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

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Author(s): Melissa L. Rands (Minneapolis College of Art and Design, USA)and Ann M. Gansemer-Topf (Iowa State University, USA)
Copyright: 2021
Pages: 18
Source title: Applying Design Thinking to the Measurement of Experiential Learning
Source Author(s)/Editor(s): Adam Peck (Illinois State University, USA)and Danielle DeSawal (Indiana University, USA)
DOI: 10.4018/978-1-7998-7768-4.ch005

Keywords: Education / Information Science Reference / Instructional Design / Learning Assessment and Measurement

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

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