Campus Units

Education, School of

Document Type

Book Chapter

Publication Version

Accepted Manuscript

Publication Date

2021

Journal or Book Title

Applying Design Thinking to the Measurement of Experiential Learning

Volume

Chapter 5

DOI

10.4018/978-1-7998-7768-4.ch005

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.

Comments

This accepted book chapter is published as Rands, M.L., Gansemer-Topf, A.M., Reframing as Defining in Student Affairs: Co-Curricular Learning Through a Different Lens in Applying Design Thinking to the Measurement of Experiential Learning. 2021. Chapter 5; 18 pages; doi:10.4018/978-1-7998-7768-4.ch005. Posted with permission.

Copyright Owner

IGI Global

Language

en

File Format

application/pdf

Published Version

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