The Role of the Teaching and Learning Center in Promoting Transformative Learning at a Metropolitan University
With many potential community partners and a diverse student population, the metropolitan university has many opportunities to operationalize transformative learning, which involves a dramatic shift in one’s assumptions that has a lasting change on their perspectives. The challenge of identifying transformative learning initiatives and making these initiatives take hold across a campus requires administrative direction and faculty buy-in. A teaching and learning center (TLC) can guide and sustain such transformation by providing the pedagogical expertise to identify and evaluate transformative learning initiatives, offering a collaborative forum for implementing these initiatives, and serving as an embedded structure to protect initiatives over time. The literature on organizational change in higher education and transformative learning has not yet explored the role TLCs can have in these areas. This article offers a narrative of how a TLC promoted transformative learning through two initiatives: creating a Universal Design for Learning (UDL) initiative to had better include diverse learners, and increasing community engagement through collaborative interactions with the university’s new Experiential Learning Center. This manuscript offers guidelines on leading, directly and collaboratively, such initiatives in a sustainable way, to assist other TLCs in meeting similar goals at their own metropolitan institutions.
Anderson. J. A. (2008). Driving change through diversity and globalization; Transformative Leadership in the Academy. New York: Stylus
Bamber, P., & Hankin, L. (2011). Transformative learning through service-learning: No passport required. Education & Training, 53(2), 190-206. doi:http://dx.doi.org.huaryu.kl.oakland.edu/10.1108/00400911111115726
Brookfield, S. (2016). [keynote address] Transformative Learning Conference. University of Central Oklahoma.
Butin, D. W. (2011). Service-learning as an intellectual movement: The need for an “academic home” and critique for the community engagement movement. In T. Stewart & N. Webster (Eds.), Problematizing service-learning: Critical reflections for development and action. (19-35). Charlotte, NC: Information Age Publishing.
CAST, or Center for Applied Special Technology. (2016). What is universal design for learning [webpage]. Retrieved from http://www.cast.org/udl/index.html
Castañeda, M. (2008). Transformative learning through community engagement. Latino Studies, 6(3), 319-326.
Cranton, P. (2006) Understanding and Promoting Transformative Learning: A Guide for Educators of Adults (2nd ed.). San Francisco, CA: John Wiley & Sons, Inc.
Cranton, P., & King, K. P. (2003). Transformative learning as a professional development goal. New Directions for Adult and Continuing Education, 98, 31-37.
CUMU, (2016). Coalition of Urban and Metropolitan Universities [webpage]. Retrieved from http://www.cumuonline.org/
English, A. R. (2013). Discontinuity in learning: Dewey, Herbart, and education as transformation. New York, NY: Cambridge University Press
Furco, A. (1996). Service-learning: a balanced approach to experiential education In Taylor, B. and Corporation for National Service (Eds.), Expanding Boundaries: Serving and Learning (pp. 2-6). Washington, DC: Corporation for National Service.
Higbee, J. (2008) “Institutional transformation: Some concluding thoughts” in Goff, E., & Higbee, J. L. (Eds.). (2008). Pedagogy and student services for institutional transformation: Implementing universal design in higher education. Minneapolis: Center for Research on Developmental Education and Urban Literacy, University of Minnesota.
Higbee, J., Bruch, P., & Siaka, K. (2008) “Disability and diversity: Results from the multicultural awareness project for institutional transformation” in Goff, E., & Higbee, J. L. (Eds.). (2008). Pedagogy and student services for institutional transformation: Implementing universal design in higher education. Minneapolis: Center for Research on Developmental Education and Urban Literacy, University of Minnesota.
Higbee, J. L. & Goff, E., (Eds.). (2008). Pedagogy and student services for institutional transformation: Implementing universal design in higher education. Minneapolis: Center for Research on Developmental Education and Urban Literacy, University of Minnesota.
Ingleby, A. (2011). Mainstreaming widening participation: Institutional transformation from small beginnings. In L. Thomas & M. Tight (Eds.), Institutional transformation to engage a diverse student body. (97-106). Bingley, United Kingdom: Emerald Books
Isaacs, S. (2016). Transformative learning: Postgraduate students’ reflections on a community engagement program in South Africa. Social Behavior and personality, 44(1), 103-115. doi: 10.2224/sbp.2016.44.1.103
Keating, A. (2007). Teaching transformation: Transcultural classroom dialogues. New York: Palgrave Macmillan
Kezar, A. (2014). How colleges change. New York: Routledge.
Kezar, A. & Eckel, P. (2002). Examining the institutional transformation process: The importance of sensemaking, interrelated strategies, and balance. Research in Higher Education, 43(3), 295-328. Retrieved from http://www.jstor.org/stable/40196456
Kolb, D (1984). Experiential Learning as the Science of Learning and Development. Englewood Cliffs, NJ: Prentice Hall.
Krause, K. D. (2011). Transforming the learning experience to engage students. In L. Thomas & M. Tight (Eds.), Institutional transformation to engage a diverse student body. (199-212). Bingley, United Kingdom: Emerald Books.
Laur, B. (2014). Strategic action plan 2014-2017. Coalition of Urban and Metropolitan Universities [webpage]. Retrieved from http://c.ymcdn.com/sites/www.cumuonline.org/resource/resmgr/Files/Business_Plan_v7.pdf
Levkoe, C. Z., Brail, S., & Daniere, A. (2014). Engaged pedagogy and transformative learning in graduate education: A service-learning case study. Canadian Journal Of Higher Education, 44(3), 68-85.
Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal design for learning: Theory and Practice. Wakefield, MA: CAST Professional Publishing.
Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco, CA: Jossey-Bass.
Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult and Continuing Education, 74, Retrieved from 5-12.http://www.hrdmax.com/images/column_1325932983/Mezirow%20Transformative%20Learning.pdf
Mezirow, J. (2000). Learning as transformation: Critical perspectives on a theory in progress. San Francisco: Jossey Bass.
Moon, J. (2004). A Handbook of Reflective and Experiential Learning:Theory and Practice. London: Routledge Falmer
National Assessment of Educational Progress: NAEP (2016) http://nces.ed.gov/nationsreportcard/ (retrieved Nov. 8, 2016)
National Center on Universal Design for Learning (2016) http://www.udlcenter.org/aboutudl/udlguidelines_theorypractice (retrieved Nov. 7, 2016)
National Service Learning Clearinghouse (2017) https://gsn.nylc.org/clearinghouse (retrieved Jan. 19, 2017)
Nielsen, K. L. (2016). Whose job is it to change? New Directions for Teaching and Learning, 2016(147), 47-55. DOI: 10.1002/tl.20198
Oakland University. (2014). Pontiac Initiative: Why Pontiac? Why OU? Why now? Retrieved from https://www.oakland.edu/president/strategic-planning/pontiac-initiative/
Oakland University. (2016). About OU and OU students: Student profile fall 2016. Retrieved from https://www.oakland.edu/oira/about-ou-students/
Ouellett, M. L. (2004) Faculty development and Universal Instructional, Design, Equity & Excellence in Education, 37(2), 135-144, DOI: 10.1080/10665680490453977
Roswell, B. S. & Davis, S. W. (Eds.) (2013). Turning teaching inside out: A pedagogy of transformation for community-based education. Palgrave Macmillan. Retrieved from http://ebookcentral.proquest.com.huaryu.kl.oakland.edu/lib/oakland/detail.action?docID=1588950
Thomas, L. (2011). Institutional transformation to mainstream diversity. In L. Thomas & M. Tight (Eds.), Institutional transformation to engage a diverse student body. (77-96). Bingley, United Kingdom: Emerald Books.
United States Census Bureau. (2010). U.S. Department of Commerce. Retrieved from http://www.census.gov/quickfacts/table/PST045215/2665440,2622000
University of Central Oklahoma. (2016). Center for Excellence in Transformative Teaching and Learning. Retrieved from http://www.uco.edu/academic-affairs/cettl/cettl-tl/index.asp.
Vidaček-Hainš, V., Divjak, B., & R. Horvatek. (2011). Mainstreaming blended learning to enhance the access, learning and retention of students from equity groups. In L. Thomas & M. Tight (Eds.), Institutional transformation to engage a diverse student body. (235-243). Bingley, United Kingdom: Emerald Books.
Zull, J. E. & Fried, J. (2012) Transformative learning through engagement: Student affairs practice as experiential pedagogy. Stylus Publishing. Retrieved from http://www.ebrary.com.huaryu.kl.oakland.edu
Copyright to works published in Metropolitan Universities is retained by the author(s).