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Date of this Version
Spring 2025
Document Type
Article
Citation
Journal of the National Collegiate Honors Council (2025) 26(1): 121–144
Abstract
This essay presents best practices in experiential learning via an alternative break program at a large public research university. In this interpretative qualitative study, authors analyze on-trip reflective blogs of students participating in an immersive alternative spring break program focused on food and shelter insecurity in Washington, D.C. (n = 11). A sensemaking/sensegiving theoretical framework is applied to explore the role of program partnering between student affairs (alternative break) and honors (coursework). Findings suggest that special care and attention be given when creating strong, direct-service experiences through reciprocal community partnerships, creating spaces for reflection during the immersive experience, and providing sensegiving support for social justice causes and site-specific needs.
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