Wake Forest University’s Quality Enhancement Plan (QEP) Committee has made progress developing a comprehensive framework for experiential learning that directly advances the university’s model for transformational teaching while providing pathways for students to embody Pro Humanitate through authentic, real-world engagement.
The QEP, a SACSCOC-required initiative that accredited schools create on a 10-year cycle, supports multiple strategic aims across all three thematic goals of the Strategic Framework, positioning experiential learning as a unifying initiative that bridges the University’s commitment to learning, inquiry, and partnerships.
Building on Existing Strengths
A review of current offerings across Wake Forest revealed numerous examples of curricular and co-curricular experiential learning across all locations. Following a comprehensive literature review, institutional inventory, and ongoing benchmarking of other institutions, the committee identified opportunities for systemic enhancement to supplement existing pockets of excellence. A workshop in May brought together staff and faculty to refine experiential learning definitions, draft learning objectives, and discuss assessment approaches.
Preliminary Framework Takes Shape
The committee has developed working definitions and initial structures for what distinguishes an experience from experiential learning, highlighting three keystone habits: Prepare, Engage, Reflect. This preliminary approach emphasizes authentic challenges outside the classroom, meaningful partnerships with external stakeholders, and systematic reflection that connects foundational learning to Pro Humanitate values.
Early stakeholder engagement has informed draft learning outcomes focused on applying knowledge to authentic challenges, demonstrating intellectual humility, communicating with diverse audiences, and developing greater clarity about personal values and future goals.
Five Draft Initiatives Under Development
- Experiential Learning First-Year Seminars – Pilot programs like Professor Megan Manassah’s “Poverty and Prosperity: Inequality in Winston-Salem” combine academic content with community consulting projects.
- Enhanced URECA Program – Expansion beyond STEM disciplines with strengthened prepare-engage-reflect components and connections to regional research partners.
- Community-Engaged Projects – Building on existing OCCE programs like the Summer Nonprofit Internship Program and Public Health AmeriCorps.
- Capstone Course Support – Systematic assessment and enhancement of capstone experiences across disciplines.
- Academic Internship Expansion – Under consideration as a potential credit-bearing pathway.
Cross-Framework Connections
This preliminary work demonstrates alignment with the Strategic Framework’s interconnected goals:
- Community of Learning: Enhanced pedagogical approaches and student development pathways
- Community of Inquiry: Expanded mentored scholarship and research opportunities
- Community of Partnerships: Strengthened relationships with local, regional, and global stakeholders
Next Steps
The committee will complete a white paper this summer, followed by comprehensive stakeholder feedback collection and a trustee presentation in fall 2025. The final QEP document is scheduled for completion in January 2026, with SACSCOC review following in spring 2026.
The bottom line: This foundational work positions Wake Forest to systematically integrate experiential learning across the institution while building infrastructure for the future Center for Experiential Learning, ensuring that learning by doing becomes embedded in the fabric of Wake Forest education.