If you are unfamiliar with Learning Reconsidered, here is a too-brief summary: Learning is a comprehensive, holistic, and transformative activity which integrates both academics and student development. Essentially, learning in higher education is not about content (learning facts), but about personal development (learning to think and application of knowledge). Learning Reconsidered calls for the utilization of the entire campus experience, and the collaboration of “all campus educators” (www.LearningReconsidered.org) towards this goal.
What does this mean to student activities? Quite simply, it calls for a change in philosophy, content, and delivery of activities. Truly, it is a return to student activities as a “co-curricular” learning opportunity instead of an “extra-curricular” event. (See “Campus Collaboration: Integrating the College Mission into Programming” in Student Activities Journal, February, 2005).
The Philosophy of Student Activities
Consider the call for collaboration of “all campus educators.” That, of course, includes you. You are a campus educator, whether you realize it or not. I believe that Student Affairs personnel are frequently undervalued by their academic colleagues, who often see student activities professionals as akin to camp counselors or “Julie” from the Love Boat television series. Perhaps some of you believe this yourselves, and view your job on campus to provide a diversion and release from the pressures of campus academics. Ask yourself this question: “Am I as important to this campus as a Math or English professor?”
According to Learning Reconsidered: Yes, you are.
Student Activities should be far more than stress relief, far more than just entertainment on campus. Student Activities should reinforce classroom learning. But more importantly, Student Activities should provide additional learning opportunities that are not available in the classroom. Student Activities should be a full partner in the comprehensive, holistic, transformative activity of learning.
Understanding your role in learning may call for you to reassess your attitude about yourself and your responsibilities. You must realize that you are a vital part of campus learning. The programs you present should foster the personal development of students, and the transformation of these students into adults who will continue to learn and integrate that knowledge into their daily lives.
You must become the campus expert in the area of Student Development. It’s likely you already are, whether you realize it or not.
The Content of Student Activities
Does a more emphatic embrace of this new philosophy of student activities call for a change in content? Not totally, although you will find yourself looking at all of your programs and evaluating their academic content. Consider your current programs. Some of them fit perfectly into the Learning Reconsidered concept.
You know that any lecturer you bring to campus-- no matter how entertaining the program-- is there for a more important educational purpose. Lecture programs seek to enlighten. The presenters you bring to campus are experts in sharing their knowledge and point of view. They may do it in a funny, fresh, or exciting way, or they may be boring. Regardless, they are really there to educate.
Consider some of your music programming, especially if you present classical, jazz, or blues on campus. These programs provide a cultural content which your students will be unlikely to find anywhere else. This really applies to any musical genre which is considered out of the mainstream. While your students may hear recordings of this music on radio or television, they are unlikely to witness a live performance anywhere else but on your campus.
However, some of your programs might need to be modified to support the concept of holistic learning. As an example, many campuses present a film series for their students. Unfortunately, these film series are often the same blockbuster movies that were just shown at the cineplex at the local mall. A campus film series should be more than just second-run movies.
Contemplate a film series of important historic films. Your students need to see “Citizen Kane” far more than they need to see the latest Adam Sandler film. You should show important documentary films, or the foreign films which are rarely shown by commercial theaters. Collaborate with the faculty in your Mass Communications Department and put together a film series that supports learning-- not just entertainment.
The Delivery of Student Activities
In embracing the Learning Reconsidered concept, you may need to take another look at the way you present your activities. You know that learning is taking place. Are there ways you can change the presentation to increase the retention of knowledge and to improve the educational outcome of the program?
Again, consider the difference between a “co-curricular” learning opportunity instead of an “extra-curricular” event. What can you do to increase the academic value of the program to your students?
Dave Leenhouts, Director of Student Life at Coastal Georgia Community College, uses a concept he calls “Reflection 1101.” In essence, it consists of a group or audience discussion held immediately after an event. But the purpose is not to critic the performance, rather to discuss the content of the performance. Imagine watching a film, enjoying a comedian, or marveling at an illusionist, and then having a lively discussion following the show. That would certainly allow for a better understanding of the content, and an integration of that content into your students’ thought processes.
Understand that not everyone will want to participate, at least not at first. But you may be surprised at the response from your students, especially if the content is controversial or challenges established standards. Consider having a professor or other expert lead the discussion, especially if that person has good teaching and critical thinking skills. They may be able to contribute another point of view.
Like A Guided Tour
If you’ve ever had a guided tour of a city or museum, then you understand how a docent can turn a simple experience into a remarkable learning opportunity. It is one experience to walk through a museum unattended, reading the displays and looking at the exhibits. It is a totally changed-- and dramatically improved-- experience to be guided and informed by an expert in the process.
I remember going to the Salvador Dali Museum in St. Petersburg, Florida, walking around being stunned and overwhelmed by these great works of art. However, when I took a guided tour, I began to realize how much I had missed during my first look. The guide pointed out small details in the paintings that I had missed; she explained the symbolism of the objects and subjects of the paintings; and, she gave the historical, cultural, and biographical background I needed to better understand these remarkable works of art.
In the same way, having a contemplative discussion of a program’s content following the presentation on your campus. Guided, reflective discussion is one important way to maximize the learning that occurs at your programs.
Seven Student Outcomes
Learning Reconsidered calls for “transformative learning.” This concept leaves behind the idea of learning as simply the transfer of knowledge, and embraces the development of the whole student.
To this end, Learning Reconsidered suggests seven learning outcomes that students should achieve. These outcomes relate directly to Student Activities, especially the model of co-curricular programming. Let’s consider them individually, and address the role of activities in producing this outcome.
First: Cognitive Complexity
Cognitive complexity is the development of critical thinking skills. The growth of reflective thinking, effective reasoning, and intellectual flexibility is a prime example of cognitive complexity. This may be the basis of the liberal arts education: teaching students how to think.
Now consider the programs that can assist in the development of cognitive complexity. You need to present programs that expose your students to new ideas, programs that make the cognitive gears turn. That would include programs such as lectures on current topics of importance. Consider presenting debates or other issue-oriented programs. These don’t necessarily need to be expensive celebrity speakers-- faculty members may also be effective in presenting a discussion of topical issues such as global warming.
You may also want to consider using some of the popular game shows. Programs such as “ThinkFast” (see sidebar) and others can target their content into new areas of learning. Your students might enjoy a game show on the Constitution as much as a trivial pusuit of pop culture-- and it meets the Constitution Day requirement, too.
Second: Knowledge Acquisition, Integration, and Application
Knowledge Acquisition, Integration, and Application is both gaining and utilization of knowledge. One of your goals in programming should be to integrate student classroom learning into the facilitation of activities. We’re talking about combining co-curricular learning and experiential learning.
The most basic way of implementing this outcome is with your programming board. Assign tasks to your board members that both utilize and enhance their classroom curriculum. Your business majors in accounting should be dealing with the programming board budget. Your marketing majors should be developing the promotion and advertising for your programs. These examples enable your students to apply the knowledge they’ve gained in the classroom in another area, giving them an opportunity to both integrate and apply the knowledge they’ve gained.
Consider also utilizing your faculty with this outcome. Invite your marketing professors to teach your publicity committee how to succeed. Ask mass communication professors to help your board create a worthy film series. Reach out to your faculty, and include them in your teaching and learning.
Third: Humanitarianism
Humanitarianism is the understanding and appreciation of human differences, cultural competency, and social responsibility. Through these academic terms comes a concept that many programmers have been at the vanguard for decades: promoting diversity.
You know how your programs celebrate diversity. Plan more opportunities for student activities to both reflect and explain the diversity of cultures on your campus. Present cultural festivals honoring your international students, and bring in international artists to perform. And honor all human diversity-- gender, racial, spiritual, GLBT. You should foster a respect for the differences among students at your school.
Fourth: Civic Engagement
Civic Engagement is the commitment to public life, and a sense of civic responsibility. This includes encouraging “communities of practice”-- an academic term for what we would call a service club or organization. It would also include engaging in principled dissent, that is, learning to disagree on pricipals and ideas in a civil manner, a powerful concept lost on the mass media.
Consider organizing campus service projects. While Habitat for Humanity does a wonderful job in building houses and communities, there are other worthy options. An organization called “Love Works” takes volunteers into rehab existing but substandard housing, adding wheelchair ramps for elderly homeowners, and more. Create food drives, voter registration drives, anything that promotes students to reflect on their responsibilities to the world at large.
Consider using touring artists who advocate service projects and causes. You will find that many artists will give you a discounted fee in exchange for the opportunity to support a cause they believe in.
Fifth: Interpersonal & Intrapersonal Competence
Interpersonal & Intrapersonal Competence is the development of personal attributes such as identity, self-esteem, confidence, ethics and integrity. It also includes the development of meaningful relationships, and the ability to work with others.
Once again you will find student activities on the cutting edge of this outcome. Every time you present a motivational speaker or a leadership development program, you are teaching in interpersonal and intrapersonal competence. Your students are developing their own sense of values and integrity from these programs. Your leadership retreats do more than teach your student leaders the campus procedures on room reservations and food service. They help your students learn to work with others students, and lead to the development of meaningful relationships.
This is another fine example of experiential learning on your program board. Teaching your students to work together, to cooperate, to delegate, and to complete their assigned tasks are all excellent ways to facilitate this important outcome.
Sixth: Practical Competence
Practical Competence is, in many ways, life skills. The importance of managing your personal affairs, health, and wellness cannot be overrated. Understanding and implementing economic self-sufficiency is knowledge that will be demonstrated throughout the life of a student.
Some examples of programs that improve practical competency include wellness programming and health fairs. First Year Experience (FYE) programs are also prime examples, teaching everything from balancing a checking account to using the library.
Consider other opportunities to enhance practical competence with your programs. There are many excellent speakers on finances and fiscal matters for students, as well as speakers on alcohol and drug abuse. Even suicide awareness programs would be beneficial in learning these practical, real-world skills.
Seventh: Persistence and Academic Achievement
Persistence and Academic Achievement include managing the college experience to produce personal and academic success. This leads logically to academic goal success, such as attainment of the degree or certification sought by the student.
There are many opportunities for your student activities office to contribute to this outcome. The experiential learning your programming board is gaining is a powerful example of both persistence and achievement. Honoring board members who maintain a high GPA is another opportunity to encourage academic achievement.
There are many other occasions for you to enhance this outcome. There are many lecturers and speakers who address learning skills and retention, testing skills, and much more. Motivational programs to inspire degree completion is another means of increasing academic goal attainment. Consider also support groups which work with returning and non-traditional students, and programs which encourage academic persistence.
Presenting Holistic Programs
What Learning Reconsidered says about your activities programs is simple, straightforward and to the point. you should be enhancing holistic learning on your campus. Consider it a challenge to you, the campus expert on student development, to craft, hone, and create programs which lead to the transformation of students on your campus.
You need to practice Intentional Programming. Plan your activities and events like it is a curriculum. Seek out programs that encourage collaboration between your students, faculty, and staff. Add a reflective component to your programs, to enhance the learning opportunity of every program you present. Bring in artists, speakers, and special events that contribute to the seven learning outcomes discussed.
Learning is a comprehensive, holistic, and transformative activity which integrates both academics and student development. It calls for a change in philosophy, content, and delivery of activities. Learning Reconsidered calls for the utilization of the entire campus experience, and the collaboration of “all campus educators.” First and foremost, that includes the Office of Student Activities.