An Experiential Learning Program for Holocaust Education

Abstract

O 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.

Cultivating Self-Awareness with Team-Teaching: Connections between Classroom Learning and Experiential Learning

“…Reflection can focus on problem-solving or on increasing self-awareness. It occurs through formal and informal discussions, recorded thoughts, or contemplative practice (Clyde, Walker, & Floyd, 2005;Rendón, 2009). Reflection helps individuals meaningfully connect their and others' experiences (Dewey, 1933).…”

Cultivating Self-Awareness with Team-Teaching

“…Reflection can focus on problem-solving or on increasing self-awareness. It occurs through formal and informal discussions, recorded thoughts, or contemplative practice (Clyde, Walker, & Floyd, 2005;Rendón, 2009). Reflection helps individuals meaningfully connect their and others' experiences (Dewey, 1933).…”