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Back for a new year of podcasts with Allison Reaves and Sarah Erickson from NorQuest College in Alberta! Listen for strategies to make friends, build coalitions, and scale up experiential and career education!  Alison Reaves is the Vice Dean, Student and Academic Strategy (SAS) at NorQuest College. Alison loves supporting students to be successful- whatever that means to them. As Vice Dean, SAS, Alison supports 11 departments in their work to provide meaningful and holistic support for students from their start at NorQuest College until after graduation. Alison was previously the Academic Program Manager for the Work-Integrated Learning and Career Education Centre at NorQuest College and brings over 10 years of experience in career development, supporting university and college students, and engaging industry. Prior to joining NorQuest College, Alison was the Associate Director for Business Career Services at Appalachian State University in North Carolina. Sarah Erickson is the Academic Program Manager for the Work-Integrated Learning and Career Education Centre at NorQuest College in Edmonton, Alberta. After 10 years in the human services sector, Sarah joined NorQuest to champion initiatives that foster inclusive, equitable pathways to career success for learners. She leads a team advancing student career development through career services and work-integrated learning experiences, such as co-op, practicums, and community service learning. Sarah holds a Master of Education from the University of Calgary, specializing in Educational Neuroscience and Transdisciplinary Leadership.

Mentoring is a combination of collaboration in your org with empathetic interaction that help socialize leaners to your field and organization. Not all scientists know how they became good at their fields, so they may not know how to help a student in their early career. Balancing structure and autonomy for mentors is a key feature of the mentoring program. Alignment with high impact practices keeps this program accountable to teaching standards Dr. Kawana Johnson serves as the Mentoring Director at the National High Magnetic Field Laboratory (MagLab) at Florida State University, where she holds a Research Faculty appointment. In this capacity, Dr. Johnson brings extensive expertise in the development, implementation, and oversight of mentoring programs and initiatives. She also brings extensive knowledge in program design and management, with a particular emphasis on experiential learning and its role in career and workforce development. Dr. Johnson earned her Doctor of Philosophy in Curriculum and Instruction, with a specialization in Career and Workforce Education, from the University of South Florida. 

Kevin Wenger is a recent graduate from the Higher Education program at Indiana University and was a Project Associate for the National Survey of Student Engagement. In this article he explores first-year students’ experiences with high-impact practices, stemming from his doctoral dissertation which focused on the first-year experience as a foundation for student success.  LinkedIn: https://www.linkedin.com/in/kevin-wenger-67819860/    Mentions  Alsarhan, A. (2024). High-Impact Practices: Evaluating Impact on Adult Learners’ Retention. Experiential Learning and Teaching in Higher Education, 7(4 - December). https://doi.org/10.46787/elthe.v7i4 - December.4059  https://journals.calstate.edu/elthe/article/view/4059 

The authors talk about their study where they find that when students take more than one experiential learning courses, their odds of graduation increase! Dr. Anita Carol Swayze is the Director of Experiential Learning and a faculty member in the Experiential Learning (EXL) Scholars Program at MTSU. She has served more than thirty years in higher education as both administrator and educator developing and sharing best practices for incorporating experiential learning into the academic curriculum. Dr. Jim Rost is the lead faculty member for the Ed.D. in Assessment, Learning, and Student Success Higher Education concentration at MTSU. His areas of research include doctoral student self-efficacy towards program completion, online andragogy and quantitative research methods. Dr. Janet McCormick is Professor of Communication and Director of the Master of Arts in Liberal Arts (MALA) program at Middle Tennessee State University. Since 1987, she has engaged students worldwide through award-winning, experiential teaching practices—both online and on-ground—and is widely recognized for her contributions to faculty mentoring, curriculum innovation, and the advancement of experiential learning in higher education. Read the article: https://journals.calstate.edu/elthe/article/view/3561 Rost, J., Swayze, A. C., & Janet McCormick. (2023). Increased Graduation Rates in Students Who Take One or More Experiential Learning Classes during Their Undergraduate Program of Study. Experiential Learning and Teaching in Higher Education, 6(2 - September). https://doi.org/10.46787/elthe.v6i2.3561   Show Notes The Assessment institute (Annual Conference) https://assessmentinstitute.indianapolis.iu.edu/index.html  This paper follows a previous publication: https://journals.calstate.edu/elthe/article/view/3561

(This episode was recorded in front of a live Zoom audience on Nov. 5th, 2025!  Enjoy the recording!) From the rise of alternative credentials and AI integration to evolving career preparation strategies, this interactive discussion unpacks the trends that are redefining what it means to teach, learn, and succeed in today's educational landscape. Dr. Marianna Savoca, the Associate Vice President for Career Readiness and Experiential Education at Stony Brook University Dr. Melanie Booth, the Principal at Nectary Solutions and a consultant with the HLC Credential Lab where she’s running the new Innovation Center Design Camp, one of many initiatives in her portfolio

Grow your EL from the faculty and other educators Secure top-down support, make it a both/and process Focus on student access and equity Build connections and maintain strong networks and relationships Tell good stories! Let feedback among networks drive toward an ecosystem of Experiential Learning Emily Carpenter is the Associate Vice President for Experiential Impact at Nazareth University. In this role, she oversees the Center for Life’s Work (which includes career design, academic internships, community engagement, and international education/study abroad offices), and the Office of Research, Scholarship & Innovation.  Prior to launching the Center for Life’s Work, she led Nazareth’s internship program and was an assistant professor in the School of Management. She has a doctorate from Northeastern University where her research was focused on rural college student career development.  Mike Stefancic, M.Ed. is Director of Academic Success in Boise State University’s School of Public Service, leading efforts to integrate advising, experiential and career learning across student degrees. With over a decade in service-learning, faculty development, and partnerships, he has facilitated workshops on reflection, course design, community engagement, and risk management. Formerly an environmental educator nationwide, he continues to consult on experiential program design for higher education. Recognized for civic engagement and volunteerism at the university and state levels, Mike is committed to bridging academia and experiential learning to prepare students for impactful public service careers. 

High-Impact Practices (HIPs) are transformative pedagogical strategies that have been widely recognized for their effectiveness in enhancing student learning, engagement, retention, and success across various educational settings (Kuh, 2008). The professional community of educators, researchers, and practitioners, convening annually at the Assessment Institute at Indiana University-Indianapolis to explore the multifaceted dimensions of HIPs, emphasizes evidence-based assessment, program quality, equitable access, and student success. As members of this community for a decade, we have offered regular opportunities for faculty professional development to ease the resource burden of teaching with HIPs. We have worked on interdisciplinary teams of faculty and administrators from our own institutions and from across the country. This guide is the result of that sustained effort in the area of faculty development.   Guests Dr. Sara Evans from Kennesaw State University  Dr. Jocelyn Evans from the University of West Florida

Guests:  Dr. Amy Cicchino  Dr. Aaron Clevenger  Sue Macchiarella   Jenna Hejnar  Highlights  1. Study Abroad Requires Comprehensive Faculty Preparation Beyond Traditional Teaching  Jenna Hejnar emphasized that faculty leading study abroad programs face unique challenges: "We're not just teaching a class, we're also helping with planning. We're creating these programs... We're thinking about course logistics, right? What can I deliver in person? What am I delivering online? How am I doing this while we're traveling?" Faculty must redesign assignments, manage student well-being abroad, and integrate place-based learning effectively.  2. Communities of Practice Provide Sustainable, Faculty-Led Learning Networks  Amy Cicchino explained that communities of practice differ from traditional workshops because they are "faculty LED" where "faculty join because they have a shared interest." She noted that even after their formal year-long program ended, "the faculty who have participated have continued to have discussions about study abroad. They've continued to share resources."  3. Cultural Humility Over Cultural Competence Creates Better Learning Outcomes  Aaron Clevenger distinguished between these approaches: "Cultural humility would say that we can never completely and fully understand someone else's lived experience. And so we are, we are ourselves continually changing and growing." This shifts the focus from achieving fixed competency to ongoing learning and reflection.  4. Systematic Assessment Captures the Full Impact of Study Abroad Experiences  Amy Cicchino found that the community of practice encouraged "this more systematic approach to assessing study abroad than maybe they were previously accustomed to." Examples included students creating "public facing videos that were largely reflective" and writing "letters to them, their future selves and then revisited the letters and reflected on the differences."  5. Institutional Collaboration is Essential for Successful Study Abroad Programs  Sue Macchiarella stressed that "this is not something you do alone, and there are so many people that you can collaborate with." She hosts annual faculty and staff appreciation dinners because "there are so many people that we collaborate with to make these happen from our pre departure briefings... to post, you know, re-entry the curriculum." The success depends on partnerships across multiple offices and campuses. 

Guest: Josh Meyer, Montana State University Josh builds on definitional work at the Society for Experiential Education and advances an assessment model for understanding the quality of teaching with experiential educational practices!   Notes: Defining EL for SEE: https://journals.calstate.edu/elthe/article/view/4782  Deciphering EL Features: https://journals.calstate.edu/elthe/article/view/3963  What is Experiential Education?  Steve Chapman, Pam McPhee, and Bill Proudman (1992)  Eight Principles of Good Practice for All Experiential Learning Activities: https://www.societyforee.org/8-principles   HIPS Engagement Indicators (downloads a .docx): https://nsse.indiana.edu/nsse/survey-instruments/eis-and-hips.docx  The Aims of Education and Other Essays by Albert North Whitehead (1929) 

Guests  Dr. Andrea Buenano, University of Miami  Dr. Stacy Warner, East Carolina University  Highlights:  MEGA events are cultural, organizational, operational, problem-solving, and experiential learning opportunities! Studying student learning in internships and other high impact practices takes careful consideration of equity, access, learning, and community, collaboration, and IRB approval!  Plan ahead. Students are ready for the challenge, and are well supported to have faculty mentors who come alongside and model professionalism and support for one another along the way Students will surprise us with the depth of their learning. They will build their own relationships and create the next generation of professionals Deep leaning comes from the collective campus ecosystem of experiential learning, where students get the benefit of faculty expertise, staff logistical support, and professional mentoring.   Sport Management Education Journal article: https://thescholarship.ecu.edu/items/74dd07b7-726b-4e04-b942-77170f1780c1/full  Happenstance Learning Theory: https://journals.sagepub.com/doi/10.1177/1069072708328861  Challenge & Support/Nevitt Sanford: https://psycnet.apa.org/record/2006-10217-006  

Guests:   Dr. Patrice Ludwig, Interim Assistant Vice President for Research & Innovation; Campus Coordinator, 4-VA at James Madison University  Dr. Chad Harvey, Associate Professor & Associate Director Integrated Science Program in the School of Interdisciplinary Science at McMaster University  show notes:  NACE shows that intern hiring numbers are down since a high in 2022 https://www.linkedin.com/posts/svanderziel_internships-earlytalent-employerengagement-activity-7313951174892703744-2VrO/ CEWIL shows an 8.6% decrease in co-op jobs available between 2023-2024 (last available data). file:///C:/Users/BillHeinrich/Downloads/CEWIL%20Data%20Report%202024%20-%20WEB.pdf

Generative AI & Experiential Education   Highlights:   AI is a tool, but not the only tool, we can use to guide reflection Reflection is about the learner’s (and teacher’s) relationship to knowledge, social spaces, people around us, and the issues that face our world.  Teaching reflection is about developing the whole person. Bias in AI yields unrepresentative results in education, and can show up in our rubrics Like in construction, educational scaffolding looks like the thing underneath but is not the learning itself. What we design has to engage learners in their own exploration and development. Show Notes:   Generating, Deepening, and Documenting Learning: The Power of Critical Reflection in Applied Learning by Ash, Sarah L.; Clayton, Patti H. Journal of Applied Learning in Higher Education, v1 p25-48 Fall 2009. https://eric.ed.gov/?id=EJ1188550  Simple AI Tools for Seniors: Your Friendly Guide to Technology  by Margaret Sass https://boisestate.pressbooks.pub/aitoolsforseniors/  Bachelor's Enrollment Lags as Trades, Certificates, and Grad Surge by Jeff Selingo https://www.linkedin.com/pulse/bachelors-enrollment-lags-trades-certificates-grad-surge-jeff-selingo-lrv8e/?trackingId=YCON7bFMQku7xZLaxCb8lQ%3D%3D  Dr. Susan Haarman. She is the associate director at Loyola University Chicago’s Center for Engaged Learning, Teaching, and Scholarship where she facilitates faculty development and the university's service-learning program. She has degrees from Marquette University, Loyola University of Chicago, and the Jesuit School of Theology at Berkeley, and previously served as the faith and justice campus minister, also at Loyola University Chicago, where she ran service immersions. In addition to having a PhD in Cultural and Educational Policy Studies, she holds a Masters in Divinity, a Masters in Community Counseling, a certificate in directing the 19th Annotation of the Spiritual Exercises, and is licensed therapist. Her research focuses on the intersection between social justice education, community-based learning, civic identity, and imagination. She is also an improviser and a storyteller Dr. Margaret Sass holds a bachelor’s degree in criminal justice and a master’s degree in communication from the University of Nevada, Las Vegas. After graduating, Sass moved to Los Angeles to pursue a career in marketing and public relations in the nonprofit sector. Sass returned to academia in 2004 by entering and graduating from a Southern California law school. After she completed her J.D., she moved to Boise to complete her educational specialist degree and her doctorate in education, curriculum and instruction.  She began her teaching career in California in 2004 and has continually taught courses in wills and trusts, hospitality law, business law, communication and multidisciplinary studies. Her main interest is implementing and researching service-learning in higher education curriculum.  Her education background is as follows:  Bachelor of Arts, Criminal Justice (University of Nevada, Las Vegas) Master of Arts, Communications (University of Nevada, Las Vegas) Juris Doctorate (Western University School of Law) EdS, Educational Specialist (Boise State University) EdD, Curriculum and Instruction (Boise State University) 

 With the emergence of new offices of Experiential Education/Learning, and their executive sponsors at the Provost/Vice President Students level, the ways we think about coordination, programs, and student experience in Career Services will change. At the same time, Career Education Professionals support the organizational and educational ideas that drive Experiential Learning work on campus and the data sharing ecosystem that connects EL work to the employers that hire our students. Where Career Services was often the central location for experiential learning through internships and work-based learning, the attention to experiential learning has broadened and the center has shifted. How do we come together?  Our guests have the answers  Dr. Jessica Perez Director of the Center for Career & Professional Development LaGuardia Community College CUNY ______________________ Alyssa Marks Director for Faculty and Experiential Learning Metropolitan State University, Denver ______________________ James Mable Director of Career and Job Placement Services Houston Community College For more resources: https://www.symplicity.com/2025-nace-annual-conference And check out our new guide to experiential learning on campus: https://www.symplicity.com/elguidebook This episode was produced with additional assistance from Sarah Howorth and Arielle Jordan at Symplicity.

Show Notes:  HBCU STEM students benefit from hands-on, applied learning experiences in their teacher preparation. Field trips deliver content knowledge while modeling collaborative learning processes across disciplines. Planning requires time and partnerships, but students value these experiences and learn to design their own. Be prepared for impromptu teaching moments, including on-the-spot calculations in field settings. Program evaluation can drive expansion and improvement of experiential learning opportunities. Dr. Beverly King Miller is an Assistant Professor of Science Education at Prairie View A&M University. She earned her PhD in Multicultural Teacher and Childhood Education with a concentration in Science Education from the University of New Mexico. Dr. Miller's scholarly work focuses on the persistence of underrepresented groups in STEM education, and she has established programs for underserved communities in the U.S., Central America, and Africa through her non-profit Ventaja Educational Services.  Dr. Camille Burnett is an Assistant Professor of Mathematics Education in Prairie View A&M University's Department of Curriculum and Instruction and Associate Director of the PVU Teach Program. She serves as Principal Investigator on a $1.2 million National Science Foundation grant addressing the shortage of diverse mathematics and science teachers. Known for her dedicated approach to teaching, Dr. Burnett collaborates with Houston-area school districts to build communities of mathematics and science teachers through research-based recruitment and preparation strategies. 

Comprehensive program evaluation provides critical insights into meeting institutional goals and improving student outcomes. Cross-disciplinary partnerships leverage diverse expertise for more robust assessment and implementation strategies. Aligning with institutional priorities creates sustainable programming and stronger data-driven decision making. Using assessment data to identify both program strengths and improvement areas builds faculty trust and engagement. Maintaining student learning as the central focus helps clarify decision-making processes and establish clear action steps. Dr. Holley Handley is an Assistant Professor and Interim Chair in the Department of Instructional Design and Technology at the University of West Florida. She earned her doctorate in Curriculum and Instruction with a specialization in Administrative Studies from UWF, along with certification in Human Performance Technology. Dr. Handley's research focuses on applying Human Performance Technology principles to improve organizational performance in educational settings, with expertise in implementing change management theories and integrating problem-based learning experiences.  Dr. April Schantz is an Industrial-Organizational Psychologist at the University of West Florida who earned her Ph.D. from Florida International University with a minor in Quantitative Methods. Her research examines high-stress occupations and team performance, with particular focus on occupational health and well-being of emergency first responders. Dr. Schantz leads the Occupational Health and Stress Lab at UWF and serves as faculty advisor for the Society for Human Resource Management student chapter, where she mentors students in developing research methodologies and workplace skills.