Alternative Break experiences (AB) provide students with an immersive learning opportunity to experience community engagement beyond the classroom. Student participants commit their fall and spring break periods to participate in an intensive, service-focused trip with a small group of peers. Students engage directly with communities through hands-on service experiences centered around social, cultural, environmental, and economic issues. In the process, participants develop skills like critical thinking, leadership, empathy, communication, collaboration, civic responsibility, and reflection. Participants explore social issues, reflect on how their perspectives have or have not changed, and develop a stronger sense of responsibility through these experiences. These elements foster deeper student engagement and promote transformative learning outcomes for both academic success and personal development.  

The Thayne Center hosts AB experiences during the fall and spring semesters, providing students the opportunity to not only expand their understanding of community and social ecosystems, but also cultivate the confidence and skills necessary to create a plan to be community engaged leaders in their community. For many years, SLCC’s AB program has been recognized as a recognized as a High Impact Practice (HIPs) which integrates experiential learning, collaborative problem-solving, and meaningful interaction with community partners. HIPs recognition has allowed for program expansion and reduced financial barriers for participants. 

This domestic study away facilitates deep learning and prepares students for the workforce by giving them opportunities to develop and apply skills/compositions in a real-world setting and by providing professional hands-on training in the dance industry through  Experiential Education, Undergraduate Research, Advanced Integrative Practices, and Conference Presentation & Attendance (in this industry it's known as an Intensive).  This is a unique experience tailored specific to the interests and goals of the SLCC student participants, which allows them to glean diverse perspectives on practical industry- and movement-specific knowledge to inform their academic and career trajectory.   

This learning community was made up of 14 students who are members of the SLCC Dance Company, which is the highest level of commitment a student pursuing a career in dance can make at our institution due to the fact we do not offer a degree with this emphasis.  Students critically considered course material and existing perspectives as they set clear personal and professional objectives for the experience and articulated a plan to achieve them.  They began working through advanced techniques, exploring personal interests, and developing creative works at the beginning of the academic year.  Over the course of several months, these students researched artistic and cultural creative histories and techniques, various composition processes, and engage in collaborative problem-solving to produce creative and coherent solutions.  Their combined efforts were put into small and large group compositions to be presented.  These skills and student works were applied in a fast-paced and demanding professional setting to be critiqued by industry leaders to benefit and better prepare students for employment and enhanced earning potential.   

Since their return, these students have demonstrated a deeper level of engagement in and beyond the classroom by critically reflecting on their experience in writing, showcasing their work in the classroom and on stage, initiating collaborative partnerships with other clubs on campus, and developing new community partnerships with local dance studios and schools.  Ultimately, students applied feedback and combined these advanced integrative practices with their unique perspectives, creativity, and their existing and newly acquired skills into capstone projects for the community on stage.  Through discipline-specific inquiry, self-study, working efficiently with peers, and hours of preparation, each student incorporated diverse perspectives, techniques, and ideas into their works for a comprehensive showcase.  This showcase brought together more than 700 college and community members.  Students also applied these enhanced skills to help diversify dance options for youth considering SLCC by offering workshops, mentoring younger students, and collaborating with local schools and studios to create more performance opportunities for students in our K-12 pipeline.