An Experiential Learning Program for Holocaust Education

Abstract

The purpose of this study was to examine the relationship between involvement in an experiential learning program for Holocaust education and participants’ worldview, academic interests, leadership involvement, and reflection activities; and to determine which variable(s) accounted for most of the variance within each of these four areas. Results indicated that the reflective activities model had a very strong relationship with program participation and the variables that accounted for most of the variance in this model were journals, formal discussions, informal discussions, and recorded thoughts. Further, a moderate relationship was discovered between involvement in the Holocaust program and students’ academic interests, with the variable a change in major or minor accounting for most of the variance in this model. Weak relationships between participation in the program and students’ worldview and leadership activities were noted as well.

Developing civic leaders through an experiential learning programme for Holocaust education

“…The adjusted R 2 showed that only an exceptionally small portion, .066 (about 7%), of the variance in students' leadership activities could be related to the MORH programme (Clyde et al 2005). Our analysis of the responses to the open-ended questions within the instrument, however, suggests that a number of participants expressed a change in their leadership interests.…”