Within the University of Louisville’s (LEARN, strategy 2, action 1) the was established to provide a resource for all undergraduate students to participate in at least one external learning experience by graduation. The center’s new specifically considers unpaid opportunities within 501(c)(3) nonprofits or government organizations, and provides an avenue for students to apply for funding in the form of a stipend received via their financial aid. This means experiential learning need not be limited to paid positions, and that students can more likely have their practical needs met while working and learning in their preferred environment.

“Research shows that students who participate in engaged learning have a better understanding of the classroom material, gaining real-world applications of what they’re learning,” said Gail DePuy, senior vice provost who oversees the program. “Research also shows these students often have higher GPAs and higher likelihoods of graduating. Not only is WINGS beneficial to the student, but also to the community, as our talented and energetic students have a lot they can now give to these non-profit organizations.”

Erica Gabbard, director of experiential learning, noted that many nonprofits might not advertise for an internship if they do not have the funds. However, if a student is able to approach them with interest and having the option to apply for financial support from WINGS, more possibilities could become available. The experience also does not need to be directly related to the student’s major; they can apply for support to investigate other areas of interests beyond their particular school.

“We will continue to develop additional programs in the future, all in line with the mission to incentivize and support students toward engaged learning,” said Gabbard. “We want to create a culture in which students are choosing to attend UofL because of the abundance of these opportunities.”

For questions, details and to apply to the WINGS program see the �ǰ���email the Center for Engaged Learning.

The CEL was created to help meet the goals of UofL’s 2019-2022 strategic plan, which emphasizes the importance of investing in student success beyond the classroom.

“New facilities, innovative programs as well as exciting and strategic goals for our future all point to a university that is thriving,” said UofL Interim President Lori Stewart Gonzalez. “As a Great Place to Learn, UofL prepares students for success here and beyond. We accomplish this by supporting the whole student through transformative, purpose-driven and engaged learning.”

“Engaged learning is an active process in which students apply their knowledge to real-world experiences using inquiry, critical thinking, active exploration and reflection thereby expanding their employability skills,” said Interim Vice Provost for Engaged Learning Gail DePuy. “We are excited to mark the opening of this wonderful new space on campus which will provide our students with opportunities to expand their learning beyond the traditional classroom.”

DePuy said the goal is that all students will have the opportunity to complete at least one engaged learning activity such as an internship, undergraduate research, community-based learning or study abroad experience before they graduate. To meet that goal, the CEL will both facilitate students’ access to existing opportunities through the university career centers, international center and office of community engagement as well as grow available undergraduate research opportunities and engaged learning activities incorporated in coursework.

The CEL is not just a resource for students. Community and industry partners often ask UofL for guidance on the best types of students (majors, talents, etc.) for their internship positions and what are best practices for a meaningful engaged learning experience for both the student and the business. To capitalize on the CEL’s potential to strengthen UofL’s ties to the community, the CEL will assemble an advisory board composed of local community organizations, economic development representatives, industry partners and nonprofits.

“We need hands-on, real-world experience to be fully ready for life after college, and employers expect us to have this type of experiential learning before they make job offers to new graduates,” said UofL Student Government Association President Dorian Brown. “Thanks to the strategic plan’s Great Place to Learn committees for getting this project off the ground and the university leadership for making the CEL a reality.”

The University of Louisville plans to introduce a dynamic new tool designed to improve students’ educational experience and give them a leg up on the competition when entering the workforce and help prepare them to further their education in graduate or professional school.��

The Center for Engaged Learning (CEL) will be a resource for students, faculty and the community to help them find and create opportunities that complement the classroom experience, enabling students to apply their knowledge toward real-world projects and issues. These opportunities include research projects, internships, apprenticeships, community service and more.��

The CEL will partner with many offices, including undergraduate research and creative activities, study abroad, community engagement, student teaching, Army and Air Force ROTC, competition teams, student government and UofL’s Center for Digital Transformation, established last year.��

The CEL will also administer a co-curricular transcript that will be supplied to students in addition to their traditional transcripts.

“This is an exciting opportunity that will greatly benefit our students and is specifically mentioned in our 2020-2022 strategic plan,” said Interim President Lori Gonzalez. “Students who have had engaged or experiential learning opportunities ask richer questions in class and are prepared after graduation to tackle complex problems in any workplace setting.” 

The center will be headed by Gail DePuy, interim vice provost for engaged learning, along with Paul DeMarco, interim director of undergraduate research and creative activity, and a soon-to-be-named director of experiential learning.

UofL already incorporates dozens of experiential learning opportunities in its programs. For example, students in the J.B. Speed School of Engineering are required to work at three paid cooperative education jobs in addition to classroom instruction. Study abroad programs, community service and undergraduate research are also commonly included in the student experience at UofL.

“The Center for Engaged Learning will expand these types of opportunities so that all students can apply their knowledge to concrete experiences, including those whose majors may not have a direct career path,” DePuy said.

Experiential learning also helps students increase involvement on campus and develop a sense of belonging.��

For local employers, partnering with the CEL can provide early access to UofL students for possible future job opportunities. Faculty members at UofL who do not already incorporate experiential learning in their classes are encouraged to work with trainers in the Delphi Center for Teaching & Learning to find the best approach for their students.

Funded primarily through a grant from the Gheens Foundation, the new center will have offices in the dormitory called Belknap Residence Hall 2022 currently under construction. That facility is expected to open in Fall 2022.

Contact CEL@louisville.edu to learn more. More information about UofL’s Strategic Plan projects supported by the Gheens Foundation can be found here and here.��

Instead, they saw natural elements of wood and stone scattered around a sculpted grassy area.

“I thought it would be a normal playground like the ones we are accustomed to, but it was not an ordinary playground,” said the senior elementary education major. “I looked at the balance beam – it was two tree stumps and a long piece of wood. We used to do that when I was a kid! It was very natural.”

Zone 1 of is part of a 17-acre playground created to provide elementary-age children with open-ended, physically challenging play opportunities using natural elements and items, referred to as “loose parts,” strategically included to stimulate their imaginations.

Sherri Brown, associate professor in the College of ����ֱ�� and Human Development, brought 15 students from her science methods class to the playground in October to help the future teachers explore natural surroundings as an opportunity to consider new ways to teach science concepts to elementary students.

“The idea was to get them out there and see what’s possible in a playground that is very unique. You see boards, you see levers, you see ramps,” Brown said. “Earth science, physical science, materials – all that is in the science curriculum. Here children can experience things that stimulate child-generated questions. This helps our UofL students as future elementary science teachers see what is possible and what is different from formal learning environments.”

The students chose and examined three separate areas of Zone 1 to consider how children might use the space and how, as a teacher, they might use items found in the natural world to introduce discussions about science and other subjects to their own students.

Another feature Hunter noticed was a swing suspended on a single line so it could move in multiple directions.

“That shows force and motion. You could talk about music in the noise it makes as it moves. There were so many content areas and concepts that could be taught in this place,” Hunter said. “The kids are playing and having fun, but learning at the same time. They are going to learn on their own whether they realize it or not.”

Designed by Claude Stephens, director of Bernheim’s Children at Play Network, and other members of the Bernheim team, Playcosystem is intended to inspire children to learn by exploring the natural world. Zone 1 of the site, geared to young children, is one of three planned zones. Zones 2 and 3 will introduce progressively larger and more challenging landscapes and natural elements to appeal to more mature children.

Brown, Jill Jacobi-Vessels and Meg Gravil, also of CEHD, are studying and documenting the thought and planning behind the Playcosystem and plan to study how children and families experience it.

“Research has shown that outdoor play benefits children’s social, emotional, cognitive and physical development,” Brown said. “Knowing why and how it was built deepens their knowledge and the framework of how children and parents engage with the site.”

Lucky for her – and for adidas – she achieved that goal with three years to spare.

Hughey, who earned her master’s degree in communication from the , knew she wanted to work in the sport industry. With an emphasis in digital media in sport, she was actively involved with  during her time at UofL.

“We had just joined the , it was right after the Year of the Cardinal, and social media was still so new,” Hughey said. “It was an amazing opportunity to work for the university and get experience with a program that was thriving.”

Upon graduating, a professor connected her with an internship at Team USA in Colorado Springs, Colorado. Two months later, the Kentucky native was hired full-time as the audience engagement editor in preparation for the 2016 Olympic Games.

Hughey’s primary responsibility was curating social strategy to maintain a consistent voice across all Team USA messaging. Through this experience, she developed a passion for brand building after helping the organization and its athletes construct their own.

In the midst of the Olympics, she received a phone call from , an industry-leading executive who was the director of brand marketing for adidas at the time. Hughey, who had been able to network with Darlow as a UofL student, was offered a job on his team as a brand communications manager for U.S. sports.
Soon after the Rio Games concluded, Hughey packed up her Fiat and moved to Portland, Oregon, to fulfill her dream of working at adidas.

Capitalizing on her love of brand building, Hughey was able to create the adidas volleyball brand and signed a deal with USA Volleyball to further promote the sport. Now, she works with all female athletes within U.S. sports and develops strategy for significant brand moments.

“As a bigger brand, we have the support and the resources,” she said. “I spend a lot of time researching and reading to understand who our consumer is to make sure they get the products they ultimately want.”

The job that usually has her on the road the majority of the year has given Hughey even more time to learn because of COVID-19. With major sporting events being canceled or existing purely in bubbles, Hughey has been able to speak with female adidas athletes to ensure they are being treated the way they should be.

“Sport is the platform of how we can create change and make sure we are celebrating females and doing it in an authentic way,” Hughey said. “In the current climate, representation is so important, and a lot of female athletes want to do more.” Knowing this, she designs campaigns branding adidas content to women of all ages. After pitching her idea at the adidas headquarters in Germany, Hughey and her team implemented an  using Billie Jean King for the 45th anniversary of the pivotal  match.��

“Bringing light to that and making Billie a relevant catalyst for change for women who want to look up to somebody is empowering,” said Hughey, adding how the most rewarding part of her job is young children seeing powerful female athletes use their platform to tell their story.

Female athletes are still fighting the same battles Billie Jean King was five decades ago, and Hughey plays a vital role in giving them a chance to use their voices for a greater cause. As she continues to show women they too belong in sport, she appreciates UofL giving her the foundation to do so.

“UofL gave me real-world experience,” she said. “Working alongside people who helped set me up for success allowed me to achieve my goal of being at adidas and creating change.”

According to the University Career Center, internships, co-op and experiential learning listings for 2019-2020 increased by 72% over the previous year. The bulk of the listings increased prior to the pandemic, but while COVID-19 stalled the workforce, it didn’t stop Cardinals from seeking and finding outside-the-classroom opportunities – even if they looked a little different.

Stuart Esrock, faculty-in-residence at the University Career Center, and Bill Fletcher, director of the University Career Center, acknowledge the increase in experiential learning opportunities during a global pandemic is surprising, but they say it makes sense from an economic perspective.

Listings of internships and co-op opportunities initially took a dive in March and April, when stay-at-home orders were issued, but the center began to see a slight increase in June. “Some of that increase in June was really because we began to see an increase in the economy overall,” Esrock said.

The increase is good news for students. UofL strongly encourages adding a real-world component to the undergraduate experience. Participating in internships and co-ops helps students build a skill set that extends past a classroom setting, network with future colleagues and business contacts, discover what they are passionate about and what they dislike, and earn work experience while still completing an undergraduate degree

Fletcher and Esrock said experiential learning offers a well-rounded educational experience, but most importantly, sets UofL students apart in the competitive job market. That’s even more crucial as the pandemic continues to affect the workforce. As Fletcher believes it will take longer than expected to recover economically from the pandemic, he stressed the importance of gaining work experience where available.

He added that the University Career Center has adapted its services to make sure students are prepared for a new sense of workplace normalcy, when everything from interviews to hiring is being done virtually.

The center has a plethora of resources to prepare students for the virtual workplace. It has virtual interview etiquette tips, mock interviews, appointments with a career coach, resume review, and other resources to help students figure out what career path they are interested in pursuing.

“We want to give students a realistic view of what’s going on in the world right now, about the job market, but we don’t want them to give up hope,” Esrock said.��