ABSTRACT
Cultures tend to function like fishbowls. Self-authorship as a fundamental element of learning is a relatively recent idea. Chavez and Longerbeam (2016) have applied these various cultural assumptions about the ways the world works to the teaching/learning process, both epistemology and pedagogy. When student affairs professionals attempt to share what they know about student learning with academic faculty, we face two challenges: describing what we know about learning styles that are typical of students from integrated cultures; and crossing the boundary between the ways that student affairs professionals teach and learn and the typical methods and epistemologies that academic faculty members use to organize and present content in their academic specialties. Student affairs professionals have the advantage of being members of a non-dominant culture on most campuses. The authors are implicitly writing about the differences between traditional academic culture and an integrated approach to student learning.
