Whole Students in Higher Learning

If I had to pick one theme that has flowed throughout our entire quarter in CSL 490, it would be the focus on the “whole student”. From the 1937 Student Personnel Point of View to the 2012 publication of “We’re Losing Our Minds”, there was an emphasis on higher education being about more than just walking across a stage for a piece of paper. As Keeling and Hersh said, students should not be the same person at graduation as they were at orientation. Most of the learning that changes who a student is takes place outside the classroom, not inside.

As I browse our group Pinterest board, I see that same theme over and over again. Hardly any of our posts focused purely on academics. Our board, much like our future students, includes students’ personal, professional, financial, social, and academic lives. As a future student affairs professional, I look forward to assessing students from the “whole student” perspective, rather than just their academic perspective.

I think I took the most from the Neuroscience and Emergenetics sections of this class. Sure, I think it’s fun to take little quizzes to find out about myself, but I actually learned from Emergenetics. Firstly, I learned about myself and my analytical/conceptual brain. I know that my first solution to every problem is research. If there is question posed and I don’t know it, I have to look it up. I also learned that sometimes I get so many ideas in my head that I struggle to organize and process them. That brings me to the second thing I learned from Emergenetics: It can be applied in our professional lives. Yes, it can be applied to help ourselves better understand our actions and processes in the workplace, but it can also help us to better understand our students. A student who seems quiet and aloof may just not be expressive and assertive, or they may have a brain type that needs to take all of the presented information in before they provide their input. If we can put aside our initial assumptions about a student and their attitudes, we may be able to better understand who they are and how they function. By understanding them, we can adapt our services to best fit their needs.

Most of all, this class made me excited to become a student affairs professional. My favorite thing about higher education has always been the energy of it. I felt that energy in our classroom every single day. I look forward to working with colleagues like all of you (and possibly even with some of you) because there are so many different people from so many different backgrounds. We can all be a piece of the puzzle to provide the best experience for our students. With our different types of brains and experiences, we are a huge unit that has a passion for students and making their university experience better. I see the energy I love about higher education in our classroom and look forward to learning with all of you in the future.

CSL 490 Reflection

When I began this class, I thought that I already knew a lot about higher education, but I was wrong. I learned so much in this class in such a short period of time that at times it was overwhelming. Nonetheless, it has left me in a good place where I am excited about my journey in student affairs the lies ahead.

I found the ‘We’re Losing Our Minds’ text to be very informative and interesting to read. One of the main points that I took away from this reading was how unprepared students are when they enter college, as well as when they graduate from college and enter the real world. It was alarming at first, but I completely agree with Keeling and Hersh in saying that, ‘college graduates are not prepared to think critically and creatively, speak and write cogently and clearly, solve problems, comprehend complex issues, accept responsibility and accountability, take the perspective of others or meet the expectations of employers’. With this being said, I can agree with this because I don’t believe that I gained all of these skills myself through my undergraduate experience. I believe that my professors and I were too focused on completing the amount of assignments necessary and doing well enough on them that I didn’t take the time to actually learn skills along the way.

I also found the part on how our mind is not blank, but instead encounters data and organizes it in relation to what we already know to be very enlightening. I think that by asking the question ‘what does that mean to you’ can really allow students to open up about their own thoughts and views, which should be done more in the classroom.  

Emergenetics was also a pivotal exercise for my development in student affairs. I was surprised at how much I was able to understand myself on a deeper level by examining my brain. This will absolutely help me in the future when working with various students, colleagues and other professionals. With a better understanding myself, I am able to better understand others and figure out the best way for us to work together.

The images, statistics, articles, and helpful tips that were posted on Pinterest and Twitter will be extremely helpful to me in the future. At first, I thought that it would be difficult to find things to post and pin in alignment with the course, but instead there was an abundance of information to be shared. In looking back at what was shared by my colleagues and I, one thing that seems evident is that everything that was shared can be put together to help the ‘whole student’. From tips on how to apply to college, to motivational quotes to get one through the day, the plethora of information that was provided through these exercises is nothing short of incredible. I used to believe that I had a pretty decent idea of how to help a student, but I will now be able to operate in a way that places the whole student in mind. Although there is so much to be learned in this profession, I think that my desire to provide for my students will continue to push me to further educate myself in the future.

#CSL490

By far and out this class has been one of the most enriching for me in terms of growth and development. I feel that I have changed tremendously because of this class and the people in it. From the conversations to the enlightening activities, I could not be more happy that I am in a "cohort" with this group. We have all learned so much from each other in just a few short weeks. I have developed fast friendships that I hope last a lifetime. Dr Whitney's activities were so smart and unique that I really looked forward to going to class every week!

Of course reading everyone's posts has been fun and a learning experience as we navigate the student affairs' waters. However, for me, the brain test has been the most interesting. I always assumed that people's personalities were emotionally driven and to think that our brain is such a specific factor in how we act and behave has been super special for me to think about. As a "yellow" brain thinker, I sometimes run the risk of my eyes being bigger than my stomach. I often have elaborate ideas that seem good on paper although it would require an actual team to carry out.

One of the most fun things that happened in this class was the tweeting. I tweeted to @emergenetics that Amanda, Oliver and I should do a pilot episode for NBC and they responded! They said they would give us the "greenlight" to do a skit for their YouTube channel. Will it work and will we actually get to do it? I have no idea. But it was great connecting with them in such a way. We even got a few retweets! I learned the value of social media connecting and bringing people together. Usually I just tweet whatever's crazy on my mind like a diary! Who knew I could actually use it to be productive?!

Besides the brain test and the tweeting, I learned to see college in a new light. As someone who could've been more involved during my undergrad years, I realize what an advantage people have by doing so. College is meant to be a truly holistic experience, developing a student on all levels, not just academically. I did learn a lot through my educational experience at DePaul though. I think this is because we have such a service learning base to work with as well as many opportunities for experiential learning. Without that I don't think that I would be as multiculturally competent that I feel today! I do wish that I would've gotten involved even more but I am making up for it now by working at the school now. Supervising the Blue Crew this past year has given me such a new perspective on what it means to be a full-bodied and a holistic student on campus. I wouldn't trade this experience for anything.

Anyway, thank you all for being such amazing classmates and peers. I'm so excited to be in class with many or all of you this fall for another quarter with Dr. Whitney in theories. #DrWhitney4Eva.

Jules

Student Affairs 2014: Alive and functioning? Absolutely! However, , ,

As the course began, I realized that my previous view of what constitutes "Student Affairs" was quite narrow. I became interested in working to promote student wellness, or, more accurately, student flourishing through my role as an instructor. Clearly, students are much more than the sum of their papers, exams and grades, and they always bring their whole selves to the classroom or virtual classroom,  but, with limited time, too often the aspects of those selves apart from the intellect were ignored. I saw that there was a need, among traditional aged students as well as adult students to engage the whole person in a meaningful way, but, at first, I saw need mainly in terms of helping students to adjust to college life and expectations and addressing social, emotional and academic difficulties. The fact that CSD was embedded in the Counselling program made perfect sense to me, and I think I've befitted from the counselling classes. What I hadn't considered until taking this course was the wide variety of positions that come under the Student Affairs umbrella. As some of my classmates have noted, I do not recall much involvement with SA personnel as an undergraduate. I lived in a residence hall for two of my four years but, even then, I have only vague memories of one of the RA's and that one of my roommates attended all sorts of activities that did not seem relevant to me. 
As a teacher, I have spent a fair amount of time thinking of ways to engage students in the material and in learning itself. There is no shortage of resources which contain strategies that can be employed in the classroom or online to enhance student learning, and some of these strategies are very effective. However, it has only been in certain very small classes that I have felt that students were consistently able to bring their learning experiences outside of school and make meaningful connections with what we were attempting to accomplish as a class.
The two areas of CSL490 that were most helpful to me were the required use of social media and the readings from WLOM, particularly chapter 3 on developmental learning. The interactions between class members and others on Twitter and Pintrest gave me a new appreciation for the crucial role of social media in higher ed. I struggled at times to find something to say or to pin--it often seemed like I was repeating others, but I do recognize that during the times that I struggled most and felt like I had nothing interesting to add to the discussion were also my greatest learning experiences. For one thing, I spent a lot of time reading and thinking about what others had to say about the topics we covered in class and about more general SA-related topics. I discovered or was introduced to a seemingly endless number of resources filled with ideas and questions about the profession. I have a far greater appreciation for social media as a student and as a teacher. It's encouraging to connect with so many people who are wrestling with similar dilemmas and searching for ways to improve the college experience for all students.
On the other hand, some of the sentiments expressed in WLOM could be downright depressing. As a number of my classmates have mentioned, Professors Keeling and Hersch did not stop at pointing out all the ways in which higher ed is failing students--the authors provided many ideas for improvement--overwhelming, yes, but hopeful notwithstanding. The book clarified a number of concepts that I've mulled over for years. Terms like "developmental" or "transformational" or "holistic" learning are bandied about all the time, but the authors' examples as well as the assignment to come up with our own examples, made me feel like I had tools to enhance my own learning as well as that of my students. 
I'm very excited to continue to explore the profession with this group of people--see you in the fall! 

Higher Learning and Development

I remember starting this class and not knowing what to expect. From all the readings and blogs we were active in I truly learned of the foundations of students affairs. We’re Losing Our Minds opened my eyes to higher learning. It truly brought to light the value of higher education. The examples of how to get the conversations going with questions to ask as well as components and key principles of higher learning is what helped me see the book as something I could incorporate into our field.

Chapter 3 really allows you to what higher learning means. Focusing on educating the whole student sounds like common sense. However, many of our practices thus far focused on academic and student development separately. WLOM talks about the holistic learning process which encompasses the intellectual, emotional, social, physical, and spiritual dimensions of the student. I felt in the chapter they outlined perfectly how you can remain holistic with students. Keeling and Hersh overall refereed to higher learning being done through exposing students to new and different ideas, viewpoints, cultures and people and making sure they take place in and outside of the classroom.

Through this chapter it helped me reflect on my work with current students in Admissions. I remember having a student tour guide who was not showing up for work. It frustrated me so much because I could not understand why the student had little regard for the job and those around them. I wanted so much to just let him go but was told our job was to develop the student and give them chances to grow from the situation. The process with this student was not easy because before I joined the staff many of them were not held accountable for their actions. It was also hard because in the work place it is all about business and getting a job done. This situation reminded me that through the higher learning process you have to be patient and understanding of what the whole students is experiencing. Without understanding the foundations of higher education I would have just seen the “work student” and not the student for all he was experiencing throughout his college development.  I am currently still working on this process with him but every day is a step forward. This experience for me brought to life higher learning and the importance of the holistic student.

In addition, I really enjoyed some of the perspectives from chapter 4. I realized how my brain works and the best ways I learn. I learn best by watching and then doing. Also, asking for advice and listening to others. I love the process of learning and it will remind me in my work to learn ways others learn and want to be taught. It was also addressed in 1937 and 1947 on the importance of staff and faculty involving the student in all learning situations in college. The example in class was perfect when we talked about Chicago Quarter at DePaul. The discover program has students, faculty, and staff involved in the first year experience. I believe more learning experiences such as these can accomplish exactly the partnerships that the article 1937 and 1947 addressed.

Overall, this class continues my excitement for higher education. There is so much learning taking place and a lot of work ahead for all of us. I did enjoy learning from my fellow class mates through Twitter and Pinterest. Twitter was a great way to interact periodically throughout this class on current events in higher education and how each of us were experiencing this learning every day. I will remain optimistic in this work and remain encouraged by the work we are all doing today! 

Student Affairs in Higher Education

As student affairs professionals it is our responsibility to help build the foundation of education shaped around true higher learning in higher education today. Applying theory through research in the field of higher education can result in productive change within the learning structure we know today as college. Students are pursing college degrees with the hopes of creating a better future for themselves and it is our duty to create the space for this learning to be nurtured in.

We must consider learning outcomes across all departments that are aimed at serving the whole student, intellectually. Developing a mission statement supported around holistically educating the student body including mind, body, and soul. According to Keeling & Hersh (2011) “Developmental learning is catalyzed by a tide of environmental stimuli, both inside and outside the classroom, and this fact lies at the heart of what we think ought to be taught for developmental learning in higher education (p. 50). Integrating developmental learning means we must stimulate our students to challenge themselves through curriculum and social structures within higher education.

This type of change in learning can only take place when the entire collective effort of the administrative staff, faculty, and students are on board to engage in this type of learning (Keeling & Hersh 2011). As many of us posted to Pinterest and tweeted about on Tweeter, change requires both theory and application because they are one in the same. To implement improvements in our education system we must use theory however, equally important is the application of this theory and the assessment of the curriculum.  

Higher Education Today: The need for Change

            Entering into the field of Student Affairs I possessed the desire to help guide students along their college journey. I oftentimes talked to others about how I would excel and be of better assistance to my students than my undergraduate college advisors were to me. Upon entering the field and learning more about Student Affairs in our CSL 490 class I realized that a lot of work must be done in order to foster growth and development in students. The role that I wanted to play and the shoes that I wanted to fill were perhaps much bigger than I initial imagined. I understand much better today that in order to be successful in student affairs and provide great support to students one must not only talk but also avidly act.

             According to Keeling & Hersh (2011) “Talk of change is not Change” (p. 149). In fact change does not happen unless we make change happen. Although so simple this quote speaks to me. The power and bluntness of its simple words brings to me a sense of awareness. It helps me to better see that student affairs professionals must be active in seeking to better their college community and students. Throughout our CSL class we have continuously discussed the past and present structure and operation of higher education communities. One of the major points that I have gained as I reflect on our Pinterest board is that higher Education is in need of a desperate change. The remaining of my blog will highlight key themes that I have noticed on our board. Each theme symbolizes factors that we must improve in order to better support our students.

The first theme that I noticed in reviewing our board is that college institutions must work with the entire student. So often in higher education we place such a great focus on teaching and neglect the overall growth and development of our students. Such a singular focus is placed on teaching that many higher education institutions fail to notice whether or not their students are actually learning and retaining valuable information. Although classroom learning is of great importance in college we must realize that it is not the only purpose of college. Classroom education is only a part of the college experience. Therefore, we must increase efforts to guarantee that our students are learning not only in the classroom but also experiencing learning outside of the classroom. We must also be sure to acknowledge each of our students as individuals with very different needs and requirements. As student affairs professionals we must be willing to work with our students and make sure they are gaining all they need physically, mentally and educationally.

The Second theme that I came across is that as Student Affairs professionals we must network and also be willing to undergo continuous education and training. In an effort to improve our schools we must be willing to work with other student affairs professionals, academic professionals and also network with professionals from other colleges and communities. This will not only help us develop solid alliances and networks for ourselves but will also create valuable resources for our students. Networking with other professionals will help us stay atop of the latest trends and procedure in higher education. This will allow us to grow professionally and also better prepare us to assist students with ever changing societal demands.

Perhaps one of the most important themes that I came across in reviewing our board is that colleges must assess the work that they are doing with students. Too often colleges fail to analyze whether their initiatives are effective in truly educating and preparing students. Time and time again students exit college not prepared to face the “real world”. Colleges and universities must increase efforts to create more assessment plans in higher education. We must study and evaluate teaching styles, programs, departments and even faculty/staff to guarantee that college students are getting the most out of their education and that they are ready and well prepare to contribute to society.

  Reviewing our Pinterest board has sparked a lot of thoughts in my head. It has opened my mind to various aspects of student affairs that I had never pondered before. Although there are many things that can be debated one thing is certain, there is a need for change in higher education. As student affairs professionals it is our job to advocate and fight for this change.    

             

                          

Higher Education Reform: A Never-Ending Journey

     Student affairs professionals jobs are extremely multi-dynamic. As a professional in higher education you have to not only have an educational skill-set, but an emphatic and compassionate one as well. Professionals should be able to work well with others and collaborate as a team. We’re Losing Our Minds discusses the monumental idea of higher education as an easy route instead of a necessity to a successful lifestyle and career.  The book discusses college as a place where you transform as an individual intellectually, physically, emotionally and spiritually. The truth of the matter is in many cases, as the price of education gets higher the quality of education is dwindling. As specialists in any given field when you see a deficit it is up to you to help rebuild and recreate your field, starting from the basics. It will take innovation, collaboration and effective communication for institutional and educational reform in higher education. 

     Transformational learning is powerful, but only when it is used appropriately and authentic learning and life experiences are made available for all students. Students don’t come to college knowing exactly what is needed for success. It is the job of both student and institution to work together and produce a powerful learning experience. Each student should be thought of as more that a student, but a person who needs care and effective services. No one student will have the same needs and wants. Believing that they do or not taking note of this fact is a perennial mistake. Catering to students on an individual basis should be a goal for every institution. The fact of the matter is if students are not growing in a holistic manner while in college, why should they pay so much or invest themselves in their education?

       There are various issues that faulty, student affairs professionals, and staff deal with on a day-to-day basis. Which is why collaboration should be strongly valued at any college. There is strength in the power of minds coming together for the greater good of students. Collaborative environments produce innovative, thought-provoking, and fresh ideas, programs, reform and departments that will help the continued regrowth of higher education. This regrowth will be ever changing and never ending.

       Action is another important piece in the equation of higher education reform. We can have discussions, panels, meetings and seminars about change, but without action change can and will never be implemented. In order for change to occur we have to challenge each other to make calculated moves, to think differently, reevaluate and change the face of learning in higher education. Doing this will help us create dynamic learning experiences that have depth and are rich and meaningful, this should be one of our main goals for every student. 

        The rich culture of college student development and change has been happening for decades. As my fellow classmates pin pictures, articles, and videos about higher education and student affairs there is a clear re-occurring motif. Change occurs with collaboration, discussion, research, transformational learning experiences, and the willingness to be lifelong learners who are dedicated and ready to be catalysts for change. Student’s want and need to be heard and have experiences in college that helps them to evolve into critical thinkers, effective communicators, diligent writers, problem solvers, and emotionally stable individuals. There is no one fix for substantial change in higher education. The truth is experts are working hard each day to ensure educational excellence for all students. We have to break free of the idea that as an institution we are moving forward, we must collaborate across institutions for change to occur, change that is vast and widespread.

Kristen Swims 

      

Pinterest & Twitter....Real Learning?

Hmmm...Pinterest and Twitter...I must say that I had mixed emotions about the complexities
of this form of learning.  Never had I tweeted or pinned nor Facebook or Instagram either.  I was apprehensive at the beginning of this class, but it was a requirement. Now I am truly glad that it was required for the class. On many occasions, I found myself thinking, reading, or encountering something relevant to the class and was able to share via twitter or Pinterest. As I review the Pinterest page there were many pins that challenged my learning or sparked my curiosity to search for more information. Each pin was important as my peers personally chose them. We all pinned what interested us or would helped expand our knowledge on certain topics. Listed below are some of my favorite tweets. I have embraced social media. Thank you, Dr. Whitney. 

Favorite Tweets:

Rahael ‏@rahaelmrosario  Jul 15

Change does not have to be big/loud to be significant. There is power even in the quietness of a change in perspective and attitude #csl490

Robin Rich ‏@rrich201224  Jul 14

SA professionals must also seek to build a strong educational culture that promotes well-being and growth in both staff & students. #csl490

Alicia F ‏@aferrar5  Jul 14

Teaching and learning are no longer top priorities in higher education 

AnaVictory @AnaVictory1 June 22

We change our minds because something has changed in our brains as a  result of a learning experience

...#csl490 ah-ha moment. 

Education is the most powerful weapon you can use to change the world. -Nelson Mandela

I was told this quote as a freshman in college by a professor. I knew than that I wanted to be part of positive change in the world and education would be the way. Although I have no recollection of how to compute algebra, percentages, or linear equations. I can recall the few professors who challenged my thinking as an undergraduate student. It wasn't until reading, "We're Losing Our Minds: Rethinking American Higher Education" and discussing it in class that I understood why I felt that my undergraduate studies was a sum regurgitated information for exams and passing grades. It was comforting to know that the class shared in the dissatisfaction with higher education. While  reading WLOM I had many ah-ha moments that explained the failure of the system to the students. Before this class, I attributed my graduate enlightenment to being older and wiser (ha). It might be that I am older and wiser however I truly believe that it is a testament to DePaul's effort to transform students. 

The readings, We're Losing Our Minds: Rethinking American Higher Education and Learning Reconsidered  intertwined many themes: development and history of college student personnel, transformative education, rethinking learning/teaching were the most prevalent. There was an emphasizes on educating the student as a whole: mind and body. WLOM urged that the failure to solve the broke education will weaken our nation's political, social, economic, scientific, and technical leadership. It was a huge burden to take on in a semester. Especially when higher education institutions are managed as bank or conveyor belt systems, which do not prepare graduates for life. This system of teaching/learning is similar pouring water in a net not much information in retained by the student. Much to my surprise the final chapter of WLOM did not offer a solution to fix the broke system. None was explicitly given, but as I reflect in our class discussions we began to work through possible solutions more importantly we identified the problems. As a class we reflected on readings and looked to twitter and Pinterest to work through our dissatisfaction with higher education. We discussed advocating to creating allies with faculty members to best serve students. As well as creating an all inclusive campus that promoted diversity and a safe environment for students.   

I thought academic advising would be my path, but CSL490 provided me with a glimpse of different paths that I had never considered: assessment, residence life, diversity and equality, athletics and many other departments. The class with guest speaker, Laila McCloud, challenged my thinking. It was the first time that I had gone home uneasy about a class. This class sparked many different conversation with my coworkers, family members, and friends, which I am completely grateful for since I think that it can be categorized as transformative learning.


-Ana Reyes