Achieving REACH by Developing Autonomous Learners

The focus in REACH trainings has been on introducing REACH as a set of student learning priorities and to reinforce the awareness that we, as student affairs professionals, are all educators. The training also poses questions about how to help students internalize the learning goals of Responsibility, Engaged Citizenship, Active Leadership Critical Thinking and Healthy & Balanced Living. More than grasping definitions, we aim to have students demonstrate a fuller understanding that encompasses knowledge, skills and appreciation of these learning goals. Preparing and inspiring students to continue learning after they graduate, as autonomous learners, is the core mission of higher education and should be our ultimate goal with respect to REACH.

We must create and support the conditions in which students learn to articulate the meanings of the REACH domains in their own words. We should then also design and implement the experiences that impel students to engage in behaviors that practice and demonstrate movement towards proficiency. And to be truly successful REACH educators, we must kindle their appreciation and interest in continuing to learn, grow and promote these learning goals not only for themselves but also those around them.

Together these pieces seem like what promoting autonomous learning is really all about.Learner autonomy is essentially the student’s ability to take charge of her/his own learning. If we want students going forward in life with substantive gains in REACH, we have to shift the focus from (our) teaching to (their) learning. And we ought to think about how we help students articulate and own personal goals for themselves that align with the REACH domains.

Submitted by —
Eliot Howard
Associate Director,
Student Leadership Development

Any questions or comments? Please send us an email at VPSA@utsa.edu.