Dear NSEE Colleagues, 

Please join me us in reading and sharing the scholarship featured in the special issues of Experiential Learning and Teaching in Higher Education (ELTHE), focused on the theme of Exploring the Relationship between Experiential Learning and Social, Economic, Environmental, and Racial Justice.  

Spring 2022 issue is published here
Fall 2021 issue is published here 

In these issues, we welcomed scholar-practitioners, faculty/staff/administrators, community partners, and all experiential learning educators working in or with higher education institutions to contribute to this scholarly dialogue. Stemming from the work of the NSEE Research and Scholarship Committee, we intentionally developed pathways for scholarly work to continue building the field of experiential education. These special issues seek to explore and deepen the relationship between experiential learning and justice, and the articles published include a variety of methodological and epistemological approaches, featuring:

  • Research-based approaches,
  • Practice-based approaches,
  • Theory-building approaches/ thought pieces on praxis,
  • Community-based methodologies (e.g., community-based research, action research, participatory research, etc.),
  • Public Scholarship 

Through generating dialogue on this topic and intentionally opening pathways of inquiry expression, we seek to expand inquiry into and interrogation of educational practices and strategies that affect social, economic, environmental, and racial justice. At this pivotal moment in between a global pandemic, a global racial justice movement, and a politically divisive environment challenging democracy, experiential learning and teaching spaces are critical to connect communities, address social issues, explore solutions, and embrace change to foster the public good.

ELTHE is a publication in partnership with the National Society for Experiential Education (NSEE) and Nova Southeastern University.

For detailed information about this journal and these special issues, please visit:


Get your mind in motion with Mario D'Agostino, Patrick Green, and Bill Heinrich, and learn about designing systems of experiential learning to support social justice.

About Mario D'Agostino: Mario D'Agostino is an Assistant Professor of Writing at Nova Southeastern University in Fort Lauderdale, Florida. His research interests focus primarily on rhetorical theory, historiography, museology, archival studies, and the contemporary novel. D'Agostino is currently serving as the Editor-in-Chief for Experiential Learning & Teaching in Higher Education (ELTHE). D'Agostino hopes that you enjoy the special issue focusing on experiential learning and social justice. 


About Patrick Green: Patrick M. Green, EdD, is the Executive Director of the Center for Engaged Learning, Teaching, and Scholarship (CELTS) and a Clinical Assistant Professor in the School of Education at Loyola University Chicago. He teaches experiential learning courses, including community-based learning, academic internships, global service-learning, undergraduate research, and graduate courses in the Higher Education Program. He is Co-editor of Crossing Boundaries: Tension and Transformation in International Service-Learning (Stylus Publishing, 2014), Re-conceptualizing Faculty Development in Service-Learning/Community Engagement: Exploring Intersections, Frameworks, and Models of Practice (Stylus Publishing, 2018), Guest Editor of Metropolitan Universities Journal special issue on faith and community engagement (December 2020), and Guest Editor of Experiential Learning and Teaching in Higher Education (ELTHE). Dr. Green serves as a Scholar-in-Residence with the International Association for Research on Service-Learning and Community Engagement (IARSCLE), an Engaged Scholar with the National Society of Experiential Education (NSEE), and an Engaged Scholar with National Campus Compact.


Last Updated on Wednesday, June 22, 2022 02:40 PM