Although student affairs practitioners play a key role in student learning, few are familiar with learning theories, the design of experiential education, or pedagogical theory. This edited collection describes programs in which student affairs professionals work independently or in collaboration with academic faculty and community partners to create more intentional and consistent approaches that enhance student learning. Examples, models, and case studies throughout the chapters make the theories and ideas specific and practical. Exploring educational opportunities in and outside the classroom, such as peer education, leadership development, life and career planning, civic engagement, service-learning, and study abroad, this book provides both theories and pedagogical frameworks for organizing and integrating the entire institution to promote and support learning. Drawing on multiple perspectives, Learning Everywhere on Campus shares the interventions and strategies necessary to help students learn new information, acquire skills, and understand the value of this knowledge in constructing their sense of purpose and self in the world.
Author(s): Jane Fried, Ruth Harper
Publisher: Routledge
Year: 2017
Cover
Half Title
Title Page
Copyright Page
Table of Contents
Foreword
Preface
Learning Everywhere on Campus: Teaching Strategies for Student Affairs Professionals
The Pedagogy of Student Affairs: Making Learning Visible
The Purpose of this Book
Leadership and Institutional Context
Frameworks that Shape Teaching and Learning
Learning Contexts and Locations
Learning Processes and Student Affairs Pedagogy
Professional Audiences
References
Acknowledgement
Section I: Leadership and Institutional Context
1. When People Ask Me What I Do: Perspectives on Learning from an SSAO
Self
Division
Unit or Department
Institutions
Professional Field
Conclusion
References
2. Student Engagement at a Public Liberal Arts University
Content and Process: The “Artes Liberales”
A Public Purpose
The New Workplace
“Practically Applied. . . .”
A Plan for Student Engagement
Residential Life
Clubs and Organizations
Civic Engagement
Environmental Stewardship
On-Campus Internships
Beyond the Campus Grounds
Educational Access
Conclusion
References
3. Bay Path University: Educating Students for Life and Career
Mission and Unique Qualities
Structural Reorganization
References
4. Transforming a Technical College into an Applied Learning Institution
Introduction
Student Affairs/Higher Education
The Listening Tour
Major Themes
Next Steps
Reflection
Section II: Frameworks that Shape Teaching and Learning
5. Cultural Traditions and Assumptions about Learning
Western Cultural Assumptions about Learning
Self-Authorship
Vignette
Student Affairs as an Integrated Culture in the Individuated Academic World
Articulating a Pedagogy for Students from Integrated Cultures
Vignette
Culture and Learning
References
6. The Use of Indigenous Worldviews, Reflective Practice, and Storytelling to Promote Integrated Learning
Introduction
Discussion
Implications
References
7. Integrating Service-Learning into Student Affairs Pedagogy
Principles of Service-Learning Pedagogy
Service-Learning Pedagogy in Practice
Developing Community Partnerships
Incorporating Service-Learning Across Student Affairs
Conclusion
References
8. Pedagogy: What Is That?
What is Student Affairs Pedagogy?
Pedagogy as Epistemology
Assessment of Learning Outcomes
Becoming Systematic in Your Educational Work
Effective Student Affairs Pedagogy: Two Examples
Summary
References
9. Backward Design: Beginning with the End in Mind
Introduction
Professional Context for Backward Design in Student Affairs
What is Backward Design? What are the Components of this Model?
Curricular Priorities: Mental Health Training
Continuum of Assessment
In-Progress Assessments
Summative Assessments
Differences Among Learners
References
Section III: Learning Contexts and Locations
10. Enhancing Student Learning Through Global Engagement
Introduction
Overview of Global Movements
The World Is Your Oyster
Enhancing Learning Through Campus Global Engagement
Conclusion
References
11. Intercultural Centers: Holistic Learning Toward Social Justice
On Oppression, Privilege, and Intersectionality
Levels and Dimensions of Holistic Transformative Learning
Individual Level: Understanding Diversity and Difference
Group Level: Comprehending Dynamics of Inclusion and Exclusion
Community Level: Engaging in Social Justice Practices
Summary
References
12.Using Social Media and Scientific Teaching to Enhance Undergraduate Learning
Conclusion
References
13. Soldiers in the Classroom: Supporting Student Veterans
Introduction
The Student Veteran
Conclusion
References
Section IV: Learning Processes and Student Affairs Pedagogy
14. Using Popular Culture to Enhance Student Learning
Introduction
Films and Television
A Novel Idea
Strategies and Approaches
Three Critical Lenses
Conclusion: Student Affairs can Lead Transformative Learning
References
15. Relationships as Pedagogy: Using Dialogue and Group Work for Learning
Pedagogical Methods
Advising a Student Group
Advising Mark
The Hardest Lesson of All: Personal Hygiene
Development and Delivery of Training Programs: Process, Content, and Skill
References
16. Growth Mindset in Student Affairs: Applications of a Study of First-Year Students’ Mindsets and Goal-Setting
Introduction
Background
Growth Mindset in Action
Study Design
Results
Implications for Higher Education and StudentAffairs Professionals
Conclusion
References
17. Contemplative and Mindfulness Pedagogies to Deepen Learning
Contemplative Pedagogies
Why Positivist Epistemology has Eclipsed the Pedagogies of Student Affairs
Contemplative Practices are Both Positivist and Constructivist
Contemplative Processes and How to Use Them
Examples of Contemplative Practices
Contemplative Pedagogy
References
18. Enhancing Learning through the Supervisory Relationship
Acquiring Supervision Skills
Teacher Role
Counselor Role
Consultant Role
Context or Situation
Conclusion
References
Contributing authors
Index
