Adapted from Baxter Magolda 2011 What is the Learning Partnerships Model The Learning Partnerships Model is a framework that practitioners can use to promote selfauthorship in student leaders ID: 503986
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Slide1
THE LEARNING PARTNERSHIPS MODEL FOR STUDENT OGANIZATIONS
Adapted from Baxter
Magolda
, 2011Slide2
What
is the Learning Partnerships Model?
The Learning Partnerships Model is a framework that practitioners can use to promote self-authorship in
student leaders.
It is based on three assumptions (which provide a
challenge
to students' assumptions about the way the world works) and uses three principles (which offer
support
to help students learn). It claims to help students develop an internal belief system, an internal identity/sense of self, and a capacity for mutual, interdependent
relationships (Baxter
Magolda
, 2011).Slide3
Three
assumptions:
Knowledge is
complex
and
socially constructed
One’s
identity
plays a central role in crafting knowledge claims
Knowledge is
mutually constructed
via the sharing of expertise and authoritySlide4
Three
principles:
Validate
student leaders
capacity to know
Situate learning in
student leaders
experiences
Define learning as
mutually constructing meaningSlide5
Results
: An internal belief system, an internal identity/sense of self,
and
a capacity for mutual, interdependent relationshipsSlide6
How
do I implement the Learning Partnerships Model?
The
Learning Partnerships Model is based on three principles and three assumptions. Below is a summary of how the LPM was implemented in an academic advising program, and these same principles can be applied in your one-on-one meetings with
student leaders
as well.Slide7
An
Example of a Program based on the LPM
The
STEP program [an academic advising program focusing on retention of students who were struggling academically] provided regular one-on-one sessions with a professional
advisor.
Session frequency varied by student and was based on student needs, with most students attending formal sessions every three weeks. The STEP curriculum was flexible in that it could be tailored to individual student needs, and it included topics such as goal setting, time management, study skills, and career exploration. In addition to teaching students specific academic success skills,
advisors
also
can purposefully work
on helping students develop skills for how they made sense of situations, made
planful
decisions, understood themselves, and balanced competing expectations of them from important others (e.g.,
organization, parents
, peers). The following subsections describe how STEP functioned as a learning partnership.
(This plan can be adapted towards developing partnership between organization advisors and student leaders).Slide8
Validating
Students' Capacity to Know
STEP
was designed with the assumption that knowledge is complex and socially
constructed
—assumption one of Baxter
Magolda's
(2001) three key assumptions of the
LPM
. Consequently
there is not a suggestion that there
was a formula for success. Instead
advisors should approach
students as important authorities.
They should solicit
students' ideas, rather than
telling
students how to modify their
behaviors.
By inviting students to construct their own plans for success, and by
taking
their contributions seriously,
advisors can work
to validate students' capacity to know.
Slide9
Situate
Learning in Students' Experiences
In addition to helping
student leaders see
themselves as capable learners, STEP was predicated on the notion that the self is central to knowledge construction—students' identities are important influences on how knowledge can and should be constructed and to what ends.
Meetings should be planned
around
student leaders
needs and focused on helping students identify who they were, who they wanted to be, and how to make plans based on these goals.
Advisors should help
students integrate identity goals and knowledge construction. Slide10
Define
Learning as Mutually Constructing Meaning
As students
work
on individualized plans for success,
and run
into obstacles,
the advisors should coach
them but never
tell
them what to do.
Advisors can demonstrate their
expertise while also coaxing them to notice their own authority through
their
invitations to explore motivations behind their behaviors,
making
plans for future
obstacles
,
considering
how to transfer their skills into other situations,
and
reminders to incorporate particular behaviors, and reflections on progress. Through this work
advisors can help student leaders
see that they shared authority and expertise and that learning
is
about mutually constructing meaning. Slide11
What
can
they
expect along the way?
Student leaders
will likely move through a set of stages on the way to self-authorship.
Advisors
may notice their views regarding authority, themselves, and others changing.Slide12
Self-Authorship
Becoming
self-authored requires transformational learning that helps students "learn to negotiate and act on [their] own purposes, values, feelings, and meanings rather than those [they] have uncritically assimilated from others" (
Mezirow
2000, 8).Slide13
Self-authorship encompasses and integrates three dimensions of development:
epistemological, intrapersonal, and interpersonal (Kegan, 1994).
The
epistemological
dimension of development refers to how people use assumptions about the nature, limits, and certainty of knowledge to decide what to believe (Kitchener, 1983; Perry, 1970).
How people use assumptions about knowledge to craft beliefs is closely related to how they construct their identities, or the
intrapersonal
developmental dimension (
Abes
, Jones & McEwen, 2007; King & Baxter
Magolda
, 1996).
Self- authored persons have the ability to explore, reflect on, and internally choose enduring values to form their identities rather than doing so by simply assimilating expectations of external others (Kegan, 1994). They then use this internal identity to interpret and guide their experiences and actions. This internal identity that is not overly dependent on others is a crucial aspect of standing up for one’s own beliefs (an aspect of cognitive maturity). Similarly, it is a crucial aspect of mature relationships (the
interpersonal
dimension) that require respect for both self and other.Slide14
Dimension
External Formulas
Crossroads
Self-authorship
Epistemological
(
How do I know what I know?)
View knowledge as certain or partially certain, yielding reliance on authority as source of knowledge; lack of internal basis for evaluating knowledge claims results in externally defined beliefs
Evolving awareness & acceptance of uncertainty & multiple perspectives; shift from accepting authority’s knowledge claims to personal processes for adopting knowledge claims; recognize need to take responsibility for choosing beliefs
View knowledge as contextual; develop an internal belief system via constructing, evaluating, & interpreting judgments in light of available evidence and frames of reference
Intrapersonal
(
How do I understand myself?)
Lack of awareness of own values and social identity, lack of coordination of components of identity, and need for others’ approval combine to yield an externally defined identity that is susceptible to changing external pressures
Evolving awareness of own values and sense of identity distinct from external others’ perceptions; tension between emerging internal values and external pressures prompts self-exploration; recognize need to take responsibility for crafting own identity
Choose own values & identity in crafting an internally generated sense of self that regulates interpretation of experience and choices
Interpersonal
(
How do I understand others?)
Dependent relations with similar others are source of identity and needed affirmation; frame participation in relationships as doing what will gain others’ approval
Evolving awareness of limitations of dependent relationships; recognize need to bring own identity into constructing independent relationships; struggle to reconstruct of extract self from dependent relationships
Capacity to engage in authentic, interdependent relationships with diverse others in which self is not overshadowed by need for others’ approval, mutually negotiating relational needs; genuinely taking others’ perspectives into account without being consumed by them
Baxter
Magolda
, 2011Slide15
How
does the Guided Reflection Process fit into the
Learning
Partnerships Model
?
Advisors can use the principles of the Learning Partnerships Model in the implementation of the Guided Reflection Process
(a form of experiential education, is a collaborative teaching and learning strategy designed to promote academic enhancement, personal growth, and civic engagement. Students render meaningful service in community settings that provide experiences related to academic material. Through guided reflection, students examine their experiences critically, thus enhancing the quality of both their learning and their service)
. Slide16
By connecting with student leaders and helping them to create their own goals and paths, advisors allow students leaders to be “authors of their own experiences” and develop their own values and identity. Research has shown that the Learning Partnerships Model does move students on a path to self-authorship. While the Guided Reflection Process is not always easier than telling students directly what to do, it does help them grow and develop. It allows students to learn how to take others’ perspectives into account while still listening to their own inner voice. Our ultimate goal as professionals is the growth and development of students, and through this process we can help them prepare for the world they will experience when they leave college.Slide17
Unfortunately
, most traditional-age college students have not yet developed these capacities, both because many enter college having been socialized to uncritically accept knowledge from authorities (including well-intentioned advice), and because many influential people in students' lives are inclined to simply offer such knowledge.Slide18
Summary
The existence of peer groups and organizations is insufficient to ensure a sense of belonging. Helping students select groups that match their values yet challenge them to think differently can yield supportive environments in which to grow. Educators advising student organizations, class project groups, or residential units can guide leaders to use the process for articulating, analyzing, and refining
perspectives.
Supportive advisors respect
and
help
students articulate their feelings and thoughts
about their
experiences,
encourage
reflection on the meaning of their experiences, and
assist
students in making their own interpretations of how to view themselves and relationships in light of their experiences. The key to support in developmentally effective experiences is to respect
students’ current
meaning making, encourage reflection and interpretation, and assist
them
in making their own sense of experiences (Baxter
Magolda
, 2004; King et al., 2009).