Learning+Styles+and+Expectations

This section will explore different learning styles and expectations developed through Philosophies of education. Though the philosophies mentioned are directly associated with K-12 learning, there is a correlation to Higher Education, especially in the realm of Advising and Residence Life. Both entities have the responsibility to help students become better citizens as the student progress in their appropriate discipline. Whether its through advising the student on what classes to take or providing a place of living and learning; the Philosophies of Education can guide Higher Education on how to go about providing for the student.

Learning Styles and Expectations: Philosophies of Education According to Hobbs there are five Philosophies of Education:.

1. Progressivism 2. Perennialism 3. Existentialism 4. Essentialism 5. Reconstruction

Definitions:

Progressivism: This philosophy incorporates the entire individual in the learning process. The way in which something is taught is based on a neutral agreement between the student and the teacher. Progressivism suggests that education is a life long process that does not stop when adulthood is reached. The progressivism philosophy believes the curricula should be broadened so education can be more relevant to the issues and needs of students (Hobbs 2009). • In the realm of Residence Life, how does it fit? With in the Department of Residence Life progressivism suggest that the students and the administration must communicate with one another to ensure positive outcomes in the residence halls. This includes allowing students to have input in new architecture, social programs, education programs, and types of services offered. • In the realm of Advising, how does it fit? Within the scope of advising progressivism suggest that the advisor and the advisee communicate with one another the best ways to help the advisee. The Progressivism philosophy encourages the advisor to explore the ways in which the advisee feels will help them. Whether the advisee is a traditional student or non-traditional student; progressivism wants the advisor to incorporate the advisee in the advisee learning style.

Perennialism: This philosophy suggests that the core topics that have lasted over time be taught to students. Moreover, this philosophy believes that educators should teach the core subjects that has lasted over time be taught to all students. Perennialism states regardless of the students’ backgrounds or interests, the core subjects should be taught. This philosophy believes that important topics develop a person despite what engages the student. Perennialist ration that interest of students is fluid and ever changeable; however, core subjects are not and should be prioritized of interest of students (Hobbs 2009). • In the realm of Residence Life, how does it fit? Within the Department of Residence Life perennialism suggest that the administration decides what is best for the student. Perennialism gives the discretion to administration to rationalize, based on what worked in the past, what will educate students in residence life. Based on what has withstood time, perennialst believes this should be the mission of the Department. Communication between the resident and the administrators is obsolete, meaning student input in new architecture, social programs, education programs, and services offered will not exist. • In the realm of Advising, how does it fit? Within the scope of advising perennialism suggest that the advisor decides, based on what has been a consistent advising method, what is best for the advisee. Perennialist believes that the advisor should not identify the interest of the student to determine what the best advising methods are. Instead, the advisor should rely on traditional advising practices to advise the student.

Existentialism: This philosophy states that the student figures out what is the best style based on what the teacher has suggested. The development of the student is based on the opportunities presented by the teacher. The role of the educator in the Existentialism Philosophy is to help the student create their own educational path using the options and choices available. Existentialism gives students the most flexibility in terms of creating the curricula to learn from (Hobbs 2009). • In the realm of residence life, how does it fit? Within the Department of Residence Life, existentialism suggests that the Department make several learning opportunities available to the student. Based on what the student is in need of, the student select which learning opportunity is best for them. The learning opportunities made available should reflect the learning outcomes of the Department. Consequently, the Department will still have the opportunity to guide the student in the department’s curriculum. • In the realm of advising, how does it fit? Within the scope of advising existentialism allows the advisor to give the advisee several options on which the student will be advised. The student will then create their own advising path based on the opportunities available. Existentialism allows the advisor to advisor the student based on traditional advising methods; however, the advisee is not limited to only one option. Existentialism allows the advisee to self-direct their path.

Essentialism: This philosophy states that students should learn basics of education. This philosophy suggests that the traditional aspects of education are what should be taught. Essentialism wants the necessary elements of education be taught. The focal point of this philosophy is centered on the teacher. What ever is important to the student is determined by the teacher, little is placed on student interest (Hobbs 2009).

• In the realm of Residence Life, how does this fit? With in the scope of Residence Life Essentialism suggest that the administration should determine what experience the students should have in the residence halls. This philosophy states that the traditional learning outcomes should be presented to the students and that the students’ interest should not be considered. The opportunities that are made available to students are based on what the administration deems important. The interests of the students are not considered. • In the realm of advising, how does it fit? With in the scope of advising, essentialism suggests that the advisor knows what the best advising method is for the advisee. Essentialism wants the advisor to focus on traditional advising methods when helping the advisee. This philosophy does not want the advisor to consider the interest of the student when determining the advising method. Essentialism wants the advisor the research and use core advising methods.

Reconstruction: This philosophy, in certain ways, is similar to the Existentialism Theory. The reconstruction philosophy states learning should positively affect everyone including the student. The reconstruction philosophy suggests that education students should prepare the students to be change agents of the world. The educator should be the driving force in teaching students how to be better people. Overall the Reconstruction Philosophy seeks to change the world for the equality for all. The educator and the student should identify societal problems and seek to find solutions (Hobbs 2009). • In the realm of Residence Life, how does it fit? With in the scope of Residence Life, the reconstruction philosophy encourages the administration to focus the learning outcome to teach the students how to become better individuals. The administration and the students should work together to identify ways to influence good citizenship. This means that programs should be geared toward civic engagement and societal issues. • In the realm of Advising, how does it fit? With in the scope of Advising, the advisor and the advisee should work towards the advisee becoming a better individual. The advisor should locate ways in which the advisee can become a better person.

Hobbs, D. F. (n.d.). //Introduction to Educational Philosophy//. Retrieved November 1, 2009, from http://www.msubillings.edu/COEFaculty/Hobbs/Perspectives.htm

Philosophies Currently Prevail in Organizations-

Advising: Currently at the University of Wisconsin Oshkosh, the Academic Advising Center bases their learning outcome on the Total Intake Model. The Total Intake Model focuses on three core entities to help students. The Total Intake Model is similar to the Existentialism Philosophy because the T.I.M. encourages the advisor to be aware of the university policies and department policies that help formulate numerous advising paths the advise can choose from to become successful. The Total Intake Model allows for the advisor to identify elements that contribute to the advancement of the student. The three holistic entities are as follows:

• Informational Function: These are topics about which the advisor needs to be knowledgeable, including familiar items such as institutional rules and regulations, program and course offerings, and referral sources and services. • Conceptual Function: These topics encompass what the advisor needs to understand about the student and about the institution's advising environment. They include such subjects as the definition of advising, students' expectations of advising, and the rights and responsibilities of advisors and advisees. • Relational Function: These are behaviors that the advisor needs to demonstrate in order to be effective in advising students, including demonstrating an attitude of warmth and welcome, asking questions that invite students' involvement in discussion, and helping students use effective decision-making strategies. Depending upon the anticipated outcome of a given advising session, one or more of the functions is likely to be dominant. Ideally, the functions overlap and, in the course of an advisor/advisee relationship, all three interactive patterns occur. Non-Traditional Advising: At the University of Wisconsin Oshkosh the Adult Non Traditional Student Resource (ANSR) office uses the Progressive Philosophy to assist students. The ANSR Office listens to students’ interests and needs and strives to match students up with appropriate support services. The ANSR also works closely with other student services based on the needs of non traditional students. These offices include career services and the counseling center. Residence Life: At the University of Wisconsin Oshkosh the Department of Residence Life uses the Progressivism and Existentialism Philosophies to formulate their learning outcomes for the students. Based on the mission and goals of the Department uses a mix of the Progressive and Existentialism philosophies, the Department states that is committed to providing comfortable, clean, well-maintained and affordable residence hall environments where the personal development and academic success of students are encouraged and supported. Moreover the goals of the Department states that it will develop and offer programs and services in response to students' needs; including establishing an open and diverse environment that promotes the understanding and acceptance of cultural, ethnic, racial, physical, sexual and religious differences. Preferred Learning Philosophy Styles- Our audience profile states that we serve two specific groups of people. The two groups are identified as traditional college students and non-traditional college students. Both groups have similarities and differences based on the needs of each groups. As freshman enter their first year of college directly from high school needs and wants are different from a person who is twenty five and over entering their first year in college. Residence Life: For first year freshman who are entering the University directly from high school the Department of Residence Life at the University of Wisconsin Oshkosh states it will engage students with the campus and community to achieve a successful transition to the University of Wisconsin Oshkosh and become successful sophomores. The Department of Residence Life also vows to serve all other students, no matter what their need capacity warrants. The Department state it will provide comfortable, clean, well-maintained and affordable residence hall environments where the personal development and academic success of students are encouraged and supported. Based on this information, depending on the type of student, there will be different preferred philosophies. For traditional freshman students, directly from high school, we prefer that the Department of Residence Life incorporate the Progressive, Perennialist, existentialism, and Reconstructive philosophies in their efforts to develop students academically and socially. The Progressive Philosophy allows for the student and the administration to communicate each other’s thoughts. The Perennialist Philosophy helps to administration to guide traditional freshman students to a stable educational path. The Perennialist Philosophy gives administration the opportunity to identify the best tactics that will help freshman become successful students. Like the Perennialist Philosophy, Existentialism will allow administration to have control of what educational and developmental opportunities that are made available to the student. For nontraditional students and upperclassman, we prefer that the Department of Residence Life give these students the opportunity to self-direct their educational paths. Non-traditional students and upperclassmen have the ability to self identify their personal needs. Non-traditional students and upperclassmen also have an idea on how to approach college, in terms of study skills, workload, and socializing. We prefer that the Department of Residence Life incorporate the following philosophies to help develop students academically and socially. Progressivism will help to maintain the communication between student and staff; so that the student can explain what he or she feel is best for their educational journey. Reconstruction will help students become better citizens. Academic Advising: Like Residence life, traditional freshman who enter the university directly from high school will have different needs that a non-traditional student and upperclassmen. In the scope of advising, we prefer that academic advising adopt some of the same philosophies as Residence Life. The need of the student does not change because we are changing departments. We prefer that the Academic Advising incorporate the Progressive, Perennialist, existentialism, and Reconstructive philosophies in their efforts to advise students academically. The Progressive Philosophy allows for the student and the administration to communicate each other’s thoughts. The student can express their concerns to their academic advisor, thus allowing the advisor to determine what can best help the student. The Perennialist Philosophy allows the advisor to guide the traditional freshman students to a stable educational path. The Perennialist Philosophy gives advisors the opportunity to identify the best tactics that will help freshman become successful students. Like the Perennialist Philosophy, Existentialism will allow the advisor to have control of what educational and developmental opportunities that are made available to the student. Reconstructive will ensure that the advisor is helping the student become a good citizen. For nontraditional students and upperclassman, we prefer academic advisors develop customize methods with each student. It is preferred that academic advisors give these students the opportunity to self-direct their educational paths. Non-traditional students and upperclassmen have the ability to self identify their personal needs. Non-traditional students and upperclassmen also have an idea on how to approach college, in terms of study skills and workload. We prefer that the Academic Advising incorporate the following philosophies to help develop students academically. Progressivism will help to maintain the communication between student and advisor; so that the student can explain what he or she feel is best for their educational journey. Reconstruction will help students become better citizens. For non-traditional students it is also preferred that Existentialism also be used. Non-traditional students can be unfamiliar on how processes work at a University. Existentialism will help the advisor identify areas that will benefit the student. What is needed in 21st Century Organizations- In order to succeed in 21st Century Organizations, the following skills are needed:

Information and communication skills - • Students should possess skills to function in a society that depends heavily on technology. • Students should also be able to effectively communicate orally, written, and using technology. Thinking and Problem-solving skills- • Students should be able to think critically and think in systems. • Students should be able it identify problems and formulate solution to those problems. • Students must also have a high level of curiosity, personally and intellectually. Interpersonal and self-directional skills • Students should be able to possess interpersonal and collaborative skills. • Students should be able to self-direct and be prepared to take little direction from superiors. • Students should be able to able to adapt to different situations and be able to hold themselves accountable for their mistakes. • Students should understand their place in the society and hold themselves social responsible.

These skills are needed in 21st century organizations because the societal and world trends are changing. As technology becomes more advanced more skills are required for individuals are entering the workforce. Furthermore, as technology advances other skills that were desired may no longer be needed. Particularly, with interpersonal skills, a person’s previous involvement can help gain interpersonal skills. With the other required skills it is imperative that academic and advising residence life become aware of these skills, needed for 21st century organization, and center their learning outcomes to produce students that have these skills.