Academic Credit for Experiential Learning in Psychology: Learning Through Doing.

Autor/in	Fox, David B.
Titel	Academic Credit for Experiential Learning in Psychology: Learning Through Doing.
Quelle	(1981), (33 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Leitfaden; Unterricht; Lehrer; Advanced Placement; Behavioral Sciences; College Credits; Course Descriptions; Employment Experience; Experiential Learning; Higher Education; Human Relations Programs; Portfolios (Background Materials); Prior Learning; Professional Education; Psychology + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Kursstrukturplan; Occupational experience; Job experience; Work experience; Berufserfahrung; Experiental learning; Erfahrungsorientiertes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Vorkenntnisse; Berufsausbildung; Psychologie
Abstract	This paper describes the College of Professional Studies at the University of San Francisco, which emphasizes the integration of classroom and experiential learning. The Human Relations and Organizational Behavior program, a behavioral science approach to human resource management which uses an applied psychology curriculum, is described in detail in Appendix A. The process by which students petition through the University Assessment Center for experiential learning credit acquired prior to admission is detailed. The Prior Learning Portfolio, in which students demonstrate and document the equivalent of college level learning gained through experience is described. Course instructions for constructing the portfolio, the competence statements, and experiential learning essays by which learning is evaluated are explained. Conceptual models used in the course and a sample competence statement and learning essay are provided. The controversy involved in granting academic credit for experiential learning is considered; quality control issues are enumerated and explained. The rationale for granting experiential learning credit in psychology is included in Appendix B, along with sub-area competence requirements in observational interviewing, community involvement, personal/social adjustment, psychological counseling, group processes, drug education, humanistic psychology, child development, and developmental psychology. (NRB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01