Undergraduate Experiential Learning Project

Undergraduate Experiential Learning Project

 West Virginia SLI students provide training for Job Corps during 2012 Service Learning Intensive.  Photo courtesy of R.J. Nickels.




For Some S-CAR Students, Spring Break Means Analyzing Conflicts

Experiential Learning Activities


Linking Theory to Practice:

Conflict Analysis and Resolution Pedagogy   

Linking Theory to Practice: Conflict Analysis and Resolution Pedagogy builds the capacity of the interdisciplinary field of Conflict Analysis and Resolution (CAR) to play a key role in improving undergraduates’ ability to apply theory to practice in CAR courses, in general education, and beyond the classroom. The project consists of three initiatives in curricular innovation, each involving development, testing, and dissemination:

Initiative 1: Design introductory course materials in Conflict Analysis and Resolution, particularly experiential learning activities (ELAs) suitable for general education.

Initiative 2: Create a model for intensive service learning activities (SLIs) in domestic and international contexts.

Initiative 3: Promote best practices in designing CAR curricula so as to enhance students’ ability to link theory and practice, including models for strengthening partnerships between two- and four-year institutions and better aligning curricula across those institutions.

Through wide dissemination of curricular materials, approaches, models, and best practices, the project is designed to have significant, positive sustainable impact on educators and institutions locally, regionally, and nationally.

Funded by the U.S. Dept. of Education FIPSE (2011-2013)

 Susan F. Hirsch (Principal Investigator)
Agnieszka Paczynska (co-Principal Investigator)


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