E-grāmata: Curricular Approach to Student Affairs: A Revolutionary Shift for Learning Beyond the Classroom

The message at the heart of this pathbreaking book is clear: We cannot truly understand and respond to students as whole people without supporting their learning holistically across the entirety of the college experience. Learning outside the classroom should be as curricular as is the academic experiencenot cocurricular, but fully curricular, integrated, and aligned with an institutions academic mission and values. An accidental, situational, or happenstance approach to learning in student affairs (still easy to find) is a wasted opportunity; it fails to deliver on the promise of higher education. Starting with the principle that we must not bifurcate students experience (academic versus out-of-classroom), these authors guide us capably and carefully toward a curricular approach that preserves the potential of both students and higher education.

Richard P. Keeling, Principal

Keeling & Associates, LLC; and Editor, Learning Reconsidered

Too many professional books are written by people with great ideas and who care deeply but who have not lived the work. This book exemplifies the best of the late Lee Knefelkamps practice-theory-practice model (PTP). These experienced authors have done this hard work, reflected on their experiences to identify principles, created theories and useful models, and pushed that wisdom back into practice on every page. Institutions have a moral imperative to make all students experiences educationally purposeful. This book takes that quest to new levels of excellence. Even something obvious becomes revolutionary when implemented in practice built on the integrity of years of wise experience.

Susan R. Komives, Professor Emerita

University of Maryland; and Past President, Council for the Advancement of Standards in Higher Education

This book will serve as a valuable resource for anyone seeking to provide rigorous, empirical, and theory-based student experiences beyond the classroom. With students from increasingly diverse backgroundsculturally, socially, technologically, academicallyattending college in the 21st century, higher education needs to be prepared to facilitate learning in every aspect of its work, and this book provides a strong foundation for student affairs practitioners.

Karen Kurotsuchi Inkelas, Associate Professor

Curry School of Education; Research Director, Crafting Success for Underrepresented Scientists and Engineers; and Research Director of Undergraduate Initiatives, Contemplative Sciences Center, University of Virginia

The Curricular Approach to Student Affairs: A Revolutionary Shift for Learning Beyond the Classroom is a ground-breaking text in which the authors deftly describe a comprehensive, student-centered approach for learning outside of the classroom. They detail the rationale behind this approach, use poignant examples to explain how this approach can be implemented, and provide direction to senior student affairs administrators regarding leadership and organizational change. Following the guidance offered in this book will transform how a division of student affairs operates and actualize student learning and development.

Gavin Henning, Professor of Higher Education and Program Director

Master of Higher Education and Doctorate of Education Programs, New England College; and Past-President, Council for the Advancement of Standards in Higher Education

Drawing on the expertise of faculty and residence life educators, the curriculum-based approach to student learning constructs a comprehensive goal-directed learning experience for students. This well-researched book provides a detailed guide to developing and implementing this educational approach to advance student learning in residence halls. Residence life educators committed to engaging students in intentional goal-directed learning experiences must read this book.

Gregory S. Blimling, Professor (retired)

College Student Affairs Program, Rutgers University Graduate School of Education

This book offers an exciting synthesis of over a decades committed work to improve students cocurricular learning in a variety of beyond-the-classroom environments. The systemic and intentional approach is a leading paradigm shift. The passion and dedication of the team delivering this book and the wisdom offered are guaranteed to improve the student affairs work on any campus.

Adrianna Kezar

Deans Professor of Higher Education Leadership, Director of the Pullias Center, and Director of the Delphi Project on the Changing Faculty and Student Success

The curricular approach to student learning and engagement beyond the classroom is a fundamental need for all campus communities. I am excited that my professional colleagues now have a definitive resource to develop sequenced, mission-driven, and scholarship-based initiatives that will ultimately enhance the college student experience.

Vernon A. Wall, Director

Business Development, LeaderShape, Inc.; and President, ACPACollege Student Educators International, 20202021

"When divisions of student affairs are increasingly required to provide a rationale for their work, particularly as institutions navigate the financial repercussions of the pandemic, this book provides outstanding guidance. Not only does the book explain how, what, and why the curricular approach supports student affairs, the text includes appendices that serve as guides to practice for putting this approach into action. Chapters 1 and 2 provide a rationale/argument for the approach and the basic tenets/elements of the approach. Chapters 3 and 4 provide a roadmap/guide to designing curricular learning aims as well as how to implement and assess the curricular approach. What readers leave this text with is a rationale, strategies to identify unit goals, and a blueprint for building this work in their divisions at their unique institutions.

This text is a great resource for reflection at the very least. It provides prompts for professionals to consider their institutional contexts and histories related to out-of-class learning. This work not only inspires reflection but also serves as a call to action with an offer to walk alongside those who are interested in transforming their campuses. There will no doubt be resistance from those who have dedicated time, work, and even careers to the traditional model of learning beyond the classroom, as well as from campus partners who feel that curriculum is something for classrooms only. However, this book can also inspire those who are open to critiquing, rethinking, and engaging with new ways of fostering holistic learning in higher education."

Teachers College Record