Learning Everywhere on Campus: Teaching Strategies for Student Affairs Professionals

Description

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. 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