{"id":6794,"date":"2016-03-01T00:00:00","date_gmt":"2016-03-01T05:00:00","guid":{"rendered":"http:\/\/aurora-institute.org\/blog\/cw_post\/how-next-gen-learning-can-support-student-agency-part-2\/"},"modified":"2020-02-27T14:46:05","modified_gmt":"2020-02-27T19:46:05","slug":"how-next-gen-learning-can-support-student-agency-part-2","status":"publish","type":"cw_post","link":"https:\/\/aurora-institute.org\/cw_post\/how-next-gen-learning-can-support-student-agency-part-2\/","title":{"rendered":"How Next Gen Learning Can Support Student Agency, Part 2"},"content":{"rendered":"<p><img loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-12783\" src=\"https:\/\/aurora-institute.org\/wp-content\/uploads\/Students2-300x200.jpg\" alt=\"Students2\" width=\"250\" height=\"166\" \/>This post is adapted from the <a href=\"http:\/\/nextgenlearning.org\/\" target=\"_blank\">Next Generation Learning Challenges<\/a>&#8216; Friday Focus.<\/p>\n<p><em>Happy Friday, everyone! Today I\u2019m sharing with you more resources, information, inspiration, and awesomeness that came out of the <\/em><a href=\"https:\/\/storify.com\/aroth\/nglcchat-student-agency-dec-3-2015\" target=\"_blank\"><em>December #NGLCchat on Student Agency<\/em><\/a><em>. In this issue, I will tackle the ways that the next gen learning strategies of blended learning, competency-based learning, and project-based learning can support student agency. It\u2019s based on what I learned from the guest experts and chat participants.<\/em><\/p>\n<p><em>(The <\/em><em><a href=\"https:\/\/www.competencyworks.org\/?p=12775\" target=\"_blank\">last Friday Focus<\/a>\u00a0<\/em><em>synthesized what student agency is and what it looks like.)<\/em><\/p>\n<p><strong>Blended Learning &amp; Student Agency<\/strong><\/p>\n<p>The participants view blended learning as a strategy that leads to student agency when it gives students choices about what, where, when, and how they learn. Blended learning leads to student agency when it&#8230;<\/p>\n<ul>\n<li>Is about <a href=\"http:\/\/www.personalizelearning.com\/2015\/10\/put-person-in-personalization.html\" target=\"_blank\">the learner<\/a>, not the technology, the test, or even the school; when it <a href=\"https:\/\/www.youtube.com\/watch?v=9aGuLuipTwg\" target=\"_blank\">reaches ALL students<\/a><\/li>\n<li>Is about <a href=\"http:\/\/www.personalizelearning.com\/2015\/11\/are-schools-designed-to-help-children.html\" target=\"_blank\">learning, not the \u201cspace invaders\u201d of teaching, performance or work<\/a>; when students notice learning, have conversations about it, and reflect on it<\/li>\n<li>Frees up time and space for students to be true agents of their learning. \u201cWhy can\u2019t they learn everywhere?\u201d asked guest expert, Andrew Miller<\/li>\n<li>Facilitates <a href=\"http:\/\/gettingsmart.com\/publication\/digital-learning-contributes-deeper-learning\/\" target=\"_blank\">active, authentic student roles<\/a><\/li>\n<li>Provides freedom to self-direct so students can be heard in the classroom: <a href=\"https:\/\/www.edsurge.com\/news\/2014-01-07-what-makes-milpitas-a-model-for-innovation\" target=\"_blank\">\u201cWhen you give kids freedom, they just go for it\u201d<\/a><\/li>\n<li>Enables more <a href=\"http:\/\/www.studentsatthecenter.org\/topics\/motivation-engagement-and-student-voice\" target=\"_blank\">voice, choice, and motivation<\/a><\/li>\n<\/ul>\n<p><!--more--><\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-12786 size-medium\" src=\"https:\/\/aurora-institute.org\/wp-content\/uploads\/NGLC4-300x251-300x251.png\" alt=\"NGLC4\" width=\"300\" height=\"251\" \/><\/p>\n<ul>\n<li>Encourages <a href=\"http:\/\/www.amazon.com\/Free-Learn-Unleashing-Instinct-Self-Reliant\/dp\/0465084990\/ref=sr_1_1?s=books&amp;ie=UTF8&amp;qid=1449182390&amp;sr=1-1&amp;keywords=free%20to%20learn%20peter%20gray\" target=\"_blank\">free play<\/a>: \u201cthe means by which children learn to make friends, overcome their fears, solve their own problems, and generally take control of their own lives\u201d<\/li>\n<li>Builds student and teacher empowerment, collaboration, and trust (<a href=\"http:\/\/www.musd.org\/\" target=\"_blank\">http:\/\/www.musd.org\/<\/a>, scroll down to watch the video), like a <a href=\"http:\/\/www.holacracy.org\/how-it-works\/\" target=\"_blank\"><em>holacracy<\/em><\/a>: \u201ca new way of running an organization that removes power from a management hierarchy and distributes it across clear roles, which can then be executed autonomously\u201d<\/li>\n<li>Is <a href=\"https:\/\/www.edsurge.com\/news\/2014-01-13-the-magic-ingredient-in-milpitas-blend-teacher-driven-design\" target=\"_blank\">designed by teachers<\/a>: \u201cElizondo developed the model with a single goal in mind: free the teacher up for more one-on-one coaching time. Along the way, she&#8217;s training her students to teach themselves, focusing on skills like goal-setting, progress tracking and checking for mastery\u201d<\/li>\n<li>Allows students to <a href=\"http:\/\/nextgenlearning.org\/blog\/what%E2%80%99s-new-about-next-gen-learning\" target=\"_blank\">individualize learning and master content<\/a> at their own pace<\/li>\n<li>Opens up an entire world of online content to students, not just what teachers can teach<\/li>\n<li>Uses a <a href=\"http:\/\/nextgenlearning.org\/blog\/what%E2%80%99s-new-about-next-gen-learning\" target=\"_blank\">tech platform that allows students to set their own goals and work backwards<\/a> to assess how their daily, weekly, and yearly work impacts their future goals<\/li>\n<li>Uses a <a href=\"http:\/\/nextgenlearning.org\/blog\/personalized-learning-technologies-and-platforms\" target=\"_blank\">tech platform that allows teachers to choose<\/a> whether their playlists are going to match what they are teaching in the classroom or whether students can move through a whole playlist at their own pace through self-directed learning<\/li>\n<li>Allows students to practice and collaborate digitally\u2014through wikis, Google Drive, and screencasts\u2014take more control of the collaboration process, and produce an end product: \u201cCreativity creates agency\u201d<\/li>\n<li>Incorporates the <a href=\"http:\/\/onlinelibrary.wiley.com\/doi\/10.1111\/j.1532-7795.2010.00707.x\/abstract\" target=\"_blank\">three aspects of agency<\/a>: thinking about the dynamics of an environment, forecasting alternate options for acting within those dynamics, and formulating flexible strategies to act<\/li>\n<li>Prepares students to be lifelong learners, requiring <a href=\"http:\/\/nextgenlearning.org\/blog\/developing-high-eq-how-nglc-schools-promote-social-emotional-learning\" target=\"_blank\">social-emotional development<\/a>, by developing strong relationships between teachers and students, developing students into self-motivated learners, and integrates together academic learning, lifelong skills, and student dispositions<\/li>\n<li>Infuses <a href=\"http:\/\/www.edelements.com\/blog\/5-tips-for-infusing-student-reflection-into-blended-classrooms\" target=\"_blank\">student reflection<\/a>\u2014and <a href=\"http:\/\/gettingsmart.com\/2015\/05\/make-end-of-year-reflection-matter\/\" target=\"_blank\">educator reflection<\/a>\u2014to create a culture of ownership<\/li>\n<\/ul>\n<p>Not all blended learning is equal, and the use of blended learning does not guarantee that student agency is promoted. Participants cautioned educators to avoid adopting blended learning in ways that \u201cstrangle the curiosity of inquiry\u201d and to \u201celiminate the outdated idea that compliance equals learning.\u201d Guest expert Casey Montigney reminded us, \u201cCompliance means students can follow. We want them to lead.\u201d Here are some <a href=\"http:\/\/nextgenlearning.org\/blog\/what-would-socrates-wonder-about-next-gen-learning\" target=\"_blank\">key questions<\/a> that can help you determine if your approach to blended learning is on the side of agency:<\/p>\n<ul>\n<li>Do students have sufficient voice?<\/li>\n<li>How can we shift from personalization <strong><em><u>for<\/u><\/em><\/strong> students to personalization <strong><em><u>by<\/u><\/em><\/strong> students?<\/li>\n<li>Is the learner in the driver\u2019s seat?<\/li>\n<li>Personalization to what end?<\/li>\n<\/ul>\n<p><strong>Competency-Based Learning &amp; Student Agency<\/strong><\/p>\n<p>Competency-based learning best supports student agency when students design their own pathway, are free to fail (otherwise known as free to learn) on their way to mastery, and demonstrate their learning through self-directed assessment. Participants view student voice and <a href=\"http:\/\/www.personalizelearning.com\/2015\/11\/ownership-and-independence-keys-to.html\" target=\"_blank\">ownership<\/a> as key links between competency-based learning and student agency, when competency-based learning\u2026<\/p>\n<ul>\n<li>Brings educators and students together to think about what they want students to learn, and then <a href=\"http:\/\/www.carnegiefoundation.org\/in-action\/student-agency-improvement-community\/\" target=\"_blank\">builds a system<\/a> that helps them get there<\/li>\n<li>Fosters learners who eagerly ask, &#8220;What am I going to learn, create, investigate, code, and express today of my own choosing?&#8221;<\/li>\n<li>Allows <a href=\"http:\/\/www.amazon.com\/Youth-Education-Role-Society-Rethinking\/dp\/1612505368\/\" target=\"_blank\">richer social contexts<\/a>, enabling the development of social capital. We need to examine the difference between a <a href=\"https:\/\/www.competencyworks.org\/analysis\/its-time-for-mid-course-corrections-in-k-12-competency-based-education\/\" target=\"_blank\">compliance culture and an empowered one<\/a> in competency-based schools. \u201cAgency allows one to confront the challenges and barriers that are encountered in life, not as fixed limits to what is possible, but as obstacles that can be overcome\u201d (<a href=\"http:\/\/www.wallacefoundation.org\/knowledge-center\/after-school\/key-research\/Documents\/Foundations-for-Young-Adult-Success.pdf\" target=\"_blank\">Foundations for Young Adult Success<\/a>)<\/li>\n<li>Focuses not just on <a href=\"https:\/\/www.competencyworks.org\/reflections\/three-factors-for-success-agency-integrated-identity-and-competencies\/\" target=\"_blank\">learning experiences but also on developmental experiences<\/a>, which forces us to \u201cthink more closely about those habits, skills, and characteristics that students need for <em>developing <\/em>agency.\u201d Incubator School shared images of tools they use to help students understand where they are on their way to achieving their goals: <a href=\"https:\/\/twitter.com\/SujataBhatt\/status\/672575284588077057\" target=\"_blank\">\u201cThe Starter,\u201d \u201cThe Ramper,\u201d<\/a> <a href=\"https:\/\/twitter.com\/SujataBhatt\/status\/672575482773114880\/photo\/1\" target=\"_blank\">\u201cThe Boss,\u201d and \u201cThe Visionary<\/a>.\u201d They are also seeking input: what do you need in an <a href=\"https:\/\/docs.google.com\/forms\/d\/1s2yJ0z-R14kUx1VTJhpZvZ8cEk5kyp50d4EcTkCI4JY\/viewform?c=0&amp;w=1\" target=\"_blank\">entrepreneurship playbook<\/a>?<\/li>\n<\/ul>\n<p><a href=\"https:\/\/www.competencyworks.org\/wp-content\/uploads\/2016\/03\/NGLC5.png\"><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-12787 size-medium\" src=\"https:\/\/aurora-institute.org\/wp-content\/uploads\/NGLC5-228x300-228x300.png\" alt=\"NGLC5\" width=\"228\" height=\"300\" \/><\/a><\/p>\n<ul>\n<li>Organizes around multi-age groups, like Montessori schools do. Guest expert Dave Lash lamented that grouping by age was the \u201cworst decision in the history of public education\u201d but competency-based education is our way out<\/li>\n<li>Changes the way we talk and think about <a href=\"http:\/\/www.ascd.org\/Publications\/Books\/Overview\/Freedom-to-Fail.aspx\" target=\"_blank\">failure<\/a>. Failure equals learning. If we want students to feel empowered by their work, they can\u2019t fear failure. If you get everything right the first time, where is the learning? Competency-based learning that encourages risk-taking and experimenting promotes agency<\/li>\n<li>Provides opportunities and time for revision, <a href=\"http:\/\/www.ascd.org\/publications\/educational-leadership\/nov11\/vol69\/num03\/Redos-and-Retakes-Done-Right.aspx\" target=\"_blank\">redos, and retakes<\/a> because students need time to learn, unlearn, and relearn and <a href=\"http:\/\/gettingsmart.com\/2015\/01\/never-first-finish-pace-matters\/\" target=\"_blank\">students don\u2019t all learn at the same pace<\/a>. When time is no longer an obstacle, students can take ownership<\/li>\n<li>Gives students support to design their own pathway to graduation, learn at their own pace, and develop their own goals; for example, Building 21 creates student agency through <a href=\"http:\/\/nextgenlearning.org\/blog\/competency-based-education-approaches-k-12-schools-part-one\" target=\"_blank\">student-created learning pathways, workshops, and internships<\/a><\/li>\n<li>Keeps the focus on learning not grading. When grades are necessary (and they aren\u2019t going away any time soon), grades should <a href=\"http:\/\/www.edutopia.org\/blog\/when-grading-harms-student-learning-andrew-miller\" target=\"_blank\">instill hope and reflect learning<\/a>; when they are not influenced by compliance scores\u2014zeros for incompletes, turning in something late, completing homework\u2014or scoring formative assignments where students are \u201ccoming to know\u201d through practice and engagement with new material.<\/li>\n<li>Provides separate and distinct <a href=\"https:\/\/www.competencyworks.org\/case-study\/casco-bay-high-school-the-what-and-how-of-learning\/\" target=\"_blank\">Habits of Work grades<\/a> that reflect work ethic, like at Casco Bay High School in Portland, Maine. \u201cWe have second chances and we also have to take responsibility. We can revise if we have a good HOW grade.\u201d In guest expert Casey Montigney\u2019s classroom, at Medill-Shue Middle School in Delaware, students <a href=\"https:\/\/www.teacherspayteachers.com\/Product\/Request-to-Retest-Form-798533\" target=\"_blank\">Request to Retest<\/a>, self-evaluating to do better the second (or third) time<\/li>\n<li><a href=\"http:\/\/eric.ed.gov\/?id=EJ465072\" target=\"_blank\">Teaches students to assess themselves<\/a>, to maximize learning. How do students know when they have learned? When it\u2019s making an impact, on themselves, others, or their local community and beyond. <a href=\"http:\/\/eleducation.org\/resources\/leaders-of-their-own-learning\" target=\"_blank\"><em>Leaders of Their Own Learning: Transforming Schools through Student-Engaged Assessment<\/em><\/a> from EL Education is a good resource for implementing agency in assessment.<\/li>\n<li>Employs <a href=\"https:\/\/www.dropbox.com\/s\/qu0xpd91fc2237h\/MyWays%20Next%20Gen%20Assessment%20Overview%2020151030%20v5-2.pdf?dl=0&amp;preview=MyWays+Next+Gen+Assessment+Overview+20151030+v5-2.pdf\" target=\"_blank\">more authentic assessment<\/a>. It\u2019s authentic when they can see and feel a tangible change in themselves and a contribution to others. When they create metrics around that change<\/li>\n<li>Emphasizes achieving mastery so students can be the architects of their own academic success and allows students to demonstrate that mastery in the way they best express what they know. If we aren\u2019t asking students to master material, then why are we teaching it?<\/li>\n<li>Uses tools such as the <a href=\"http:\/\/nebula.wsimg.com\/a8bfbb41d72ec1b4838f6d885f59c73b?AccessKeyId=477CBFF51112C7C068EE&amp;disposition=0\" target=\"_blank\">student-voice rubric<\/a> from the Student Voice Collaborative and <a href=\"https:\/\/www.competencyworks.org\/resources\/learner-centered-tip-of-the-week-anchor-charts\/\" target=\"_blank\">anchor charts<\/a> from RSU2 in Maine<\/li>\n<\/ul>\n<p>As we think about ways that competency-based learning supports student agency, I\u2019ll end on this insight from Chris Sturgis at CompetencyWorks in a <a href=\"https:\/\/www.competencyworks.org\/reflections\/learners-rule\/\" target=\"_blank\">reflection<\/a> on the book, <a href=\"http:\/\/www.amazon.com\/Learners-Rule-improves-culture-classroom\/dp\/149595787X\" target=\"_blank\"><em>Learners Rule<\/em><\/a>: \u201cStudent agency is a natural phenomenon. It exists, and the question becomes whether we nurture it, draw on it, engage with it, or tamp it, even suffocate it, by the layering of rules, compliance and isolated studies. Student agency always exists; the question is, are we engaging with students in productive ways, or in ways that keep all of us from reaching our goals?\u201d<\/p>\n<p><strong>Project-Based Learning &amp; Student Agency<\/strong><\/p>\n<p>Some of the same themes from blended learning and competency-based learning emerged when participants were asked how project-based learning supports student agency: authentic learning experiences, reflection, student voice and choice, and connections to community. Project-based learning supports student agency because it&#8230;<\/p>\n<ul>\n<li>Connects a student\u2019s hand, mind, and heart with projects that matter. It helps students <a href=\"http:\/\/nextgenlearning.org\/grantee\/thrive-public-schools\" target=\"_blank\">\u201clearn to do\u201d and \u201clearn to be\u201d<\/a><\/li>\n<li>Creates sleuths, scientists, artists, scholars, musicians, dreamers, and, most of all, autonomous learners<\/li>\n<li>Is collaborative, creative, <a href=\"http:\/\/gettingsmart.com\/2015\/09\/smart-review-transforming-schools-using-project-based-learning-performance-assessment-and-common-core-standards\/\" target=\"_blank\">authentic<\/a>, and reflective. Students own the projects, solve problems, and manage time. They use their agency when they <a href=\"http:\/\/gettingsmart.com\/2015\/08\/10-powerful-project-based-learning-engagement-strategies\/\" target=\"_blank\">control some of the variables<\/a> for learning, in <a href=\"http:\/\/www.edutopia.org\/blog\/personalized-pbl-student-designed-learning-andrew-miller\" target=\"_blank\">personalized, or student-designed<\/a>, project-based learning<\/li>\n<li>Empowers students through voice and choice and builds community and encourages collaboration, enabling students to explore their interests, find passion, and <a href=\"http:\/\/nextgenlearning.org\/topics\/problem-basedexperiential-learning\" target=\"_blank\">challenge themselves<\/a><\/li>\n<li>Starts with a \u201cmessy question\u201d and students need to <a href=\"http:\/\/ww2.kqed.org\/mindshift\/2015\/10\/07\/messy-works-how-to-apply-self-organized-learning-in-the-classroom\/\" target=\"_blank\">self-organize their learning<\/a> in order to develop answers. It <a href=\"http:\/\/gettingsmart.com\/2015\/10\/schools-for-wisdom-personalized-project-based-learning\/\" target=\"_blank\">deeply engages students<\/a> in the act of learning<\/li>\n<li>Makes projects main courses, the unit of instruction. <a href=\"https:\/\/www.competencyworks.org\/how-to\/the-project-is-the-learning\/\" target=\"_blank\">The project is the learning<\/a>. Students exercise agency as they work through the project and find strategies for learning that work for them.<\/li>\n<li>Involves creation and making something that wasn\u2019t there before. Bringing something new into the world is a powerful human drive, according to Larry Rosenstock of <a href=\"http:\/\/www.hightechhigh.org\/\" target=\"_blank\">High Tech High<\/a><\/li>\n<li>\u201cFosters young people\u2019s sensitivity to the designed dimension of the world, which may be a powerful way to increase their sense of agency,\u201d according to <a href=\"http:\/\/www.agencybydesign.org\/\" target=\"_blank\">Agency by Design<\/a> and <a href=\"https:\/\/www.teachingchannel.org\/blog\/2015\/11\/20\/students-into-designers\/\" target=\"_blank\">Lighthouse Community Charter School<\/a>: \u201cAs students become more aware of the design of the world around them, they begin to see themselves as people who can affect that design and are also empowered to actually do the work \u2014 to tinker, hack, and improve design\u201d<\/li>\n<li>Links <a href=\"http:\/\/nextgenlearning.org\/blog\/students-design-tinker-create-and-discover-through-maker-based-learning\" target=\"_blank\">maker ed<\/a> and the local community. Incubator School emphasizes impact projects: Where, how, at what level do you want to make a difference? What do you need to learn to do that? <a href=\"http:\/\/www.projecthdesign.org\/\" target=\"_blank\">Project H<\/a> believes that design is a \u201csocial act that builds citizenship in the next generation.\u201d Other forms of <a href=\"http:\/\/www.huffingtonpost.com\/harry-boyte\/civic-agency-and-executive-function-emerging-conversation_b_6715362.html\" target=\"_blank\">service learning are agency-building<\/a> as well<\/li>\n<\/ul>\n<p><strong>Resources for Implementing Project-Based Learning<\/strong><\/p>\n<ul>\n<li><a href=\"http:\/\/www.edutopia.org\/blog\/project-based-learning-getting-started-basics-andrew-miller\" target=\"_blank\">Getting Started With Project-Based Learning (Hint: Don&#8217;t Go Crazy)<\/a> &#8211; Andrew Miller, Edutopia<\/li>\n<li><a href=\"http:\/\/gettingsmart.com\/2015\/08\/5-projects-for-your-project-based-learning-classroom-this-year\/\" target=\"_blank\">5 Projects for Your Project-Based Learning Classroom This Year<\/a> &#8211; Lucy Kosturko, Getting Smart<\/li>\n<li><a href=\"http:\/\/www.ascd.org\/Publications\/Books\/Overview\/Setting-the-Standard-for-Project-Based-Learning.aspx\" target=\"_blank\">Setting the Standard for Project Based Learning: A Proven Approach to Rigorous Classroom Instruction<\/a> &#8211; John Larmer, John Mergendoller &amp; Suzie Boss, ASCD<\/li>\n<\/ul>\n<p>Thank you to everyone who participated in the chat for helping us understand how to elevate next gen learning practices so that they embrace, honor, and encourage student agency. I\u2019m especially grateful to the #NGLCchat guest experts:<\/p>\n<ul>\n<li>Grace Belfiore, Researcher and author, lead developer of MyWays project<\/li>\n<li>Dave Lash, Researcher and author, lead developer of MyWays project<\/li>\n<li>Andrew Miller, Consultant with Buck Institute and ASCD<\/li>\n<li>Casey Montigney, Teacher at Medill-Shue Middle School, member of the Carnegie Foundation\u2019s Student Agency Improvement Community<\/li>\n<li>Michele Savage, Principal of Medill-Shue Middle School, member of the Carnegie Foundation\u2019s Student Agency Improvement Community<\/li>\n<\/ul>\n<p>The next <a href=\"https:\/\/twitter.com\/hashtag\/nglcchat\" target=\"_blank\">#NGLCchat<\/a> will be <span data-term=\"goog_1142787869\">February 11, 7pm ET<\/span>. The topic: <a href=\"http:\/\/nextgenlearning.org\/event\/nglcchat-teacher-development-next-gen-learning\" target=\"_blank\">Teacher Development for Next Gen Learning<\/a>. We hope you will join in to share your expertise!<\/p>\n<p>See also:<\/p>\n<ul>\n<li class=\"title\"><a href=\"https:\/\/www.competencyworks.org\/resources\/what-im-learning-about-student-agency\/\" target=\"_blank\" rel=\"bookmark\">What I\u2019m Learning About Student Agency<\/a><\/li>\n<li class=\"title\"><a href=\"https:\/\/www.competencyworks.org\/k-12-higher-education\/student-agency-is-not-something-you-give-or-take\/\" target=\"_blank\" rel=\"bookmark\">\u2018Student Agency\u2019 Is Not Something You Give or Take<\/a><\/li>\n<li class=\"title\"><a href=\"https:\/\/www.competencyworks.org\/resources\/learner-agency-the-missing-link\/\" target=\"_blank\" rel=\"bookmark\">Learner Agency: The Missing Link<\/a><\/li>\n<\/ul>\n<hr \/>\n<p>Kristen Vogt, knowledge management officer for NGLC, makes lessons, strategies and outcomes from NGLC grantee projects available to a wider audience. Kristen previously at the Woodrow Wilson Foundation in Princeton, NJ. Kristen also has past experience in student and academic affairs in higher education, in particular with first-year transition programs and student support. Kristen earned a B.S. in Mathematics from the University of Notre Dame, an M.A. in Higher Education from the University of Michigan, and a Ph.D. in College Student Personnel from the University of Maryland.<\/p>\n","protected":false},"featured_media":0,"template":"","meta":{"_acf_changed":false,"_relevanssi_hide_post":"","_relevanssi_hide_content":"","_relevanssi_pin_for_all":"","_relevanssi_pin_keywords":"","_relevanssi_unpin_keywords":"","_relevanssi_related_keywords":"","_relevanssi_related_include_ids":"","_relevanssi_related_exclude_ids":"","_relevanssi_related_no_append":"","_relevanssi_related_not_related":"","_relevanssi_related_posts":"","_relevanssi_noindex_reason":"","mapsvg_location":""},"legacy_category":[99,106],"issue":[368,399],"location":[],"class_list":["post-6794","cw_post","type-cw_post","status-publish","hentry","legacy_category-reflection","legacy_category-resource","issue-issues-in-practice","issue-activate-student-agency"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v23.8 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>How Next Gen Learning Can Support Student Agency, Part 2 - Aurora Institute<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/aurora-institute.org\/cw_post\/how-next-gen-learning-can-support-student-agency-part-2\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"How Next Gen Learning Can Support Student Agency, Part 2 - Aurora Institute\" \/>\n<meta property=\"og:description\" content=\"This post is adapted from the Next Generation Learning Challenges&#8216; Friday Focus. 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