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http://www.nsee.

org/

Vision:
The Vision of the National Society for Experiential Education is the establishment of
effective methods of experiential education as fundamental to the development of the
knowledge, skills and attitudes that empower learners and promote the common
good.

Mission:
The mission of the NSEE is to cultivate educators who effectively use experiential
education as an integral part of personal, professional, civic and global learning.
In pursuit of this mission NSEE members work actively to:
Goal 1: Support the professional development and leaderships skills of educators
to advance the vision of the Society; [Education]
This focus area includes the organizational functions, products and services that
cultivate members’ growth and leadership through increased understanding,
awareness, knowledge, skills and attitudes related to experiential education.
Goal 2: Engage in research, and share theory and the application of principles of
effective practice; [Scholarship]
This broad focus area includes the development of work that advances theoretical
and practical knowledge (practices, innovations, etc.) and includes the dissemination
of work through presentations, publications, and other activities.
Goal 3: Advocate for the infusion of effective experiential learning throughout the
educational system and its value in the community. [Communication/Networking]
This focus area includes communicating with members and the larger community (i.e.
networking at conferences and through regions and special interest groups, web
presence and engagement, communication from NSEE to members regarding
updates, initiatives, news, calls to action, etc.)

Eight Principles of Good Practice for All Experiential Learning Activities

Regardless of the experiential learning activity, both the experience and the learning are
fundamental. In the learning process and in the relationship between the learner and any
facilitator(s) of learning, there is a mutual responsibility. All parties are empowered to
achieve the principles which follow. Yet, at the same time, the facilitator(s) of learning are
expected to take the lead in ensuring both the quality of the learning experience and of
the work produced, and in supporting the learner to use the principles, which underlie the
pedagogy of experiential education.

1. Intention: All parties must be clear from the outset why experience is the chosen
approach to the learning that is to take place and to the knowledge that will be
demonstrated, applied or result from it. Intention represents the purposefulness
that enables experience to become knowledge and, as such, is deeper than the
goals, objectives, and activities that define the experience.
2. Preparedness and Planning: Participants must ensure that they enter the
experience with sufficient foundation to support a successful experience. They
must also focus from the earliest stages of the experience/program on the
identified intentions, adhering to them as goals, objectives and activities are
defined. The resulting plan should include those intentions and be referred to on a
regular basis by all parties. At the same time, it should be flexible enough to allow
for adaptations as the experience unfolds.
3. Authenticity: The experience must have a real world context and/or be useful and
meaningful in reference to an applied setting or situation. This means that is should
be designed in concert with those who will be affected by or use it, or in response
to a real situation.
4. Reflection: Reflection is the element that transforms simple experience to a
learning experience. For knowledge to be discovered and internalized the learner
must test assumptions and hypotheses about the outcomes of decisions and
actions taken, then weigh the outcomes against past learning and future
implications. This reflective process is integral to all phases of experiential learning,
from identifying intention and choosing the experience, to considering
preconceptions and observing how they change as the experience unfolds.
Reflection is also an essential tool for adjusting the experience and measuring
outcomes.
5. Orientation and Training: For the full value of the experience to be accessible to
both the learner and the learning facilitator(s), and to any involved organizational
partners, it is essential that they be prepared with important background
information about each other and about the context and environment in which the
experience will operate. Once that baseline of knowledge is addressed, ongoing
structured development opportunities should also be included to expand the
learner’s appreciation of the context and skill requirements of her/his work.
6. Monitoring and Continuous Improvement: Any learning activity will be dynamic and
changing, and the parties involved all bear responsibility for ensuring that the
experience, as it is in process, continues to provide the richest learning possible,
while affirming the learner. It is important that there be a feedback loop related to
learning intentions and quality objectives and that the structure of the experience
be sufficiently flexible to permit change in response to what that feedback
suggests. While reflection provides input for new hypotheses and knowledge
based in documented experience, other strategies for observing progress against
intentions and objectives should also be in place. Monitoring and continuous
improvement represent the formative evaluation tools.
7. Assessment and Evaluation: Outcomes and processes should be systematically
documented with regard to initial intentions and quality outcomes. Assessment is a
means to develop and refine the specific learning goals and quality objectives
identified during the planning stages of the experience, while evaluation provides
comprehensive data about the experiential process as a whole and whether it has
met the intentions which suggested it.
8. Acknowledgment: Recognition of learning and impact occur throughout the
experience by way of the reflective and monitoring processes and through
reporting, documentation and sharing of accomplishments. All parties to the
experience should be included in the recognition of progress and accomplishment.
Culminating documentation and celebration of learning and impact help provide
closure and sustainability to the experience.
Guiding Principles of Ethical Practice

Adopted by NSEE Professional Development Committee, October 30, 2009


Introduction:
The National Society for Experiential Education (NSEE) is an open and pluralistic society
of individuals and institutions dedicated to mutual learning and support across the varied
roles and responsibilities represented in the field of experiential education. Founded in
1971, the mission of NSEE is to foster the effective use of experience as an integral part
of education in order to empower learners and promote the common good. In fulfilling
this mission, the Society works to advocate for the use of experiential learning
throughout the educational system; to disseminate principles of best practices and
innovations in the field; to encourage the development of research and theory related to
experiential learning; to support the growth and leadership of experiential educators; and
to create partnerships with the community.
Since the founding of the Society, the Board of Directors, staff, and membership have
been governed by policies and practices that guide ethical actions, relationships, and
decisions. The distinctive purposes and conditions of experiential learning demand that
all those involved in the process of learning through experience are held to the highest
standards of mutual respect and responsibility, and that ethical behavior is understood
and practiced at every level of the learning process. Experiential educators recognize
their responsibility to the student, the community, and the learning process, and are
informed and guided by the NSEE Principles of Best Practices (1998, 2009), as well as
ethical principles such as beneficence and justice as promulgated by the Statement of
Shared Ethical Principles (Council for the Advancement of Standards in Higher
Education).
Furthermore, experiential educators are guided in their research, teaching, and practice
by the ethical documents of their professional disciplines and the mission and values of
their respective institutions. In addition, NSEE recognizes and embraces the following
ethical statements that have special resonance for experiential educators: Commitments
to the Student and to the Profession (National Education Association); Statement on
Professional Ethics (American Association of University Professors); and Code of Ethics
for Education Abroad (Forum on Education Abroad).
The above documents along with members and friends of NSEE have contributed to the
following NSEE Guiding Principles of Ethical Practice:
Principle One: Experiential educators uphold the principles of engaged education and
democratic societies, the pursuit of truth, and the freedom of students to express their
viewpoints, engage in critical thinking, and develop habits of reflection and civil
discourse, listening and learning from those whose experiences and values differ from
their own.
Principle Two: Experiential educators use recognized, quality standards and practices
in the placement and supervision of students engaged in field-based learning
experiences and in the creation and maintenance of ethical partnerships with the
communities and organizations that host and support these students, maintaining
privacy, confidentiality and reciprocity throughout.
Principle Three: Experiential educators recognize the depth of responsibility in teaching
and modeling the values, skills, and relationships that foster a spirit of inquiry and
fairness without discrimination or disempowerment.
Principle Four: Experiential educators are informed and guided by a body of knowledge,
research and pedagogical practices recognized by and specific to the field of experiential
education, including reflection, self-authorship, assessment and evaluation, civic
engagement, and the development of personal and social responsibility.
Principle Five: Experiential educators are committed to excellence through active
scholarship, assessment and instruction, and the creation of shared knowledge and
understanding through affiliation with networks and organizations that advance
experiential learning.
Principle Six: Experiential educators create informed learning contexts that foster
student growth and actualization of potential, achieve academic and civic goals, and
reflect excellence in curriculum design and quality.
Principle Seven: Experiential educators are aware of and sensitive to recognized legal,
ethical and professional issues germane to the field of experiential education and act in
accordance with established guidelines to ensure appropriate practice, for
example, NSEE Principles of Best Practices (1998, 2009).
NSEE Awards of Excellence
One of the highlights of the annual conference is our awards luncheon, where we honor
individuals and organizations that have made significant contributions to NSEE and to
the field of experiential education. We encourage you to nominate your partners and
colleagues for the awards. Click here to download the Awards Nominations form or click
here to complete the online nomination form. There are eight awards, the criteria is
below (or download the criteria document:
 Outstanding Experiential Education Program Award
 Outstanding Leader in Experiential Education: Higher Education Award
 Outstanding Leader in Experiential Education: K-12 Award
 Experiential Education Rising Leader Award
 Outstanding Experiential Education Research
 Dissertation of the Year Award
 Outstanding Leader in Experiential Education: Community-Based Organization
Award
 Outstanding Leader in Experiential Education: Corporate or Foundation Award
Outstanding Experiential Education Program
Recognizes an outstanding K-12 or higher education institution that has demonstrated an
exceptional commitment to experiential education in their classrooms or on their
campuses. Nomination criteria include:

 Goals and objectives of EE program consistent with NSEE and best practices
 Innovation in the design, implementation and evaluation of the EE program
 Outreach level and the depth and breadth of program impact
Outstanding Leader in Experiential Education: Higher Education Award
Recognizes an individualwho has demonstrated innovative uses of experiential learning
in their institution. Nomination criteria include:

 Employed by a 2 or 4-year degree granting institution


 Leadership role in crossing boundaries between traditional academic and
experiential education
 Leadership role in design, development, and implementation of EE programs
connecting the classroom curriculum and campus/community based organizations
 Leadership/participation in national/regional conference sessions and/or
publications contributing to EE
 Leadership in serving as a role model/mentor to newcomers and rising leaders in
EE
Outstanding Leader in Experiential Education: K-12 Award
Recognized a K-12 teacher, principal, or superintendent who has demonstrated
innovative uses of experiential learning in their classroom and in their school system.
Nomination criteria include:

 Employed by a K-12 school or school district


 Leadership role in crossing boundaries between K-12 public/private education and
experiential education
 Leadership role in the development and implementation of substantive ongoing
experiential programs which are student centered
 Promoted experiential education at K-12 level work, so that others have benefited
from their programs
Outstanding Experiential Education Rising Leader
Recognizes an individual who has joined the organization within the past five years and
is already making outstanding contributions to the field. Nomination criteria include:

 Conference participation/presentation
 Research/publications
 Field based projects
Outstanding Experiential Education Research
Recognizes an individual who has published research within the past 2 years that
makes important contributions to our understanding of experiential education.
Nomination criteria include:
 Publication of research about experiential education within two years of the
award
 Research makes important contributions to an area of experiential education that is
valuable to NSEE members
Dissertation of the Year Award
Recognizes an individual who has completed a doctoral dissertation that makes
important contributions to our understanding of experiential education. Nomination
criteria include:
 Completion of doctoral dissertation about experiential education
 Doctoral dissertation makes important contributions to an area of experiential
education that is valuable to NSEE members
Outstanding Leader in Experiential Education: Community-Based Organization
Recognizes a community-based organization or nonprofit that has made outstanding
contributions to the field. Nomination criteria include:

 Leadership role in the design, development, and implementation of EE programs


impacting a variety of communities
 Leadership role in advocacy of EE programs in the community involving
individuals/groups from diverse groups, i.e. education, local/state governments,
private non-profits
 Service within NSEE to share and promote model program
Outstanding Leader in Experiential Education: Corporate or Foundation
Recognizes a business or corporation that has demonstrated outstanding support of
experiential education through its financial or volunteer commitment to the field.
Nomination criteria include:

 Continuity of the program: The corporate/foundation leader has an established


experiential education program where top management’s commitment is evident
through the organization’s continuing goodwill efforts toward the EE program
 Corporate/foundation leader must have demonstrated commitment to advancing
EE as outlined in the nomination
 Employer/corporate/foundation leader endeavors to provide quality work
experience for students by taking an active role in the orientation of new
students/interns/co-op; handling of student logistics; planning and development of
EE assignments; and training of EE supervisors

Previous award winners and current board members are not eligible for awards. Before
nominating any one for one of the awards, please be sure to check the list of award
winners click here.
To nominate NSEE member(s) for an award, complete the attached form. Nominations
should be received no later than Friday, May 26, 2017.
The National Society for Experiential Education invites you to nominate a sitting
college president for the
WILLIAM M. BURKE PRESIDENTIAL AWARD
FOR EXCELLENCE IN EXPERIENTIAL EDUCATION

This award honors the work of William M. Burke, the founding president of The
Washington Center for Internships and Academic Seminars, by recognizing college
presidents who mirror Bill Burke’s passion for experiential learning through their support
of experiential learning on their campuses.
Bill Burke established The Washington Center for Internships and Academic Seminars in
1975 with the dream of providing college students from the United States and around the
globe access to academic internships in Washington D.C. For over 40 years, TWC’s
mission has been to mentor, nurture and develop leaders in politics, the nonprofit sector,
media, business and many other fields. It was Bill’s desire that our young people learn
those values that are important in our future leaders: self-respect, selflessness,
dedication, ethics, courage, teamwork and the highest standards of performance.

Bill Burke believed in experiential learning, in all of its forms. It was his vision, innovation
and entrepreneurial spirit that led him to develop special programs that allowed equal
access to The Washington Center. In addition, Bill worked tirelessly to seek out funding
to establish scholarship support for these programs. Along the way, he gained the
respect of members of Congress and the executive branch, corporate CEOs, foreign
dignitaries, media luminaries, leaders in philanthropy, nonprofit leaders, state legislators
and college and university presidents, as well as The Washington Center’s over 50,000
alumni. When Bill passed away in 2004, he left behind a strong, well-respected program
that continues to provide a unique opportunity to college students everywhere.

It is in the spirit of Bill Burke’s commitment to experiential learning that the National
Society for Experiential Education seeks nominees for the William M. Burke
Presidential Award for Excellence in Experiential Education. The award will be
given to a college or university president at the 2017 NSEE conference and consists of a
$2,000 scholarship to be awarded to a student at the winner’s home institution for
participation in an experiential program. This award, funded by The Washington Center,
recognizes a sitting college president who has made significant contributions to
experiential education and who exemplifies Bill’s commitment to college students through
support of experiential education on campus and in the community.
Award Criteria
 A college or university president from an accredited institution of higher education
in office during the 2016-17 academic year

 Has demonstrated three or more of the following:


 Has motivated a program or campus to embrace experiential education and has
provided the support needed to make it successful
 Has supported the establishment of experiential programming that makes it
possible for students of all economic backgrounds to participate
 Has supported the establishment of innovative experiential education programming
with an international emphasis
 Has demonstrated the character of leadership, entrepreneurship, risk-taking or
bold, forward thinking in the support of experiential education
 Has impacted the field of experiential education beyond his/her own institution

To Nominate a Candidate:
Please submit the nomination form and the relevant documentation (outlined on the
nomination form) electronically to nsee@talley.com or complete the online nomination
form. Please use MSWord or pdf files. Please use subject line: Bill Burke Award
Nomination.
___________________________________________________________________________

Experiential Education Academy (EEA)


A key component of NSEE’s mission is to enhance the professional development of its
members. Another component of the mission is to be the national leader in advancing
experiential education as a field and a profession. To accomplish both aspects of this
mission, NSEE created the Experiential Education Academy, often referred to as the
EEA or the Academy.
Since its inception, several hundred faculty and staff from dozens of higher education
institutions have been completed the EEA certification.

Goals of the EEA:


 To provide to NSEE members with a foundation in theory and practice of
experiential education
 To facilitate member access to the expertise and knowledge of other members
 To support members as they assess their institutional experiential programs to
ensure that they meet the Principles of Effective Practice.
 To create opportunities for members to develop the knowledge, skills, and
competence that will strengthen experiential education within their institutions.
The Curriculum
NSEE's signature professional development series has recently undergone significant
exciting revisions. This new curriculum maintains its grounding in theory with effective
practical application to real world environments while adding significantly more active
learning during sessions and a variety of workshop modalities. The new flow of the EEA
includes a recommended sequence of workshops such that later learning outcomes and
content are built upon earlier content.
Required Sessions (in recommended order):

1. Fundamentals of Experiential Education


2. Principles of Ethical Practice
3. Reflection
4. Assessment
5. Legal Issues
Optional Sessions (choose 1):

1. Teaching & Learning Experientially


2. Developing a Quality Internship Program
3. Service-Learning
4. Strengthening EE at Your Institution
5. Strategic Planning for Experiential Program Design
Benefits to Experiential Education Practitioners:
 Newcomers to the field gain a foundation in experiential education
 Mid-career practitioners can probe beyond the basics by delving into special topics
 All practitioners can benefit from the most current trends in issues affecting all
aspects of experiential education, such as assessment and legal issues.
 All practitioners can benefit from the community of scholars and practitioners
focused on all aspects of experiential education who gather under the NSEE
umbrella.
Benefits to the Organizations:

The NSEE Experiential Education Academy is an ideal catalyst for institutional


transformation towards a culture that highly values experiential learning and seeks to
strengthen experiential education across the institution. In fact, the EEA has been
delivered as a key piece of several institutions' accreditation plans, such as QEP for
colleges and universities in the Southeast.

How to Sign Up (Individuals):


Presently, EEA Workshops are offered each year as part of the pre-conference offerings. In
addition, regional workshops hosted by institutional partners may also be open to individual
participants. In the future, there will be online options for some of the sessions.

NSEE members who wish to participate in the Academy must submit an application of
interest to NSEE. Once done, they are registered in the Academy. There is no fee attached
to this application. Please click here to download the application.

All experiential education professionals are invited to explore the possibilities afforded by the
Academy. Information is available here or by contacting NSEE directly at 856-423-3427, or
by email at nsee@talley.com.
How to bring the EEA to your Institution or Region:
You may wish to consider becoming an institutional partner to NSEE and bring the EEA
to your campus or region. For more information, contact Dr. Marianna Savoca at 631-
632-9856 or Marianna.savoca@stonybrook.edu

How to become a EEA Instructor:


If you are interested in becoming an EEA instructor, please click here to download
the application.
Graduates
Click here for curriculum prior to 2010

***********

Fundamentals of Experiential Education

Participants in this workshop will explore the theoretical and philosophical roots of
experiential education and the principles of good practice fundamental to all types of
experiential learning. Participants will have an opportunity to actively explore the
implications and applications of this information, and to identify the resources available
for continued professional development and specific use in their programs
Principles of Ethical & Best Practices

Workshop participants will examine two NSEE foundation documents, the Guiding
Principles of Ethical Practice and Principles of Best Practice in Experiential
Education. The goal is to develop a deep understanding of these principles through both
a theoretical examination of the contents and a hands-on experiential component where
participants will be given an opportunity to generate ideas specific to their own programs.
Reflection

While experiences are the first E in experiential education, it is through reflection that the
learning takes its root and makes lasting changes. According to Kolb, learning is a
process where knowledge is created through the transformation of experience.
Reflection is integral to that transformation. This workshop will explore methods of
guiding students to be more reflective in their experiences and following their
experiences: the use of journals in reflection and models for conducting regular
seminars promoting reflection and reflective conversation.

Assessment

This workshop will introduce beginners to the fundamentals of assessment in experiential


learning settings and provide intermediate level assessment training for practitioners
beyond the beginner’s level, who seek to improve their outcomes assessment skills. The
primary goal is to assist participants in the development of an outcomes assessment
plan to use at their own institution. Employing a hands-on, active learning approach, this
workshop will include a mix of presentation, applied tasks, small group work, and
interactive discussion.

Legal Issues

This workshop examines the broad range of legal issues that arise in administering
experiential learning programs, with particular emphasis on the reciprocal rights and
responsibilities of the school, work-site, and student. Key issues such as student, school
and work-site liability, risk management (including waivers, assumption of risk and
insurance), protecting and accommodating student rights (including discrimination and
ADA compliance), tax and compensation consideration, contractual obligations, and
issues arising out of the use of public funds,will be examined. Time will be allotted for
participants to engage in a discussion of these issues, as well as explore the application
of legal issues to their specific programs in a “legal clinic” format.

Teaching & Learning Experientially

This workshop focuses on the teaching and the learning components of experiential
education. Participants work in groups and use the Five Steps to Integrating Experiential
Learning into Instruction to construct course syllabi, design workshops, lead or
coordinate group experiences on their campuses. Participants create the experiential
learning component in keeping with recognized principles to ensure that the experience
is educative (a la Dewey). Attention is paid to learning goals and intended learning
outcomes, as well as the challenges of experiential assessment.
Developing a Quality Internship Program

This workshop will focus on several issues that business, government and non-profit
organizations need to recognize in order to develop a quality internship program. Each
of these organizations is key to educating future professionals and enhancing the effort
of workforce development. This workshop will help each participant develop a quality
internship program that will meet both the needs of the organization and train our future
leaders. Additionally, this session will deal with many of the common issues faced by
internship coordinators on college and university campuses. Topics will include: how
internships can positively benefit organizations; preparation; recruiting and managing
interns; important concerns of interns; legal issues; providing a good orientation;
evaluating the intern; the concept of self-directed learning; college learning contracts;
etc.

Service-Learning

The rich continuum of service-learning approaches provides higher education a sound


and empirically-based approach to teaching and learning that results in the kind of
higher-order understanding that colleges and universities promise but, in reality, is
difficult to realize. This workshop focuses on course-embedded service-learning,
complemented by participatory action research, and co-curricular campus-community
collaboration, as significant ways to enhance the educational experience, meet higher
education objectives, and mobilize resources for and to strengthen community
partnerships.

Strengthening EE at Your Institution


NSEE has pioneered the area of strategic planning related to the process of
institutionalizing the full range of experiential education into educational and community
institutions. This workshop addresses seven critical factors that need initial and ongoing
attention: mission and values; curricular integration; faculty involvement; quality
assurance and assessment; administrative infrastructure; budget integration; and
strategies for change. Participants will examine alternative strategies and collaborate
with one another in identifying appropriate approaches for their respective
institutions/organizations.

Strategic Planning for Experiential Program Design

This interactive workshop, geared towards intermediate and advanced level practitioners,
will focus on models of effective experiential education programs, program
implementations and program management. Participants will consider what “best
practice” means in their environment and what should go into the design of an ideal
program.

Check which of the following workshops you are qualified to instruct by virtue of expertise.
 Fundamentals of Experiential Education
 Principles of Effective Practice in Experiential Education
 Legal Issues in Internships and Experiential Learning
 Assessment 101: Identifying, Understanding & Applying Outcomes Assessment in Experiential
Learning
 Reflection: Key to Making Experience Educative
 Service-Learning: The Basics
 Strengthening Experiential Education within Your Organization
 Teaching and Learning Experientially
 Building Research & Evaluation Capacity for Experiential Learning Programs
 Effective Experiential Education Program Design
 Student, Staff, & Faculty Issues in Experiential Education

The Curriculum (prior to 2010)


To earn the EEA Certificate of Completion, participants must complete a minimum of six
workshops as described below. All participants must complete the
following five workshops, which comprise the core curriculum, intended to provide a
foundation essential to any experiential education application:
 Fundamentals of Theory and Best Practice in Experiential Education
 Legal Issues of Internships and Experiential Learning
 Experiential Education Beyond the Basics: Program Design and Student Issues
for Intermediate and Advanced Practitioners
 Assessment 101 and Beyond: Identifying, Understanding and Applying Outcomes
Assessment in Experiential Learning
 Reflection: Key to Making the Experience Educational
Participants in the EEA must also complete at least one elective workshop. A partial list
of these workshops follows:

 Internship Program Issues, Design and Assessment


 Service-Learning, Civic Engagement & Experiential Education
 Teaching and Learning Experientially
 Strengthening Experiential Education Within Your Institution
 Special Topics in Experiential Education (topics will vary and will be announced)
HOW TO APPLY
Interested NSEE members who wish to participate in the Academy as a newcomer to
Experiential Education and NSEE or seasoned and veteran practitioners will complete
and submit a simple application of interest to the NSEE Headquarters. There is no fee
attached to this application or participation. However, a member must complete the initial
application to become registered in the Academy program and entered into the
coursework database that is managed by NSEE. The application is available at the
NSEE website at www.nsee.org.
All experiential education professionals are invited to explore the possibilities afforded by
the EEA by visiting the NSEE website at www.nsee.org or by contacting NSEE
headquarters directly at 856-423-3427 or by email at nsee@talley.com.
Required Courses
Fundamentals of Theory and Best Practice in Experiential Education
Participants in this workshop will explore the theoretical and philosophical roots of
experiential education and the principles of good practice fundamental to all types of
experiential learning. Participants will have an opportunity to actively explore the
implications and applications of this information, and to identify the resources available
for continued professional development and specific use in their programs.
Experiential Education Beyond the Basics: Program Design and Student Issues for
Intermediate and Advanced Practitioners
This interactive workshop, geared towards intermediate and advanced level practitioners,
will focus on models of effective experiential education programs, program
implementation, highlighting program management, faculty relations, student issues, and
best practices, including discussions about seminars, portfolios, reflection papers, and
assessment tools. Participants will consider what “best practice” means in their settings
and what should go into the design of an ideal program.

Legal Issues of Internships and Experiential Learning


This workshop examines the broad range of legal issues that arise in administering
experiential learning programs, with particular emphasis on the reciprocal rights and
responsibilities of the school, work-site, and student. Key issues such as student, school
and work-site liability, risk management (including waivers, assumption of risk and
insurance), protecting and accommodating student rights (including discrimination and
ADA compliance), tax and compensation consideration, contractual obligations, and
issues arising out of the use of public funds, will be examined. Time will be allotted for
participants to engage in a discussion of these issues, as well as explore the application
of legal issues to their specific programs in a “legal clinic” format.
Reflection: Key to Making the Experience Educational
While experiences are the first E in experiential education, it is through reflection that the
learning takes its root and makes lasting changes. According to Kolb, learning is a
process where knowledge is created through the transformation of experience.
Reflection is integral to that transformation. This workshop will explore methods of
guiding students to be more reflective in their experiences and following their
experiences: the use of journals in reflection and models for conducting regular
seminars promoting reflection and reflective conversation.
Assessment 101 and Beyond: Identifying, Understanding and Applying Outcomes
Assessment in Experiential Learning
This workshop will introduce beginners to the fundamentals of assessment in experiential
learning settings and provide intermediate level assessment training for practitioners
beyond the beginner’s level, who seek to improve their outcomes assessment skills. The
primary goal is to assist participants in the development of an outcomes assessment
plan to use at their own institution. Employing a hands-on, active learning approach, this
workshop will include a mix of presentation, applied tasks, small group work, and
interactive discussion.

Elective Workshops
Strengthening Experiential Education Within Your Institution
NSEE has pioneered the area of strategic planning related to the process of
institutionalizing the full range of experiential education into educational and community
institutions. This workshop addresses seven critical factors that need initial and ongoing
attention: mission and values; curricular integration; faculty involvement; quality
assurance and assessment; administrative infrastructure; budget integration; and
strategies for change. Participants will examine alternative strategies and collaborate
with one another in identifying appropriate approaches for their respective
institutions/organizations.
Service-Learning, Civic Engagement & Experiential Education
The rich continuum of service-learning approaches provides higher education a sound
and empirically-based approach to teaching and learning that results in the kind of
higher-order understanding that colleges and universities promise but, in reality, is
difficult to realize. This workshop focuses on course-embedded service-learning,
complemented by participatory action research, internships, work-study, and co-
curricular campus-community collaboration as significant ways to enhance the
educational experience, meet higher education objectives, and mobilize resources for
and strengthen community partnerships.
Teaching and Learning Experientially
This workshop will focus on how to establish guidelines for courses and programs to
fulfill experiential learning requirements: learning goals and objectives; academic
integration; reading and writing assignments; outcomes; evaluation and assessment;
designing the experiential components; numbers of hours in class and out of class;
reflection. Using and applying the Eight Principles of Good Practice for All Experiential
Learning Activities will be stressed (internship, co-op, service-learning, study abroad,
practicum, etc.). Participants will work in groups to construct course syllabi which
incorporate experiential learning components and meet established guidelines.
How will this work?

Interested NSEE members who wish to participate in the Academy as a newcomer to


Experiential Education and NSEE or a seasoned practitioner will complete a simple
application of interest to the NSEE Headquarters. There is no fee attached to this
application or participation. However, one must complete the initial application to become
registered in the Academy program and entered into the coursework database that is
managed by NSEE, nsee@talley.com.