The main goals of experiential learning are to increase self-awareness, challenge students’ personal framework about cultural diversity, and help students develop cultural empathy. This allows students to develop competencies in other domains and then translate learning into professional practice. Experiential learning is effective because it allows students to experience cultural similarities and differences through their involvement in learning that promotes cognitive development (Arthur & Achenbach, 2002). The training, credentialing, and licensure of addictions counselors have expanded in recent years. In 2009, the Council for Accreditation of Counseling and Related Educational Programs (CACREP) added an addictions counseling specialty to its graduate counseling program standards, requiring a minimum of 60 graduate credit hours for an accredited addictions counseling master 's-degree program. Although training is offered, and in some cases required, graduates of master’s-level counselor education programs are not satisfied with the addiction instruction they receive (Dawez-Diaz, 2007). During this presentation participants will learn a variety of experiential activities implemented in master’s-level addiction courses. Participants will learn about the similarities and differences between these activities when the course is face-to-face verses online. Challenges will be discussed and ideas for overcoming those challenges will be shared with the participants; participants will be encouraged to share their expertise. The presenter will share direct student feedback and provide creative solutions for executing changes for future course development.
