ERIC Number: ED427259
Record Type: RIE
Publication Date: 1998-Dec-11
Conducting Supervised Experiential Learning/Field Experiences for Students' Development and Career Reinforcement.
Leventhal, Jerome I.
A major problem in the educational system of the United States is that a great number of students and graduates lack a career objective, and, therefore, many workers are unhappy. Offering a variety of supervised field experiences, paid or unpaid, in which students see workers in their occupations will help students identify career choices. Requiring student involvement in work experience programs as part of the teaching and learning process helps students make better career choices earlier in their school programs so that they can use the balance of their education preparing for their career choice. Students who have made career choices before participating in supervised field experiences can take the opportunity to gain a better understanding of others, to develop a stronger self-image, to learn to get along with people of different backgrounds, as well as to develop and strengthen skills. Teachers, working with other school personnel, can identify and develop a field experience for students related to their academic and vocational area, allowing students to spend time during or after school in this school-sponsored activity. The school-to-work concept also includes this approach, but affects only a small percentage of students. As vocational educators promote experiential learning and field experiences for all students, they may at the same time assist other teachers in organizing similar experiences for their students. (Contains 10 references.) (KC)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the American Vocational Association Convention (New Orleans, LA, December 11, 1998).