Experiential Learning & Teaching in Higher Education
Article Title
Abstract
Although college enrollment rates among Black and Latinx students have risen, inequities in graduation rates across racial and ethnic groups persist. Guided by the integration of strength-based frameworks, the proposed manuscript will discuss how experiential learning and teaching may serve a dual purpose: helping students enact social change while simultaneously reaching their education goals. The proposed manuscript will integrate the culturally engaging campus environments model with the transformative social-emotional learning (T-SEL) framework. Also, drawing from the existing literature, the proposed manuscript will describe a range of experiential learning activities and how they may involve T-SEL. We then conclude with implications for experiential education and future research. Embedding T-SEL in experiential learning may help increase educational equity in ways that are meaningful in the short- and long-run for college students, especially minoritized young adults.
First Page
99
Last Page
105
Recommended Citation
Li-Grining, Christine P.; Roy, Amanda; Uriostegui, Marbella; Radulescu, Maria; Naqi, Zahra; and Boyer, Amanda
(2021)
"Promoting Educational Equity: Embedding Transformative Social and Emotional Learning in Experiential Learning,"
Experiential Learning & Teaching in Higher Education: Vol. 4:
No.
2, Article 18.
Available at:
https://nsuworks.nova.edu/elthe/vol4/iss2/18
Included in
Community Psychology Commons, Developmental Psychology Commons, Higher Education Commons