Emily Carpenter, Abby Baker, Tabitha Fedina, Bill Heinrich, Carolyn Roberts

SEE-ing the Path Forward

Introduction

See-ing the path forward. Strategies for designing, implementing, & sustaining experiential learning (EL) programs in higher education. Practical insights for leaders to overcome challenges & foster student success.

Abstract

As institutions increasingly prioritize experiential learning (EL) as a cornerstone of student success, practitioners face challenges in designing, implementing, and sustaining EL programs that meet diverse institutional needs. This article explores strategies for operationalizing EL through insights from four distinct campuses, spanning small private colleges to large public universities. Drawing from qualitative case studies, we highlight the shared challenges of starting and scaling EL initiatives, such as integrating diverse stakeholders, centralizing resources, and fostering buy-in across campus constituencies. Key themes include the evolution of EL offices, from initial hurdles—such as defining programmatic scope and building institutional relationships—to sustaining development through innovative funding models, technology integration, and robust tracking systems. We provide practical recommendations for addressing these challenges while maintaining a student-centered approach. By sharing lessons learned, we offer a roadmap for higher education leaders to build inclusive, sustainable, and impactful EL programs that align with their unique institutional contexts.

Review

The article, "SEE-ing the Path Forward," addresses a highly pertinent and critical issue in contemporary higher education: the effective operationalization of experiential learning (EL). As institutions worldwide increasingly champion EL as a cornerstone of student success, the practical challenges associated with designing, implementing, and sustaining these programs are substantial. This work promises to be a timely and valuable contribution, offering a pragmatic approach to navigating these complexities by drawing insights from a diverse range of institutional settings. The focus on providing a "roadmap" for practitioners and leaders suggests a strong commitment to actionable recommendations, which is greatly needed in this evolving field. A significant strength highlighted by the abstract is the article's methodological foundation, utilizing qualitative case studies from four distinct campuses. This breadth, spanning small private colleges to large public universities, is crucial for identifying both universal challenges and context-specific solutions in EL program development. The exploration of shared hurdles, such as integrating diverse stakeholders, centralizing resources, and fostering institutional buy-in, directly addresses common pain points. Furthermore, the abstract's emphasis on the evolution of EL offices—from initial scoping and relationship-building to sustainable development through innovative funding, technology, and tracking—indicates a comprehensive understanding of the lifecycle of such initiatives, all while maintaining a student-centered approach. While the abstract clearly outlines a compelling argument and robust scope, the full article would ideally delve deeply into the practical implementation details of the "innovative funding models" and "robust tracking systems" to fully deliver on its "roadmap" promise. Nevertheless, "SEE-ing the Path Forward" appears to be a thoughtfully conceived and highly relevant piece of scholarship. It offers a much-needed framework and actionable strategies for higher education leaders dedicated to building inclusive, sustainable, and impactful experiential learning programs. This article is poised to be an indispensable resource for practitioners and administrators, and I strongly recommend it for publication.

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