ABSTRACT
This chapter focuses on exploring contemporary understandings of student learning and a broad array of strategies to foster learning beyond the classroom. It discusses the paradigms, approaches, and tools that are not prescriptive but offered for student affairs educators to explore as they work to best meet the needs of the unique students, learning aims, and educational plans on their campuses. A curricular approach means thinking of student affairs professionals as educators and reconsidering how work, processes, and initiatives can be learning focused. It is important to recognize the different types of learning and to connect the most apt approach to both the learner and the teaching goal. Neuroscience has shown people that sleep, rest, nutrition, and exercise support and prepare them for learning and are critical to the actual learning process. Metacognition is literally how one thinks about thinking, learning, and understanding.
