators to seek formal trafuing,but also has the potential to present concepts, principles, andtechniques in an organized, integrative manner that could make theirapplication a more likely prospect.

86000110.1Nl,

(3)

Far-rest, A. A new, old frontier for the library-college: The educationalContext of assessing experiential learning. Learning Today, 1976,9(1), 54-59.

Presents techniques that teachers are using to measure learning thattakes place in unsupervised contents.

Forrest, A., & Steele, J. M. College outcome measure, i'ct: Annualreport. Iowa City: American. College Testing -gram, 1977.(Available from ACT, 2201 North Dodge Street, toga City, Iowa52240.)

Report of a project that has developed packages for ass:A3sing theability to apply six skills that are 'Important for a variety of adultroles outside college. Included in the report are the genericcompetencies that are outcomes of a college education, stimulnsmodes, examples of questions, and field tryout results.

Hall, G. UWk zredit for pt for learning: A handbook for students andevaluators. Amherst,-Mass: University Without Walls Program.University of Massachusetts, 1977.

(2,7,11,12)

Harris, J. Must the standards for college credit be a "rubber ruler"?Columbia, Md.: CAEL, 1978. (Available for $1.00 from CAEL, AmericanCity Building, Suite 208, Columbia, Maryland 21044)

(4,6,11)

Heermann, B. C. A student guide to college without walls. Dayton, Ohio:Sinclair Community College, 1977.

(2,7,8,9,11)

1

Heermann, B. C. 'A student guide to _ooperative work experience andinternship. Dayton, Ohio: Sinclair Community College, 1977.

;7,8,9,11)

Heermann, B. C. A student guide to receivi credit ft .-_Learning.'Dayton, Ohio: Sinclair Community Co17.!.

(7,8,9,11)

10-2

87

Heydinger, R. B. The assessment of student performance: A rIdel andthe reforms. Washington, D.C.: E icational Resources InformationCenter, 1975. (ERIC Document Reproduction Service no. ED104246)

This paper presents an overview of the trends in he assessment ofstudent performance that are emerging from learner-centered reform.Includes the purposes of assessment, characteristics of assessmentcriteria, and procedures and-saes-of assessment products.

Hogan, T. P. Assessment issues for Wisconsin's extended degrees. GreenBay, Wisc.: Office of Educational Research and Development,University of Wisconsin-Green Bay, 1977.

A series of six papers which describe assessment issues mostpertinent to an adult educational program in which assessment ofprior college-level learning as well as assessment of classroom andexperiential learning are important components of the program.Issues addressed include: the use of assessment as a measure ofquality control; the importance of assessing.a student's learningrather than just the experience; fundamental principles, guiding the

ispecification of assessment procedures; methods for implementingassessment techniques; and procedures for recording the result8.

(4,7,11)

Institute for Personal and Career Development, Central MichiganUniversity. The Experiential Learnsar Prk::gram. The evaluation ofexperiential learning: Guidelines for :!;uators concerning graduatestudent evaluation. Mt. Pleasant, Mi.: ',antral Michigan University,1977.

(9,11)

Mager, R. F., & Pipe, P. Analyzing performance problems, Belmont,Calif.: Feeron Publishers, 1970.

Explores a procedure. for analyzing performance problems A.d form-ulating solutions to such problems. Based on the authors' c.,. maltingactivities in which they have conducted mumerous performance al.ilysesfor business, industry and education and hive taught others how tobenefit from application of the analysis skill.

10-3

McKean, B. (Ed.) Toward defining measurable objectives in the affectivedomain for experiential education programs. Denver: ColocdoOutward Bound School, 1975. (Available for $1 flora Colorado OutdardBound School, 943 Pennsylvania Street, Denver, Colorado 80203. ERICDocument Reproduction Service no. ED139572. EDRS Price MY-$0.83 pluspostage, HC not available from EDRS.)

Discusses the necessity for objectives; describes the affectivedomain and the utilization of behavioral indicators to make affectiveobjectives in experiential education workable. Six program descrip-tions are included as examples of the .combination of affectivemeasurable objectives with the field of experiential education.Illustrating what is possible and being developed in the field ofexperiential education, the examples include the necessary behavioralindicators,, which guide the teacher-observer is recognizing andcategorizing student change. The programs cover: involvement in thelocal community; living within a new community environment; outdooractivitie. for spring, summer, fall, and winter; and outdoor pursuitsfor mentally retarded and for "disaffected" students.

(2,7)

Muzik, D. Desi n im lementation and evaluation of Taylor University-sChrisA.an Education Internship Program. Upland, In.: TaylorUniversity, 1977.

(1,2,4)

Pottiager, P. S., & Klemp, G. O. Concepts and issues related to theidentification, measurement and validation of competence. Boston:institute for Competence AssessiM.Int, McBer and Company, (no date).

A perspective on overcoming threats tc, the reliable and validassessmetA of competence. The authors cover the following areas:1) critical concepts in defining generic abilities; 2) empiricallinkages between assessment and postacademic requirements; 3) deter-minlng the meaning of 'measures; 4) establishing criterion levels;5) implications of new measures for policy resenrch; and 6., tech-nologies for identifying skills and other characteristics relatedcompetence.

10-4

89

_CV

(7,11)

Rinnader, E. Sources and information for assessing student learning.New Lirections for Community Colleges, 1977, 5(2), 105-10L

Reports on ERIC references pertinent to the assessment of priorlearning and sponsored experiential learning and the measurement of.student progress in cooperative education programs.

Sackmary, B., & Hedrick, H. Assessment of the experiential learning ofwomen for college credit in the area of women's studies. Mt.Pleasant, Mi.: Central Michigan University, 1977.

(2,9,11)

Sharon, A. T. Technical and practical problems in assessing experientiallearning. Paper presented at a joint session of the Annual Meetingof the American Educational Research Association and the NationalCou cilon Measurement in Education, Washington, D.C., April 1975.(ERIC Document Reproduction Service no. ED106362. EDRS price MF-$0.76 HC-$1.58 plus postage.)

The measurement difficulties of experiential learning arise becauseassessment is often individualized, off-campus learning experiencesare not well structured or defined, and paper-and-pencil tests areoften inappropriate measurement devices. The assessment processrequires jaality control to assure that it can accurately indicatewhether learning has taken place and to verify that the learningmeets an educational standard, of quality. This presentation givesattention to the reliability and validity of assessment procedures,especially the notion of standards. The author suggests that bothnorm-referenced and criterion-referenced approaches can be employedo dete:mine whether the student has achieved an acceptable level of

learning.

Western Interstate Commission for Higher Education. Innovations innursing curricula. Proceedings of a workshop for rarsing faculty,San Diego, January, 1976. (Available from West -n InterstateC:-,, session for Higher Education, P.O. Drawer P, Boulder, Colorado80302. ERIC Document Reproduction Service no. al36653. EDRS pricemF-$11.83 HC-$4.67 plus postage)

Proceedings of a workshop conducted by the Western Cour, ov HipherEducation for Nursing that includes patterns of assessment of experi-ential- learning.

(2,11)

10-5

Woditsch, G. A. Developing generic skills: A model for competency-basedgeneral education (CUE Project Occasional Paper Series No. 3).Bowling Green, Ohio: Bowling. Green State University, 1977.(Available from Managing Editor, CUE Project Publications, BowlingGreen State University, Bowling Green, Ohio 43403.)

(2,3,7)

Yelon, S.. L. Saving time and energy in evaluating individual performancein field placement: Ideas contributed by faculty_at Michigan StateUniversity. East Lansing: Learning and Evaluation Service, MichiganState University,, (no date).

A publication written by faculty at Michigan State University andlesigned to assist faculty in evaluating students who are partici-pating in clinical or field experience programs. Suggests techniquesfor formulating objectives, measuring outcomes, and debriefing.Samples of forms, checklists, measurement techniques, and gradingguidelines are found in the appendix.

SECTION 11. EVALUATION

Evaluation, an important step in the assessment process, involvesdetermining whether the demonstrated learning meets, pecified standardand how much credit should bl awarded. For sponeored programs thismeans setting standards before the leaking experience begins; for priorlearning it means determining the standard after the nature of thelearning has been determined. This section includes references on howstandards may be set. (and by whom), comparisons with evaluation in tra-ditional settings, and examples of various methods and procedures forcrediting experiential learning.

American Council on Education. National guide to credit recommendat msfor non-collegiate courses. Washington, D.C.: American Council onEducation, 1978.

A joint endeavor by the American Council on Education and NewYork State Board of Regents. Lists credit recommendations anddescriptions for 531 courses offered by 43 organizations (e.g.,corporations, proprietary schools, labor unions). The listings atthe result of site visits by-members of the ACE Committee on Non-collegiate Sponsored instruction to 18 states to co9Ouct courseevaluations.

Andrews, T. (Ed.) Assessment. Multi-State Consortium. on PerformanceBased Teacher Education, 1973.

This monograph is a compilation of papers. The first selectioncreates a context for viewing how various state. education agenciesare approaching performance education. Another explokes the valuequestions that are at the heart of evaluation issues. Othets ,.ouchon the problems of selecting assessment systems, develOping per -formance tests, and identifying minimal competenciei. Cost'andteacher concerns are also issues.

(7,10)

Christensen, F. A., & Others. Stude-t guide to portfolio development.Palatine, Ill.: William Rainey He per College, 1977. (Available for$5.95 from the Harper Col:ege Book,tnre.)

(7,8,9,)

92

Forrest, A. Experiential learning and the assessment problem. AmericanVocational Journal, 1976, 51(7),A9-41.

Describea the scope of emperiences for which people are seekingcredit at the postsecondary level and suggests some techniques fordealing with them noting that when experiential learning is school-contrOaed or sponsored it is problematic but more so when learnerssubmit learning from personal experiences, from the past that are notsupervised by the institution petitioned.

Hall, G. UWW credit for_priuk learning: A handbook for students andevaluators. Amherst, Mass: University Without Walls Program,University of Massachusetts, 1977.

(2,7,10,12)

Harris, J. Must the standards4or college credit be a "rubber ruler"?Columbia, Md.: CAEL, 1978. (Available for $1.00 from CAEL, AmericanCity Building, Suite 208, Columbia, Maryland 21044)

(4,6,10)

Heermann, B. C. A student guide-to college without walls. Dayton,Ohio: Sinclair Community College, 1977.

(2,7,8,9,10)

Heermann, B. C. 'A st :dent guide to Cooperative. work experience andinternship. Dayton, Ohio: Sinclair Community College, 1977.

(7,8,9,10)

Heermann, B. C. A student guide to receiving credit for prior learning.Dayton, Ohio: Sinclair Community College, 1977.

(7,8,9,10)

Hogan, T. P. Assessment issues for Wiaconsies'extended degrees. =GreenBay, Wisc.: Office of Eductitional Rosearch and Development,University of Wisconsin-Green Bay, 1977.

9311-2

(4,7,10)

Institute for Personal and Career Development, Central MichiganUniversity. The Experiential Learning Program. The evaluation ofexperiential learning: Guidelines for evaluators concerning graduatestudent evaluation. Mt. Pleasant, Mi.: Central Michigan University,1977.

Guidnlines established by Central M'chigan University to assistexperiential learning evaluators in assessing graduate studentapplications for experiential learning credit. The guidelines focusprimarily on evaluation of learning from professional experiences,both practical and training.

(9,10)

Kintier, C. Articulation and. transfer (Topical Paper No. 59). LosAngeles: ERIC Clearinghouse for Junior College Information,University of California, 1976. (ERIC Document Reproduction Serviceno. ED130746. EDRS price MF-$0.83 HC-$2.06 plus postage.)

(4)

Pot anger, P. S., & Klemp, G. 0. Concepts and issues related to theidentification, measurement and validation of competence. Boston:Institute for 'Competence Assessment, McBer and Company, (no date).

-,)

(7,10)

Sackmary, B., & Hedrick, H. Assessment of ,the experiential learningof women for college credit_in the area ofwomen's studies. Mt.Pleasant, Mi.: Central Michigan University, 1977.2

This paper, which was presented to the CAEL Assembly ia October,1977, provides preliminary guidelines for the development ofassessment criteria by which women may receive college credit forexperiential learning applicable to women's studies. Generalstandards for assessment of .experiential learning, statements ofthe goals of women's studies programs, descriptions of specificwomen's studies courses and information relevant: to the assessment ofexperiential learnin, are presented. Also included are sampleportfolio 'materials representative of actual experiences of women.

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94

(2,9,10)

Schultz, R. F- Lifelong learning: Higher education's response (TopicalPaper Nom. 3). Tucson: University of Arizona, College of Education,1976. (:..vailable for '$2 from Committee on Higher Education,University of Arizona, 1415 North Fremont Street, Tucson, Arizona85719. ERIC Document Reproduction Service no. ED1317id. EDRS priceMF-$0.83 HC-$1.67 plus postage.)

Sexton, R.

(2,4)

Experiential education and community involvement practicesat the o'Stsecondar level: 'Im licatione for, caveir education(Report No.: PO0760303). Washington, D.C.: Offile of JareerEducation,-;Department of Health, Education, & Welfare, .1976. (3_ R IC

Document Reproduction Service no. ED138771. EDRS price MF-$0-.83HC-$3.50 po;cage.)

(1,2,3,)

Sharon, A. T. Technical and practical problems in assessing_experientiallearning. Paper presented at a joint session of the Annual Meetingof the American-Educational Research Association and the NationalCouncil on Measurement -in Education, Washington, D.C., April 1975.(ERIC Document Reproduction Service no. ED106362. EDRS price MF-$0.76 HC41.58 plus postage.)

(10)

Stephens College 'lithout Walls. Prior learning: A guideo portfoliodevelopment. Colutbia, Mo.: Stephen& College, 1977-78.

(7,9)

Vermilye, D. W. (Ed.) Innividualizin the s stem: Current issues tohighereduCation 1976. San Francisco: Jossey-Bass, 1976.\

(A)

Western Interstate Commis;Iion for Higher Educatio! Innovations innursing curricula. Proceedings of a workshop for nursing fatuity,San Diego:, January,, 1976. (Available from Western InterstateCommission for Higher Education, P.O. Drawer P, Boulder, Colorado80302. ERIC DocUment Reproduction Service no. ED136653. EDRS priceMP-$0.83 HC-$4.67 plus postai%,.)

(2,n)

11 -4

Yelon, S. L. Saqu_time and energy In evaluating_individual performance112_1110,1_placement: Ideas contributed by facultyNat Michigan StateDmiyersity. East Lansing: Le^-ning and Evaluation Service, MichiganState UntverSity, (no date).

1

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SECTION 12. TRANSCRIPTION

How to record credit or recognition for experiential learning posesspecial problems because the learning often does not fit traditionalcourse labels or descriptions. This section gives an overvi'w ofp',Ioblemse.g., how to represent learning accurately and appropriately forthird parties, how nontraditional records of learning are viewed byvatious group, etc.

Hall, G. UWW credit for prior learning: A handbook for studeLcs andevaluators. Amherst, Mass: University Without Walls Program,University of Massachusetts, 1977.

(2,7,10,11)

Johnson, R. A., Kluzek, D. L., & Stanton, C. A. Linking non-traditionalundergraduate programs to graduate and professional schools: USF'sgraduate school protect - A prbgress report. Paper prepared forpresentation at the meeting of the Council for the Advancement ofExperiential Learning, Toronto, Canada, April 1978.

A report of a project that was implemented to smooth the path tograduate and professional schools for graduates of the University ofSan Francisco's external degree programs. Credit for prior learningis a significant element of -those degree programs. The projectcontains three components: 1) transcripting improvement--a two-track system; 2) informational interviews--gathering and givinginformation; 3) academic counsellingguidance towards appropriatepost-baccalaureate programs and in portfolio preparation. Threealternatives are explored: 1) making graduate schools aware ofnontraditional projects; 2) seeking legal solutions; 3) improvingcounselling and informational services for students enrolled innontraditional undergraduate programs.

Knapp, J., & Hamilton, I. B. The effect of nonstandard undergraduateassessment and reporting practices on the graduate school admissionsprocess (GRE Report No. 76-14). Princeton, !.J.: EducationalTesting Service, 1976.

A report of an exploratory study sponsored by the Graduate Record.Examinations Board and designed to identify and describe problemsencountered by graduate school staff and decision makers with respectto such unusual undergraduate assessment and reporting procedures ascredit by examination, credit for prior learning, credit for fieldexperience, narrative transcripts, and pass/fail grading. -'Graduateschool deans and admissions personnel at selected institutions weresurveyed to determine student assessment practices and atypicaltranscript reporting methods that cause difficulties in the selectionand admission of candidates. A smaller subset of graduate schoolsrepresenting a variety of characteristics were selected from thesurvey and studied in depth via site visits in order to describe theproblems in detail and gather attitudinal and anecdotal information.

Summerskill, J., & Osander, J. The educational passport. Paper presentedat the American Association for Higher Education Conference, Chicago,March 1974. (ERIC Document Reproduction Service no. ED089609.EDRS price MF-$0.76 HC-$1.58 plus postage.)

(9)

Tate, J., Keeton, M., Knapp, J., Earbato, B., & Meyer, S. M. CAEL: A

status report. College and University, 1977, 52, 401-411.

Summary of a gession conducted at the 1977 annual meeting of theAmerican Association of Collegiate Registrars and AdmissionsOfficers. . Although a status report on CAEL, the comments of the

panel focus on the role of faculty and particularly registrars in theassessment and recording of experiential learning.

(5)

PART C. ALPHABETICAL LISTING OF ALL ANNOTATED ENTRIES

American Council on Education. National guide to credit recommendationsfor non-collegiate courses. Wash'ngton, D.C.: American Council onEducation, 1978.

Andrews, T. (Ed.) Assessment. Multi-State Consortium on PerformanceBased Teacher Education, 1973.

(7,10,11)

Arnold, D. S., & Others. ExperienLial education: A new direction foran old concept. Papers delivered under the Sponsorship of theHumanistic Psychology Division ac the 81st Annual Convention of theAmerican Psychological Association, August 1978. (ERIC DocumentReproduction Service no. ED086079. EDRS price MF-$0.76 HC-$1.95plus postage.)

(1,2)

Bailie, R. C., & Wales, C. E. PRIDE: A new approach to experientiallearning. Engineering Education, 1975, 65, 398-402.

(2,3,4)

Barber, W. H., & Lurie, H. J. Designing an experientially basedcontinuing education program. American Journal of Psychiatry, 1973,130, 1148-1150.

(3)

Betts, F. M. Assessing the effects of anxiety on student satisfaction inthe GLCA - Philadelphia Urban Semester. Philadelphia: Great Lakesrlolleges Association, 1977.

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99

(4)

Blackmer, A. R., & Irwin, P. Study of off-campus education: A report.

Boston: National Association of Independent Schools, 1977.(Available for $2 from the. Mail Room, National Association ofIndependent Schools, 4 Liberty Square, Boston, Massachusetts 02109).

(4)

Blai, B. "Total" learning/d.celopment at Harcum Juni.r College.Psychology, 1974, 11, 65-69,

(2A)

Bowen, H. R., &.Douglas, G. K. Efficiency in liberal education (AReport of the Carnegie Commission on Higher Education). New York:McGraw-Hill, 1971.

(6)

- Bradley, A. P. The Empire State College mentor: An emerging role.\ Saratoga Springs, N.Y.: Empire State College, Office of Research

and Evaluation, 1975.1,1

(5)

Brigham Young University, Language Research Center. Latin America:Intercultural experiential learning aid. Provo, Utah: Author,1976. (Available for $2.00 plus $0.25 postage from Brigham YoungUniversity, Language and Intercultural Research Center, 240.B-34,Provo, Utah 84602. ERIC Document Reproduction Service no. ED140620.EDRS price MF-$0.83 HC-$3.50 plus postage. Some pages may bemarginally legible due to small print of the original document.)

(3)

Brown, S. J. Cooperative education and career development: Acomparative study of alumni. Boston: Northeastern University,1976.

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100

(2,4)

Burt, R. F., & ')ouglas, M. The community resource person's guide forexperience -based learning. Portland, Or.: Northwest RegionalEducational Laboratory, 1977. (Available from Northwest RegionalEducational Laboratory, 719 Southwest Second Avenue, Portland,Oregon 97204.)

(3)

CAEL. Directory of members, .1977 -78. Columbia, Md.: Council for theAdvancement of Experiential Learning, 1978.

(3)

CAEL. Newsletter. Periodical published se-k.eral times a year. (Availablefrom CAEL, American City Building, Suite 208, Columbia, Maryland21044.)

(3)

California State University and Colleges. The 1,000-mile campus. LosAngeles: Author, 1912.

(1,2)

Certo, S. C,, & Newgren, K. E. Interpersonal skill development: Theexperiential training unit (ETU) and transfer of training. Paperpresented at the Annual Meeting of the Association for BusinessSimulation and Experiential Learning, Wichita, Kansas; April 1977.(ERIC Document Reproduction Service no. ED140360. EDRS priceMF-$0.83 HC -$i.67 plus postage.)

(3)

Cheren, M. A manual.for program advisors. Washington, D. C.: Campus-'Free College, 1978 (in press).

(1,2,7)

Christensen, F. A. An institutional guide for planning experientiallearning programs. Palatine, Ill.: William Rainey Harper College,1978.

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101

(3)

Christensen, F. A., & Others. Student guide to portfolio development.Palatine, Ill.: William Rainey Harper College, 1977. (Availablefor $:).95 from the HarperCollege Books':ore.)

(7,8,9,10,11)

Clark, F. T., & Chisholm, S. (Eds.) Contract learning casebook.Saratoga Sprirgs, N.Y.:- Empire State College, Center for-Individualized Education; 1975.

(3,7,8,10)

Corey, J. F. (Ed.) A brief history of service-learning internshipprograms. Raleigh: North Carolina State Board of Higher Education,1972. (ERIC Document Reproduction Service no. ED070375. EDRSprice MF-$0.76. HC-$1.58 plus postage.)

(1,2)

Council on Social Work Education. The dynamics of field instruction:Learning through doing. New York: Author, 1975. (Available for

$3.50 from Council on Social Work Education, 345 E. 46th St., NewYork, New York 10017. ERIC Document Reproduction Service no. ED121223. EDRS *rice MF-$0.83 plus postage. HC not available fromEDRS.)

(2)

Cross, K.- P. Accent on learning: Improving instruction and reshapingthe curriculum. San Francisco: Jossey -Bass, 1976.

(1,2)

ytrynbaum, S. Project Outreach: An approach to human relationships,experiential learning and community action in-the introductorypsychology course. Paper presented at, the American PsychologicalAssociation Convention, Washington, D.C., September, 1969. (ERICDocument Reproduction Service no. ED 043915. EDRS price MF-$0.76HC-$1.58 plus postage.)

(2)

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Dantes. Independent study catalog. Pensacola, Fl.: Defense Activityfor Nontraditional Educational Support, 1977.

(2)

DeHaan, R. F., & Van Wagner, K. Evaluating an experiential learningprogram: The GLCA--Philadelphia Urban Semester. Journal ofEducational Research, 1977, 70, 222-225.

(4)

Ekstrom, R. B., Harris, A. M., & Lockheed, M. E. How to get collegecredit for what you have learned as a homemaker and volunteer.Princeton, N.J.: Educational Testing Service, 1977.

(7,9)

Feasley, C. E. Actual costs of assessing prior learning: Institutionsreport. Community/Junior College Research Quarterly, October1978, 3(1) (in press).

(6)

Fehnel, R. A., & Sundberg, r. D. FrairielyalIsLaysreness and action: Amodel for institutional development of sponsored and prior learningin a traditional university. Eugene, Or.: 'University of Oregon,1976. (ERIC Document Reproduction Service no. ED144517. Bestcopy available; EDRS price MF-$0.83 HC-$3.50 plus postage.)

(2,3,6)

Fincher, C. Simulation techniques in training college administrators.Athens: University of Georgia, 1973. (Available for $2 fromInstitute of Higher Education, University of Georgia, Athens,Georgia 30602. ERIC Document Reproduction Service no. ED098839.EDRS price MF-$0.76 HC-$1.95 plus postage.)

' 1

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(3,10)

Ford, A. S. (Ed.) Directions for experimental education in highereducation: A conference for academic administrators. Proceedings ofa Conference for Academic Administrators, Berea College, Berea,KentuCky, November 1975. (ERIC Document Reproduction Service no. ED125496. EDRS price MF-$0.83 HC-$3.50 plus postage.)

(1,2,5,6)

Forrest, A. Experiential learning and the assessment problem. American'Vocational Journal, 1976, 51(7), 39-41.

Forrest, A. A new, old frontier for the library-college: Theeducational context of assessing experiential learning. LearningToday, 1976, 9(1), 54-59.

(10)

Forrest, A., & Steele, J. M. College outcome measures project: Annualreport. Iowa City: American College Testing Program, 1977.(Available from ACT, 2201 North Dodge Street, Iowa City, Iowa52240.)

(10)

Fram, E. H., & Others. Connaitre and savoir: Scholarship and workman-ship. A presentation to the. Adult Education Research Conference,Toronto, Ontario, April, 1976. (ERIC Document Reproduction Serviceno. ED123380. EDRS.price MF-$0.83 HC-$1.67 plus postage.)

(1,3)

Gardner, B. S. Building educational bridges between practicallyever body: A JEP idea book 'on how to start a college-communityparenr-Tship. Joint Educational Project, .University of SouthernCalifornia, 1977.

(3)

Gsrrard, J., & Verby, J. E. Comparisons of .medical student, experiencesin rural and university settings. Journal of Medical Education,1977, 52(10), 802-810.

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(2)

Gill, P. L. A moeel for acatiemic assessment of associates in artsgraduates in T:trformance or competency-based terms. Doctoraldissertation, Nova University, 1976. (ERIC Document ReproductionService no. ED134629)

(4)

Godfrey, R. A review of research and evaluation literature on OutwardBound and related educational programs. Paper presented at theConference on Experiential Education, Estes Park, Colorado, October'1974. (Available for $1 from Colorado Outward Bound School, 945Pennsylvania Street, Denver, Colorado' 80203. ERIC DocumentReproduction Service mo. ED141039. EDRS price MF-$0.83 plus postage.Parts may be marginally legible due to small print of the originaldocument. HC Not available from EDRS.)

(2,4)

Goldstein, M. ,B. Federal policies towards experiential education.Unpublished manuscript, 1977. (Available for $1 postpaid from thePostsecondary Education Convening Authority of the Institute forEducational Leadership, 1001 Connecticut Avenue, N.W., Suite 310,Washington, D.C. 20036.)

(1,6)

Graham, R. Youth and experiential learning. Chapter IX in Youth:The seventy-fourth yearbook of the National Society for the Studyof Education. Chicago: University of Chicago Press, 1975.

(1)

Hall, G. UWW credit for prior learning: -A handbook for students andevaluators. Amherst, Mass: University Without Wa1ls Prqgram,University of Massachusetts, 1977.

(2,7,10,11,12)

Hall, G. E., & Jones H. L. Competency-based education: A process forthe improvement of education. Englewood Cliffs, N.J.: Prentice-Hall, 1976.

(42,3)

c-1 o5

Hamilton, I. B. The third century: Postsecondary planning for-thenontraditional learner. Princeton, N.J.: Office of New DegreePrograms, Educational Testing Service, and College Entrance Exam-ination Board, 1976. (ERIC Document Reproduction Service no. D125302).

(1,6)

Harding, G., & Houser, S. The Centennial Educational Program. InterfaceJournal, 1974-75, 1(1), 23-29.

(2 ,5)

Harmon, S. K. A comparison of lecture and experiential learning modelsin teaching human ecology. (Doctoral dissertation, University ofUtah, 1973). Dissertation Abstracts International, 1974, 34(10-B),5036-5037.

(2A,4)

Harper, W. A. Commur:ty College of Vermont: Some impressions.Community ar.i Junior Colle.4e Journal, 1975, 45(8), 3436.

(2,4)

Harris, J. Must the standards for college credit be a "rubber ruler"?' Columbia, Md.: CAEL, 1978. (Available for $1.00 from CAEL, American

City Building, Suite 208, Columbia; Maryland 21044)

(4,6,10,11) .

Hassler, D. M., & Kaplan, H. E. Student evaluations of experimentaluniversity classes: Journal of General Education, 1967, 29(2),94-104.

it

(2A,4,5)

Heermann, B. C. Cooperative education in community colleges. SanFrancisco: Jossey-Bass, 1973.

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(1,2,3)

Heermann, B. C. Exp 9riential learning in the community colleste (TopicalPaper No. 63). Los Angeles: ERIC Clearinghouse for Junior'Colleges,University of :alifornia, 1977. (ERIC Document Reproduction Serviceno. ED140909. EDRS price MF-$0.83 HC-$4.67 plus postage.)

Heermann, B. C. A student guide to college without walls. Dayton,Ohio: Sinclair Community College, 1f,77.

(2,7,8,9,10,11)

Heermann, B. C. Astttgtlide to coo?erative work ,experience andinternship. Dayton, Ohio: Sinclair Community College, 1977.

' (7,8,9,10,11)

Heermann, B. C. A student wide to receivin',t credit for prior learning.Dayton, Ohio: Sinclair Community College, 1977.

(7,8,9,10,11)

Hess, A. K. The "parts party" as a method of teaching personalitytheory and dynamics. Teaching of Psychology, 1976, 3(1), 32-33.

(2A)

Heydinger, R. B. The assessment of Student performance: A model andthe reforms. Washington, D.C.: Educational Resources InformationCenter, 1975. (ERIC Document Reproduction Service no. ED104246)

(10)

Hobgood, i. M. The concept of experiential learning in the arts.Education Theatre Journal, 19q0, 22(1), 43-52.

Hofer, B. K.

(2)

The ethics, of a public policy decision- making program:A final resort to the Lill Endowment. Unpublished manuscript,

ExperientialEducation, University of Kentucky, 1978.Office fog

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(2,3,4)

Hogan, T. P.' Assessment 1.88Wed for Wisconsin's extended degrees.Green Bay,'Wisc.: Office of Educational Research and Development,University of Wisconsin-Green Bay, 1977.

(4,7,10,11)

Monier, J. D. Experiential learning effects on empathic interpersonalcommunication skills and related attitudes. (Doctoral disseration,Washington University, St. Louis, 1974). Dissertation AbstractsIne,ernational, 1975, 15(9-A), 5609.

. Hoyt, K. B. Career education and work e perience education: Can wejoin together? Speech presented to the Western Association ofCooperative and Work Experience Educators, Las Vegas, Nevada,February 1976. (ERIC Document Reproduction Service no. ED130043.EDRS price MF-$0.33 HC-$1.67 plus postage.)

(1)

Hughes, J. C. Experiential learning in management education (Doctoraldissertation, Texas Tech University, 1974). Dissertation, AbstractsInternational, 1975, 35(9-A), 5610.

Institute for Personal and Career Development,, Central MichtganUniversity. Application for graduate experiential learning credit.Mt. Pleasant, Mi.: Central Michigan University, 1977.

(7,8,9)

institute for Personal and Career Development, Central MichiganUniversity. The' Experiential Learning Program. The evaluationof experiential learning: Guidelines for evaluators concerninggraduate student evaluation. Mi. Pleasant, Mi.: Central MichiganUniversity, 1977.

(9,10,11)

Johnson, J. Environmental studies. Los Angeles: Joint EducationalProject, University of Southern California, 1976.

(3)

Johnson, J., & Gardner, B. S. Everything veJEP idea book--But never thought to a-Educational Project, University of.Soua.

.7 about a

es: Joint76.

(3)

Johnson, R. A., Kluzek, D. L., & Stanton, C. A. Linking non-traditionalundergraduate programs to graduate and professional schools: USF's_graduate school project - A progress report. Paper preparedfor presentation at the meeting of the Council for the Advancementof Experiential Learning, Toronto, Canada, April 1978.

(12)

Keeney, W. Cooperative education in the liberal arts. Liberal Education,1975, 61, 427-438.

(1)

Kintzer, C. Articulation and transfer (Topical Paper No. 59). LosAngeles: ERIC Clearinghouse for Junior College Information,University of California, 1976. (ERIC Document Yeproduction Serviceno. ED130746. EDRS price MF-$0.83 HC-$2.06 plus postage.)

(4,11)

Knapp, J. The CARL Project: A case study. Paper presented at theAnnual Meeting of the American Educational. Research Association, SanFrancisco, April 1976. (ERIC Document Reproduction Service no.ED127340; EDRS price MF-$0.83 HC-$1.67 plus postage.)

(3)

Knapp, . J., & Hamilton, I. B. The effect of nonstandard undergraduateassessment and reporting practices on the graduate school admissionsprocess (GRE Report No. 76 -14). Princeton, N.J.: EducationalTesting Service, 1976..

(12)

Knowles, M. The adult learner: A neglected species. Houston: GulfPublishing, 1973.

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109

Kray, E. J. Faculty attitudes toward assessment of experiential learning.Fort Lauderdale, Fla.:. Nova University, 1975. (ERIC DocumentReproduction .Seririce no. tu108728. EDRS prix' MF-S0-' TI(; -$3.32plus postage.)

(5)

Kray, E. J. The non-traditioaal student seeking assessment ofexperiential learning--who and why? Ed.D. Practicum, NovaUniversity, 1976. (ERIC Document Reproduction Service no. ED121360. EDRS price MF-$0.83 HC-$4.67 plus postage.)

(2)

Kray, E. J. Experiential learning assessment--A sourcebook for postsecondary institutions. Media, Pa.: Delaware County CommunityCollege, 1977.

(1,2,3,5,6)

Kronick, R. F. Academe: Irternship: The delicate balance. Journalof Sociology and Social Welfare, 1974, 1, 130-134.

(1,2)

Kuhlman, C. Internship concepts and applications: A report Lc theCenter for Urban Affairs. Bloomington, Ind.: Resource DevelopmentInternship Project, Indiana University, 1971. (ERIC DocumentReproduction -Service no. ED086101. EDRS price MF-$0.76 HC-$1.95plus postage.)

(2,3)

Lehman, T. Success after graduation: A study of the baccalaureategraduates of Empire State College. Saratoga Springs; N.Y.: Officeof Research and Evaluation, Empire State College, 1974.

(2,4)

Lewchuk, R. C. (Ed.) National register of internships and experientialeducation. Washington, D.C.: Acropolis, Books, 1977.

(2)

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Lukenbill, B. W. Content ,)r pwcess: A personal look at experientiallearning. Journal of EaRation for Librarianship, 1976, 16(3),49/-204.

Lupton, D. K. The project-syllabAlternative Higher Education, lspu,

(2A)

Al experiential education.43-50.

(2,3,7)

Lynton, E. A. Acceptability of field experience in traditionalinstitutions. New Directionsofor Higher Education, 1974, 2(2),95-102.

11)

Mager, R. F., & Pipe, P. Analyzing performance problems. Belmont,Calif.: Fearon Publishers, 197(.

(10)

Mazon,. M. R. Cross cultural methods, experiential learning-teaching.San Diego, Calif.: San Diego State University, California Institutefor Cultural Pluralism, 1973. (ERIC-Document Reproduction Ser./iceno. ED097318. EDRS price MF-$0.76 HC-$1.58 plus'postage).

(2A)

McClure, L., Cook, S. C., & Thompson, V. Experience-based learning:How to make the community your classroom. Portland, Ot.: NorthwestRegional-Educational Laboratory, 1977. (Available from NorthWestRegional Educational Laboratory, Pr Southwest Second Avenue,Portland, Oregon 97204.)

(3)

McGovern, T. V., & Tinsley, H. E. A longitudinal investigation ofthe graduate assistant work-training experience. Journal of CollegeStudent Personnel, 1976, 17, 130-133.

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(2,4)

McKean, B. (Ed.) Toward defining measurable objectives in the affectivedomain for experiential education programs. Denver: ColoradoOutward Bound School, 1975. (Available for $1 from Colorado OutwardBound School, 945. Pennsylvania Street, Denver, ColoradO 80203. ERICDocument Reproduct'Ion Service no. ED139572. EDRS price MF-$0.83plus postage, HC not available from EDRS.)

10)

Medrick, F. W. Outward Bound and higher education. A rationale andoutline for college development. GreenWich, Conn.: OutwardWound,Inc. (Available for $..50 from Outward Bound, Inc., 165 West PutnamAvenue, Greenwich, Connecticut 06830. ERIC Document'ReproductionService no. ED129518. EDRS price MF-$0.83 plus postage. HC Notavailable from, EDRS.)

(1,2,3)

Medsker L. & Others. Extending_ opportunities for a college degree.Berkeley: Center for Research and_ Development in Higher Education,University of California, 1975.

(6)

Miller, M. R. Student handbook on preparing a portfolio for' theassessment of prior learning. Barre, Vt.: Vermont State Colleges,Office of External Programs, 1977.

(7,8,9)

Wilt-or4-0-.---Teaching-or-Learnixre-Washiti-grisn, D.C.: American Associationfor Higher Education, 1971. (Available. from Publications Department,American 'Association for Higher Education, One Dupont Circle,.Suite 780, Washington, D.C. 20036. ERIC:Document. ReproductionService no. ED053685. EDRS price MF-$0.76,HC-$1.58-plus postage.)

(1)

Milton, O. Alternatives to the traditional. San Francisco: Jossey-Bass, 1976.

C -14

Moss, C. E., & Gaither, G. H. Formula liudgeting, requiem or renaissance?Journal of Higher. Education, 1976, 47(5).

Mowrer, J. L., & Anderson, L. A unique way to get an AG degree. Journalof Extension, September/October, 1977 15, 18-22.

.1)

Mowrer, J. L., & Folks, H. C. Impact of enrollments and student bodycomposition on academic program,-design and delivery. PositionPaper pn Nontraditional Educational Programs. East Lansing:.Michigan State University, 1977.

(1,2)

I

Muzik, D. Design, implementat!on, and evaluation of Taylor University'sChristian Education Internship' Program. Upland, In.: TaylorUniversity, 1977..

(1,44,10)

Nolan, M. F., Anderson, L. A., & Mowrer, J. L. Faculty attitude towarda nontraf1'tional studies program. Alternative Higher Education,1977, 2(1), 17-24.

(5)

Northwest Regional Educational Laboratory.- Student guide to writinga journal; Student record of community exploration; and Studentcompetencies guide: Survival skills for a-changing world. Portland,Or.: AUthOr-,-1977. (Available from Northwest Regional EducationalLaboratory, 710 Southwest Second AVenue, .Portland, Oregon 97204.)

1(3)

Nyquist, E.-B., Arbolino, J. N., & HawesAnytime, anywhere: New ways for anyoneand college degrees by off-campus studyHarcourt Brace Jovanovich, 1977.

, G. R. College learning- -to get college course-creditsand examinations. New York:-

(2)

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O'Connell, W. R:, Jr. & Moomaw, E. A CBC primer. Report of aconference: Competency -based curricula in general undergralluateprograms. Atlanta, Ga.:- Southern Regional Education Board, 1975.

Palola, E. G. Cost-effectiveness evaluation in higher education.Saratoga Springs, Empire Stat C011ege,-1974.

(6)

Palola. E. G. PERC hand ?ook (program effectiveness and related costAL.Saratoga Springs, N.Y.: Empire State College, Office of Researchand Evaluation, 1977. -

(4,6)

Palola, E. G., & BradleyA. P., Jr. Ten-out of thirty: Ten 'casestudies of the first thirty graduates. Saratoga SpringS, N.Y.:Empire State College,- Office of .Research and Evaluation, 1973.

(4)

Park, D. The cooperative Assessment of Experiential Learning. AdultLeadership, 1975, 23(8), -242 -247.

(7,8)

Payne, P. A. Training in help giving skills in a psychology of adjustment

Paper Tresenra-ttheA-rinualConference e--the Abefi-eanPsychological Association, Washington,-D.C., September, 1976. (ERICDocument Reproduction Service no.. ED137703. EDRS price MF-$0.83HC-$1.67 plus postage.)

(2A,4)

Picarelli,- J. G. Learning for your future: Planning your education,career, ao4 life. Washington, D.C.: Washington InternationflCollege, 1977.

(7,8)

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Pollack, D. Experiential learning in college psychology. College. Student Journal, 1972, 6, 100-104.

(2A)

Pottinger, P. S., & Klemp, G. O. Concepts and issues related to theidentification, measurement and validation of competence. Bost°,instttute for Corr,. --, Assessment, McBer and Company, (no date).

(7,10,11)

Redmond, H. M. Experiential learning and personality development.(Doctoral.dissertation, University of Southern California, 1974).Dissertation Abstracts International, 1974, '34(12-A, Pt 1), 7643.

(4)

Reyes, R. A need for- articulation:---Sponsored-experientialEl Paso community based agencies and El Paso'Community College.-

. Practicum presented to No4a University. in partial fulfillmentof the requirements for the Dottor-of 'Education degree,. 1975.(ERIC.Document Reproduction Service' no. ED105920. EDRS,priceMF-$0.76 HC-$1.58 plus postage.)

(3)-

Rinnader, E. Sources and inforthation fot assessing student' learning.,New Directions for Community Colleges, 1977i..5(2), 105-108.

<10)

Rippetoe, J. K. The undergraduate education in sociology: A casefor experiential learning. Teaching Sociology, 1977, 4(3), 239-250.

(1,3)

Rosen, D. P., & Others. Masters of reality: Certificate or performance?Toward policy and practice:- for postsecondary education and work,programs on' outcomes for students. Washington, D.C.: National-Student Educational Fund, 1977. (ERIC Document Reproduction Serviceno. ED138810; EDRS price MF-$0.83 HC-$11.37 plus'postage4

(2)

Rosen, Jerdee, T. H. Om-the job sex bias: Increasing managerialawareness. Personnel Administrator, 1977, 22(1),'15 -18.

, P . Th,. e4 J.,,nal uses of the world: Experiential learningand the Peace Corps (Peace Corps Faculty Paper, No. 2). Washington,D.C.: Peace Corps, U.S. Department of State, 1968. (ERIC DocumentReproduction Service no. ED031617. EDRS price MF-$0.76 HC-$1.58plus postage.)

(2)

Sackmary, B., & Hedrick,. H. Assessment of the experiential learningof women for college credit in the area of women's studies. Mt.Pleasant, Mi.: Central Michigan-University, 1977.

(2,9,1041)

Saral, T. B. A'learning module in intercultural communication.. ParkForest South, Ill.:. Governors State University 1972-. Paper'presented at the International Communi6ation Association AnnualConvention, Atlanta, Georgia, April 1972. (ERIC Document.Reproduction Service no. ED063748. EDRS.price MF-$0.76 :HC-41.58plus postage.),

Schlesinger, M. A.

(2A)

Reconstructing general education: An examinationof assum tions .ractices and ros ects (CUE Project' Occasional

_P-aper __Series _No, 21 BOwling----Green' 'StateUniversity, .1977.. (Available from Managing Editor; CUE ProjectPublications, Bowling Green State, University, Bowling Green,. Ohio43403.)

(1,2)

Schultz, R. E. Lifelong learning: Hither education's response (TopicalPaper No. 3). Tucson:. University of Arizona, College of Education,1976. (Available for $2 from Committee on Higher Education,University of Arizona, 1415 North Fremont ,Street, Tucson, Arizona85719. .ERIC Document Reproduction Service no. ED131778. EDRSprice MF-$9.83 HC-$1.67 plus postage.)

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116

Seiniger, W. B. Liberal arts and career 4?'Document Reprociort I:1, Ser. e u

,'age .

+1 a Mi 0.83

(1,2)-

Sexton, R. Experiential education and community.involvement practices atthe.postsecondary level: Implications for career education (ReportNo.: PO0760303). Washington, D.C.:. Office of Career Education,-U.S. Department of 'Health, Education, & Welfare, 1976,_ (ERICDocument Reproduction Service no. ED138771.. EDRS price' MF-$0.83HC-$3.50 plus postage.)

NM (1,2,3,11)

Sexton, .R. F. The institutional response to federal policy onexperiential education. Unpublished manuscript, 1977. (Availablefor $1 postpaid 'from the Postsecondary-Education Convening, Authorityof the Institute for Educational Leadership,. 1001 Connecticut ,

Avenue, N.W., Suite 310, Washington, D.C. 20036.)

(3)

Sexton, R. F:, & Stephenson, J. B. 'Institutionalizing experientiallearning in a state university. New'Directions for Higher Education,1974,. 2(2), 55-56.

(2,3)

Sexton, R. -F., & Westerfield, A. Final report of the Service-Learniim-Resburce-Center.. Unpublished manuscript, Office for ExperientialEducation, University of Kentucky, 1978.

I(2)

Shapiro, J. L., & Gust, T. Counselor training for facilitati -human,reationships. Counselor Education and Supervision, 1974, 13,198-2

(2)

Sharon, A. T. Technical and practical problems in assessing experientiallearning. Paper presented at a joint session of the Annual Meetingof the Ame'rican Educational Research Association "and-the National...Council on Measurement in Education, Washington, j).C., April 1975.1ERIC Document Reproduction Service no. ED106362. EDRS priceMF-$0.76 HC-$1.58 plus postage.)

Shirk, S. L. Integrating work and study in Chinese education. LiberalEducation, 1977, 63, 271-83.

IN

(1) .

Sigmon, R.- L. Service-learning: An educational style. Raleigh:North Carolina- Internship Office, 1970. (ERIC Document ReproduCtionService no. ED0860,76. EDRS price MF-$0.76 HC -$1.58 plus postage.)

(1,2)

Singer, L. J.., & Weissman, J.. Action process teaching: A multi-.dimensional, experiential, learning approach. The FamilyCoordinator, 1974, 23, 115-122.

710

(2A) .

_Society for Field' Experience 'Education. Foundini4. Conference: Societyfor Field Experience Education. Papers presented at the FoundingConference for the Society for Field'Experience Education, Hofatra'University, Hempstead, N.Y. , November .1972. (ERIC-- DocumentReproduction Service, no. Eb089561... EDRS price MF-$0.76 HC-$1.95plus postage.)

(1,2,3)

Sosdian, C. P. External degrees: Program and student characteristics.Washington, D.C.: Bureau of Social Science Research, 1978'.

(4)

Sosdian, C. P., & Sharp, L. M. Guide to undergraduate external degreeprograms in the United States Spring 1977. WaShington, D.C.Bureau of Social Science Research, in cooperation with the .Office ofEducational Credit, American Council on Education, 1977....

(2)

Sosdian, C.-.P., & Sharp, L. M. The external degree as a_credential:'Graduates' experiences in employment and further study. Washington,D.C.: Bureau of Social. Science Research, 197.8.

(2,4)

Stephens College- Without Walls. Prior learning: A guide to portfoliodevelopment. Columbia, Mo.: Stephens College, 1977-78.

(7,9,11)

Stevens, M. A.., Developing learning objectives for a model course toprepare adults for the assessment of prior, non-sponsored learningby portfolio evaluation. .Ed.D. Practicum, Nova University, 1977.(ERIC DocuGentc, Reproduction Service no. ED140887. EDRS priceMr-0.83 11C-$2.06 plus postage. Appendix q may be marginallylegible due to small print of the original document.)

(2,3,7,8)

Stevens, M..A. A strategy to gain 'faculty acceptance of and participationin the granting of credit.. for prior, nonsponsored learning..atBlack Hawk. College. Ed. D. Practicum, Nova University, 1977. (ERICDocument Reproduction Service no. ED136884. EDRS price MF-$0.83HC-$6.01 plus.postage.)

(3,5)

Strange,. J. H. ..The experience of the College of Public and CommunityService. Liberal Education, 1977, 63, 176-189.

(2,3)

Sugg, M. Ex lorations in ex eriential learnin . Pittsburgh: 'UniversityUrban Interface Program, University of Pittsburgh, 1973. (ERICDocument Reproduction Service no, -ED077391. EDRS price MF-$0.76HC-$6.97 plus postage.)

(1,2)

Summerskill, J., & Osander, J. The educational paysport.4 Paper presentedat the. American-Association for Higher Education Conference, Chicago,March 1974. (ERIC Document Reproduction Service no. ED089609. EDRSPrice MF-$0.76 HC-$1.58 plus pos'tage.)

(9,12) .

Tate, J., Keeton, M., Knapp, J., Barbato, B., & Meyer, ..S. M. CAEL:status report. College and University, 1977, 52, 401-41i.

(5,12)

Tate, P. Society for Field EXPerience Education 1977 resource directory,1977. (Available from Pamela Tate, President, Sdeiety for FieldExperience Education, State University of New York, 99 WadhingtonAvenue, Albany, New York 12246.)

(2,3)

Torbert, W. R.- Learning from experience toward consciousness. New York:Columbia University Press, 1972.

f

(1)

Tyler, V. L. Into intercultural communication: Experiential learningpackets. Provo, Utah: Brigham Young UniVersity, Language ResearchCenter,' 1973. (ERIC Document Reproduction Service no. ED085797EDRS price MF-$0.76 HC -$3.32 plus postage.)

p

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(3)

Valley, J. R. ,Career education of adults. Washington, D.C.: NationalAdvisory Council for Career Education, U.S. Office of Education,1977. (Available from Superintendent of Documents, U.S.Government: Printing Offfce,,..0ashington, D.C. 20402, Stock 'Number017-080-01736-9. ERIC Document'Reproduction Service no. ED141611.EDRS price MF-$0.83 HC-$4.67 plus postage..)

(1)

Veiga, J. F. Experiential learning in management education: What kindsof students.benefit? College Student Journal, 1976, 10(1), 62-68.

(2A)

Vermilye, D. W. (Ed.) Individualizing the system: Current issues inhighbv education 1976. San Francisco: Jossey7Bass, 1976.

Vermilye, D. W. (Ed.) Relating work and education: Current issues inhigher education 1977. San FranCisco: Josue.' -Bass, 1977.

(1,2)

:Vermont Community Colleges, MOntielier. Report of the:institutionalself-study. , -Self-Study report'prepared for,the New EnglandAssociation. of Schools and 'Colleges,. Burlington, Massachusetts,1975. (ERIC Document Reproduction Service no. ED135414. EDRS priceMF -$0.83 HC-$6.01 plus postage.)

(2)

Wasmuth, N. The r,:alue of: experiential learning in longterm careeducation: Emphasis on 'simulated senaory deprivation in anInstitutional setting. Gerontologist, 1975, 15, 548-553.

(2)

Wegner, G.G. Experiential-learning: Theory and postulates as reflected-in John Dewey's theories of learning and experience (Doctoraldissertation, Uni,ersity of North Dakota; 1976). DissertationAbstracts International, 1977, 38101- , 222-A.

'2121

Western Interstate Commission. for Higher EchIcation. Innovations innursing curricula. Proceedings of a workshop for nursing faculty,San Diego, Januaiy, 1976. (Available frb,m Western InterstateCommission for Higher Edeication, P.O. Drawer P, Boulder, Colorado80302. ERIC Document Reproduction Service no. ED136653. EDRS priceMF-$0.83 HC-$4.67 plus postage.)

(2,10,11)

Wilson, J. W. On the nature of cooperative eslucation.. Journal ofCooperative 'education. 1970, 6(2), 1-10.

(1)

Wilson, J. W., Brown, S. J., Bork, R. G., & Black, V. H. Implementationof cooperative education programs. Boston: Northeastern University,197.

I

(3)

Witham, W. F., Jr. Can experiential education be compatible with theliberal arts curriculum? The Little Forum, 1977, 1, 4-6.

11,2)

Woditsch, G. A. Developing generic skills: A model for competency-based general education (CUE Project` Occasional Paper Series No. 3).Bowling Green, Ohio: Bowling Greece State University, 1977.(Available from Managing Editor, 'CUE Project Publications, BowlingGreen State University, Bowling Green, Ohio 43403.)

(2,3,7,10)

Yelon, S. L. Saving time and energy in evaluating individual performancein field placement: Ideas contributed by faculty at Michigan StateUniversity. East Lansing: Learning and Evaluation Service, MichiganState University, (no date).

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gj(10,11)

PART D. REFERENCES RECEIVED TOO LATE TO ANNOTATE

Abrams, I., & Arnold, D. The American college in international education.New Dimensions in Higher Education No. 27. Durham, N.C.: DukeUniversity, 1967.

Army Missile Command. Study of the effectiveness of a cooperativeeducation program. Redstone Arsenal, Ala., June 1970, mimeo.

Astin, A. Preventing students from dropping out: A longitudinal multi-institutional study of college dropouts. San Francisco: Jossey-Bass, 1975.

Astin, A. Four critical years: Effects of college on beliefs, attitudesand knowledge. San Francisco: Jossey-Bass, 1977.

Bailey, S. The purposes of education. Bloomington, In.: Phi DeltaKappa, 1976.

Balu'es, A. P., & Nunez,. R. I. Government recruitment and staffing:A preliminary assessment of internship programs. Buffalo, N.Y.:Department of Political Science, SUNY Buffalo, 1974.

Barbeau, J. E. Cooperative education in America--Its historical,development, 1906-1971. Boston: Northeastern ,University, 1973.(Available in microfiche froM'ERIC.)

Bergquist, W., Buhl, L., Case, C., Clark, T., Lindquist, J., & Mathis,C. Designing teaching' improvement programs. Berkeley, Calif.:Pacific Soundings Press. (Copies may be ordered at $12.95 fromPacific Soundings Press, 1217 Campus Drive, Berkeley, California94708.)

SBergquist-, W., Chickering, A., Hallibdrton, D., & Lindquist, J.

Developing the college curriculum -A handbook for faculty andadministration'. Washington, D.C.: Council for the AdvanCement ofSmall Colleges. (Order from CASC, One Dupont Circle, N.W., Suite-320,Washington, D.C. 20036.)

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123

Bowen, H. R. Investment in learning: The individual and social valueof American higher education. San Francisco: Jossey-Bass, 1977.

Branch, & Others. The effects of patient contact upon firstyear clntal studnts: A study-Of changing perceptions. Atlanta, Ga.:School 'of Dentistry of the Medical College of Georgia, 1971, 24 pp.mimeo. (ERIC DoCUMent Reproduction Service no. ED054758.)

Breglio, V. J., & Others. An assessment of school supervised workeducation programs, part II: Urban cooperative work educationprograms and follow-up study. Final report vol. 2: Work educationoutcomes. San Francisco: Olympus Research Center, 1976.

Brown, S. J., & Whitten, C. Cooperative education for graduate students.Boston: Northeastern University, 1977. (ERIC Document ReproductionService no. ED146883.)

Brown, S. J., & Wilson, J. W. Survey of cooperative education,. 1974.Journal of Cooperative Education, May 1975.

Brown, S. J., & Wilson, J. W. Survey of cooperative education, 1975.Boston: Northeastern University, June 1975.

Brawn, S. J., & Wilson, J. W. Survey of_ cooperative education, 1976.Journal of Cooperative Education, November 1976.

Brown, S. J., & Wilson, J. W. Cooperative education in the United States.

and Canada: 1977 survey. Boston: Northeastern University,Cooperative Education Clearinghouse Center,.1977.

Buchanan, F. T., III, & Sunnucks, G. M. Postsecondary cooperativeeducation ro rams and minorit student artici ation: Enrollmentpatterns for women, veterans, minorities. Tidewater CommunityCollege, November 1975.

Byrne, E. T., & Wolfe, D. E. Preliminary papers, National Conferenceon Pro rammatic Uses of 'Ex eriential Learnin in ProfessionalEducation. Dallas, Texas: Southern Methodist University, 1978.

D-2

111 124'

Chickering, A. W. Commuting vs. resident students: Overcoming theeducational inequities of living off campus. San Francisco: Jossey-Bass, 1974.

Chickering, A. W. & Chickering, J. Higher education for handicappedpersons, in M. Reynolds (Ed.), Future education for the handicapped.

Chickering, A. W. & McCormick, Personality development in-College.Journal of Research in Higher Education, 1973.

Clark, A. T. The effect of a public school field experience upon studentachievement, educational philosophy, and attitudes in an introductoryeducational psychology-course. Unpublished report, Universityof North Dakota, January 1974.

Coelho.- Personality growth and educational development through workingand studying abroad. Journal of Social Issues, 1962, 18, 5-67.

Cook, J. M. Developing program maps: Module 1 of a-handbook onclarifying college learning outcomes. Columbia, Md.: CAEL, 1978.

Cook, J. M. Developing learning outcomes: Module 2 of a handbook onclarifying college learning outcomes. Columbia, Md.: CAEL, 1978.

Cooper, H. T. Service learning through internship9 and research for state,government, in W. Martin (Ed.), New Directions for Higher Education.San Francisco: Jossey Bass, November 1977.

Cross, K. P. Views from the outside. Journal of Cooperative Education,November 1975.

Cullman, T. Attitudes of returning Peace Corps volunteers concerningimpact of Peace Corp b interlude on subsequent academic work. MenloPark, Calif.: Stanford Research Institute, 1969.

Cummings, J., &'Sussman, M. I. A model for integration of cooperative'education and the classroom in data processing. Journal ofCooperative Education, May 1976.

D-3

125

Davie, R. S., & Others. Academic performance and work experience: AnAustralian cooperative education experience. Journal of CooperativeEducation, May 1974, 10(2).

Dewey, J. Experience and education. New York: MacMillan, 1963.

Donald, D. J., & Evans, N. D. Career education: A comprehensivecommunity college model. Community and Junior College Journal, May1978.

Duley, J. Field experience education, in 0. Milton, On college teaching.San Francisco: Jossey-Bass, 1978.

Frankel, S., & Others. Cooperative education: A national assessment.1978. (Available through ERIC.)

French, E. E. Selected alternative programs for bringing the real worldto the undergraduate classroom. American Journal of AgriculturalEconomics, 1974, 56(5).

Frick, S. Toward a definition of experience. Liberal Education, 1977,63(3), 495-499.

Frontzich, S. E. Storming Washington: An intern's guide to nationalAovernmert. Washington, D.C.: American Political ScienceAssociation. (Available for $2.00 pre -paid, from the AmericanPolitical Science Assocatior, 1527 New Hampshire Avenue,' N.W.Washington, D.C. 2003(.4

Gaff, J. PIRIT study of student Attitudes toward teaching-improvement.PIRIT Newsletter, July 1977, No. 3. (Available from PIRIT, 1818R. Street, Washington, D.C. 20009.)

Garmon, J. F., & Grant, R. A. Coping with cooperative work experienceeducation in California. Journal of Cooperative Eduction, May1976.

Gilkey, R. Finding community: A report on service-learning in Americanhigher education. Washington, D.C.: American Council on Education,,Policy Analysis Service, 1977.

D-4

126

Gore, G. New evidence of co-op system relevancy. Journal of CooperativeEducation, May 1972, 3(2).

Gross, R. New paths to learnin : ..cation for adults. NewYork: Public Affairs C tee. (Availab1.2 from the Public AffairsCommittee, 381 Park Avenue South, New York, NY 10016.)

Gullahorn, J. E., & Gullahorn, J. T. American objectives in study abroad.Journal of Higher Education, Oct. 1959, 29, 369.

Hull, F. U., IV, Lemke, W. H., Jr., & Houang, T. Students in sojourn:An interview study of American undergraduates in the United Statesand overseas. Santa Barbara, Calif.: University of California,NAFSA, Feb, 1976.

Hunt, M. R. Young women and cooperative education. Report for theNational Commission, January 1963.

Kany, C. D. Meaning of work to women students in a cooperative educationprogram. Boston: Northeastern University Cooperative EducationResearch Center, 1973.

Kinnison, J. F., & Probst, G. E. Education for the self-built self.Montreal-Anderson College.

Krueger, B. Experience can count-for a lot at Sinclair Community. College.Community. and Junior College Journal, May 1978.

Leadham, G. An assessment for cooperative work experience education.Boston: Cooperative Education Clearinghouse, Northeastern University,June 1972.

Lelievre, T. Survey of cooperative eduction 1950-59, University ofCincinnati. Unpublished study paper. Cincinnati, Ohio: Universityof Cincinnati, 1960.

Lindenmeyer, R. S. A comparison of academic progress of the cooperativeand four-year student. Journal of Cooperative Education, April1967, 8.

D-5

127IN"

Lindquist, J. Strategies for change: Academic innovation aa adaptivedevelopment. Berkeley, Calif.: Pacific Soundings Press. (Availablefrom Pacific Soundings Press, 1217 Campus Drive, Berkeley, California94708.)

Lynd, H. M. Field work in college education. New York: ColumbiaUniversity Press, 1945.

Martin, W. B. (Ed.) Redefining service, research and t-wining. NewDirections for Higher Education, No. 18. Sgn Francisco: Jossey-Bass. (Available from Jossey-Bass, 615 Montgomery Street, SanFrancisco, CA 94111.)

McEvoy. Adjustment of American youth in cross cultural programs. Journalof College Student Personnel, Jan.1958, 9, 2-8.

McNutt, D. A comparison of academic achievement between coop educationstudents and. non-coop education students at the College of theMainland_, Florida. Unpublished paper, Nova University, 1974.

Messick, S., & Others. Individuality in learning: Implications ofcognitiqe styles and creativity for human development. SanFrancisc . Jossey-Bass, 1976.

Milton, 0., & Others. On college teaching: A guide to contemporarypractice . San Francisco: Jossey-Bass, 1978.

Mitchell, J. Comparative study of 1962 and 1967 University of Cincinnatigraduates. Unpublished masters degree thesis, University ofIllinois, Champaign, Ill., 1968.

Mosbacher, W. Women in coop Journal of Cooperative Education, NoVember1973.

Mosbacher, W. Growth and developMent of cooperative education Incountries outside of the United States of America. Journal ofCooperative Education, November 1975, J2(1).

D-6

128

Natiffal Manpower Institute. TIork and service experience for youth.Washington, D.C.: Author, 1978. (Available for $3.00 from NationalManpower institute, 1211 Connecticut Avenue, N.W., Washington, D.C.20036.)

O'Toole, J. Work, learning and the American suture. San Francisco:Jossey-Bass. (Available from Jossey-Bass, 615 Montgomery Street,San Francisco, CA 94111.)

Peart, G. A, survey of the cooperative work experience education program,Fresno City College. Journal of Cooperative Education, May 1974,10(2).

Pfnister, A. O. Goshen College study, preliminary report. Unpublishedpaper delivered at the NAFSA meeting, Atlanta, Ga., May 1972.(ERIC Dccument Reproduction Service no. ED063882.)

Pomerleau, R. Employment policy studies internship: San Francisco StateUniversity experience. San Francisco: Department of PoliticalScience, San Francisco State University, 1976.

Portman, D. N. Work study program in higher education. Syracuse, N.Y.:Syracuse University, 1970. (ERIC Document Reproduction Serviceno. ED052717.)

Raphael, B. J. Evaluation of cooperative education in human services atNormandale Community College. Normandale- Community .College, May1975.

Robinson, A. G. The effects of a community service oriented curriculumon alienation, perceived student role and course satisfaction incommunity college students. Unpublished Ed.D. dissertation, NovaUniversity, 1975.

Schneir, C. E. For whom are ex eriential learnin: techni ues effective?College Park, Md.: College of Business and Management, Universityof Maryland, June 1977. (Paper delivered at the 37th Annual- Meetingof the Academcy of Management, Kissimmee, Florida, August 1977.)

D-7 129

Shulman, - C-:e-H. Implementing experiential learning for adult stud ts.

,ERIC/Higher Education Research Currents,' May 1978. (Available or

Y 40i from Publications Department, American Association for Hig r

Education, One Dupont Circle, Suite 780, Washington, D.C...20036:)

Smith, S. H. The influence of participation in the cooperative educationprogram on academic performance. Journal of Cooperative Education,1965, 6.

Snodgrass, N. M. Off campus work and study experience programs forundergraduate students in agriculture economics art agriculture

business management. American Journal of Agricultural Economics,

1974, 56(5).

Society for Field Experience Education & the National Center for PublicService Internship Programs. Experiential Education. Periodic

newsletter. (Write Editor, Experiential Education, 1735 Eye Street,Suite 601, N.W., Washington, D.C. 20006.)

Stavig. Why study abroad pays off. Saturday Review, February 9, 1969,pp. 8286.

Stephens, R. F. International service-learning. Washington,American Council on Education Policy Analysis Service, 1977.

Task Force on Educational. Credit .and Credentials. Recommendations on

credentialing educational accomplishment. Washington, D.C.:American Council on Education, 1978. (Available from Office onEducational Credit,' One Dupont Circle, Suite 20, Washington, D.C.20036.)

Thomas, W. R. Experiential education, in D. Armstrong, Impact ofenrollments and student body composition on academic program,design'and delivery: A RICOP report. East Lansing: MichiganState University, 1977.

U. S. Department of Labor. Awarding of academic credit under the youthemployment and demonstration protects act of 1977. 'Washington, D.C::U.S. Department of Labor. (Available from the U.S. Department of.Labor, Employment Training Administration, Office. of Youth Programs,Washington, D.C. 20213.)

'130

Westerfield, A. Final report of the service-learning resource center.Lexington: Office for Experiential BduCation, University of.Kentucky. (Available from the Office ,for Experiehtial Education,University of Kentucky, Lexington, KY. 40506.)

Willis, F.., & Others. Residence abroai and the student of modernlanguages. Bradford, U.K.:- The Modern Language Center, Universityof Bradford, 1977..

Wilson, J. W. Cooperative education tool for education. Boston:Cooperative Education Clearinghouse, Northeastern University, April\969.

Wilson, J. W. Survey of cooperative education, 1969. Journal ofCooperative Education, November 1969.

Wilson, J. W. Survey of cooperative education, 1970. Journal ofCooperative Education, November 1970.

wilson,.,J. W. Survey of cooperative education, 1971. Journal ofCooperative Education, November 1971.

Wilson, J. W. Survey of cooperative education, 1972.-, Journal ofCooperative Education, November 1972.

Wilson, J. W. Concerns and issues of cooperative education - Surveyof cooperative education 1973. Journal of Cooperative Education,November 1973.

Wilson, J. W. Cooperative education. and degree. credit. Journal ofCooperative Education, May 1973.

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PART E. SUBJECT INDEX.

The subject index;that follows is based primarily on the indexingvocabulary used in the ERIC system. Two or more index terms have beenassigned to each report or journal article to reflect the major content ofthe document. This subject index_is designed to supplement the twelvebroad sections into which the bibliography is divided.

The index term is written in capital letteri. Below the index termsare the appropriate references listed by the,last name of the first author"Ind the page number. Whenever an author has two citations on the samepage, the' date of the article is listed in parenthesis.

ABILITY IDENTIFICATIONPottinger 10-4Andrews 11-1

ACADEMIC RECORDSSummerskill 9-3

ACADEMIC RESPECTABILITYLynton 1-6

ACCESS TO EDUCATIONVermilye 4-8

ACCREDITATION (INSTITUTIONS)Harris 4-3

ACTION PROCESS TEACHINGSinger 2A-5

ADMINISTRATOR EDUCATIONFincher 10-1

ADULT EDUCATIONValley 1-11Hogan 10-;.3

ADULT PROGRAMSSchultz 2-14

ADULT'STUDENTSFram 1-3Knowles 1 -5

Stevens 3-10Picarelli 8-2Miller 9-2

E-1

ADVISORSCheren 1-2

AFFECTIVE BEHAVIORMcKean 10-4

AGEDWasmuth 2-19

AGRICULTURAL COLLEGESMowrer 1-7

AGRICULTURAL EDUCATIONMowter 2 -11

ANNOTATED BIBLWGRApHIESLewChuk 2-9See also BIBLIOGRAPHIES

ANXIETYBetts 4-1

ARTICULATION (PROGRAM)Reyes 3 -8

Kintzer 4-5Soildian 4-8

ASSERTIVENESSBetts 4-1

ASSESSMENT OF.STUDENTSSee STUDENT EVALUATION

132

AUTOINSTRUCTIONAL AIDSBrigham Young University.Language Research Center 3-2

CERTO -DOUGHERTY EXPERIENTIALLEARNING MODEL

Certo 3-3

BEHAVIOR CHANGE CHIEF ADMINISTRATORSMcKean 10-4 Fincher 10-1

BEHAVIORAL OBJECTIVES CHILDRENS LITERATUREMcKean 10 -4 Lukenbill 2A-3

BIBLIOGRAPHIESRinnader 10-5See also ANNOTATED BIBLIOGRAPHIES

CHINAShirk f-10

CHRISTIAN EDUCATIONBLACKHAWK COLLEGE Muzik 2-11

Stevens 3-10Stevens,5-3 CHRISTIAN EDUCATION INTERNSHIP

PROGRAMBUDGETING Muzik 2 -11

Moss 6-3

CALIFORNIA STATE UNIVERSITIESCalifornia State University

and Colleges 1-1

CAREER EDUCATIONHoyt 1-'5

Sexton 1-9Valley 1-11Rosen 2-12Vermilye 2-18

CAREER PLANNINGSeiniger 1-9Picarelli 8-2

rdi

CLINICAL EXPERIENCE.

Society for Field-ExperienceEducation 2-15

Yelon 10 -6

COGNITIVE DEVELOPMENTGraham 1-4

COLLEGE CREDITSKray 2-8Nyquist 2-11,Sexton 3-9Harris 4-3Stevens 5-3American Council on

Education 11-1CASE STUDIES

Palola 4-6 COLLEGE CURRICULUMPayne 2A-4

CENTENNIAL EDUCATIONAL PROGRAMSHarding 5-1

CENTER FOR URBAN AFFAIRSKuhlman 2-9

CENTRAL MICHIGAN'UNIVERSITY.Institute for Personal andCareer Development 8-2

Institute for Personal andCareer Development 11-3

COLLEGE GRADUATESGill 4-2Lehman 4-5Palola'4-6Johnson 12-1

COLLEGE OF PUBLIC & COMMUNITYSERVICE (UNIVERSITY OF MASSACHUSETTS)

Strange 2-16

E-2.133

COLLEGE ROLE COMPETENCY BASED EDUCATIONSeiniger 1-9 See Performance Based Education

COLLEGESDantes 2-4-Sexton 3-9Kray 5-2See also UNIVERSITIES

COLLEGE STUDENTS'Cytrynbaum 2-3

_COLLEGE WITHOUT WALLSHeerman 2-7

COLUMBIA. TEACHERS COLLEGE/Singer 2A-;5

COMMUNITY AGENCIESReyes 3-8

COMMUNITY COLLEGE OF VERMONTHarper 2-6Vermonttommunity'Colleges 2-19,

CONFIDENTIAL RECORDSSumMerskill 9-3

CONSCIOUSNESSTorbert 1-10

CONTINUING EDUCATIONBarber 3 -1See also ADULT EDUCATION

CONTINUING EDUCATION CENTERSDantes 2-4

CONTINUOUS LEARNINGSchultz 2-14

CONTRACT LEARNINGLupton 2-9Vermont Community Colleges 2-19Clark 3-3

CONVENTIONAL INSTRUCTIONCOMMUNITY COLLEGES Milton 1-7

Harper 2-6 Elai 2A-1

Heermann 2-7 Harmon 2A-1Kray 2 -8 Kronick 2-8;Vermont Community Colleges 2-19 Feasley 6-1Heerman 3-5 Medsker 6-3Reyes 3-8Gill 4-2 COOPERATIVE ASSESSMENT OFHeerman 8-1 EXPERIENTIAL LEARNING.

See also JUNIOR COLLEGES Knapp 3-6Park 7 -3

COMMUNITY INVOLVEMENT Tate 12-2

Sexton 1-9Cytrynbaum 2-3 COOPERATIVE EDUCATION

Burt 3-2 Hoyt 1-5

McClure 3-7 Keeney 1-5Wilson 1-12

COMMUNITY RELATIONS Ford 2-4

Sugg 2 -17 Heermann 3-5Brown 4-2 .

CWPARATIVE ANALYSIS Heerman 7-2141n4 2A-1 Rinnader 10-5

"(\

COMPETENCEPottinger 10 -4

COST'EFFECTIVENESSPalola 6-4 (1974)

E-3

134

COSTSLynton 1-6Bowen 6-1Feasley 6-1Hamilton 6 2Medsker 6-1Palola ',1977)

DECISION MAKINGHofer 3-5

DEFENSE ACTIVITY FOR NONTRADITIONALEDUCATIONAL SUPPORT (DANTES)

Dantes 2-4

DEGREE REQUIREMENTSCOUNSELOR TRAINING Harris 4-3

Shapiro 2-15

DELAWARE COUNTY COMMUNITY COLLEGECOURSE EVALUATION Kray 2-8

American Council on Education 11-1

DELINQUENTSCOURSE DESCRIPTIONS Godfrey 2-5

Saral 2A -5

COURSE OBJECTIVESStevens 3-10

CROSS. CULTURAL TRAININGRuopp 2-13Saral 2A -5

Brigham Young University

Language Research Center 3-2

DgWEY, JOHNWegner 1-11

DIRECTORIESDantes 2-4Lewchuck 2-9Tate 2-17CAEL 3-2

DISCUSSION (TEACHING TECHNIQUE)CULTURAL AWARENESS Hughes 2A-3

Tyler 3-11

CULTURE CONTACTSexal 2A -5

Tyler 3-11

ECOLOGY

Harmon °2A -1

EDUCATIONAL ADMINISTRATIONFincher 10-1

CURRICULUMSchlesinger 1 -8 EDUCATIONAL ALTERNATIVESWoditsch 7-4 Milton 1-7

CURRICULUM DEVELOPMENTCross ,1 -2

Fram 1-3Seiniger 1-9O'Connell 2-12

EDUCATIONAL BENEFITSValley 1-1r.Kuhlman 2Sosdian .4 -8

EDUCATIONAL EXPERIENCEDANTES Hoyt 1-5 '

See Defense Activity for See also STUDENT EXPERIENCENontraditional EducationSupport DANTEO EDUCATIONAL FINANCE

Harper. 2§:.DATA COLLECTION

palola 6-4 (1977)

135

EDUCATIONAL NEEDSPram 1-3Valley 1-11

EDUCATIONAL OBJECTIVESSociety for Field ExperienceEducation 2-15 '

Vermilye 2-18See also_ OBJECTIVES

EDUCATIONAL OUTCOMESForrest 10-2

EDUCATIONAL PASSPORT .

Summerskill 9-3

EDUCATIONAL PHILOSOPHYPram 1-3Graham 1-4Wegner 1-11Ruopp 2-13See also EDUCATIONALOTHEORIES

EDUCATIONAL PLANNINGPicarelli 8-2

EDUCATIONAL PRACTICESchlesinger 1-8

EDUCATIONAL QUALITYKuhlman 2-9

EDUCATIONAL RESPONSIBILITYSeiniger 1-9

EDUCATIONAL THEORIESFram 1-3Graham 1-4Schlesinger 1-8Torbert 1-10Wegner 1-11Hall 2-6See also-EDUCATIONAL PHILOSOPHY

EDUCATIONAL TRENDSHaMilton-6-2

EFFICIENCY.

Bowen 6-1

ELEMENTARY SCHOOLSGardner 3-4

EL PASO COMMUNITY COLLEGEReyes 3-8

EMPATHYHoover 2A-2Payne 2A-4

EMPIRE STATE COLLEGELehman 4-5Palola 4-6Bradley 5 -1

Palola 6-4 (1974)Palola 6-4 (1977)

,EMPLOYER ROLEHeermann 7-2 (1977a)

. EMPLOYMENTHoyt 1-5See also WORK.

EMPLOYMENT OPPORTUNITIESRippetoe 1-8

ENGINEERING EDUCATIONBailie 2-1

ENVIRONMENTAL EDUCATIONJohnson 3 -5

EQUAL EDUCATIONVermilye 4-8

EQUIVALENCY TESTSDantes 274Nyquist 2-11

ETHICS'Hofer 3-5

EVALUATION EXTERNAL DEGREE PROGRAMS (cont'd)Kronick 2-3 Sosdian 4-8-Roy 3-6 Hamilton. 6-2Park 7-3 Medsker 6-3Woditsch 7-4 Heermann.8-1

,Jorrest 10-2 (1976) Johnson 12-1Forrest_10-2 (1977)Andrews 11-1 EXTENSION EDUCATIONSee also STUDENT EVALUATION & Mowrer 2-11PROGRAM EVALUATION

EVALUATION CRITERIAKnapp 3-6Heydinger 10-3 .

Sackmary 11-3

FAMILY RELATIONSHIPSinger 2A-5

FEDERAL LEGISLATIONGoldstein 6-2

EVALUATION METHODS FEDERAL POLICYKiay 3-6 Sexton 3-9Stevens 5-3 Goldstein 6-2-Heydinger 10-3Hogan 10-3 FIELD EXPERIENCE PROGRAMSSharon 10-5 Sigmon 1-10

,Western Interstate Commission ArnolA 2-1for Higher Education 10-5 Council on Social Work Education 2 -3

YelOn 10-6 Kuhlman 2-9Lewchuk 2-9

EXEMPLARY PROGRAMS Ituopp 2-13Cross 1-2 Society for Field ExperienceFord 2-4 Education 2 -15

Gardner a-w-EXPERIENCE.BASED CAREER EDUCATION 'Fehnel'3-14

McClure 3-7 , Yelon 10-6Northwest Regional-Educational

Laboratory 3 -8. FINE ARTSHobgood 2-7

FUND FOR THE IMPROVEMENT OFPOST-SECONDARY EDUCATION

EXPERIMENTAL TRAINING UNIT Vermilye 2-18

" EXPERIMENTAL COLLEGESIleerman

Certo 3-3

EXTERNAL DEGREE PROGRAMSCalifornia State Universityand Colleges 1 -1

Ford 2 -4 '

Nyquist 221A/Schultz 2-14Sosdian 2-16Blackmer 4-1DeHaan 4-2,Sosdian 4-7

FOLLOW -UP STUDIESGill 4-2Lehman 4-5

FORMULA FUNDINGMoss 6-3

GENERAL EDUCATIONSchlesinger 1-8Bowen 6-1Woditsch 7-4,9

E-6

GERONTOLOGYWasmuth 2-18

GLCA-PHILADELPHIA URBAN SEMESTERBetts 4-1DeHaan 4-2

GOVERNMENT ROLEKintzer 4-5

GOVERNANCESugg 2-17'

GRADUATE ADMISSIONSKnapp 12-2

GRADUATE STUDENTSMcGovern 2-10institute for Personal and CareerDevelopment 8-2

Institute for Personal andDevelopment 11-3

GRADUAT7 STUDY-Council on Social Work

Education 2-3Dantes 2-4Institute for Personal and CareerDevelopment 8-2

Johnson-12-1.Knapp 12-2.

GUIDES (cont'd)Heermann 7-2 (1977b)Heermann 8-1Picarello 8-2Miller 9-2See also DIRECTORIES AND MANUALS

HANDBOOKSSee MANUALS and GUIDES.

HARCUM JUNIOR COLLEGEBlai 2A-1

HEALTH CARE.WasMuth 2-19

HEALTH OCCUPATIONS EDUCATIONWestern Interstate Commission

for Higher Education 10 -5

Career HELPING RELATIONSHIPPayne 2A-4Shapiro 2 -15_ _

GRADINGYelon 10-6

GUIDELINESInstitute for Personal and Career.Development 11-3

GUIDESSosdian 2-16Burt 3-2Christensen 3-3Clark 3-3Jchnson 3-6Kray 3-6Northwest Regional Educational'Laboratory 3-8

Christensen 7-1Heermann 7-2 (1977a)

2-7

HIGHER EDUCATIONCalifornia State University

and Colleges 1-1Lynton 1-6Seiniger 1-9Sigmon 1-10Arnold 2-1Bailie'2-1Corey 2-2Council on Social 'Work

Education 2-3Ford 2-4Kronick 2-8Kuhlman 2-9Medrick 2-10O'Connell 2-12Schultz 2-14Society for Field ExperienceEducation 2-15

Sugg 2-17Vermilye 2-18Fehnel 3-4Kintzer 4-5Vermilye 4-8SuMmerskill 9-3Fincher 10-1Moss 6-3

138

HIGH SCHOOLSINTERNSHIP PROGRAMS (cont'd)

Dantes 2-4 Muzik -11Ruopp ?-13

HOUSEWIVES Hofet 3-5Ekstrom 7-2 Heermann 7-2 (1977a)

INDEPENDENT .STUDY.Dantes 2-4Ford 2-4Bowen 6-1

INDIANA UNIVERSITY CENTERFOR URBAN AFFAIRS

Kuhlman 2-9

INDIVIDUALIZED INSTRUCTIONHall 2-5Lupton 2-9

INTERPERSONAL COMMUNICATION-Hoover 2A-2

INTERPERSONAL COMPETENCECerto 3-3

INTERPERSONAL RELATIONSHIPPayne 2A-4

ISSUESCheren 1-2

JAMES, WILLIAMINDIVIDUALIZED PROGRAMS Fram 1-3

Cheren 1-2.

INSTRUCTIONAL DESIGNCouncil on Social Work

Education 2 -3

INSTRUCTIONAL IMPROVEMENTCross 1-2Hall 2-6

JOB SKILLS

JOINT EDUCATIONAL PROJECTGardner 3-4 -

Johnson 3-5Johnson 3-6

JUNIOR COLLEGESINSTRUCTIONAL INNOVATION Blai 2A-1

Cross 1-2 Stevens 3-10Kray 5-2

INTERCOMMUNICATION Stevens 5-3Saral 2A-5 See also COMMUNITY COLLEGESBrigham Young University.Language Research Center 3-2 KOLB AND FRY EXPERIENTIALTyler 3-11 LEARNING MODEL

MuzikINTERCULTURAL PROGRAMS.Tyler 3-11

INTERNSHIP PROGRAMS'Sigmon 1-10Corey 2-2Ford 2-4Kronick 2-8Lewchuk 2-9KuhlMan 2-9

E-8

'LATIN AMERICAN CULTUREBrigham Young UniversityLanguage Research Center 3-2

LEARNINGMilton 1 -7 (1971)Milton 1 -7 (1976)

LEARNING CHARACTERISTECSMazon 2A -3

39

LEARNING EXPERIENCESociety for Field Experience'Education 2-15

Kray 5-2Stevens 5-3

See also-.EDUCATIONAL EXPERIENCEand STUDENT EXPERIENCE.

LEARNING PROCESSESMazon 2A-3Certo 3-3

MEASUREMENT PROBLEMSPottinger 10-4 0

Sharon 10-5Forrest 11-2'

MEDICAL STUDENTSGarrard 2-5

MENTAL HEALTH PROGRAMSBarber 3-1

MENTORSLEARNING STYLES ' Bradley 5-1.

Veiga 2A-5

LEARNING TNEORIESKnowles 1-5Wegner 1-11Kray 5-2

METHODSCheren 1-2

MICHIGAN STATE UNIVERSITYYelon 10-6

LECTURE MINIMAL COMPETENCIESHarmon 2A-1 Andrews 11-1Hughes 2A-3 See_alsa_STANDARDS___

LIBERAL ARTS MINORITY GROUPSKeeney 1-5 Brown.4-2Seiniger 1-9Witham 1-12 MODELSVermilye 2-18 Mazon 2A-3

Muzik 2-11LIFE/LEARNING EXPERIENCE CertoASSESSMENT PROGRAM Fehnel 3-4

Kray 2-8 Gill 4-2.Palola 6-4 (1974)

LITERATURE REVIEWS Woditsch 7-4Milton 1-7Godfrey 2-5 MORAL DEVELOPMENTHall 2-6 Graham 1-4

MANAGEMENT 'EDUCATIONHoover 2A-2Hughes 2A-3Rosen 2A-4veiga 2A-5

MANUALSCheron 1-2

. Hall 2-5Palola 6-4 (1974)See also GUIDES

NONCREDIT COURSESDi:mites 2-4

NONTRADITIONAL STUDENTSMowrer 1-7Kray 2-8Nolan 5-2Ekstrom 7-2'

NORTH CAROLINA INTERNSHIP OFFICECorey 2-2

140

NURSING

Western Interstate-Commissionfor Higher Education 10-5

OBJECTIVESMedrick 2-11See also EDUCATIONAL OBJECTIVES

OBSERVATIONHoover 2A.,.2_

McKean 10-4

PERFORMANCE TESTSAndrews 11-1

PERSONALITY DEVELOPMENTRedmond 4-7

PERSONALITY STUDIES. Het:is 2A-2

POLICY FORMATIONRosen 2-12

OUTDOOR EDUCATION PORTFOLIOSGodfrey 2-5 Stevens 3-10Medrick 2-10 Christensen 7-1 .

McKean 10-4 Heermann 7-2 (1977b)

Stephens College Without Walls 7-4OUTWARD BOUND Institute for Personal and

Godfrey 2-5 Career Development 8-2Medrick 2-10 Miller 9-2McKean 10-4 SackmarT.11-3-

Johnson 12-1PARTICIPANT 8aLSFAcTim

Betts 4-1 '

Hassler 4-4

PARTS PARTYHess 2A=2

PATIENT ENCOUNTER PROJECTGarrard 2-5

PEACE CORPSRuopp 2-!3

POST - SECONDARY EDUCATIONCheren 1 -2

Sexton 1 -9

Rosen 2-12Knapp 3-6Kray 3-6Kintzer 4-5Forrest 11-2See also COLLEGES, COLLEGESTUDENTS, HIGHER EDUCATION,UNDERGRADUATE STUDY, andUNIVERSITIES

PEER COUNSELINGPayne 2A-4 PRACTICUUMS'

Shapiro 2-15PERFORMANCE BASED EDUCATION

Schlesinger 1-8 PROBLEMSHall 2-6 Cheren 1-2Schultz 2-14 Lynton 1-6Strange 2-16 Hall 2-6

'Vermont Community Colleges 2-19 Rosen 2-12Woditsch- 7-4 Sexton 3-9 (1974)Andrews 11-1 Harding 5-1

Mager 10-3PERFORMANCE PROBLEMS

Mager 10-3

E -10

14_1

PROFESSIONAL EDUCATIONArnold 2-1Strange 2-16Sugg,2-17

PROFESSIONAL TRAININGJohnson 12-1

PROGRAM ADMINISTRATIONHeerman 3-5Sexton 3-9 (1974)

PROGRAM IMPLEMENTATIONSexton 3-9Wilson 3-11

PROGRAM IMPROVEMENTFehnel 3-4

,,,__Knapp 3-6

PROGRAM PLANNINGChristensen 3-3'

PROJECT OUTREACH. PROGRAM DESCRIPTIONS Cytrynbaum 2-3

Mowrer 1-7

PROGRAM DEVELOPMENTMowrer 1-7Wegner 1-11Hall 2-6Hecirman 2-7

Hedrick 2-10 PSYCHOLOGYRosen 2-12 Cytrynbaum 2-3Barter 3-I- Hess -3-

PROJECT SYLLABUS METHODLupton 2-9

PSYCHOLOGICAL SERVICESPayne 2A-4

Christensen 3-3Fehnel 3-4McClure 3-7

PROGRAMED INSTRUCTIONBowen 6-1

PROGRAM EFFECTIVENESSPalola 6-4(1974)SextonVeiga 2A-5Blackmer 4-1Brown 4 -2

Sosdian 4-7Sosdian 4-8

PROGRAM EVALUATIONBailie 2 -1

Godfrey 2-5Harper 2-6Muzik 2-11, -

Hofer 3-5Gill 4-2'

DeHaan 4-2Palola 4-6Pa101a 6-4 (1977)

Polls& 2A-4

RELIABILITYPot tinger- 10-4

RELIGIOUS EDUCATIONMuzik 2-11

RESEARCHMilton 1-7

RESOURCE ALLOCATION. Harris 4-3

RESOURCE GUIDESNyquist 2-11See also DIRECTORIES

ROLE PUYINGGraham 1-4Hoover 2A-2

RURAL PHYSICIAN ASSOCIATE PROGRAMGarrard 2 -5

SCHOOL COMMUNITY COOPERATIONReyes 3-8

E-11

142

SCHOOL COMMUNITY RELATIONSHIP SOCIOLOGYGardner 3 -4 Rippetoe 1-8

SCHOOL INDUSTRY RELATIONSHIP SKILL DEVELOPMENTPram 1-3 Certo 3-3Hoyt 1-5Vermilye 2 -18 SPECIAL DEGREE PROGRAMS

Schultz 2-14SECONDARY SCHOOLS

Gardner 3-4McClure 3.-7

Northwest Regional EducationalLaboratory 3-8

Blackmer 4-1

SELF ACTUALIZED MODELBailie 2-1 STATE UNIVERSITIES.

Sexton 3-9-(1974)

STANDARDSSharon 10-5See also MINIMAL COMPETENCIES

STATE PROGRAMSCorey 2-2

SELF CONCEPT:DeHaan 4-2 STUDENT ATTITUDES

DeHaan 4-2SELF EVALUATION

Vermont Community Colleges 2-19

SERVICE EDUCATIONSigmon 1-10-Sexton 2-15

-SERVICE LEARNING RESOURCE-CENTERSexton 2-15

SEX BIASRosen_2A-4

STUDENT CHARACTERISTICSGraham 1-4Kray 2-8Knapp 3-6Betts 4-1Sosdian 4-7

STUDENT COSTSBowen 6-1Medsker 6-3

STUDENT EVALUATIONSHORT COURSES Hall 2-5

Johnson 3-5 Heermann 2-7.Johnson 3-6 Muzik 2-11

Steveus 3-10SIMULATION Kray

Pincher 10-1 Stevens 5-3Feasley 6-1

SINCLAIR COMMUNITY COLLEGE Park 7-3Heerman 2-7 Heydinger 10-3Neermann 7-2 (1977b) Hogan 10-3Heerman 8-1 Rinnader 10-5

Sharon '10-5SOCIAL WORK Western Intersuite Commission

'Council on SoCial Work. for Higher Education.10-5'Education 2-3 Yelon 10-6 .

E-12

143

STUDENT EVALUATION (cont'd) TEACHING METHODS0Orrest 11-2 Knowles 1-5Institute for Personal and Milton 1-7 (1971)Career Development 11-3 Milton 1-7 (1976).

Knapp' 12-2 Hess 2A-2Tate 12 -2 Hughes 2A-3

Singer 2A-5STUDENT EXPERIENCE . Bowen 6-1

Stevens 3-10See also EDUCATIONAL EXPERIENCE TEST RELIABILITYand LEARNING EXPERIENCE Sharon 10 -5

STUDENT PERSONNEL SERVICES TEST SELECTIONMcGovern 2-10 Andrews 11-1

STUDENT RECORDS TEST VALIDITYSummerskill 9-3

. Sharon 10-5Knapp 12-2Tate 12-2 .T GROUPS

Hughes 2A-3STUDENT SATISFACTION

See PARTICIPANT SATISFACTION TRADITIONAL INSTRUCTION_

__ Use-CONVENTIONAL-INSTRUCTIONSTUDENT ROLE

Mazon 2A -3 TRADITIONAL SCHOOLINGHeermann 7-2 (1977b) Knowles 1-5

TAXONOMIESPark 7-3

TAYLOR UNIVERSITYMuzik

TEACHER ATTITUDESKray 5-2Nolan .5 -2

Stevens 5-3

Lynton 1-6

TRAINING TECHNIQUESCeito 3-3See also TEACHING METHODS

TRANSFER OF TRAININGCerto 3-3

TRANSFER POLICYKintzer 4-5

TEACHER' EDUCATION TRANSFER PROGRAMSKnowles 1-5 Gill 4-2

TEACHER ROLEMazon 2A-3

. Pollack 2A-4Harding 5-1Heermann 7-2 (1977b)

TEACHER SELECTIONKnowles 1-5

E-13

UNDERGRADUATE STUDYDantesHall 2-5O'Connell 2-1-2

Wasmuth 2=19-Gardner 3-4Johnson 3-5Johnson 3,6

:44

UNDERGRADUATE STUDY (cont'd) UNIVERSITY OF PITTSBURGHBrown 4-2 Sugg 2-17Hassler 4-4Redmond 4-7Woditsch 7-4Johnson 12-1Knapp 12 -2

Harmon 2A-1Lukenbill 2A-3Pollack 2A-4Dantes 2-4See. also COLLEGES, COLLEGE STUDENTS,HIGHER EDUCATION, POST-SECONDARY UNIVERSITY YEAR FOR ACTIONEDUCATION, and UNIVERSITIES Ford 2-4

UNIVERSITY OF SOUTHERN CALIFORNIA.Gardner 3-4Johnson 3 -5-

Johnson 3=6Redmond 4-7

UNIVERSITY WITHOUT WALLS PROGRAMHall 2-5

UNEMPLOYMENTSeiton 3-9

UNITS OF STUDYSaral 2A -5

UNIVERSITIES, Dantes 2-4

Sugg 2-17.See also COLLEGES, COLLEGE STUDENTS,

...HIGHER EDUCATION, ai POST -'

SECONDARY EDUCATION/I,!

UNIVERSITY OF KENTUCKYArnold 2-1Sexton 2-15Hofer 3-5

UNIVERSITY OF MASSACHUSETTS,Nall 2-5Strange 2-16

UNIVERSITY OF MICHIGANCytrynbaum 2-3

UNIVERSITY OF MINNESOTAGarrard 2=5

UNIVERSITY OF MISSOURI AT COLUMBIAMowrer 2-11

UNIVERSITY OF NEBRASKAHarding 3-1

E-14

URBAN SEMESTER PROGRAMRedmond 4-7

URBAN YOUTHGodfrey-2-5

VALIDITYGodfrey 2-5Pottinger 10-4

VERBAL BEHAVIORTorbert 1-10

VOCATIONAL DEVELOPMENTMcGovern 2-10Brown 4-2

VOLUNTEER TRAININGRuopi, 2-13

VOLUNTEERSEkstrom 7-2

WASHINGTON INTERNATIONAL COLLEGE.'Picarelli 8-2 .

WOMEN

Brown 4-2Ekstrom 7-2Sackmary 11-3

WOMENS PROGRAMSBlai 2A=1Sackmary 11-3

145

WORKVermilye 2-18See also EMPLOYMENT

WORK EXPERIENCE40t 1-5

WORK EXPERIENCE PROGRAMSHoyt 1-5.Sexton 1-9McGovern 2-10Rosen 2 -12

WORK STUDY PROGRAMSShirk 1-10Ford 2-4

E-15 1 46