Students are faced with increasing pressure to “do it all”; perform well academically, get involved, give back, get career-related experience, and have a variety of meaningful learning moments. With all these pressures the burden of choice falls to the student to select from an overwhelming array of on and off campus opportunities - but which opportunities are the “right” ones?
Head, Heart, Hands and Home is a reflection model and tool that advisors can use to support students as they begin to answer their own questions of “what should I do?” This model can be used to help students; reflect on previous experiences, make decisions about the present and plan for the future.
The Head, Heart, Hands and Home model is derived from several bodies of literature; transformational education theory, student development theory, sustainability education literature and is informed by critical, place-based and aboriginal pedagogies. This model embraces a holistic view of the student and supports them in identifying value and making meaning from their experiences.
This interactive session will bring this model to life through meaningful reflection and purposeful conversation. There will be a short presentation that introduces the model and frames the context and challenge. This will be followed by a live session where attendees are facilitated in groups to work through audience generated cases. Attendees will get a chance to apply the tool in reflective conversation and leave confident in their ability to apply it in future conversations with students.
Astin, A. (1984) "A developmental theory for higher education" Journal of College Student Personnel, 25 [4], 297–308
Gruenewald, D. A. (2003). The best of both worlds: A critical pedagogy of place. Educational Researcher, 32(4), 3-12.
Mezirow, J. (1991) Transformative Dimensions of Adult Learning. Jossey-Bass, San Francisco, CA.
Sipos, Y. Battisti, B., & Grimm, K. (2008). Achieving transformative sustainability learning: engaging head, hands and heart, International Journal of Sustainability in Higher Education, 9(1), 68-86.
