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Drawing on the attention-based view of the firm and the experiential learning literature, this paper develops and tests a theory on how firms learn to cope with the strains of activity load. We first empirically test the impact of activity load on the performance of a focal activity. We then study how this relationship is moderated by four dimensions of experiential learning: stock, homogeneity, pacing, and past success. We test our hypotheses on a proprietary database of 6,913 investments by 248 private equity firms in 77 countries between 1973 and 2008. We find that heavier activity loads exact a smaller toll on performance when firms have larger and more homogeneous stocks of prior experience. However, when firms' prior experience is more rapidly paced or successful, the toll of heavier activity loads on performance grows. Taken together, these four dimensions of experiential learning provide an initial theoretical basis for the development of a capability that we term attention modulation capability.

Social work faculty and students from a university in the southeastern US participated in a 21-day exchange program with a university in Mexico. The experience involved 10 days of language and cultural immersion, concurrent exposure to social service agencies, and an additional week of visits to regional social work campuses. Goals included developing bilingual, culturally competent social workers. Objective measures for cultural competence showed gains in scores which were supported by qualitative data gathered through the use of journals. Results indicated gains in cultural competence with many gains for future efforts.

The authors describe lessons learned from a limited-duration experiential learning component of a Master's level course. The course is open to Master's in Business and Master's in Public Administration students and explores the relationships between government and business. A complete discussion of the Master's in Business and Master's in Public Administration students is presented, with emphasis on advance planning and integration of a limited-duration field trip experience into the academic component of the course.

In this paper, we offer a co-constructed narrative of experiential learning in the context of a community dance trip undertaken by tertiary students. We describe the unfolding experiences of a weekend field trip and reflect on community dance practices and values with a view towards articulating a shared vision for community dance. A framework for community dance (Kuppers, 2006; Peppiatt, 1996) provides a context for the students' learning and for situating our understandings of the interrelationships between art, education, politics, society and environment. Literature on community dance practice and from sociology, experiential learning, and environmental and cultural education provides direction as we interpret our experiences. While this paper is presented as a co- constructed narrative based on our observations during the field trip, we also include comments made by students, along with reflective interludes as we discuss the field trip in relation to dance education.

Experiential learning activities foster reflection and reflexivity which facilitate thinking critically about race and racism. In a previous study, we used a game to assess students' race-talk and evaluate the impact of Race and Ethnicity (R&E) courses on racial ideologies. These activities provided opportunities for experiential learning and reflexivity. Instructors of R&E courses can use similar activities to encourage critical thinking about racial socialization, facilitate a more responsive pedagogy, and demonstrate teaching effectiveness. Students benefit from this experiential activity because they may develop a more critical understanding of racism, race, and ethnicity.

An extensive body of literature has examined the benefits and challenges of experiential learning in higher education. At the same time, colleges and universities have increased the utilization of large class sections, both online and face-to-face. To date, little research has examined mechanisms for leveraging the benefits, while mitigating the challenges, of experiential learning in large classes. This article seeks to address some of the inherent problems of experiential learning activities in large classes by providing an extension of Kolb's experiential learning framework. Drawing on the multisource feedback literature, we integrate a multisource evaluation process employing self-assessment, peer collaboration, and community engagement to enhance experiential learning outcomes. We propose that this process will help reduce faculty feedback and coaching requirements, while increasing student engagement and career readiness in large classes. We contend that our framework provides a viable model to facilitate student learning, sheds light on an understudied area of pedagogy, and addresses a practical issue facing management instructors in large classrooms. We conclude by offering a pilot study and implementation examples in three different types of management classes as well as proposing future research directions.

Experiential learning theory suggests that students learn best when they experience, reflect, conceptualize, and apply newfound knowledge. In this series of exercises, students will learn about disaster myths by observing concrete examples, reflecting on them critically, and applying concepts to real world examples. By doing so, they obtain skills to assess and analyze myths about public behavior in the aftermath of a disaster.

This article describes a class project designed to develop students' abilities to use their sociological imagination to better understand the structural sources of racial inequality. The event consisted of a memorial reading of the names of more than 4,000 documented lynch victims in the United States. Authors conducted a pretest and posttest on racial attitudes in large Introduction to Sociology courses. Posttest responses evidenced less support for "colorblind" ideologies and greater support for structural sources of inequality.

The needs of learners are changing rapidly and continually in response to an environment that is characterised by change at economic, political and technological levels. There is greater pressure on universities to work more closely with employers in contributing to the process of economic development through the creation of a skilled workforce. Universities are becoming increasingly flexible in their responses to meeting the lifelong learning agenda. Online experiential learning is an essential element in the move towards more situated and professional orientations and with the drive to providing students with real world working knowledge. Asynchronous communication tools and tasks are ideal conduits for the refinement of professional skills. This case study profiles an on-line approach to developing professional project management skills for multimedia developers and presents snapshot views of an online learning environment in which students developing real projects for industry clients.