Special Issues of ELTHE for 2024

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.