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Most Finnish university students, just like the other new global elites (Kramsch,2013), use English without problems. Some students, however, struggle withEnglish to the extent that their studies suffer. One could say that they have adeeply "wounded" English self (Karlsson, 2013). My context of research andpractice is the Autonomous Learning Modules (ALMS) at Helsinki UniversityLanguage Centre. In my work as a language counsellor and practitioner-researcher,pedagogical concerns are always primary, and there is a need to appreciatediversity yet notice every student's unique experiences. The broadbackground of my recent work is English as part of the identity of young academicFinns. In particular, I have been interested in how students with a"wounded" English self can develop new identity positions, and in how a languagecounsellor can help them in this process. In this paper, my focus is on thesubtle practical interconnections between learner autonomy, learner diversity,and learner identity as they emerge in a diary written by a student of Englishwith dyslexia and language (classroom) anxiety. A narrative case study of Mariiaillustrates how the counsellor's appreciation and her own recognition of thecomplex ecological realities (Casanave, 2012) surrounding and interacting withher learning encourage and empower her. Mariia uses her freedom to controlher own learning (Huang & Benson, 2013) and makes choices from the manylifewide experiential learning opportunities in her life (Karlsson & Kjisik, 2011).Reflective writing in the learning diary helps her to construct a realistic vision ofherself as a learner and user of English, and she leaves the identity position ofa failure in the classroom and claims a new, more successful one (Norton, 2014).

Cover -- Reforming Legal Education -- Library of Congress Cataloging-in-Publication Data -- Contents -- Acknowledgements -- Chapter 1: Legal Education at the Crossroads -- Chapter 2: Washington and Lee University School of Law -- Chapter 3: Curriculum Reforms at Washburn University School of Law -- Chapter 4: Reforming the Traditional Curriculum at the University of Iowa College of Law -- Chapter 5: Nova Southeastern University Shepard Broad Law Center Curriculum Mapping Project -- Chapter 6: Promoting Experiential Learning at Golden Gate University School of Law Through Curriculum Reform -- Chapter 7: Creating an Outcomes-Based Curriculum at Charlotte School of Law -- Chapter 8: Learning-Centered Education at Western State College of Law -- Chapter 9: Leveraging Academic Support Programs for Innovative Teaching Methods Across the Curriculum -- Chapter 10: Essential Elements for the Reform of Legal Education -- About the Contributors -- Index.

This essay examines strategies for thoughtfully integrating generative AI (Gen-AI) into management curricula to enhance student learning while mitigating risks like overreliance. We make the case that outright resistance is counterproductive; instead, management educators should embrace Gen-AI's potential to create more engaging, experiential learning aligned with andragogical principles. We provide a conceptual framework mapping nine Gen-AI objectives to the principles of andragogy. A semester-long course example illustrates this framework in action through AI activities fostering autonomy, competence, and real-world application. Student surveys revealed overwhelmingly positive perceptions of Gen-AI integration and improved exam scores. However, dependence risks remain. The essay discusses strategies to enhance critical thinking, personal growth, and academic integrity. Overall, we propose that prudent Gen-AI adoption can enrich management education, but long-term vigilance regarding overreliance is vital.

In recent years, there have been increasing calls to intentionally center diversity, equity, and inclusion within positive youth development programs. True Leaders: Culture, Power and Justice is a 4-H curriculum designed to engage young people in understanding and applying social justice concepts with the ultimate aim of nurturing their sense of self-efficacy as they work to find solutions to pressing social issues. The True Leaders curriculum is shaped by the Five Cs of positive youth development—confidence, competence, connection, caring, and character—and a social justice youth development framework. Each lesson is grounded in the critical experiential learning model, which seeks to move participants through a process of hands-on learning about social justice concepts, critical reflection, and, ultimately, collective action. The True Leaders curriculum is intended for use with middle and high school-aged youth.

Limited information exists regarding Students with Military Backgrounds (SMB) enrolled in academic medical settings, although there is extensive research focused on SMB attending community colleges and undergraduate universities. This study documents SMB experiences at an academic medical center related to (a) relations with peers and faculty, (b) learning experiences, and (c) navigating campus services. These SMB reported interpersonal experiences differing from those common to community colleges and undergraduate universities. Our cohort of SMB tended to be older than those enrolled at post-secondary institutions, with life experiences supporting the experiential learning and team health care practices increasingly emphasized in academic medical settings. SMBs reported the academic medical setting shares cultural elements with some military settings, suggesting accommodation strategies that leverage these features may enhance personal satisfaction, academic success, and career preparation for these students.

Cover -- Half Title -- Title Page -- Copyright Page -- Table of Contents -- List of figures -- List of tables -- Notes on contributors -- Acknowledgements -- 1 Introduction: professionalising education in Organisation Studies and Human Resource Management -- PART I: Practising differently: OS and HRM learning, teaching and assessment in physical and virtual space -- 2 Engaging and enthusing students in the physical and virtual classroom -- 3 It's a game of skill: playful learning through board game design -- 4 Giving it a go: introducing authenticity into Human Resource Management assessments -- 5 The experiential approach to undergraduate OHRM -- 6 Module design, delivery and assessment for large student numbers -- Student opinion pieces -- A Bringing learning to life through stories: the shoemakers' tale -- B Engendering real learning through practice -- C Strategic interpretation of lectures -- PART II: Conceptualising differently: reframing OS and HRM learning, teaching and assessment -- 7 Enriching learning through interactive technologies in the online, blended and face-to-face contexts -- 8 Problem-based learning: is it possible to transplant teaching practice between countries? -- 9 Classroom experience as an open system -- 10 Developing praxis through active blended learning and authentic assessment -- 11 The HR consultant - an experiential learning approach: a case study approach of HR students working on live client projects -- 12 Developing entrepreneurial talent through pedagogical innovations: insights from three international case studies -- Student opinion pieces -- D The challenges of student cross-cultural integration -- E Enabling knowledge sharing in culturally diverse teams -- F Peer learning within the multi-cultural classroom.

The paper delves into the role of academic institutions in urban commoning, which involves the sharing and collaborative management of common resources. It specifically examines the impact of Practices of Urban Inclusion, an experimental learning programme, in fostering new forms of collaboration across places and institutions. This programme was co-designed and co-run by a network of four architecture and urban planning schools and three third-sector organisations across four European countries. The paper mobilises the concept of 'threshold spaces' by Stavros Stavrides to discuss if and how urban knowledge and learning can be co-produced and circulated 'on the threshold' between academia and civil society. Practices of Urban Inclusion is thus seen as a threshold space that aimed to bring different subjectivities and forms of knowledge into connection by foregrounding experiential knowledge, fostering collaborative learning, and connecting temporalities. The paper reflects on the key characteristics of the programme and highlights some of its commoning outcomes. We suggest that conceptualising knowledge co-production through ideas of commoning and threshold spatiality allows for more nuanced understandings of the dynamics of academia-civil society collaborations.

Мета статті є висвітлення практичного досвіду вищої школи США з виховання громадянськості студентів бакалаврату. Методи дослідження: критичний аналіз науково-педагогічної літератури США з проблеми виховання громадянськості американських студентів; елементи індукції та дедукції для характеристики стану розробленості у США досліджуваної проблеми; узагальнення американського педагогічного досвіду у сфері виховання громадянськості студентів бакалаврату. Розглянуто особливості використання проблемного й пошуково-дослідницького навчання під час вивчення курсів гуманітарного спрямування з метою виховання громадянськості студентів американських університетів і коледжів. Окреслено перспективу подальших розвідок у цьому напрямі, що передбачаю вивчення особливостей навчання студентів бакалаврату у вищій школі США суспільно корисного служіння на благо громади. ; The purpose of the article is to highlight the practical experience of the U.S. higher education institutions in fostering the citizenship of undergraduate students. Methods of research: critical analysis of the U.S. scholarly and pedagogical literature on the issue of the study, with elements of induction and deduction to characterize the state of its development in the USA; generalization of American pedagogical experience in the field of civic education at the undergraduate level. It is considered that civic education is a central concept in the U.S. educational philosophy, serving as the basis for the country's democracy as well as intellectual and democratic traditions, linking the modern era with the history of the U.S. state. Citizenship education in U.S. higher education institutions also encompasses the students' perception of the civil and political rights recognized by the national constitution of the country concerned. It is emphasized that education for citizenship promotes formation of students' independent critical thinking and responsibility in all spheres of life. The peculiarities of problem-based and experiential learning during the courses in the liberal arts with the aim of forming the citizenship of undergraduate students are considered. The use of problem-based and experiential learning in the civic education process in the U.S. higher education institutions contributes to fostering students' core values of democracy, embodied in the sense of civic responsibility and active participation in the life of society in general and community in particular. This type of education in a certain way prepares students for the challenges of modern world by enhancing their self-responsibility for the benefit of the community as well as soft skills necessary to succeed in different spheres of their life. The U.S. colleges and universities not only form the citizenship of students, but also act as leaders in democratic transformations at the level of communities and even the world at large. This process encompasses not only knowledge, skills and abilities, but also the acquired practical experience of socially significant activities, methods and techniques of effective interaction with other people. The scope of further research in this direction is outlined, envisaging the study of the peculiarities of the U.S. undergraduate students' community-based learning.

How should tort law deal with agents that employ novel and imperfectly understood technologies that later turn out to involve harm? There is no agreement among different legal systems whether strict liability or negligence rules should govern these so-called 'development risks'. The law-and- economics literature, however, has predominantly favored strict liability. The present paper shows that the choice depends on the characterization of how society learns about technology risks. When experiential public data is an irreducible input into learning, theory justifies the use of specific negligence rules in order to govern development risks. We reconcile the existence of the negligence doctrine for development risks with the theoretical literature using a simple two-period unilateral care model. There, an optimally designed negligence rule can provide a better balancing of benefits, harm to third parties, costs of care effort, and the value of information from learning than strict liability. If feasible, the optimal negligence rule partitions the population of potential users into two groups. Only the high benefit group engages in the risky activity, subject to due care levels designed to deter the low benefit group.

Implementing reciprocity for collaborative community partnership / Sherrie Steiner -- The move to a more pragmatic democratic civic engagement : universities of the future / Joe D. Nichols -- Reflecting on service-learning experiences : a three-stage model / M. Gail Hickey -- "I am amazed by how much I have changed" : service-learning's potential for transformation / Donna Eder -- Learning from failure : service as a tool for teaching the value of failure / Ellen Szarleta -- Service-learning in dental hygiene education / Nancy Mann -- Service-learning in the professional writing classroom : marilyn cooper's "ecology of writing" in action / Tanya Perkins -- Csd students and service-learning : a literacy experience / Pam Britton Reese -- Document dumpster-diving : students learn and teach aboutlocal museums / Jeremiah Clabough & Thomas N. Turner -- 2012 election experiential program / Robert A. Waterson & Mary Haas -- Carefully reading the texts we assign : the case for service-learning instructors to engage in service / Nicole D. Schonemann -- First-hand interactions with English language learners : win-win learning opportunities for all / Hao Sun -- Utilizing service-learning to confront crime : victimization among refugees and other non-English speaking populations / Jospeter Mbuba -- Expanding multicultural understanding through service-learning : a case study / Sheena Choi and M. Gail Hickey -- Speak out, reach out : infusing multiculturalism and social justice from college to community / Jeneice L.A. Shaw, Brittany J. Shannon, Hannah Greenbaum, and Jennifer M. Taylor -- Service-learning for students in transition / Sarah Jones.

The aim of this paper is to analyse the Lessons Learned systems applied by military organisations as the tools of organisational learning and managing organisational knowledge. Firstly, the concept of learning from experience has been discussed from the perspective of military organisations. Then, applying the NATO model, the elements of Lessons Learned capabilities have been enumerated and studied. The case study combines observations, lessons and best practices identified in NATO, the U.S. Army and the Polish Armed Forces. The contents of the paper are based on the outcomes of the critical analysis of military documents, the literature survey, the observation method and the unstructured interviews with experts.

As social work education moves to a competency-based approach, faculty are increasing their use of pedagogical tools designed to provide students with opportunities, in addition to traditional field placements, to develop practice skills. Faculty are no doubt turning to service-learning, and other forms of experiential education, to provide these opportunities and to offer an additional means for departments to demonstrate and measure student practice behaviors. To help focus the use of service-learning in social work education, this article uses sources from the larger service-learning field and from social work scholarship to examine the nature of service-learning, to review current service-learning trends, to summarize its use in social work education, and to raise questions about its goodness of fit with competency-based education.

Preliminary Material /Paul Jerry and Nancy Tavares-Jones -- A Review of Experiential Learning in Virtual Worlds Conference Themes: What are We Saying? How are We Changing? /Paul Jerry and Nancy Tavares-Jones -- The Concept of Creativity and Professional Development within Immersive Teaching Experience /Ridvan Ata -- Virtual Environments for Pain Alleviation /Joanna Piskorz and Marcin Czub -- Exploring the Pathways of Adaptation: Avatar 3D Animation Procedures and Virtual Reality Arenas in Research of Human Courtship Behaviour and Sexual Reactivity in Psychological Research /Jakub Binter , Kateřina Klapilová , Tereza Zikánová , Tommy Nilsson , Klára Bártová , Lucie Krejčová , Renata Androvičová , Jitka Lindová , Denisa Průšová , Timothy Wells and Daniel Riha -- Tools for Perceptual Learning: Ecological Augmented Reality /Vicente Raja -- Augmented Reality Learning: Pedagogical Aspects and Technologies for a Future Methodological Framework /Corrado Petrucco and Daniele Agostini -- Physiological Responses to Virtual Spaces: Exploring the Oculus Rift and the Experience of Virtual Simulation Illness /Paul Jerry.

This article explores the many contradictions and complexities surrounding the theory and practice of a 'punk pedagogy.' It begins with a contextualisation, delineating notions of origin using a framework of anarchist models of pedagogy, teaching and learning in subcultural contexts (in this case, the new age traveller movement of the 1980s and 1990s), and the very beginnings of terminology and definition through Estrella Torrez's chapter 'Punk Pedagogy: Education for Liberation and Love.' As a reiteration of practice, case studies of two current practitioners are explored (Tony McMahon in Australia and Rylan Kafara from Canada), unpacking differences and similarities in punk-led models of teaching and learning. In conclusion, the importance of punk as teacher and facilitator is explored, examining links between the autobiographical experience of subcultural membership and punk as a tool for learning. This includes looking at how learning within a subculture draws upon the experiential and heuristic in areas such as political affiliations, lifestyle choices and musical preference.

This paper paper focuses on the role of universities instimulating students' entrepreneurial skills. After analysinginnovations introduced by European policies, the studydiscusses the main limitations of the scientific debate on entrepreneurshipcompetences and education. Aiming to fillthis gap, the research presents the results of a survey involving75 students of the University of Macerata (Italy), whoparticipated and did not participate in "IMpresa INaula", aproject promoted by the Regional Government of the MarcheRegion in 2019. The quali-quantitative research allows bothto measure students' personal, interpersonal and technicalskills and investigate teamwork propensity and participants'perception of "IMpresa INaula". The study aims atunderstanding the correlation between student participationin experiential learning activities and the developmentof soft skills, also providing practical recommendations forimplementing entrepreneurship education in the field of socialsciences and humanities.