sarah schoper, ph.d. emily bahr western illinois university

Experiential Pedagogy in Practice:

A Courageous Choice for Inclusivity and

Transformative-LearningSarah Schoper, Ph.D.

Emily BahrWestern Illinois University

Introductions & Overview

Sarah Schoper, Ph.D.o Assistant Professor, College Student Personnel

Program, Western Illinois University

Emily Bahro 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 TogetherParticipants 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

Key Concepts Inclusivity Equity Transformative-learning Experiential pedagogy Developmental process

How Do You Define…

Inclusivity?

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.

Questions? Sarah Schoper

o se-schoper@wiu.edu

Emily Bahro ea-bahr@wiu.edu