2026 Experience Matters Grantees

When the Forest Burns: Testing a Structured Experiential Learning Intervention on Climate Attitudes and Pro-Environmental Behavior in a Wildfire Burn Scar

This project will examine whether a structured experiential learning intervention conducted within a wildfire burn scar produces greater changes in participants’ climate attitudes and pro-environmental behavior than exposure to the same landscape without structured facilitation.

Using a randomized, two-condition field experiment at the CZU Lightning Complex burn scar in the Santa Cruz Mountains, the research team will compare a standard outdoor adventure experience with an intervention incorporating intentional framing, guided observation, facilitated reflection, conceptual discussion, and individual action planning. The study will assess changes in climate concern, constructive hope, behavioral intentions, and participants’ willingness to donate money to climate-related organizations.

The project will help clarify what structured facilitation adds to a powerful place-based experience and whether its effects persist beyond the immediate field activity. Findings will be shared through a peer-reviewed manuscript submitted to the Journal of Experiential Education, a presentation at the Society for Experiential Education Annual Conference, and a practitioner brief featuring a replicable intervention protocol for outdoor and environmental educators.

Dr. Curt Davidson, an Assistant Professor at Utah State University and director of the Sustainable Outdoor Recreation and Tourism Lab (SORTL), focuses on social aspects of outdoor recreation and tourism amid climate change. Based in Moab, he works on air quality impacts on recreation, climate-informed park planning, and resource management assessment. With a PhD from Indiana University and over 20 years of experience, he seeks collaboration to foster sustainable outdoor experiences.

Brock Gudeman, Adventure Programs Supervisor at the University of California Santa Cruz, is a native of Tucson, Arizona. After completing his undergraduate degree at Montreat College, Brock worked for numerous outdoor programs, honing his skills as a field educator, guide, and outdoor programmer. He currently serves as an assistant director for the Adventure Recreation program at the University of California, Santa Cruz. While not working at the campus rec, you can find him surfing, climbing, or traipsing around the High Sierra.

Place, Purpose, and Wellbeing: Scaling Global Experiential Learning through COIL, Citizen Science, and Campus Environments

This project will investigate how an integrated model of Collaborative Online International Learning, or COIL, citizen science, and place-based learning influences student wellbeing, belonging, environmental agency, and global perspectives. Through a partnership between North Carolina State University and the University of Surrey, students will study how outdoor campus environments shape meaningful experiences and connections to place.

Working in international teams, participants will collect citizen science data on their respective campuses, document their experiences through reflection and photography, and compare how campus design, culture, and outdoor spaces affect wellbeing. The study will use surveys, student reflections, environmental observations, and other course artifacts to assess changes in place attachment, intercultural competence, environmental agency, and sense of belonging.

By combining global collaboration with locally accessible experiences, the project may offer a scalable alternative to travel-based international learning. Findings will be shared through conference presentations, a manuscript submitted to Experiential Learning and Teaching in Higher Education, and practical recommendations for educators interested in integrating COIL, citizen science, and wellbeing-centered place-based learning.

Dr. Megan Lupek is Co-Director of Environmental Sciences and an associate teaching professor at NC State University. Her teaching emphasizes active, applied, and globally engaged learning through citizen science, community-based projects, interdisciplinary collaboration, and COIL. As an environmental social scientist, she studies eco-emotions, environmental decision-making, nature and well-being, and student learning. She also co-directs Campus Nature Rx and received NC State University’s Outstanding Teacher Award in 2026.

Dr. Elena Dawkins is a lecturer and researcher at the University of Surrey, UK. She started her research career at the Stockholm Environment Institute, joining in 2007. She has a PhD in Planning and Decision Analysis with a specialization in Environmental Strategic Analysis from KTH Royal Institute of Technology in Stockholm. At Surrey she teaches undergraduate and postgraduate modules at the Centre for Environment and Sustainability. Her research focuses on sustainable consumption and production systems and the transition to a sustainable, low-carbon future.

Examining How Degree-Seeking Students Participate in a Non-Credit Emergency Medical Technician Program

As more students pursue non-credit credentials alongside their degree programs, this study will examine how degree-seeking students learn about, perceive, and engage with a non-credit Emergency Medical Technician program. It will explore how students connect the experience to their academic goals, career preparation, skill development, confidence, and professional identity.

Using surveys, focus groups, interviews, and a review of advising and communication materials, the research team will investigate both student experiences and the institutional structures that shape participation. The study will identify barriers to access, examine how the program is represented within advising and degree pathways, and assess where stronger connections between non-credit training and academic programs may be needed.

Findings will inform a small-scale pilot intervention, such as an advising module, referral process, or visual pathway connecting the EMT program with relevant degrees. The project will also produce a comprehensive report, campus presentations, and a presentation at the Society for Experiential Education Annual Conference, offering practical recommendations for institutions seeking to better integrate workforce-aligned experiential learning into students’ broader educational journeys.

	JoanMarie Schreiber serves as Assistant Dean for Academic and Student Affairs in Stony Brook University’s School of Health Professions, where she leads academic policy and student success initiatives and plays an integral role in curriculum processes. With more than two decades of higher‑education experience, she advances experiential learning through program innovation, student advocacy, and collaborative partnerships that strengthen hands‑on learning opportunities and prepare students for real‑world professional practice.
	Marianna Savoca, Ph.D., Associate Vice President for Career Readiness and Experiential Education, Career Center at Stony Brook University, State University of New York, is a nationally recognized scholar-practitioner with 25+ years of experience advancing career readiness, experiential education, student success, and workforce development at a flagship public research university. Proven leader of large multidisciplinary teams, complex budgets, and institution-wide initiatives that bridge academic and student affairs, industry, alumni, and community partners. Known for building high-impact experiential programs, securing external funding, and leading organizations shaping the future of experiential learning and career development. Dr. Savoca is a member of the SEE Research Fellows 2025-2027 cohort and served as SEE president from 2020-2022.
	Rudolph Princi, MA, EMT-P, TP-C, NCEE, CIC, Co-Investigator, currently serves as the Director, Stony Brook University Paramedic Program and Clinical Assistant Professor, Department of Health Science, at Stony Brook University, State University of New York. He is a seasoned emergency services professional with more than three decades of prehospital experience, including responses to major disasters such as TWA Flight 800 and 9/11. A nationally certified EMS educator, he holds advanced credentials in tactical paramedicine and homeland protection. He has served in critical care, flight operations, and EMS education at Stony Brook, while pursuing doctoral studies focused on emerging technologies in emergency services. He values student‑centered, experiential learning.

 

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