ABSTRACT
Student affairs professionals do not often discuss pedagogy and even less often use this word to describe their work with students. In an era when good students can instantly find information about almost anything on the Internet, one must question the value of the traditional pedagogy of lecturing. In constructivist pedagogy, coming to a useful understanding of a problem and its possible solutions might be considered learning. However, none of this information acquisition can become part of the student's metacognitive process until the student reflects on it and applies it to the issue under examination. Training programs are essentially self-contained teaching sessions. Good training programs typically have pre-established learning outcomes and the trainer creates a method for assessing learning based on the outcomes. The assessment may be self-report or behavioral observation. Advising, counseling, and training make the teaching that is conducted by student affairs professionals frequently invisible in the academy.
