Table of Contents

Foreword

Larry D. Roper

PrefaceJane Fried

Section I: Leadership and Institutional Context

Chapter 1: When People Ask Me What I Do: Perspectives on Learning from an SSAO
George S. McClellan

Chapter 2: Student Engagement at a Public Liberal Arts University
Elsa M. Núñez

Chapter 3: Bay Path University: Educating Students for Life and Career
Melissa Morriss-Olson and Kristine Barnett

Chapter 4: Transforming a Technical College into an Applied Learning Institution
Michael R. Laliberte

Section II: Frameworks that Shape Teaching and Learning

Chapter 5: Cultural Traditions and Assumptions about Learning
Jane Fried

Chapter 6: The Use of Indigenous Worldviews, Reflective Practice, and Storytelling to Promote Integrated Learning
Stephanie Waterman (Onondaga, Turtle) and Seán Carson Kinsella (nêhiyaw/otipemisiwak/Nakawé/Irish)

Chapter 7: Integrating Service-Learning into Student Affairs Pedagogy
Barbara Jacoby

Chapter 8: Pedagogy: What is That?
Jane Fried

Chapter 9: Backward Design: Beginning with the End in Mind

Daniel Murphy and Ruth Harper

Section III: Learning Contexts and Locations

Chapter 10: Enhancing Student Learning Through Global Engagement
John M. Howe

Chapter 11: Intercultural Centers: Holistic Learning Toward Social Justice

Constanza A. Cabello

Chapter 12: Using Social Media and Scientific Teaching to Enhance Undergraduate Learning
Greg Heiberger and Ruth Harper

Chapter 13: Soldiers in the Classroom: Supporting Student Veterans

Aynsley Diamond

Section IV: Learning Processes and Student Affairs Pedagogy

Chapter 14: Using Popular Culture to Enhance Student Learning
Margaret Miller and Ruth Harper

Chapter 15: Relationships as Pedagogy: Using Dialogue and Group Work for Learning

Jane Fried

Chapter 16: Growth Mindset in Student Affairs: Applications of a Study of First-Year Students’ Mindsets and Goal-Setting

Chelsea Sorensen and Ruth Harper

Chapter 17: Contemplative and Mindfulness Pedagogies to Deepen Learning
Jane Fried

Chapter 18: Enhancing Learning Through the Supervisory Relationship
Ruth Harper and Katelyn Romsa

Contributing Authors

About the Author

Jane Fried is a consultant to colleges and universities in faculty development and student affairs, and Professor Emerita at Central Connecticut State University, USA.

Ruth Harper is American Indian Graduate Cohort Coordinator and Professor Emerita at South Dakota State University, USA.

Reviews

"This book is a well-constructed examination of the many contexts in which student affairs professionals work and the diverse settings through which opportunities to perform as co-curricular educators are presented. Through vignettes and examples, the authors provide guidance for how student affairs professionals, no matter one’s role, can apply more intentional design to learning experiences and, in the process, elevate the success of their work." —from the Foreword by Larry D. Roper, Professor, School of Language, Culture and Society,Oregon State University, USA"Learning Everywhere on Campus primes practitioners to own the role of educator by showing how to confidently engage faculty colleagues and one another in conversations about the pedagogy of student affairs. This book demonstrates how to cherish and go beyond "teachable moments" to apply the skills of effective teaching in every aspect of your work and in every encounter with students."—Gwendolyn Dungy, NASPA Executive Director Emeritus, USA