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

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  Emily Bahr o