Presentation on theme: "Experiential Pedagogy in Practice: A Courageous Choice for Inclusivity and Transformative-Learning Sarah Schoper, Ph.D. Emily Bahr Western Illinois University."— Presentation transcript:
Experiential Pedagogy in Practice: A Courageous Choice for Inclusivity and Transformative-Learning Sarah Schoper, Ph.D. Emily Bahr Western Illinois University
Introductions & Overview Sarah Schoper, Ph.D. o Assistant Professor, College Student Personnel Program, Western Illinois University Emily Bahr o Graduate Assistant for Study Abroad, Western Illinois University How this session came to be
Agenda What we will learn together Review of key concepts Myths Example of a personal experience Discussion References & Further Reading Questions
What We Will Learn Together Participants will… discuss and define the relationship between inclusivity, equity, transformative-learning, experiential pedagogy, and the developmental process identify what it does to the inclusiveness of their practice when the focus is on the process compare and contrast what their practice looks like currently to a more transformative-learning, experiential pedagogy articulate next steps for exploring a more inclusive, transformative- learning, experiential pedagogy practice
Inclusivity Welcoming and incorporating/being open to/allowing for everyone’s voice/being
How Do You Define… Equity?
Equity Acknowledges that individual learners bring with them differences in backgrounds, experiences, and needs No uniform, equal, one-size-fits-all way to achieve intended outcomes because the system is inherently unfair
How Do You Define… Transformative-Learning?
Transformative-Learning Changes how the learner knows, not just what the learner knows
How Do You Define… Experiential Pedagogy?
Experiential Pedagogy Learner is an active participant, not a passive recipient of information Partnership between learner and educator Learning is grounded in the student’s lived experience Encourages reflection Learner constructs knowledge
How Do You Define… Developmental Process?
Developmental Process Not separate from learning Moves from simple to complex Underlying ebb and flow Prompted by a dissonance in the learner’s life
Myths It demands a lot of resources Planning process is a free-for-all It is time consuming It is unknown to us Harder than what we are doing now Educators must give up all of their control
Personal Experience Example One experience, two perspectives “I'm just tired of feeling completely invisible in every conversation I ever hear about sexual orientation and feeling like I have to try to force myself to fit into a theory or community that wasn't actually meant for me if I want to even try to make any sense of it.” –Emily
Personal Experience Example One experience, two perspectives “It also makes me wonder what other identities we are unknowingly ignoring in the conversations we have about student affairs…but if I don't know how to recognize the identities that I am accidentally overlooking, how am I supposed to do anything about it??” -Emily
Small Group Discussion Create a list of pros & cons to integrating the key concepts presented into your practice
References & Further Reading Fried, J. (2012). Transformative learning through engagement: Student affairs practice through experiential pedagogy. Sterling, VA: Stylus Publishing. Keeling, R. (2004). Learning reconsidered. Washington, DC: American College Personnel Association & National Association of Student Personnel Administrators. Keeling, R. P. (Ed.). (2006). Learning reconsidered 2: A practical guide to implementing a campus-wide focus on the student experience. Washington, DC: ACPA, ACUHO-I, ACUI, NACADA, NACA, NASPA, & NIRSA. Zull, J. E. (2002). The art of changing the brain. Sterling, VA: Stylus Publishing.