Pedagogies is a method and practice of teaching, especially in regards to an academic subject. It focuses on what educators can do to cultivate a powerful learning environment for their students.

A great example of a type of Pedagogies is Experiential Learning. Experiential learning is learning through practice and experience. It entails learning techniques such as practical and internships, adventure education, and active learning. During my Undergraduate experience, I, unfortunately, did not have any type of experiential learning. All institutions should find a way to incorporate experiential learning into the curriculum. It is a great way to prepare students for the field they intend to work in. Experiential learning is a process through which students develop knowledge, skills, and values from direct experiences outside a traditional academic setting. It can encompass a variety of activities such as internships, service learning, undergraduate research, study abroad, and other creative and professional work experiences. “ The concept of experiential learning is based on the idea that learning is best conceived as a holistic process that results from students testing their knowledge and adapting it to their environments; it is only then that students will have internalized their learning, learning by doing environments engage students both intellectually and emotionally” (Knomives, Dugan, Own, Slack and Wagner, 2011, p. 310).

In order for students to receive the best benefits from experiential learning, it must incorporate opportunities for students to be able to take initiative, make decisions, and be accountable for the results. It must also give students the opportunity to engage intellectually, creatively, emotionally, socially or physically. Experiential learning will allow students to learn from natural consequences, mistakes, and success and be able to reflect on their experience. “Well-planned supervised and assessed experiential learning programs can stimulate academic inquiry by promoting interdisciplinary learning, civic engagement, career development, cultural awareness, leadership, and other professional and intellectual skills” (http://www.ucdenver.edu/).

Take a look at Albertus Magnus annual Experiential day which gives students the chance to showcase what they have accomplished in their curricular and co-curricular activities: http://www.albertus.edu/academicservices/experiential-learning/

Also, take a quick look at this short video on Experiential learning:

 

As student affairs professional how will you make sure to incorporate Experiential learning across all learning channels?

References

Knomives, S. R., Dugan, J. P., Own, J. O., Slack, C., & Wagner, W. (2011). The handbook for student leadership development. San Francisco, CA: John Wiley & Sons, Inc

http://www.ucdenver.edu/

http://www.albertus.edu/academicservices/experiential-learning/

 

 

As high school students become college students they discover emotions, feelings, independence, and achievement. This is apart of their transition and exploration in establishing identity and developing characteristics. Student developmental theories help us to understand why students sometimes display certain characteristics by stages of development. Arthur Chickering developed the seven vectors of development. “The vectors are: (a) developing competence, (b) managing emotions, (c) moving through autonomy toward interdependence, (d) developing mature interpersonal relationships, (e) establishing identity, (f) developing purpose, and (g) developing integrity”(Killam, 2017, p.102). A student will experience these vectors as needed in new areas of development. The Seven vectors show how students develop in the college setting and how it can affect him or her emotionally, socially, physically, and intellectually,  particularly in the formation of identity  (Killam, 2017, p.102-103).

Some of the vectors that I related with during my undergraduate experience are developing mature interpersonal relationships, establishing identity, and developing integrity.

1. Developing Mature Interpersonal Relationships is the tolerances and appreciation of differences. Going to college you see and meet people from all different backgrounds and beliefs. “Openness for the understanding of a person for what qualities they possess, instead of stereotyping, is an increase in tolerance” (Chickering and Reisser, 1993).
2. Establishing Integrity, is belief and confidence in oneself,“comfort with body and appearance, (2) comfort with gender and sexual orientation, (3) sense of self in a social, historical, and cultural context, (4) clarification of self-concept through roles and lifestyle, (5) sense of self in response to feedback from valued others, (6) self-acceptance and self-esteem, and (7) personal stability and integration” (Chickering and Reisser, 1993). Upon entering college I did lack some of these things,  by senior year I was able to fully establish my own integrity.
3. Developing Integrity is standing your ground in your beliefs and values, and being able to think about and respectfully discuss others belief and point of view. Because I was not involved in any clubs or extracurricular activities, I was able to display this through classroom discussions/projects and relationships with my college friends.

“First- and second-year programs for students can be especially helpful in the transition process from high school, especially for non–college-ready students” (Killam, 2017, p.106). These programs can support students by organizing social outings, train residence hall staff to recognize typical issues of first-year college students, collaborate with offices across campus to highlight available services for students and maintain current campus and community referral list for students who need additional or targeted support (Killam, 2017, p.106). Additionally, with advising support services, “rather than just encourage students to stay in school and figure things out for themselves, advisors, faculty, staff, and other university personnel can intentionally build relationships with students to create a community of support and connection. Students who feel as if they are a part of a larger whole will be more likely to seek help and mentorship when experiencing struggles” (Killam, 2017, p.106 -107). 

Take a look at the Psychosocial Theories and Models of Student Change in College: https://tomprof.stanford.edu/posting/816

References

Killiam, W. & Degges-White, S. (2017). College student development: Applying theory to practice on the diverse campus. New York: Springer Pubishing Company, LLC.

Chickering, A. W. and Reisser, L. (1993). Education and identity. 2nd Ed. San Francisco: Jossey-Bass.

“The goal of most leadership programs is for students to become active practitioners of leadership, not just passive consumers.” (Knomives, Dugan, Own, Slack, & Wagner, 2011, p. 111). Let’s face it, not all of us are born to be leaders, but some of us are and do not even know it. That is why leadership programs are so important within Universities. College is the time were students determine who they are, it shapes their values and who they will be in the future. Creating leadership programs on college campuses support student growth and development because it builds character and prepares students to be future leaders. Student leadership is influenced through the creation of leadership development programs. “Leadership development programs can be designed to create learning opportunities that focus on college student leadership knowledge, skills, and values through experiences” (Knomives, S. et al. 2011). 

 

The questions, however, should all students take leadership courses? Not everyone wants to be a leader or possess the personality or will to be a leader. I think there should be one leadership course that is required of all students. Then from there, it becomes optional for students to take additional leadership classes. These courses help students to interpret what leadership it, their ability to practice it, and their responsiveness to certain classroom structures or assignments. Leadership programs influences and motivates students to want to be more successful. Leadership courses can have great influence on a students success and future. “Leadership education programs are designed to help individual students raise their knowledge, develop their attitudes and build their skills for effective leadership across a diverse array of contexts” (Knomives, S.R.-Dugan, 2011). Leadership development programs coach students and influence student general engagement in the collegiate environment such as being members of clubs and organizations or in positional leadership roles. 

Take a look at this Community Leadership Challenge that offers every student to take the initiative and make a difference. ” The Student Leadership Challenge is about the practices leaders use to transform values into actions, visions into realities, obstacles into innovations, individuality into collaboration, and risks into rewards. It’s about a climate in which people turn challenging opportunities into remarkable successes”(Student Leadership Challenge. (n.d.).

View the Challenge here: http://www.studentleadershipchallenge.com/About/about-landing.aspx

Should All Universities and Colleges require at least one required leadership course for all students?

References

Knomives, S. R., Dugan, J. P., Own, J. O., Slack, C., & Wagner, W. (2011). The handbook for student leadership development. San Francisco, CA: John Wiley & Sons, Inc.

Do your students consider themselves leaders?  We believe they are. (n.d.). Retrieved from http://www.studentleadershipchallenge.com/About/about-landing.aspx

 

Students perform better and are more satisfied at institutions that are committed to their success and reinforces positive working and social relations among different groups on campus. “The transition to college, for any student, brings with it additional challenges, such as leaving behind friends and family, experiencing feelings of loneliness, coping with difficulties related to interpersonal relationships, and, for some, being aware of a lack of adequate academic readiness” (Killam, Degges-White, 2017, p. 2). Students need an environment where they feel safe, can find someone to talk to, study spaces and can join clubs and organizations. Every Institution should create positive spaces where learning can flourish, this shows the school’s commitment to student engagement. A wonderful example I read about was George Mason’s Johnson Center, there is an entire building dedicated to providing student academic services, such as tutoring, career counseling, and so forth amid a food court, the library, and several other offices (Knomives, S. 2011).

Some students attend college knowing what they need to accomplish their goals, but most need guidance. I would create programs that assure that each student reviews their degree plans, teach them how to add or drop courses, how to apply for financial aid, and what resources are available to help them to adjust to campus life. Additionally, I would create a program or seminar that provides basic skills instruction, tutoring, academic advising, financial aid and career counseling, transfers and graduate school counseling and mentoring to disadvantaged students on college and university campuses. Support programs like these are sure to help create a positive environment for students. 

“Students perform better and are more satisfied at colleges that are committed to their success an cultivate positive working and social relations among different groups on campus” (Kuch-Schuc-Witt, 2010). To create a supportive campus environment it must help students academically, help students cope responsibility, help students to thrive socially, promote good relations between students and peers, promote good relations between students and faculty members, and promote good relations between students and administrative staff. 

Take a look at Simpson College’s support service group which is designed to help students become successful in college: http://simpson.edu/trio/student-support-services/

What do you think Colleges can do to make sure every student is aware of the support services offered?

Reference

Knomives, S. R., Dugan, J. P., Own, J. O., Slack, C., & Wagner, W. (2011). The handbook for student leadership development. San Francisco, CA: John Wiley & Sons, Inc.

Kuh, G. D., Kinzie, J., Schuh, J. H., & Whitt, E. J. (2010). Student success in college: Creating conditions that matter. San Francisco, CA: Jossey-Bass, A Wiley Imprint.