ABSTRACT
This chapter examines how Bradley University used large steps, small steps, and nudges to engage in campus-wide cultural change to implement a requirement for all students to complete two experiential learning (EL) activities prior to graduation. It reviews campus practices, such as engagement with experiential activities like internships, study abroad, undergraduate research, service-learning, and capstones, with the career outcomes of students and then aligned them with detailed descriptions of the high-impact practices on a matrix. The promotion of equity and access for traditionally underserved student populations is deeply embedded in the premise of requiring EL for all baccalaureate graduates. Ensuring student success through EL necessitated a deeper understanding of EL. Campus-wide changes in pedagogy were required for the creation, review, and approval of an EL core practice. Bradley University has become an institution that not only provides enriching experiences but also ensures student success, helping all students reflect on their learning and articulate the learning that results from their experiences.
