leveraging transformative learning theory to promote student development in times of campus crisis
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Leveraging Transformative Learning Theory to Promote Student Development in Times of Campus Crisis
Nate CraditPhD Student, Michigan State UniversityHigher, Adult, & Lifelong Education
@natecradit
Marc HunsakerPhD Student, Michigan State UniversityProgram Manager, Center for Service-Learning
@marchunsaker
A look at our presentation agenda
Today’s Agenda
IntroductionsOutcomes & Presenter Context
The problemCampus Crises and Going Through vs. Growing Through
Transformative Learning Theory
Overview of theoretical model, prominent scholars,
and case introduction.Application: Case StudyUsing TLT as a model in four stages of crisis response.
Group DiscussionHow would you handle this
case?
ClosingQuestions & final thoughts
The ProblemAs crises become more frequent, must students simply go through them?
Or can they grow through them as well?
difficult to define and multidimensionalCrisis Is…
Moments of Difficulty
Intensity and Challenge
Requires Decision Making
Immediate/Hyperbolic
Individual/Institutional
Geographic Context
Crisis as Catalyst
Can a crisis promote student learning?
Campuses respond well in the short term. How can the long-term response be strengthened?
1. Crisis response teams2. Emergency alert systems3. Media & communication plans4. Lockdown & procedure plans
Going Through
1. Identify learning potential2. Campus dialogues3. Embracing challenges4. Foster reflection
Growing Through
Revisiting Sanford Viewing crisis in the frame of challenge & support
OVERLY
CHALLENGED
OPTIMAL
GROWTH
LIMITED
GROWTH
OVERLY
SUPPORTED
HIGHLOW
HIGH
LOW
CHAL
LEN
GE
SUPPORT
Campuses can offer appropriate levels of
support to match this challenge and
foster student learning and development.
Crises present moments
of intensity and challenge
for students.
Transformative Learning TheoryOverview of existing theoretical model, prominent scholars, and
potential applications
What is TLT?A Theory of Adult Learning & Development
RationalMezirow
Extra-rationalDirkx, Tisdell, Boyd
SocialFriere
Core conceptsMezirow
Transformative Learning…
Is NOT - focused simply on the acquisition of skills and knowledge.
IS - focused on a deeper type of learning, one that results in a cognitive ‘paradigm shift’, through the changing of a person’s “meaning perspectives”. (Mezirow, 1991)
Dr. Jack MezirowTeachers College, Columbia University
Origins In 1975, Mezirow conducted a research project about the experiences of women returning to postsecondary education after an extended amount of time out of college/workforce.
Purpose: To understand the factors that facilitated or impeded the womens’ success
Findings: many participants experienced a “personal transformation”
Identified: a 10 phase transformation process
Meaning Perspectives: A lens through which we see the world & make meaning of our experiences.
1. Composed of our assumptions about the world.
2. Our assumptions are shaped by past experience, but they also shape our view of our future experiences.
3. Our assumptions create a “habit of mind” 4. Some of our assumptions can be faulty as they are
often “uncritically inherited” from our family, culture, experiences, etc
5. When our assumptions are called into question, they should be re-considered &, if faulty, re-constructed. (Mezirow, 1985).
Transformative LearningDefinition
”
“
Dr. Jack Mezirow1991
Perspective transformation [is]… changing these structures of habitual expectation to make possible
a more inclusive, discriminating, and integrating perspective; and, finally, making choices or
otherwise acting upon these new understandings.
Centrality of Experience
1. A Disorienting Dilemma - This first step of the
Transformative Learning (TL) process occurs when we have
an experience that presents us with a problem (dilemma)
that challenges (disorients) the ways we typically view and
interact with the world.
Occurs through...
Accumulation of challenging experiences over time
Major “life-crisis” / life-transition type of event
Disorienting dilemmas create perspectival “disequillibration”.
Past Experiences --> Meaning Perspectives Meaning Perspectives --> New Experiences
Transformative Learning TheoryCentrality of Experience1. A Disorienting Dilemma
Critical Reflection
Rational Discourse
Responsive Action
A Primer on Mezirow's 10 Phase Process
Critical Reflection
3. Critical Assessment of Assumptions Identifying and critically examining the assumptions beneath our beliefs and ideas.
This includes understanding their…Origins - Why do I think/believe this? Implications - What are consequences of my beliefs?Validity - How do my assumptions align w/experience?
Goal: Should I continue to think/believe this?
Through critical reflection we learn to articulate, interrogate, & evaluate the assumptions that undergird our perspectives.
The defining trait of adult learning & TLT
Centrality of Experience1. A Disorienting Dilemma
Critical Reflection2. Self-examination3. Critical Assessment of Assumptions
Rational Discourse
Responsive Action
Transformative Learning Theory
2. Self-examination
Identifying Our Perspectives
(What do I think/believe?)
Acknowledging Our Emotions
4. Recognition that Others Have Experienced
Similar Dilemmas & Transformations.
Support System
Success Stories
Rational DiscourseRational Discourse is the medium wherein our beliefs & feelings are validated (or challenged) by others (Mezirow, 1998)
Centrality of Experience1. A Disorienting Dilemma
Critical Reflection2. Self-examination3. Critical Assessment of Assumptions
Rational Discourse4. Recognition that Others Have Experienced Similar Dilemmas & Transformations5. Exploration of New Ideas, Actions, & Roles with Others
Responsive Action
Transformative Learning Theory
5. Exploration of New Ideas, Actions, & Roles
w/ Others
Rational discourse has these characteristics:•Focuses on mutual understanding•Free from all forms of coercion•Open to alternative perspectives•Offers equal opportunity to ALL responses & participants
•Aims for objectivity, where ALL ideas & actions are open to questioning, critique & discussion
•Promotes critical evaluation of arguments: including their evidence, assumptions & consequences (Mezirow, 1991)
Centrality of Experience1. A Disorienting Dilemma
Critical Reflection2. Self-examination3. Critical Assessment of Assumptions
Rational Discourse4. Recognition that Others Have Experienced Similar Dilemmas & Transformations5. Exploration of New Ideas, Actions, & Roles with Others
Responsive Action6. Planning a Course of Action 7. Acquiring New Knowledge & Skills8. Testing New Plans & Roles9. Building Confidence & Competence10. Reintegration
6. Planning a Course of Action
7. Acquiring New Knowledge & Skills
8. Trying Out New Plans & Roles
9. Building Competence & Confidence
10. Reintegration
Responsive ActionMaking choices and acting upon our transformed perspective
Transformative Learning Theory
Jones State UniversityCampus Crisis & Response
www.natecradit.com/naspa
Follow along on your deviceView the Case
www.inspirasign.com
Campus crisis and responseJones State University
Jones State University (JSU) is a medium-sized land-grant university located in the midwestern United States. With just over 31,000 students, JSU has both a high profile within the state and many deeply committed alumni around the country.
Four months ago, Senator Umbridge, a popular presidential candidate, was invited to be a commencement speaker at JSU by the board of trustees.
Since then, Senator Umbridge wrote an op-ed piece in a popular national newspaper critical of the #BlackLivesMatter movement. When challenged on her views, she has been unapologetic, and encouraged her followers to “flood social media” with posts that reinforce her counter-mantras: #BlueLivesMatter & #AllLivesMatter. Senator Umbridge’s comments have divided a politically polarized nation. Many JSU students, especially students of color, have begun to protest Senator Umbridge as an unfit commencement speaker. Several students have written op-ed pieces in the student newspaper and activist-oriented student organizations have initiated petitions to disinvite Senator Umbridge as a commencement speaker.
Despite student protests, JSU’s board of trustees has refused to retract their invitation to Senator Umbridge. JSU President Susan Dawson has likewise been publicly silent on the issue.
Campus crisis and responseJones State University
Privately, President Dawson has expressed sympathy for the protesters’ complaints, but feels conflicted about disinviting Umbridge. Dawson wants to honor JSU’s core value of academic freedom, and is concerned about how a disinvitation could be interpreted by some as merely “coddling” college students. So, it has been decided by senior leadership that Senator Umbridge will remain this year’s commencement speaker, despite student protests.
Needless to say, this has not gone over well with some students and student groups on campus. In fact, half of leaders on JSU’s student government want to protest by organizing a student government led walk-out during graduation ceremonies, while the other half are strongly opposed to this idea. The division in student government reflects a similar division in the JSU student body.
Commencement is only 2 weeks away, and you have been tasked by the VP of Student Affairs to “handle” this crisis. You have set up a meeting with the whole student government leadership tomorrow night. Being a conscientious SA professional (and a long-term NASPA member), you decide not to focus on whether or not the students choose to walk out in protest, but rather to leverage this campus crisis as an opportunity to foster transformative learning for all in the student government organization.
How would you handle this situation, and resolve the crisis in the best way possible?
TLT ModelCENTRALITY OF EXPERIENCE1. Disorienting dilemma
CRITICAL REFLECTION2. Self examination 3. Critical assessment of assumptions
RATIONAL DIALOGUE4. Recognition that others have experienced similar dilemmas & transformations5. Exploration of new ideas & actions with others
RESPONSIVE ACTION6. Planning a course of action 7. Acquiring new knowledge & skills8. Trying out new plans & roles9. Building competence & self-confidence 10. Reintegration
Questions to Consider
1. For your assigned student group, what aspect of the TLT model would be most helpful? On what would you focus? Why so?
2. For your assigned group, what aspect of TLT would be most challenging? Why so? How could you attempt to overcome this challenge?
3. If this case was happening on your own campus, what resources could you draw upon to foster transformative learning among your assigned student group?
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