"Experiential learning" can be defined in terms of an instructional model, which begins with the learner engaging in direct "experience" followed by reflection, discussion, analysis and evaluation of the experience. There are many definitions of experiential learning...including such labels as experiential education, constructivist education, the learning cycle, and project-based learning...many that claim to be "the" effective model. Almost all agree that we seldom learn from experience unless we reflect upon, and assess the experience, assigning our own meaning and understandings as they relate to goals, aims, ambitions, and expectations. From this processing of the experience come the insights, the discoveries, and understandings that are generally refered to as experiential learning. As this processing takes place, the pieces fall into place, and the experience takes on added meaning in relation to other experiences. All this is then conceptualized, synthesized and integrated into the individual's schema of cognitive constructs which he/she imposes on the world, through which he views, perceives, categorizes, evaluates and seeks additional experiences. (Wright, Alber, "Participatative education and the inevitable revolution" in Journal of Creative Behavior, Vol. 4, No 4, Fall 1990, P. 234-282).

This method of learning, often referred to as the "learning cycle," (Lawson, 1988; Ponzio, 1998) is a popular method of instruction used by UCCE Advisors throughout the state to introduce research and knowledge to the public. The "learning cycle" includes three basic phases: a direct experience with a problem situation; a reflective phase related to the experience; and a testing phase wherein the new insights are applied a new problem or situation. This instructional methodology has proven to be particularly successful when working with youth and volunteers with diverse backgrounds and understanding because it forms a cluster of interrelated ideas and concerns then discussed from multiple perspectives. The methodology has also proven effective for developing both scientific and language literacy. The project supports the Human Resources PPAC Priorities by improving the ability of volunteers and staff to effectively work with groups of youth and adults by improving competencies in teaching methodologies.

At an Action Group Meeting in June 2000 and, again, at the annual meeting in February 2001, members identified that the STEL Workgroup could fill a unique niche by: 1. Conducting applied research on the effectiveness and boundaries of the learning cycle in youth experiential learning. 2. The results of this applied research and development would then be shared with other DANR workgroups and their collaborators as well as other youth development collaborators. 3. The STEL Workgroup proposes the development of a program and a manual to provide step-by-step instruction in developing educational programs for the public using the "learning cycle" method of teaching and strategies for adapting materials using inquiry-based pedagogy to better use the learning cycle methodology.

The purpose of this research-based project is to provide opportunities for interested faculty, specialists, researchers, advisors, and UCCE staff to engage in research to determine the best practices related to use of the learning cycle. As part of both the development and dissemination activities Workgroup members will also serve as "coaches" in helping researchers and scientists use the results of our research in developing effective programs to educate the public about their work. Richard Enfield will take leadership for the research and development of the program and manual. An Action Group will be formed to work with Richard in the development and design of the program and manual. Dissemination Workshops: STEL workgroup members will offer the program at DANR and other sponsored conferences for interested faculty, specialists, researchers, advisors, and UCCE staff and will incorporate the program into other workshops and trainings they are offering in their own county and campus. Participants in learning cycle dissemination workshops will receive, as part of the dissemination workshops, a printed manual. Dissemination Web-Based: The Learning Cycle manual will also be placed on the STEL Web site in the PDF format for easy downloading. Timeline: July 1 Action Group Meets Outline Research Plan Assign responsibilities Literature Review December 15 Action Group Meets Develop Program Plan/Manual February 15 Action Group FIRST DRAFT Complete April 1 Action Group Pilot Test with teens/Revise July 1 Action Group SECOND DRAFT of Program and Manual November 15 Action Group Pilot at 4-H Volunteer Leader Forum January 15 Action Group FINAL DRAFT OF PROGRAM AND MANUAL February 20 Action Group Train Workgroup Members to deliver the program March 24 Workgroup Member(S) Conduct Program at DANR Conference Evaluation: * The literature review team will conduct a meta-analysis of best practices related to the learning cycle methodology as used in the realm of experiential education. * The training program (in the pilot test versions one and two) will be evalutated by participants in terms of perceived value, utility of materials, ease of implementation, and overall assessment of the training methods and content. Follow up surveys will track their success (effectiveness and ease of use) in using the manual and materials subsequent to the training and also ask them if they have additional suggestions regarding the training program and materials. * The training program and materials (final version) will include feedback sheets for suggested revisions. The design team will review these at each STEL meeting and provide updates to users.