Jane Fried is a consultant to colleges and universities in faculty development and student affairs, and Professor Emerita at Central Connecticut State University, USA.Ruth Harper is American Indian Graduate Cohort Coordinator and Professor Emerita at South Dakota State University, USA.

"This book is a well-constructed examination of the many contexts in which student affairs professionals work and the diverse settings through which opportunities to perform as co-curricular educators are presented. Through vignettes and examples, the authors provide guidance for how student affairs professionals, no matter one’s role, can apply more intentional design to learning experiences and, in the process, elevate the success of their work." —from the Foreword by Larry D. Roper, Professor, School of Language, Culture and Society,Oregon State University, USA"Learning Everywhere on Campus primes practitioners to own the role of educator by showing how to confidently engage faculty colleagues and one another in conversations about the pedagogy of student affairs. This book demonstrates how to cherish and go beyond "teachable moments" to apply the skills of effective teaching in every aspect of your work and in every encounter with students."—Gwendolyn Dungy, NASPA Executive Director Emeritus, USA

• ForewordLarry D. RoperPrefaceJane FriedSection I: Leadership and Institutional ContextChapter 1: When People Ask Me What I Do: Perspectives on Learning from an SSAOGeorge S. McClellanChapter 2: Student Engagement at a Public Liberal Arts UniversityElsa M. NúñezChapter 3: Bay Path University: Educating Students for Life and CareerMelissa Morriss-Olson and Kristine BarnettChapter 4: Transforming a Technical College into an Applied Learning InstitutionMichael R. LaliberteSection II: Frameworks that Shape Teaching and LearningChapter 5: Cultural Traditions and Assumptions about LearningJane FriedChapter 6: The Use of Indigenous Worldviews, Reflective Practice, and Storytelling to Promote Integrated LearningStephanie Waterman (Onondaga, Turtle) and Seán Carson Kinsella (nêhiyaw/otipemisiwak/Nakawé/Irish)Chapter 7: Integrating Service-Learning into Student Affairs PedagogyBarbara JacobyChapter 8: Pedagogy: What is That?Jane FriedChapter 9: Backward Design: Beginning with the End in MindDaniel Murphy and Ruth HarperSection III: Learning Contexts and LocationsChapter 10: Enhancing Student Learning Through Global EngagementJohn M. HoweChapter 11: Intercultural Centers: Holistic Learning Toward Social JusticeConstanza A. Cabello Chapter 12: Using Social Media and Scientific Teaching to Enhance Undergraduate LearningGreg Heiberger and Ruth HarperChapter 13: Soldiers in the Classroom: Supporting Student Veterans Aynsley DiamondSection IV: Learning Processes and Student Affairs PedagogyChapter 14: Using Popular Culture to Enhance Student LearningMargaret Miller and Ruth HarperChapter 15: Relationships as Pedagogy: Using Dialogue and Group Work for LearningJane FriedChapter 16: Growth Mindset in Student Affairs: Applications of a Study of First-Year Students’ Mindsets and Goal-SettingChelsea Sorensen and Ruth HarperChapter 17: Contemplative and Mindfulness Pedagogies to Deepen LearningJane FriedChapter 18: Enhancing Learning Through the Supervisory RelationshipRuth Harper and Katelyn RomsaContributing Authors

Jane Fried is a consultant to colleges and universities in faculty development and student affairs, and Professor Emerita at Central Connecticut State University, USA.Ruth Harper is American Indian Graduate Cohort Coordinator and Professor Emerita at South Dakota State University, USA.

"This book is a well-constructed examination of the many contexts in which student affairs professionals work and the diverse settings through which opportunities to perform as co-curricular educators are presented. Through vignettes and examples, the authors provide guidance for how student affairs professionals, no matter one’s role, can apply more intentional design to learning experiences and, in the process, elevate the success of their work." —from the Foreword by Larry D. Roper, Professor, School of Language, Culture and Society,Oregon State University, USA"Learning Everywhere on Campus primes practitioners to own the role of educator by showing how to confidently engage faculty colleagues and one another in conversations about the pedagogy of student affairs. This book demonstrates how to cherish and go beyond "teachable moments" to apply the skills of effective teaching in every aspect of your work and in every encounter with students."—Gwendolyn Dungy, NASPA Executive Director Emeritus, USA

• ForewordLarry D. RoperPrefaceJane FriedSection I: Leadership and Institutional ContextChapter 1: When People Ask Me What I Do: Perspectives on Learning from an SSAOGeorge S. McClellanChapter 2: Student Engagement at a Public Liberal Arts UniversityElsa M. NúñezChapter 3: Bay Path University: Educating Students for Life and CareerMelissa Morriss-Olson and Kristine BarnettChapter 4: Transforming a Technical College into an Applied Learning InstitutionMichael R. LaliberteSection II: Frameworks that Shape Teaching and LearningChapter 5: Cultural Traditions and Assumptions about LearningJane FriedChapter 6: The Use of Indigenous Worldviews, Reflective Practice, and Storytelling to Promote Integrated LearningStephanie Waterman (Onondaga, Turtle) and Seán Carson Kinsella (nêhiyaw/otipemisiwak/Nakawé/Irish)Chapter 7: Integrating Service-Learning into Student Affairs PedagogyBarbara JacobyChapter 8: Pedagogy: What is That?Jane FriedChapter 9: Backward Design: Beginning with the End in MindDaniel Murphy and Ruth HarperSection III: Learning Contexts and LocationsChapter 10: Enhancing Student Learning Through Global EngagementJohn M. HoweChapter 11: Intercultural Centers: Holistic Learning Toward Social JusticeConstanza A. Cabello Chapter 12: Using Social Media and Scientific Teaching to Enhance Undergraduate LearningGreg Heiberger and Ruth HarperChapter 13: Soldiers in the Classroom: Supporting Student Veterans Aynsley DiamondSection IV: Learning Processes and Student Affairs PedagogyChapter 14: Using Popular Culture to Enhance Student LearningMargaret Miller and Ruth HarperChapter 15: Relationships as Pedagogy: Using Dialogue and Group Work for LearningJane FriedChapter 16: Growth Mindset in Student Affairs: Applications of a Study of First-Year Students’ Mindsets and Goal-SettingChelsea Sorensen and Ruth HarperChapter 17: Contemplative and Mindfulness Pedagogies to Deepen LearningJane FriedChapter 18: Enhancing Learning Through the Supervisory RelationshipRuth Harper and Katelyn RomsaContributing Authors

Jane Fried is a consultant to colleges and universities in faculty development and student affairs, and Professor Emerita at Central Connecticut State University, USA.Ruth Harper is American Indian Graduate Cohort Coordinator and Professor Emerita at South Dakota State University, USA.

"This book is a well-constructed examination of the many contexts in which student affairs professionals work and the diverse settings through which opportunities to perform as co-curricular educators are presented. Through vignettes and examples, the authors provide guidance for how student affairs professionals, no matter one’s role, can apply more intentional design to learning experiences and, in the process, elevate the success of their work." —from the Foreword by Larry D. Roper, Professor, School of Language, Culture and Society,Oregon State University, USA"Learning Everywhere on Campus primes practitioners to own the role of educator by showing how to confidently engage faculty colleagues and one another in conversations about the pedagogy of student affairs. This book demonstrates how to cherish and go beyond "teachable moments" to apply the skills of effective teaching in every aspect of your work and in every encounter with students."—Gwendolyn Dungy, NASPA Executive Director Emeritus, USA

• ForewordLarry D. RoperPrefaceJane FriedSection I: Leadership and Institutional ContextChapter 1: When People Ask Me What I Do: Perspectives on Learning from an SSAOGeorge S. McClellanChapter 2: Student Engagement at a Public Liberal Arts UniversityElsa M. NúñezChapter 3: Bay Path University: Educating Students for Life and CareerMelissa Morriss-Olson and Kristine BarnettChapter 4: Transforming a Technical College into an Applied Learning InstitutionMichael R. LaliberteSection II: Frameworks that Shape Teaching and LearningChapter 5: Cultural Traditions and Assumptions about LearningJane FriedChapter 6: The Use of Indigenous Worldviews, Reflective Practice, and Storytelling to Promote Integrated LearningStephanie Waterman (Onondaga, Turtle) and Seán Carson Kinsella (nêhiyaw/otipemisiwak/Nakawé/Irish)Chapter 7: Integrating Service-Learning into Student Affairs PedagogyBarbara JacobyChapter 8: Pedagogy: What is That?Jane FriedChapter 9: Backward Design: Beginning with the End in MindDaniel Murphy and Ruth HarperSection III: Learning Contexts and LocationsChapter 10: Enhancing Student Learning Through Global EngagementJohn M. HoweChapter 11: Intercultural Centers: Holistic Learning Toward Social JusticeConstanza A. Cabello Chapter 12: Using Social Media and Scientific Teaching to Enhance Undergraduate LearningGreg Heiberger and Ruth HarperChapter 13: Soldiers in the Classroom: Supporting Student Veterans Aynsley DiamondSection IV: Learning Processes and Student Affairs PedagogyChapter 14: Using Popular Culture to Enhance Student LearningMargaret Miller and Ruth HarperChapter 15: Relationships as Pedagogy: Using Dialogue and Group Work for LearningJane FriedChapter 16: Growth Mindset in Student Affairs: Applications of a Study of First-Year Students’ Mindsets and Goal-SettingChelsea Sorensen and Ruth HarperChapter 17: Contemplative and Mindfulness Pedagogies to Deepen LearningJane FriedChapter 18: Enhancing Learning Through the Supervisory RelationshipRuth Harper and Katelyn RomsaContributing Authors