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!