Transformative Learning Through Engagement
Student Affairs Practice as Experiential Pedagogy

Foreword by James E. Zull
Paper: 978 1 57922 759 3 / $29.95
Published: April 2012  

Cloth: 978 1 57922 758 6 / $95.00
Published: April 2012  

Lib E-Book: 978 1 57922 760 9 / $95.00  
About Library E-Book

Published: July 2012  

E-Book: 978 1 57922 761 6 / $23.99
Published: July 2012  

Publisher: Stylus Publishing
224 pp., 6" x 9"
Jane Fried’s overarching message is that higher education is based on a profoundly outdated industrial model of the purpose and delivery of learning and needs urgently to be changed. Student affairs professionals and academic faculty have become frustrated with the alienation of so many students from academic learning because they cannot see its connection to their lives.

This book – addressed to everyone involved in helping college students learn – presents what we now know about the learning process, particularly those elements that promote behavioral change and the ability to place information in a broader context of personal meaning and long term impact. Central to its argument is that learning must be experiential and engage students holistically; that it must be grounded in brain science and an understanding of the cultural drivers of knowledge construction; that academic faculty and student affairs professionals must cooperate to help students make connections and see the implications of their learning for their lives; and that the entire learning environment needs to be integrated to reflect the organic nature of the process.

A second purpose of this book is to enable student affairs professionals to articulate their own role in helping students learn. Student affairs, as a profession, has had difficulty describing its work with students as teaching because the dominant paradigm of teaching continues to suggest a classroom, an academic expert and a model of learning that is basically verbal and cognitive. Student affairs professionals who read this book will be able to understand and articulate the processes of experiential, transformative education to their academic colleagues and to help collegially design integrated learning experiences as partners with academic faculty.

The book concludes with a number of brief invited chapters that describe a few emerging models and programs that illustrate Jane Fried’s vision of transformative learning experiences that integrate experience, study, and reflection.

This book was written with contributions from:
Craig Alimo
Julie Beth Elkins
Scott Hazan
Elsa M. Núñez
Vernon Percy
Christopher Pudlinski
Sarah Stookey

Table of Contents:

James E. Zull

Part One: Shifting Paradigms in Education
1. Insight: Perspectives on Learning
2. Labels and Viewpoints: Lenses That Shape Learning
3. Searching for Clarity
4. Believing is Seeing: American Cultural Norms
5. Telescopes and Kaleidoscopes: Lenses That Focus Our Vision

Part Two: Shifting Individual Paradigms to Effect Change
6. Borderlands: Fear of the Other and Significant Differences
7. Border Pedagogy: From Teaching to Learning

Part Three: Applications and Implications
8. Leadership and Context: The Central Role of Student Affairs at a Public Liberal Arts University—Elsa M. Núñez
9. Creating Integrated Selves: Sport and Service-Learning—Vernon Percy
10. Engaged Learning: Beyond the Ivory Tower—Julie Beth Elkins
11. Teaching for Transformation in a Business Education—Sarah Stookey
12. Engaging the Head and the Heart: Intergroup Dialogue in Higher Education—Craig John Alimo
13. First-Year Experience: Practice and Process—Christopher Pudlinski and Scott Hazan


Reviews & Endorsements:
"In Transformative Learning Through Engagement, Jane Fried and Associates provide convincing evidence that transformative learning is a crucial but undervalued aspect of university and college education. The book focuses on the role of student affairs professionals (also referred to as student services in Canada) in supporting transformative learning within a U.S. context, but it offers valuable insights about learning that are of importance to anyone involved in higher education. In drawing upon recent scholarship about the science of learning and behavioural change, this book underlines the value of creating integrated learning environments that educate the head, heart, and hands of students, thus better enabling them to engage with and adapt to a rapidly changing world.

Fried and Associates present a strong case outlining how educational institutions urgently need to change in order to enable students to develop the knowledge and tools needed to become actively engaged citizens within a changing global context. Society is increasingly diverse and undergoing rapid social, cultural, economic, and environmental changes. New and complex issues that cross disciplinary boundaries require more integrated and collaborative approaches to problem solving. To that end, Fried asserts that universities and colleges need to break down structural and functional barriers in order to better support students in achieving transformative and integrated learning. This book will enable student affairs professionals and others involved in higher education to understand their roles in adapting to new educational realities."
- Canadian Journal of University Continuing Education
"This book examines the important role student affairs professionals can and should play in teaching and learning. As colleges and universities adapt to the new realitites of higher education (including new understandings about how people learn), student affairs professionals can provide experiential learning opportunities that help students cross inter- and intrapersonal borders. With discussions of dominant paradigms and cultures within US contexts and examples of a range of campus applications, the book provides a framework for thinking about student affairs as key to college learning, particularly in areas related to diversity. It is a useful tool for student affairs professionals working to contribute to the educational missions of the twenty-first century."
- Diversity & Democracy