Potent Learning Partnerships: Getting Beyond Information-Only Teaching and

Learning

Marcia Baxter Magolda Miami University

!January 17, 2014

DESIRED COLLEGE OUTCOMES

Critical Thinking

Intercultural Maturity

Make discerning judgments about moral and ethical issues

DEVELOPMENTAL CAPACITIES

How we “make sense” of our experiences

How we view knowledge - decide what to believe, come to know

How we view ourselves - sense of identity

How we view social relations - how we construct relationships

Holistic perspective - all three dimensions intertwined

A DEVELOPMENTAL BRIDGE

“a holding environment that provides both welcoming acknowledgement to exactly who the person is right now as he or she is, and fosters the person’s psychological evolution. As such, a holding environment is a tricky, transitional culture, an evolutionary bridge, a context for crossing over” (Kegan, 1994, p. 43)

Kegan, R. (1994). In over our heads: The mental demands of modern life. Cambridge, MA: Harvard University Press.

INFORMATIONAL VS TRANSFORMATIONAL LEARNING

Informational learning focuses on increasing our fund of knowledge, our repertoire of skills, and extending already established capacities into new terrain; deepening resources for an existing frame of reference

Transformational learning focuses on shifts in how we know – developing the cognitive, interpersonal, and intrapersonal capacities that enable people to navigate complexity

Kegan, R. (2000). What "form" transforms? A constructive-developmental approach to transformative learning. In J. Mezirow (Ed.), Learning as transformation: Critical perspectives on a theory in progress (pp. 35-69). San Francisco, CA: Jossey-Bass.!

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WORKSHOP GOALS

Understand one possible portrait of the journey toward self-authorship and complex developmental capacities

Explore the nature of Learning Partnerships that help young adults develop more complex capacities

Consider how Learning Partnerships could enhance your educational practice

BAXTER MAGOLDA LONGITUDINAL STUDY

Began with 101 first-year traditional age college students in 1986

80 interviewed annually during 4 years of college [see Knowing & Reasoning in College, 1992]

30 remain in study in 25th year [see Making Their own Way, 2001; Authoring Your Life, 2009]

Learning Partnerships Model [see Learning Partnerships, 2004]

WABASH NATIONAL STUDY www.liberalarts.wabash.edu/nationalstudy

Designed to discover the student experiences and developmental capacities that affect growth toward seven liberal arts outcomes (King, Kendall, Brown, Lindsay & VanHecke, 2007)

Began with 315 traditional age students on six campuses in 2006 [approximately one third identified as students of color]

177 students returned for interviews all four years of their college experience [228 year 2; 204 year 3]

Baxter Magolda, M. B., & King, P. M. (2012). Assessing meaning making and self-authorship: Theory, research, and application. ASHE Higher Education Report (Vol. 38 (3)). San Francisco: CA: Jossey-Bass.

CAVEATS

Developmental narratives offer possibilities regarding how to interpret meaning making

Transferability: educators’ responsibility to judge applicability based on deep understanding of particular context

Learning partnerships: key to understanding partners and interpreting development in context

Baxter Magolda, M. B., & King, P. M. (2012). Assessing meaning making and self-authorship: Theory, research, and application. ASHE Higher Education Report (Vol. 38 (3)). San Francisco: CA: Jossey-Bass.

FOLLOWING EXTERNAL FORMULAS

Believe authority’s plans; how “you” know

Define self through external others

Act in relationships to acquire approval

Baxter Magolda, M. B. (2001). Making their own way: Narratives for transforming higher education to promote self-development. Sterling, VA: Stylus.

REFLECTIVE INTERLUDE

Consider your context – are any of the participants using external formulas?

If so, how does it play out in your relationship?

To what extent do you use external formulas to make meaning? How does it affect your work?

CROSSROADS!

Torn between following others’ versus own visions and expectations

!Questioning External Authority E(I) Constructing the Internal Voice E-I Listening to the Internal Voice I-E Cultivating the Internal Voice I(E)

REFLECTIVE INTERLUDE

Consider your context – do any of the participants seem to be in the crossroads?

If so, how does it play out in your relationship?

To what extent do you make meaning this way? How does it affect your work?

SELF-AUTHORSHIPInternal voice comes to the foreground to coordinate

external influence.

TRUSTING THE INTERNAL VOICE

Realize that external realities are beyond your control, but that you can control your reaction to them.

Trust the internal voice sufficiently to refine beliefs, values, identities and relationships.

Use internal voice to shape reactions and manage external sources.

Baxter Magolda, M. B. (2008). Three elements of self-authorship. Journal of College Student Development, 49(4), 269-284. !Baxter Magolda, M. B., & King, P. M. (2012). Assessing meaning making and self-authorship: Theory, research, and

application. ASHE Higher Education Report (Vol. 38 (3)). San Francisco: CA: Jossey-Bass.

BUILDING AN INTERNAL FOUNDATION

Trust internal voice sufficiently to craft commitments into a philosophy of life to guide how to react to external sources.

Internal foundation is a filter through which to process external circumstances.

Baxter Magolda, M. B. (2008). Three elements of self-authorship. Journal of College Student Development, 49(4), 269-284. !Baxter Magolda, M. B., & King, P. M. (2012). Assessing meaning making and self-authorship: Theory, research, and

application. ASHE Higher Education Report (Vol. 38 (3)). San Francisco: CA: Jossey-Bass.

REFLECTIVE INTERLUDE

Consider your context – do any of the participants use self-authorship?

How does it mediate your relationships?

To what extent do you make meaning this way? How does it affect your work?

LEARNING PARTNERSHIPS

MODELBalancing Challenge &

Support

Respect learners

thoughts and feelings

Situate in learners’ experience

Mutual learning & problem solving

Complex work & life challenges

Develop personal authority

Share authority; interdependence

Support

Challenge

Learning Partnerships

Baxter Magolda, M. B. (2004). Learning Partnerships Model: A framework for promoting self-authorship. In M. B. Baxter Magolda & P. M. King (Eds.), Learning partnerships: Theory and models of practice to educate for self-authorship (pp. 37-62). Sterling, VA: Stylus.!

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REFLECTIVE CONVERSATIONS AS LEARNING PARTNERSHIPS

Encourage reflection and interpretation of experience to make sense of it for oneself

Invitation to reflect validates learners, respects their thoughts and feelings, situates learning in their experience

Invitation to interpret brings self to forefront, recognizes complexity, values learners’ perspectives, shares authority in mutual exploration of concerns

Baxter Magolda, M. B., & King, P. M. (2008). Toward reflective conversations: An advising approach that promotes self-authorship. Peer Review 10(1), 8-11.

Students reflect on why they

were successful in past

experiencesStudents describe

successful learning

experiences

Translate past behavior to action plan for current

success

Introduce obstacles

Reflect on how to approach obstacles Build action

plans to address obstacles

Support

Challenge

Advising Partnerships

Pizzolato, J. E. (2008). Advisor, teacher, partner: Using the Learning Partnerships Model to reshape academic advising. About Campus: Enriching the Student Learning Experience, 13(1), 18-25.

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SMALL GROUP DISCUSSION

How do you currently use components of the LPM in your work?

How might you alter these practices to create better developmental bridges?

Are there aspects of your own development that you will need to consider to implement learning partnerships?

JOURNEY TOWARD SELF-AUTHORSHIP

Self- Authorship

Dependent on others for answers,

values, identity

Beginning to question

authority, form views, develop

identity

Dev

elop

men

tal P

hase

Externally Focused >> >> Internally Focused

Forming own sense of values and views to

guide relationships and decisions

Leading Edge: E.g., Recognizing

that multiple perspectives exist

Leading Edge: E.g., Evaluating multiple perspectives to form

internal beliefs

Leading Edge: E.g., Acting

consistently based on internal beliefs

Haynes, C. & Taylor, K. B. (2008, October). Moving from a teaching to a learning paradigm in Honors. General session presented at the annual conference of the National Collegiate Honors Council, San Antonio, TX.

Learning Community;

Reflective Assignments

Problem based pedagogy; personal

assignments; service learning

Joint processing; weekly note card

feedback

Complexity of ES; multi-disciplinary,

spiraling curriculum

Develop own perspective Mutual

construction of knowledge

Support

Challenge

Learning Partnerships

Bekken, B. M., & Marie, J. (2007). Making self-authorship a goal of core curricula: The Earth Sustainability Pilot Project. In P. S. Meszaros (Ed.), Self-Authorship: Advancing students' intellectual growth, New Directions for Teaching and Learning (Vol. 109, pp. 53-67). San Francisco, CA: Jossey-Bass.!!

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Earth Sustainability Series

DEVELOPMENTALLY SEQUENCED GOALS

First semester: sorting opinions from arguments supported by evidence

Second semester: identifying assumptions

Third semester: evaluating arguments and supporting assumptions

Fourth semester: framing arguments from multiple perspectives, justifying assumptions, and assessing evidence

Bekken, B. M., & Marie, J. (2007). Making self-authorship a goal of core curricula: The Earth Sustainability Pilot Project. In P. S. Meszaros (Ed.), Self-Authorship: Advancing students' intellectual growth, New Directions for Teaching and Learning (Vol. 109, pp. 53-67). San Francisco: Jossey-Bass.

SMALL GROUP DISCUSSION

In what ways does your practice already emphasize learners’ leading developmental edges?

In what ways could you alter your practice to sequence it more effectively for your learners?

Are there aspects of your own development that you will need to consider to implement developmentally-sequenced learning partnerships?

TRANSFORMATION FOR EDUCATORS

Recognize how our authority is interwoven in our behavior

Recognize assumptions about learners

Examine our own development - are we self-authoring such that we can share power and authority with learners? Challenge structures & systems that constrain learning?

LPM AS A PHILOSOPHY

LPM is a philosophy about learning and development, about the roles of educators and learners in the learning process

LPM dissolves boundaries between learning and development, intellectual and personal development, learning and teaching, and learners and teachers - can it span boundary between face-to-face and digital learning?