Socially Situated Experiential Learning Model

According to Lederman and Stewart, socially situated experiential learning is the experience-based process of acquiring and interpreting social information (and misinformation) received from peers and other sources within the context of their direct learning experiences. The constructs of the culture of college drinking and socially situated experiential learning were incorporated into a conceptual model to describe the process of creating, implementing, and evaluating a prevention campaign (RU SURE) designed to address and change the culture of college drinking. 

The implication of this conceptual model is that prevention requires intervention into the types of interactional experiences that college students have on and off campus (including their interpretations of the meaning of those experiences) in order to influence and/or change their drinking behaviors over time. 

The conceptual model of SSEL has five steps marked by numbers on the arrows in the model: 

  1. The use of theories of social interaction, experiential learning, and social norms theory/messages to begin to conceptualize and understand the culture of college drinking
  2.  The use of these theories to conduct research into and observation of the culture of college drinking in operation on the Rutgers campus that leads to the conceptualization of college drinking as socially situated learning
  3. Application of this analysis of the culture of college drinking and the construct of socially situated experiential learning to the formulation, design, implementation and evaluation of the RU SURE Campaign;
  4. Implementation of the RU SURE Campaign as a brief intervention into student drinking-related attitudes, behaviors, and perceptions; and the
  5. Evaluation of the campaign's impact and the influence on the continued refinement of the construct of socially situated experiential learning.