Creating impactful experiences overseas
In the heart of Orvieto, Italy, a group of 40 Kansas State University students embarked on a transformative four-week journey through the lens of Italian fashion. At the helm was Kelsie Doty, a professor whose passion for mentorship and experiential learning shaped both the curriculum and the personal and professional growth of every student involved.
Doty's course, part of the K-State in Italy program, was more than a study abroad experience — it was a pilot for an applied learning experience framework designed to connect academic learning with authentic experiences.
The university has prioritized providing students with applied learning experiences — opportunities that incorporate purposeful experience, intentional observation, and critical reflection — as an imperative of the Next-Gen K-State strategic plan.
Applied learning experiences framework helps faculty build courses, experiences
Faculty mentors play a crucial role in facilitating successful applied learning experiences, and resources are available to support them in creating meaningful learning experiences for students. The Applied Learning Experiences team developed a framework that serves as a tool for learners and instructors to understand what they can expect to commit to and gain from the experiences.
The framework emphasizes that experiences are intentionally designed to develop professional, technical, personal, and interpersonal skills. These learning outcomes and competencies are supported and assessed throughout the experience.
Before the trip abroad, Doty participated in a workshop to integrate the framework into her course design.
"The implementation of the Applied Learning Experience Framework transformed my approach to FASH 499: Italian Fashion in Context by emphasizing intentionality, guidance and reflection throughout the course," Doty said. "Rather than viewing experiential activities, such as site visits, artisan demonstrations, or museum tours, as isolated events, the applied learning experiences framework encouraged students to view them as purposeful learning experiences tied to their own specific learning outcomes."
After that purposeful development, learners receive guidance from mentors — including instructors, advisors, site partners, supervisors, coordinators and other professionals — who respond regularly to engagement, support self-reflection, and promote goal setting for future learning. Mentorship in applied learning experiences is not limited to faculty; it can come from a variety of professionals who support student development.
Students benefit from mentorship
During the program, Doty had students complete weekly reflection journals. The course experience culminated in final projects that drew from the journals and connected with the students' interests in fashion, as well as their cultural, academic and career development.
She said the journal became a cornerstone of the course and a critical bridge between experience and analysis.
"The journal prompts encouraged students to articulate insights about Italian fashion history, craftsmanship, and sustainability in a way that was both analytical and personal," Doty said. "This practice deepened their engagement with the material and helped them develop the reflective habits outlined in the framework. By the end of the four weeks, the cumulative nature of the journals created a clear narrative of each student's growth."
Doty met with each student individually to discuss their ideas and help them shape their projects.
Students created portfolio-worthy projects — tangible evidence of their skills and passions that could be showcased to future employers. Some students presented their own mock-up designs of Italian fashion. One student conducted an analysis comparing fashion in Italy and Manhattan.
Brecken Kasel, a finance major from Wichita, said Doty's mentorship was an eye-opening experience.
"Being able to meet up with Dr. Doty in person and really make a connection with her outside of class got me more engaged when I was in the classroom," Kasel said. "We talked a lot about how I could apply skills from other classes that may not be directly correlated to my major and tie them into my major through other means."
Kasel's final project involved analyzing the financials of four major Italian luxury clothing brands and providing a report on what makes those companies successful.
The mentoring meetings with Doty, individual reflection and the final project helped Kasel realize that he could apply his skills to any career area, including fashion.
"The skills I gained in this course were very valuable because they made me realize the variability my major can have and that I can work in any field I want to through finance, even Italian fashion, which was super eye-opening."
The highlight of Doty's mentorship experience in Italy was the final sharing session, where students presented their reflections and projects.
"We had a really good time together, sharing interests," she said. "The whole class really enjoyed seeing the final projects and reflections and seeing all the different interests and skill sets that everyone brought to the classroom."
Through mentorship, guided reflection and applied learning opportunities, Doty's course in Italy exemplified the power of applied learning experiences to inspire students and prepare them for the future.
Learn more about applied learning and the framework through the Staley School of Leadership.