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 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 Schopero se-schoper@wiu.edu

Emily Bahro ea-bahr@wiu.edu