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Urban green infrastructure is not acknowledged in the Global South for the critical social and ecological functions it can provide. Contextual design solutions and innovative approaches are urgently needed to transform the status quo. University-local government collaboration could be a way to encourage new thinking, new roles and design skills to develop solutions to these complex problems. This paper presents a case study analysis of such a collaboration. Qualitative research was conducted to establish the degree to which the exposure to real-life projects stimulates postgraduate design students' transformative learning. The researchers also inquired into the benefits of the collaboration for the municipality. The participants' reflections were recorded by means of anonymous questionnaires. The findings show that the live project created a municipal setting for seeking alternative solutions in design processes and outcomes. For the students, the project created rich social dynamics and an interplay of familiarity and uncertainty, which aided transformative learning. The students' deeper learning indicates greater social empathy, reconsidering the role of the profession, greater design process flexibility, and learning and valuing skills across disciplines. The findings hold promise for a more just and sustainable future built environment through collaborations that transform the design professionals involved, the outcomes they pursue, and the processes they follow.

In a world increasingly dominated by high technology and esoteric scientific knowledge it is not surprising that political scientists and sociologists have begun to ask what role experts and specialists play in the policymaking process. Inaugurated almost a century ago by Weber's seminal essay on bureaucracy and the rationalization of authority, this issue was subsequently developed out of neo-Marxist debates over the relative autonomy of the state into a more explicitly state-centered perspective. Though state-centered theorists have not abandoned pluralism altogether, bureaucrats and policy experts have increasingly taken center stage in policy analyses. These state actors are portrayed as "policy experts," free from political pressure, focused on making policy recommendations based on the most up-to-date knowledge of the field. Instead of pursuing votes and campaign money, policy experts seek the most efficient answers to social problems, a rationalized process of positivistic scientific inquiry and experiential learning. In most areas of public policymaking, this boils down to the reductive analysis of prior, presumably analogous, policy outcomes, drawing lessons for the future from the successes and failures of the past. Seen from this perspective, policymaking is portrayed as "a deliberate attempt to adjust the goals or techniques of policy in response to past experience and new information." History thus not only transforms state capacities (as in historical institutionalist accounts) but alsodirectlyeffects the ways in which policymakers think about social problems. Political scientists refer to this as a "social learning" process.

This study aimed at determining the perceptions of distance learning students of the availability, accessibility, usefulness and influence of instructional technologies for acquiring pedagogic experience at Ogbomoso, Osogbo and Ilorin, Nigeria. The study was descriptive of cross-sectional survey type and used a researchers-designed questionnaire to collect data. A total of 397 undergraduate students were randomly sampled from six faculties in the sampled study centres. Four research questions were raised, answered and analyzed using frequency counts and percentages. The results showed that instructional technologies were not sufficiently available and accessible to the students at study centres for the acquisition of pedagogic experiences. The findings revealed that students displayed a good level of interest in experiential learning using the available instructional technologies due to a high perception of usefulness of instructional technologies for learning. However, inadequacy of the instructional technologies was a constraint towards access and adequacy of their utilization by the students. It was recommended that government and non-governmental organizations should work to procure adequate instructional technologies that would facilitate easy access to pedagogical experiences.

Intro -- Integrating Agriculture, Conservation and Ecotourism: Societal Influences -- Foreword -- Managing for sustainability is a necessary adaptive strategy -- References -- Acknowledgements -- Contents -- Biosketches of Editors and Authors -- Series Editors -- Series Associate Editors -- Authors for Volume 2 -- Future Visions for Experiential Education in the Agroecology Learning Landscape -- 1 Introduction: Current Perspectives in Agroecology Education -- 1.1 Current Perspectives -- 1.2 Historical Precedents -- 1.3 Theories Guiding Systems Action Education -- 1.4 Moving from Components into Systems -- 1.5 Experiential Learning by Distance -- 1.6 Focus on Capacity-Building -- 1.7 Working with Non-University Stakeholders -- 1.8 Successful Models in Norway, France, and the United States -- 1.9 Challenges in Implementation -- 1.10 Future Learning Landscapes -- 2 Historical Precedents for Experiential Learning -- 2.1 Research and Writing of John Dewey -- 2.2 Outdoor Education and Kurt Hahn -- 2.3 Social Change and Paolo Freire -- 2.4 Learning Cycle of David Kolb -- 2.5 Other Historical Influences -- 3 Theoretical Foundation for Systems Action Education -- 3.1 Challenges to Our Life-Support Systems -- 3.2 New Systems of Social-Biophysical Innovation -- 3.3 Reflexive and Adaptive Governance -- 3.4 Second-Order Research and Development -- 3.5 Boundary Organizations -- 3.6 Outcomes of Systems Action Education -- 3.7 Systemic and Systematic Practice as a Fundamental Competence -- 3.8 Essential Elements of SAE Curriculum and Pedagogy -- 3.9 Conclusions and Implications for SAE Practitioners -- 4 Building Components into Integrated Systems -- 4.1 Research and Teaching in Complex Agroecosystems: Four Models -- 4.2 Beyond the Models: Designing for Complexity and Resilience -- 5 Potentials for Experiential Distance Learning.

Students wishing to pursue careers in international business, notably in the developing world, must be prepared for complex, unpredictable, uncomfortable, and messy realities, and to collaborate with others very different from themselves. Mainstream business school learning environments are generally highly structured, cognitively oriented, predictable and hence not particularly conducive to orchestrating the disruptive experiences that can develop such abilities. In this article, we show how a field-based course in an East African country can support such learning. Based on data gathered from students over several iterations of the field course, we draw on experiential learning theory (ELT) in showing how the top-down orchestration of the course constituted a learning space that produced three main types of disruption to students' taken-for-granted habits and assumptions, namely: intense sensory impressions and sensations, loss of predictability and control, and learning interdependency on others. Students had to "bottom-up" manage these disruptions while conducting a group assignment with local students, to a tight deadline, producing "dissonances"—feelings of discomfort—that triggered the ELT cycle. Our findings show that such disruptions can foster learning of the abovementioned abilities; and we suggest ways in which such learning spaces might be created closer to home than East Africa.

This paper is the latest installment in a series that is designed to bridge the gap between teaching and practice by developing classroom applications based on a current research article from the American Sociological Review. We discuss the ways in which a recent ASR paper on child care fatalities can be used to help students explore Burawoy's conception of "public" sociology in a manner that is consistent with a subject-centered pedagogical approach. To illustrate this approach, we offer three experiential exercises designed to facilitate the active engagement of students' hearts, as well as their minds, thereby linking our subject-centered approach to the increasingly popular notion of character education.

As Kyrgyzstan recovers from the collapse of the Soviet Union, the youth of this Newly Independent State (NIS) face troubling times. Poverty has become all to familiar throughout the country; its people, including youth, are losing hope and question their ability to be productive members of society (Lines & Kock, 2004). Kyrgyzstan's future leaders – like all nations - are found among its youth of today. Therefore, it behooves the government and citizens of Kyrgyzstan to develop youth centers designed to enhance the skills young people need to succeed now and in the future. This paper describes a program designed to teach Kyrgyz youth and adults teamwork, and civic responsibility through experiential learning activities. The paper outlines the steps taken and results derived from the hands-on trainings provided to the participants in one location in Kyrgyzstan. Findings from this study may have implications for other international youth development projects.

Understanding the underlying values, beliefs and emotions that influence the public's perceptions and opinions on climate change (CC)is increasingly important, as CC is a complex and politicized phenomenon. Additionally, optimizing messaging for communicating CC and encouraging greater mitigation behavior can yield significant benefits to global stakeholders. Here we evaluated the effectiveness of informative, persuasive and empathic message frames about a major climate-related local flooding event through online surveys administered to 370 adults in Manitoba and Saskatchewan, Canada and 360 adults in Queensland, Australia. Measures of trust in climate communicators and climate science, concern over CC effects, and belief that most recent floods are due to CC were assessed before and after message exposure, along with related values, beliefs and emotions. Willingness to support pro-environmental groups was assessed as a proxy measure of behavioural intent. Cumulative odds ordinal regression and multinomial regression were used to predict group membership (no support, passive support, active support). Political affiliation, trust and belief in CC, belief in anthropogenic CC, pro-environmental values, and, in some regressions, previous flood exposure, were significant predictors of activism support. Respondents who received the empathic message frame and had low to medium pro-environmental values were more likely to believe the link between flooding and CC compared to those who received the informative message frame. These results, including the finding that some elicited emotions predicted behavioral intent, provide insight into how to construct climate information for groups with varying beliefs, values and experiences, to reduce climate skepticism and encourage pro-environmental behavior.

In dem Beitrag wird das Symposium "Transformationen des Lehrens und Lernens qualitativer Forschung" beim 18. Berliner Methodentreffen Qualitative Forschung dokumentiert. Hierzu werden zunächst kursorische Bemerkungen zu den in den letzten 20 Jahren zu beobachtenden Veränderungen der Thematisierung von Lehren und Lernen qualitativer Forschung gegeben. Es folgen kurze Erfahrungsberichte der Podiumsteilnehmenden, um einige Herausforderungen in und mit der Lehre qualitativer Forschung zu pointieren. In der anschließenden Diskussion werden nicht nur Besonderheiten der qualitativen Forschung aufgrund ihrer Essentials (Offenheit, Kommunikativität, Reflexivität) herausgestellt, sondern vor dem Hintergrund der zunehmenden Didaktisierung und Digitalisierung auch Anforderungen an eine erfahrungsbasierte Lehre konkretisiert. Darüber hinaus werden Ansprüche dahingehend formuliert, in welcher Weise die Methodenausbildung zu reformieren ist, die nicht nur weit über den Ausbau der hochschulischen Strukturen hinausweisen, sondern auch ein grundsätzlich anderes Verständnis der Gestaltung der Lehr-Lern-Arrangements bedeuten.

Since the establishment of Campus Engage in 2007, student volunteering and student-led activities have received more attention on a national scale. Despite this, the area remains under researched; to date there has been no nationwide review of student volunteerism. This research aimed to explore the volunteer experiences of third level students across in a number of Higher Education Institutions in Ireland. For this qualitative study, in-depth interviews were carried out with five student volunteers and three volunteer managers across a spectrum of voluntary activity. The participants were asked to discuss their personal experiences and perceptions of student volunteering. The findings suggest the students thoroughly enjoyed their volunteering roles and felt supported by the volunteer managers and host organisations, similarly the volunteer managers and their organisations benefited from having student volunteers. While the students and volunteer managers that took part in this study were overwhelmingly positive about their experiences of student volunteering, this study recommends three policy and practice related action points to further improve the student volunteer experience: the implementation of robust recruitment policies by host organisations, the introduction of volunteer recognition programmes across all HE institutions and the immediate reform of the Garda Vetting procedure. In addition, this study recommended that future research into student volunteering should include the experiences of specific student cohorts including international students, students with disabilities, mature students and students from different socioeconomic and cultural backgrounds.

C. Wright Mills would be a friendly critic of service learning, acknowledging its benefits for providing students with experiential learning opportunities to connect personal troubles with social issues. Yet he would be critical of service-learning practices that perpetuate institutional power inequalities and that do not advance the social change objectives of community-based organizations. We offer an innovative approach that helps to address some of these concerns which, when used in conjunction with "best practices" of service learning, has the potential to make a greater impact on the community than most service-learning projects. This paper highlights how two sociology programs in two urban universities—a large, elite university and a smaller, minority-serving university—have completed significant community-based research projects by having classes of students at both universities work on projects both consecutively and simultaneously across several semesters to complete substantial research projects with and for community partners. We use a case study approach to identify five key practices that have enabled the two universities to effectively collaborate across institutions.

Peaceableness as raison d'être, process, and evaluation / Hakim Mohandas, Amani Williams -- Towards a more complex evaluation of peace education : peace education, the evaluation business, and the need for empowering evaluation / Werner Wintersteiner -- Infusing cultural responsiveness into the evaluation of peace education programs / Rodney K. Hopson and Helga Stokes -- Naming the space : evaluating language in peace education through reflective practice / Cheryl Woelk -- Bridging restorative practices and group therapy : new evaluative measures for school groups / Christina Procter and Erin Dunlevy -- From risk to resilience : understanding and preventing bullying and bias / Roberta A. Heydenberk and Warren R. Heydenberk -- Evaluating a project-based peace education course in Turkey : the civic involvement projects / Antonia Mandry -- Peace education in higher education : using authentic assessment practices to build peace / Rajashree Srinivasan -- Narrative method for evaluation of students' transformative learning in a peace and conflict resolution program / Zulfi ya Tursunova -- Education for peace in Bosnia and Herzegovina : how do we know it is working? / H.B. Danesh -- Evaluating seeds of peace : assessing long-term impact in volatile context / Ned Lazarus -- The olive tree initiative : lessons learned about peace education through experiential learning / Daniel Wehrenfennig, Daniel Brunstetter, and Johanna Solomon -- How do we know we are building peace? : a reflection on what is good youth peace monitoring and evaluation / Meghann Villanueva, Lillian Solheim, Imke van der Velde, and Eefje van Esch -- Evaluating peace education programs: quantifying attitudinal and behavioral change : lessons learned from the youth theater for peace programs / Susan Armitage -- The role of donors in post-conflict reconciliation processes : balancing material and behavioral dimensions / Ruerd Ruben -- Assessing peace education at the national level : challenges and possibilities / Cécile Barbeito Thonon and Johanna Ospina -- Re-conceptualizing impact : assessing peace education through a social movement lens / Karen Ross -- Pedagogy of addressivity : peace education as evaluation / Naghmeh Yazdanpanah -- Imagine there is no peace education : an exploration in counterfactual analyses / Thomas de Hoop and Annette N. Brown -- Evaluation of peace education training programs : promoting consistency between teaching and content / Maria Lucia Uribe Torres.

This article describes an uncommon approach to service learning. To
demonstrate points of access to the political system, I place
students in my class with experts of the political advocacy process,
not with charitable nonprofits. And to reach a wide spectrum of
students, I integrate the service-learning component in one section
of the basic American and state government course, which is a
general education requirement for all college graduates in the state
of California. This report explains the approach, evaluates the
course based on student responses, identifies reasons for its
success, and points out some of the limits encountered. The article
follows the tradition of Battistoni (2000), Battistoni and Hudson
(1997, 1), Zlotkowski (1998), and others by sharing insights into
the theory and practice of service learning in political science, in
the hopes of making transparent the advantages and limits of this
form of experiential learning. I am
grateful to the department of political science, the college of
natural and social sciences, and the dean of undergraduate
studies at the California State University, Los Angeles, for
supporting my modification of one section of the POLS 150 course
to include a service-learning component. I also wish to thank
Ted Anagnoson and Jan Mackay for their constructive comments as
I developed my service-learning course. The researchers at the
Carnegie Foundation for the Advancement of Teaching deserve a
word of appreciation for including my course in the Political
Engagement Project, and finally a thank you should go to the
anonymous reviewer of the original manuscript.

SAN DIEGO — Garth Headley understands the value of marketing to adult learners: he was one himself. "I am exactly who I market to," Headley said, in a session on marketing online programs to adult learners at the Council for Adult and Experiential Learning annual meeting.