Jun Fu

Experiential learning, which emphasizes gaining new skills, knowledge, and perspectives through experiences, has become one of the most influential models for transforming students’ learning and development in a variety of contexts from academic settings to workplace training programs. The current body of research on the assessment of experiential learning indicates both the limitations and the possibilities that exist to move beyond those limits. The purpose of this paper is to examine both the theoretical foundations of experiential learning, and the assessment of experiential learning based on the existing literature. We note that there seems to be little attention paid to how to align experiential learning with explicit student learning outcomes. It becomes essential for educators to reframe experiential learning to focus on student learning outcomes. Drawing on the relevant studies, we discuss potential strategies and approaches for future research and practice in assessing experiential learning.

Summary: The scope and scale of wildlife crimes around the world have risen in intensity and complexity, yet current enforcement strategies have often not delivered desired effects on illegal activities, even within protected areas. Tackling the array of illegal activities by emphasizing law enforcement above other options is challenging and potentially unsustainable. We explored the potential for social norms, community regulations and socioeconomic factors to promote compliance with wildlife laws by interviewing 334 respondents in 28 villages that share boundaries with protected areas in Nigeria. Using an anonymous direct questioning approach, we recorded a high prevalence of non-compliance behaviours in all studied communities. Injunctive norms (i.e., perceptions of acceptable behaviour within a social group) significantly predicted compliance, as respondents with no complicit friends or family members were more likely to comply with wildlife regulations. Perceived likelihood of community-level sanctions played a more salient role than the fear of arrest by rangers in influencing compliance. In addition, non-compliance increased with number of dependents, but reduced with average monthly household income. Our study demonstrates that clear knowledge of the social norms that drive local behaviour as well as the authorities that enforce them is integral to understanding the forces that drive community involvement and participation in conservation. Incorporating local communities in planning enforcement interventions may help protect threatened species and landscapes.