No abstract

No abstract

No abstract

This study describes three collegiate programs that have a high interest in creating engaging learning environments outside of the classroom. The three settings in this study are a three-year degree granting college focusing on internship-based learning, a nationally recognized service-learning program at a private university, and a small private college emphasizing work and service. Research was guided by two exploratory questions: (1) How can students, faculty, administrators, and community partners’ work together to create engaging learning experiences? (2) How can students feel empowered through experiential learning programs? Three themes emerged as important aspects of experiential programs that foster engagement and empowerment: learner autonomy, accountability, and peer support. These features are discussed and presented as important components to experiential learning programs.

This study seeks to explore the experiences of women in the law school classroom. Participants from an Ivy League law school were placed in focus groups and asked to reflect on their law classroom experiences as it pertained to their gender. Results indicated that in an environment that adheres to typical law school pedagogy -such as the Socratic method -women experienced a multitude of challenges within the classroom. The issues reported by the focus group participants generally fell into these five main themes: (1) concern about being perceived as overly emotional or speaking from experience, (2) apprehension about discussing women"s issues, (3) gender differences in participation and reinforcement, (4) gendered speech, and (5) differential treatment of female faculty members. This study demonstrates the need for an examination of pedagogical approaches to eradicate unfavorable learning environments for women in law school classrooms.