Technology Blog #4: Learning to Learn and why it applies to College Student Affairs

Chapter 3 of The Connected Educator: Learning and Leading in a Digital Age is "Learning to Learn" and states that real change in education starts with conceptualizing oneself as a learner prior to conceptualizing oneself as an educator. Chapter 3 starts with anecdotes of how early, informal learning experiences sparked a lifelong passion for independent learning. It argues that knowledge cannot be trapped in old walls but is conceived as a free-flowing, ongoing process from love and curiosity. The main points argued are the necessity to construct knowledge, the need to "unlearn" previous assumptions, and the need to embrace new modes of thinking that are responsive to an interdependent, global world. In short, in order to be a successful 21st-century teacher, one has to first become an eternal learner.

Applying this to the practice of college student affairs, Chapter 3's focus on learning is one that closely relates to the daily practice of student affairs professionals. Student affairs professionals are often on the forefront of changing student needs, technology development, and cultural transformation. Since the chapter suggests that being a teacher is one that teachers need to "unlearn and relearn" to accommodate, student affairs professionals should update their expertise and proficiency through workshops, webinars, or professional national associations like NASPA and NODA. Serious inquiry and commitment to life-long learning make professionals more responsive, inclusive, and creative, particularly in developing diverse, caring campus communities.

Moreover, the chapter's encouragement of constructing and benefiting from learning communities acquires particular significance in student affairs practice. Interdepartmental cooperation—residential life, multicultural affairs, academic advising, and wellness services—reminds us of the book's message about a networked paradigm for learning and problem-solving. Student affairs leadership is not about having all the answers; it is about facilitating dialogue, staff professional development, and students' development as learners in their own right. By being the student-centered professionals defined in Chapter 3, student affairs professionals can create not only nurturing but also transformative spaces that prepare students for success in the networked, changing world into which they will emerge.

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