Learning at any time: Supporting student learning wherever it happens

A new residential college and a faculty-in-residence program demonstrate how student affairs educators and academic faculty at one institution have collaborated to create transformational learning experiences for their students.     

Transfer of Learning From An Action Reflection Learning™ Program*

Learning transfer from training and development programs to the workplace is a central issue of concern for human resource development specialists. Action Reflection Learning™ (ARL™) is a form of action learning that places emphasis on the development of targeted competencies while teams of participants work on real problems which have been given to them by a sponsor. This article examines the kinds of learning and learning transfer that took place in an international food company that was striving to become a global organization. Data were collected through both field observation and formal interviews and analyzed by a team of researchers. Conclusions about the degree of transfer and the mechanisms and process supporting it are presented.     

Electronic Performance Support Technology: Defining the Domain

Electronic performance support is an expanding area within the field of performance technology. This article reviews and classifies the literature, both conceptual and case-based, in order to assess settings for use, initiating factors for development, and general features of the various systems. Identification of each article reviewed is presented in a matrix of categories that can be used to point those interested in specific aspects of this complex topic to the most pertinent information for their own needs. A general summary of findings follows.     

New Demands on Engineering Education

Rapid changes in the professional activities of engineers are taking place as a result of revolutionary developments in sciences and industry. Inevitably, these changes must be reflected in all aspects of the training and education of engineers. Engineering curricula and other phases of college programs are being modified in several respects to provide the present-day graduate with the knowledge and the understanding of fundamentals that he requires. In recognition of the fact that the education of an engineer is far from complete when he graduates, industry is assuming increasing responsibility for parts of the educational program. Further cooperation between the colleges and industry is natural and desirable.