An Experiential Learning Program for Holocaust Education
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Carol Clyde
The purpose of this study was to examine the relationship between involvement in an experiential learning program for Holocaust education and participants’ worldview, academic interests, leadership involvement, and reflection activities; and to determine which variable(s) accounted for most of the variance within each of these four areas. Results indicated that the reflective activities model had a very strong relationship with program participation and the variables that accounted for most of the variance in this model were journals, formal discussions, informal discussions, and recorded thoughts. Further, a moderate relationship was discovered between involvement in the Holocaust program and students’ academic interests, with the variable a change in major or minor accounting for most of the variance in this model. Weak relationships between participation in the program and students’ worldview and leadership activities were noted as well.
©2011 Walter de Gruyter GmbH & Co. KG, Berlin/Boston
Articles in the same Issue
- Article
- From Disciplinarian to Change Agent: How the Civil Rights Era Changed the Roles of Student Affairs Professionals
- Entry-Level Competencies of New Student Affairs Professionals: A Delphi Study
- Home Away from Home or Foreign Territory?: How Social Class Mediates Service-Learning Experiences
- An Experiential Learning Program for Holocaust Education
- Leadership Identity Development Among Lesbian, Gay, Bisexual, and Transgender Student Leaders
- Developing an E-Portfolio Program: Providing a Comprehensive Tool for Student Development, Reflection, and Integration
- Stepped Care: A Promising Treatment Strategy for Mandated Students
- NASPA Journal_vol 42_no 3
Articles in the same Issue
- Article
- From Disciplinarian to Change Agent: How the Civil Rights Era Changed the Roles of Student Affairs Professionals
- Entry-Level Competencies of New Student Affairs Professionals: A Delphi Study
- Home Away from Home or Foreign Territory?: How Social Class Mediates Service-Learning Experiences
- An Experiential Learning Program for Holocaust Education
- Leadership Identity Development Among Lesbian, Gay, Bisexual, and Transgender Student Leaders
- Developing an E-Portfolio Program: Providing a Comprehensive Tool for Student Development, Reflection, and Integration
- Stepped Care: A Promising Treatment Strategy for Mandated Students
- NASPA Journal_vol 42_no 3
