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.
Table of Contents
Larry D. Roper
Section I: Leadership and Institutional Context
Chapter 1: When People Ask Me What I Do: Perspectives on Learning from an SSAO
George S. McClellan
Chapter 2: Student Engagement at a Public Liberal Arts University
Elsa M. Núñez
Chapter 3: Bay Path University: Educating Students for Life and Career
Melissa Morriss-Olson and Kristine Barnett
Chapter 4: Transforming a Technical College into an Applied Learning Institution
Michael R. Laliberte
Section II: Frameworks that Shape Teaching and Learning
Chapter 5: Cultural Traditions and Assumptions about Learning
Chapter 6: The Use of Indigenous Worldviews, Reflective Practice, and Storytelling to Promote Integrated Learning
Stephanie Waterman (Onondaga, Turtle) and Seán Carson Kinsella (nêhiyaw/otipemisiwak/Nakawé/Irish)
Chapter 7: Integrating Service-Learning into Student Affairs Pedagogy
Chapter 8: Pedagogy: What is That?
Chapter 9: Backward Design: Beginning with the End in Mind
Daniel Murphy and Ruth Harper
Section III: Learning Contexts and Locations
Chapter 10: Enhancing Student Learning Through Global Engagement
John M. Howe
Chapter 11: Intercultural Centers: Holistic Learning Toward Social Justice
Constanza A. Cabello
Chapter 12: Using Social Media and Scientific Teaching to Enhance Undergraduate Learning
Greg Heiberger and Ruth Harper
Chapter 13: Soldiers in the Classroom: Supporting Student Veterans
Section IV: Learning Processes and Student Affairs Pedagogy
Chapter 14: Using Popular Culture to Enhance Student Learning
Margaret Miller and Ruth Harper
Chapter 15: Relationships as Pedagogy: Using Dialogue and Group Work for Learning
Chapter 16: Growth Mindset in Student Affairs: Applications of a Study of First-Year Students’ Mindsets and Goal-Setting
Chelsea Sorensen and Ruth Harper
Chapter 17: Contemplative and Mindfulness Pedagogies to Deepen Learning
Chapter 18: Enhancing Learning Through the Supervisory Relationship
Ruth Harper and Katelyn Romsa
Jane Fried is a consultant to colleges and universities in faculty development and student affairs, and Professor Emerita at Central Connecticut State University, USA.
Ruth Harper is American Indian Graduate Cohort Coordinator and Professor Emerita at South Dakota State University, USA.
"This book is a well-constructed examination of the many contexts in which student affairs professionals work and the diverse settings through which opportunities to perform as co-curricular educators are presented. Through vignettes and examples, the authors provide guidance for how student affairs professionals, no matter one’s role, can apply more intentional design to learning experiences and, in the process, elevate the success of their work."
—from the Foreword by Larry D. Roper, Professor, School of Language, Culture and Society,
Oregon State University, USA
"Learning Everywhere on Campus primes practitioners to own the role of educator by showing how to confidently engage faculty colleagues and one another in conversations about the pedagogy of student affairs. This book demonstrates how to cherish and go beyond "teachable moments" to apply the skills of effective teaching in every aspect of your work and in every encounter with students."
—Gwendolyn Dungy, NASPA Executive Director Emeritus, USA