Increasingly, various sectors of Canadian universities are advocating an assortment of beyond-the-classroom learning models--from research assistantships through service learning and cooperative education placements. At the same time, faculty who engage in the Scholarship of Teaching and Learning (SoTL) and related inquiries into teaching and learning are striving to shift attention on their activities from the periphery to a more central position within campus culture--a particular challenge for Arts and Humanities professors, who may find themselves marginalized "within" SoTL. This article focuses attention on the intersections of experiential learning and SoTL and SoTL-related activity. Students have much to benefit from, and offer to, these activities--beyond their usual role as subjects of studies. I present a framework based on examples from research and my own experiences--with a focus on undergraduate Arts students, who, arguably, have the fewest opportunities for Experiential Learning in general--that illustrates varying degrees of involvement. As Arts faculty attempt to enhance and highlight inquiries into teaching and learning, they would be wise to conjoin them with experiential learning by including students in the process and product.