Sarah Schoper, Ph.D. Emily Bahr Western Illinois University

1. Experiential Pedagogy in Practice: A Courageous Choice for Inclusivity and Transformative-Learning Sarah Schoper, Ph.D. Emily Bahr Western Illinois University

2. Introductions & Overview • Sarah Schoper, Ph.D. • Assistant Professor, College Student Personnel Program, Western Illinois University • Emily Bahr • Graduate Assistant for Study Abroad, Western Illinois University • How this session came to be

3. Agenda • What we will learn together • Review of key concepts • Myths • Example of a personal experience • Discussion • References & Further Reading • Questions

4. 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

5. Key Concepts • Inclusivity • Equity • Transformative-learning • Experiential pedagogy • Developmental process

6. How Do You Define… Inclusivity?

7. Inclusivity • Welcoming and incorporating/being open to/allowing for everyone’s voice/being

8. How Do You Define… Equity?

9. 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

10. How Do You Define… Transformative-Learning?

11. Transformative-Learning • Changes how the learner knows, not just what the learner knows

12. How Do You Define… Experiential Pedagogy?

13. 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

14. How Do You Define… Developmental Process?

15. Developmental Process • Not separate from learning • Moves from simple to complex • Underlying ebb and flow • Prompted by a dissonance in the learner’s life

16. 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

17. 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

18. 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

19. Small Group Discussion • Create a list of pros & cons to integrating the key concepts presented into your practice

20. 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.

21. Questions? • Sarah Schoper • se-schoper@wiu.edu • Emily Bahr • ea-bahr@wiu.edu