Transformative learning through engagement : student affairs practice as experiential pedagogy / Jane Fried and Associates ; foreword by James E. Zull.

Includes bibliographical references and index.

Acknowledgments -- Foreword / James E. Zull -- Part 1. Shifting Paradigms in Education -- 1. Insight Perspectives on Learning -- 2. Labels and Viewpoints Lenses That Shape Learning -- 3. Searching for Clarity -- 4. Believing is Seeing American Cultural Norms -- 5. Telescopes and Kaleidoscopes Lenses That Focus Our vision -- Part 2. Shifting Individual Paradigms to Effect Change -- 6. Borderlands Fear of the Other and Significant Differences -- 7. Border Pedagogy From Teaching to Learning -- Part 3. Applications and Implications -- 8. Leadership and Context The Central Role of Student Affairs at a Public Liberal Arts University / Elsa M. Núñez -- 9. Creating Integrated Selves Sport and Service-Learning / Vernon Percy -- 10. Engaged Learning Beyond the Ivory Tower / Julie Beth Elkins -- 11. Teaching for Transformation in Business Education / Sarah Stookey -- 12. Engaging the Head and the Heart Intergroup Dialogue in Higher Education / Craig John Alimo -- 13. First-Year Experience Practice and Process / Christopher Pudlinski, Scott Hazan -- References -- Contributors -- Index.

Central to Jane Fried's argument is that learning must be experiential and engage students holistically; that it must be grounded in brain science and an understanding of the cultural drivers of knowledge construction; that academic faculty and student affairs professionals must cooperate to help students make connections and see the implications of their learning for their lives; and that the entire learning environment needs to be integrated to reflect the organic nature of the process.

A second purpose of this book is to enable student affairs professionals to articulate their own role in helping students learn. Student affairs, as a profession, has had difficulty describing its work with students as teaching because the dominant paradigm of teaching continues to suggest a classroom, an academic expert, and a model of learning that is basically verbal and cognitive. Student affairs professionals who read this book will be able to understand and articulate the processes of experiential, transformative education to their academic colleagues and to help collegially design integrated learning experiences as partners with academic faculty.

This book concludes with a number of brief invited chapters that describe a few emerging models and programs that illustrate Jane Fried's vision of transformative learning experiences that integrate experience, study, and reflection.