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In this article I explore the ethical terrain of experiential learning activities drawing on my experiences leading college students on field trips into criminal justice settings. Though there are numerous educational benefits to adopting experiential learning activities, the rewards must be evaluated in light of the potential harms to nonstudent participants. Student observations of criminal justice settings can reinforce common stereotypes of prisoners as scary and dangerous while reifying the legitimacy of state power exercised through agents of social control. More broadly, experiential learning activities can also highlight the shame and embarrassment of subordinate groups when such activities devolve into voyeuristic spectacles of human misery. In light of these potential harms to nonstudent groups, this article proposes guiding questions for educators to address in designing experiential activities. These questions draw attention to the following issues: the vulnerability of participants, the relative social power of nonstudent participants, whether participation is truly voluntary, the accessibility of the setting to outside observers, group size, benefits to nonstudent participants, duration of activity, protection of confidentiality, the role of students in the activity, and the curricular focus of the experience.

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.

David Kolb's conception of experiential learning has informed wide-ranging studies and practices ineducation, business, organizational development, and leadership studies for over two decades now.His work has guided the work of trainers, teachers, and scholars, affording significant insights into bothindividual and organizational learning. Because deep and sustained change in human settings requiresthat people learn, Kolb's penetrating analysis of the complexities involved in human learning hasprovided clues about the notorious difficulties surrounding change in both individuals andorganizations. In an era where the newest ideas tend to have special cache, Kolb's work has hadremarkable staying power. Perhaps this is because his ideas have repeatedly served as a foundationfor theorists and practitioners to understand and influence institutions and the people in them(Sandmire, Vroman & Sanders, 2000; Loo, 2002; Pauleen, Marshall & Ergort, 2004). In a rapidly changingworld, contemporary institutions and organizations must foster human learning. Indeed, theymust be led by effective learners if they are to be relevant and enduring.

Teachers usually turn to experiential education when they are
dissatisfied with the so-called traditional classroom. At its worst,
conventional teaching dissects the political world into an array of
component parts. Sometimes students read the latest scholarship, but
the treatment of politics is often either blandly descriptive or too
abstract. This type of teaching can rob politics of its pulsing
energy, which, ironically, attracted many political scientists into
the field. While most political scientists find politics exciting,
the norms of the discipline can enervate the importance and drama of
politics. Student calls for more "current events" are a frequent
response to these academic experiences.

This article introduces interactive drama as an alterative to student role-plays. Interactive drama increases student engagement and explores complex issues in management. It features scenes from organizational life being performed live by trained actors before a student audience, stopping at pivotal points so the audience can interact with the actors. These sessions result in highly energized students wanting to participate in lively discussions. Because the vivid scenes are so memorable, the students are able later to connect them effectively to management theory or their own experiences in reflective journals or other written assessments. After describing why instructors should consider using interactive drama, the article explains how to use it in the management classroom and concludes by providing five detailed examples of interactive drama scenes.

This paper reports on a rich, qualitative research study that aimed to discover how undergraduate and culturally diverse students experienced a collaborative, international, online, experiential project to learn about intercultural communication. Student participants in the study endorsed experiential learning in culturally diverse groups about intercultural communication through intercultural communication. The data revealed how participants made sense of and responded to intercultural communication amongst team members by juxtaposing personal experience of working in the online international learning group, their own cultural heritage and the literature available to them. The author concludes that experiential learning is a powerful tool for learning about intercultural communication through intercultural communication in the context of online, international and culturally diverse teams working on business case studies. It is also recommended as an activity that serves the process of internationalising a business communication curriculum and some of the broad aims of global citizenship.

Despite the wealth of experience among simulation scholars, there is still little consensus on how to link gaming attributes to specific learning objectives. This article aims to contribute to this discussion and argues that specific simulation design can lead to reaching pre-defined learning objectives. The authors present a teaching project developed and executed for the Netherlands Defense Academy, how it was set up in 2005, and the way it evolved over time. The authors discuss how the methodology fits into the academic debate on the strengths of experiential learning. The simulation methodology used is rooted in experiential learning and typically supports standard learning goals and styles. When dealing with a specific target group, it is possible to pinpoint one specific, overarching learning objective. This allows trainers to link each individual aspect of the simulation design to that particular learning goal and, in turn, provides a valuable framework to develop, run and evaluate simulation exercises. The authors discuss how two innovative elements in simulating gaming can help to make such an approach work: combining closed and open scenarios, and new communication software that allows for continuous supervision during the game. The conclusions discuss how students respond to the challenges during the game and what the data from debriefings tells us about the methodology's learning appeal for a military target group. Adapted from the source document.