For its two issues of 2024 ELTHE seeks articles that develop broad, actionable definitions of experiential learning.

Much of the field’s current scholarship explores specific kinds of experiential learning or a given high‑impact practice, such as service learning, undergraduate research, or first-year experience. Yet institutions are creating offices with a broader purview, with titles like Center for Experiential Education, Director of Engaged Learning, or AVP of High-Impact Practices. This same generalized language appears in college and university strategic plans, accreditation projects, and mission statements, as institutions seek to differentiate themselves, locate college learning in real-world settings, and make the case for higher education’s value. As a result, at the same time experiential learning is getting new support and emphasis, decision-makers don’t have what they need to evaluate multiple, competing demands for the experiential learning designation, at a particularly urgent time.

See the latest call for peer-reviewed articles for details.