The Experiential Learning Advisory Team (ELAT) is a collaborative of faculty and staff at Davidson committed to cultivating high impact experiential learning opportunities for students and supporting faculty and staff in their design of these pedagogical practices. ELAT defines high impact practices as evidence based practices that engage and challenge students. Experiences with high impact should:
Generally speaking, the ELA team will focus on the following during the 2022 23 academic year with the support of the new Experiential Learning Program Fellow:
2021-22 Focus Areas
● immerse students in discovery, analysis and problem solving;
● engage students in the big questions;
Stacey Riemer (co chair), Associate Dean of Students & Director of the Center for Civic Engagement Nicole Snyder (co chair), Assistant Dean for Research & Creative Works
During the 2021 22 academic year and generally speaking, ELAT focused on the following:
● Launch of the Davidson Fund for Racial Equity
● The permanent adoption of XPL 199 High Impact Experiential Learning course
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● Ongoing delineation of health and safety guidelines for program managers given COVID
● Further streamlining the process for behind the scenes communication to maximize resources
● Formal connections to the EMERGE! Leadership Development Program
Team Members
● Converting more experiences to high impact
Mark Barsoum, Director of the Center for Teaching and Learning Liz Brigham, Director of the Hurt Hub for Innovation & Entrepreneurship
● emphasize personal and social responsibility; and,
● Housing and living support for students involved with high impact experiences;
● The development of an Experiential Learning Program Fellow position to support ELAT
● Disaggregating participant data to ensure we are reaching all students;
● prepare students for citizenship and work;
● Ongoing marketing and communication about ELAT experiences beyond what individual programs implement
● Collaborative programming for Sophomores, families, etc
● Resources and support for holistic advisors, faculty advisors, etc about high impact experiential learning and the Catalyst initiative and ways to support students
Looking Ahead To 2022-23
Gaylena Merritt, Associate Director for Fellowships & Experiential Learning Naomi Otterness, Director of Education Abroad Jamie Stamey, Executive Director of the Matthews Center for Career Development
● Refreshed marketing for students including an updated Catalyst website, initiative brochure, collaborative programming, social media assets, interest specific pathways documents, etc.
● use assessment and reflection to deepen learning and establish a culture of shared purpose and continuous improvement.
The Experiential Advisory Team
Daniel Crocker, Director of the Dean Rusk International Studies Program Kelli Fagala, Experiential Learning Program Fellow
Thomas Greene, Director of International Student Programs
At Davidson, 4 categories of experiences fulfill our criteria for curricular adjacent high impact practices: Community and Project based Learning, Education Away, Internships, and Research Experiences.
Granting Areas
509 Community based learning and experiential learning courses; non credit bearing programs with a high impact curriculum
Our participant data for the academic year include those who participated in the following experiences that offer a structured program, advisement, and a stipend/hourly pay:
Our academic year data also includes students who receive grant funding for experiences they designed and internships they secured by working with various grant providers across campus. 150 grants were given. Some students received grants from multiple sources
# of Recipients
# of Participant Program (s)
By the Numbers – Academic Year 21-22
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17 Matthews Center for Career Development
9 Dean Rusk International Studies Program
124 Student Life functional areas (e.g., Center for Civic Engagement, Chaplains’ Office, Dean of Students Office, International Student Programs)
122 Education Away 51 Gig Hub
# of Participant Program (s) Research including DRI, FSR, RISE Community based internships & scholars through the CCE Education Away Gig Hub
Our summer participant data include those who participated in the following experiences that offer structured program, advisement, and a stipend/hourly pay. While all programs do not fit neatly into a single category, we have created broad categories to include various experiences. These categories include:
151
74 Education
# of Recipients
Our summer participant data also includes students who receive grant funding for experiences they designed and internships they secured by working with various grant providers across campus 186 grants were given Some students received grants from multiple sources
69 Matthews
By the Numbers – Summer 2022
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Granting Areas Center for Career Development Life functional areas (e.g., Center for Civic Engagement, Chaplains’ Office, Dean of Students Office, International Student Programs) Away and Dean Rusk International Studies Program
43 Student
93
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163 Undergraduate
During the Academic Year 2021 22 and Summer 2022, 845 unique students (out of 1,973 students) participated in one of the high impact experiential learning areas; 23% of these students participated in more than one
“My time working in Dr. Snyder's lab showed me that it is completely fine to go into an experience with no previous background. My project focused on pancreatic cancer, a leading cause of malignancy death. The
2022 High Impact Experiential Learning: Demographics
RISE program offered me access to a mentor in the field who has become a great adviser, as well as an unforgettable experience where I gained skills I can take to other opportunities in the future. I was able to see us chemicals.”
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“Attending the Digitec Conference in Armenia was a great opportunity for me to learn more about how Armenian companies are shifting towards a more tech oriented future It was also a great networking opportunity as I met with many startup founders and representatives from different companies ”
Jeremy Chan ‘23, Alvarez Grant Recipient from the International Student Program
“This summer experience has further confirmed my plans to go to a Doctorate o Physical Therapy program and pursue a career in physical therapy. With the help of my supervisor/mentor, she has pointed me in the right direction after the conclusion of my summer experience. I am currently applying to physical therap programs that will allow me to pursue my physical therapy career.”
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Bernard Turner ’23, Performance Rehab Associates West, Internship Grant through the Matthews Center for Career Development
Jalyssa Hobbs ‘25, Nonprofit Leadership Fellow through the CCE
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“Although there were a multitude of challenges that came with the internship, there was also a surplus of satisfying moments. One of these is my newfound knowledge of court processes and education. As a student on the pre law track, it has been amazing to be immersed in the judicial processes. An additional satisfying moment has been being able to conduct meaningful work and to make a positive impact on the clients. Ultimately, the time spent with the staff members, and fellow interns, and the hands on experience that I gained has made my summer worthwhile ”
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“This class was truly a hands on, experiential learning course As students, we were involved in every step of the process We were a part of the initial intro meeting with the client company, we conducted background research, led interviews with employees from the client company, identified major themes in our findings, analyzed our findings, helped brainstorm recommendations and gave the final presentation to HR leadership of the client company. Though we were led by Dr. Kello and Liz and they helped us work through each step, we were given responsibilities as students. This whole experience and being involved from start to finish gave me insight into what an OD [Organizational Development] consulting gig would look like.”
Kendall Bushick ‘22, Gig Hub Consultant through The Jay Hurt Hub
Ghadeer Muhammad ‘25, Servant Leader Intern through the The Children's Defense Fund Freedom Schools at Davidson College
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“During training as a servant leader Intern, I thrived in a collaborative work environment even before meeting the scholars We worked through the roots of the program and why it is important for children to learn about civil rights history while cultivating a life long passion for literacy I am grateful to have had the opportunity to witness the change that Freedom Schools Program this summer created in both my life and scholars' lives. It is such an enriching environment to learn and grow. And during the finale, after all our bittersweet teary eyed goodbyes, I knew I couldn't wait to see how my scholars will go on to change their own pieces of the world.”
Seminar in High Impact Experiential Learning
During the 2021 22 academic year, the instructional team, in collaboration with the Educational Policy Committee (EPC), developed a proposal for the formal adoption that was approved by the faculty. A minimum of one section of the course is offered each semester.
XPL
Many high impact experiences were canceled or dramatically changed for AY 20 21 due to the COVID pandemic. These losses likely affect marginalized populations at a greater rate, mirroring persistent disparities in experiential learning participation for students of marginalized populations. In the summer of 2020, a design team that included several members of the Experiential Learning Advisory Team was formed to develop a strategic response. The team proposed a course, XPL 199, to help close these gaps and create meaningful opportunities for students to engage in remote personal, professional, cultural and academically relevant experiences for academic credit, with an attentive eye on inclusivity and equitable access. The instructional team designed the course curriculum to ensure that, in addition to meeting the curricular standards of the Southern Association of Colleges and Schools and Davidson College, it also met standards of high impact practices AAC&U reports tie high impact practices to essential learning outcomes and rubrics for learning outcome assessment, suggesting that the experiences meet a particular set of criteria to be considered high impact See page 2 of this report for a list of those criteria Six sections of the XPL 199 seminar were offered in 2020 21 3 in fall 2020 and three in spring 2021 as a temporary measure to remedy issues raised by the pandemic and a pilot to promote more equitable access to experiential learning Fifty seven students participated in the seminars
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Projects and positions were vetted through well established processes in the Center for Civic Engagement & the Matthews Center for Career Development If a student could not identify a match for their particular interests through opportunities already posted, the instructors and personnel in the Center for Career Development, The Jay Hurt Hub for Innovation & Entrepreneurship, the Dean Rusk International Studies Program, and the Center for Civic Engagement curated additional opportunities than had come in by normal means.
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In May of 2021, the faculty approved a one year extension of the course given the ongoing impact of the pandemic on experiential learning opportunities. The Educational Policy Committee invited the instructional team to host several open meetings early in the 2021 22 academic year to discuss the course moving forward in the permanent adoption process. The course is important as a pandemic response but is valuable regardless given that it provides rigorous academic content and critical reflection assignments.
o WildcatSync is the central platform for co curricular engagement ELAT programs post their program deadlines and event dates in the platform For the 2021 22 academic year, the average weekly user rate for students was 1,851
o In programs like Gig Hub and Bonner Scholars, staff administer regular surveys or check ins with students to determine their progress and capture their reflections.
o Granting programs incorporate intentional reflection activities at different points during the summer.
Data Collection &Assessment Processes
● The ELAT Team regularly collects participant data across ELAT experiences allowing the team to track data from year to year, disaggregate data to understand if these opportunities are reaching all students, etc.
● Assessment is a key component of what makes an experiential learning opportunity high impact. In addition to participant data collected at the ELAT level and given the wide range of experiences, assessment is conducted at the center, department, or program level. For example:
o Handshake is the primary gateway to Davidson specific career opportunities and resources In 2020 21, 6,646 employers posted jobs, internships, or fellowships in the platform and we have an 83% student activation rate in the platform (compared to 46% at other institutions)
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o Community based learning courses and XPL 199 use course evaluations and class assignments to measure learning outcomes.
Website vs. Internal PlatformAnalytics
o In some cases, programs include community feedback or organization impact as part of their assessment For example, in Gig Hub, clients receive a survey and 1 to 1 follow up session to provide feedback In the CDF Freedom Schools program, staff administer the Basic Reading Inventory at the beginning and end of the program to measure summer learning gain or loss
Frequently Asked Questions By Category
● The pandemic impacted involvement rates given travel restrictions and organizations’ capacity to host students or offer projects during interrupted or limited operations For example, 12 students participated in education away programs this academic year compared to 210 students pre pandemic With that being said, the ELAT team pivoted quickly to secure remote engagement opportunities where possible including offering 6 sections of XPL 199
● Our students use internal portals and application systems like WildcatSync and Handshake to view deadlines and explore opportunities with external organizations.
● Experiential Learning Team members have streamlined application processes within the HIP categories and developed ways for students to easily identify deadlines.
● Further streamlining the processes for behind the scenes communication about grant recipients and program participants to maximize resources
● Identify and enact strategies aligned with the 2022 23 institutional priorities (e g , disaggregating participant data, identifying host organizations with opportunities that focus on DEI efforts, host faculty/staff workshops that clearly identify ways HIP experiences enact DEI strategies)
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● Members of ELAT communicate with one another about program participants and grant recipients to maximize resources and access to opportunities for our students.
Simplifying Donor Engagement
● Resources and support for holistic advisors, faculty advisors, etc about high impact experiential learning and the Catalyst initiative and ways to support students. Offer a collaborative workshop for faculty and advisers “Pathways to HIP Experiences”
● The Experience Required: Find one, Form one, Fund one campaign in 2020 21 was a key mechanism to engage donors. It streamlines engagement options into three pathways. Details about the campaign can be found on the Experience Required website.
What Has Worked Well
● Behind the scenes communications to maximize resources
Next Steps
● The College Communications Team established the My Davidson blog to highlight student experiences in experiential learning opportunities and regularly write web stories to highlight Catalyst experiences.
● Colleagues in College Relations help match donor interest to various ELAT programs.
● Refreshed marketing for students including an updated Catalyst website, initiative brochure, collaborative programming, introductory video, social media assets, interest specific pathways documents, etc
● The development of XPL 199 as additional, academic year option
Clear Deadlines & Processes
● Given the varying nature of programs and collaborations with external organizations that establish processes for their organizations, application deadlines occur at various times throughout the semester. Where it makes sense and where we can, the ELAT has streamlined deadlines. In some cases, staggered deadlines are intentionally set to provide maximum access to opportunities. For example, a student might not get accepted into the Davidson Research Initiative, but then can apply to intern with the Children’s Defense Fund Freedom Schools program or with Gig Hub. A student might not receive a grant through the Gene and Jean Cochrane fund, but their application is then referred to another area.
● The development of a dedicated position to build the team’s capacity
● Launch the Davidson Fund for Racial Equity
● Formal connections to the EMERGE! Leadership Development Program
● Converting more experiences to high impact