Abstract
In this paper, we present a composite case study that explores trade-offs and tensions in the development and administration of Experiential Learning (EL) programs at broad-access universities. There are four main categories of trade-offs that must be acknowledged and negotiated: (1) quality vs. cost, (2) institutional versus individual goals, (3) institutional aims for the student experience versus students aims from participating in an EL program, and (4) providing "real-life" experiences vj. protecting vulnerable students from "real-world" inequalities. Unfortunately, the nature of trade-off is such that no matter what decisions are made, certain goals will likely be unmet, and some stakeholders will be unsatisfied. The downside of an Experiential Learning program-like any ambitious, under-resourced undertaking- is that time and effort may be wasted, and little achieved; the upside, however, is that implementing an EL program can force an institution to define its priorities.