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This article argues that peace education and good peace studies at the university level must include peace action as well. Despite general agreement in the peace studies field that such inclusion of peace action is important, few colleges or universities have successfully incorporated an experiential component into their academic programs. Using the Peace and Global Studies Program at Earlham College as a model, this article attempts to show how peace action, in the form of on-campus cocurricular experiences, off-campus internships, and foreign study, gives new meaning to the study that precedes it but also is modified by further course work. When constructed on a developmental basis, good peace studies programs are able to offer students a way both to "think [their] way into... acting" and to "act [their] way into... thinking."

ABSTRACTThis paper addresses the important relationship between production and operations management (POM) and information technology. An approach to POM education is presented in which information technology is used to create an experiential learning environment that integrates the topics taught in POM courses. Results of an implementation of the proposed approach are presented and implications are discussed for POM education.

This paper describes an experiential speechreading course that was designed to provide hearing-impaired students with real-life communication experiences. The course, intended to function as a supplement to traditional speechreading courses, was evaluated with a self-evaluation questionnaire completed by students who took the course and by a matched control group. Results indicate that the course was effective in increasing student self-perceptions of communication success in real-life situations.

This article explores a new model for assessing prior learning that encourages students to think critically. It begins by introducing the reader to the concepts of prior learning assessment and critical thinking. It then describes specific assignments to promote critical thinking in prior experiential learning assessment, as well as in field study, exercises, simulations, and other forms of experiential learning.