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Reframing as Defining in Student Affairs: Co-Curricular Learning Through a Different Lens

Reframing as Defining in Student Affairs: Co-Curricular Learning Through a Different Lens

Melissa L. Rands, Ann M. Gansemer-Topf
Copyright: © 2021 |Pages: 18
ISBN13: 9781799877684|ISBN10: 179987768X|ISBN13 Softcover: 9781799877691|EISBN13: 9781799877707
DOI: 10.4018/978-1-7998-7768-4.ch005
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MLA

Rands, Melissa L., and Ann M. Gansemer-Topf. "Reframing as Defining in Student Affairs: Co-Curricular Learning Through a Different Lens." Applying Design Thinking to the Measurement of Experiential Learning, edited by Adam Peck and Danielle DeSawal, IGI Global, 2021, pp. 78-95. https://doi.org/10.4018/978-1-7998-7768-4.ch005

APA

Rands, M. L. & Gansemer-Topf, A. M. (2021). Reframing as Defining in Student Affairs: Co-Curricular Learning Through a Different Lens. In A. Peck & D. DeSawal (Eds.), Applying Design Thinking to the Measurement of Experiential Learning (pp. 78-95). IGI Global. https://doi.org/10.4018/978-1-7998-7768-4.ch005

Chicago

Rands, Melissa L., and Ann M. Gansemer-Topf. "Reframing as Defining in Student Affairs: Co-Curricular Learning Through a Different Lens." In Applying Design Thinking to the Measurement of Experiential Learning, edited by Adam Peck and Danielle DeSawal, 78-95. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-7768-4.ch005

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Abstract

The purpose of this chapter is to introduce the design concept of framing and the ways in which student affairs practitioners can apply the process of reframing in their work with students and in their assessment efforts. Similar to the way designers use frames to define the problem situation, students can be prompted and coached to view their curricular and co-curricular learning experiences in new ways. This chapter applies learning sciences theory and design concepts to student affairs assessment practice, beginning with the importance of reframing for student affairs and student learning. The chapter then employs transformative learning theory and Fink's taxonomy to understand and explain the use and importance of reframing. The authors utilize literature from the design and architecture fields to describe and illustrate the concept of reframing, drawing parallels to how student affairs practitioners can apply these concepts to assess and improve student learning.

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