Readings of Interest

Is You Is, or Is You Ain’t, My Pedagogy

Written by Sam Ladwig, M.F.A, Assistant Professor, Design –  I teach a creative thinking class that is intentionally unorthodox. It falls into the “healthy life skills” category of core coursework at the University of Central Oklahoma, but it is ultimately a critical thinking course. Although I use several readings from Shane Show’s book Smart Cuts as […]

Transformative Education – It’s Not Just for Our Students

Written by Rachelle Franz, Ed.D., Assistant Professor, Department of Kinesiology and Health Studies – Nearly three years ago, I bumped into two colleagues at the shared-office printer, and we began a casual conversation about Mind Brain Education (MBE). The term was fairly new to me, but my colleagues had already begun exploring this concept and […]

Seven Steps for Decoding Student Misunderstandings

David Pace and Joan Middendorf created a model for decoding the disciplines as a method for faculty to uncover the ways students think and learn in various disciplines. Following their seven step process allows faculty members to understand the role they play in students’ misunderstandings of course content. Did you ever wonder why students don’t […]

Transforming Students into Self-Directed Learners

I recently had the opportunity to read “Self-Directed Learning: A Guide for Students and Teachers”, by Malcolm Knowles. It was a quick and easy read that reminds us both as learners and instructors the need for learner-centered design. One of the best ways to encourage transformation in a learner is to put them at the […]

Teaching and Books

Written by Cheryl Frech, Ph.D., Professor, Department of Chemistry –  I am a big fan of books. Because I commute to UCO from Norman, I constantly listen to audiobooks in the car. My bedside table is stacked with a book-in-progress and multiple to-read titles. I just completed an eight-year stint as the book and media reviews […]

The Educative Tool of Autobiography

How many times have you heard a student ask, “How does this relate to my life?” Autobiography and life writing can be a transformative tool in the classroom to help elicit answers to this question. After all, we all come to college with a different set of life experiences that make up the whole of […]

Critical Reflection for University Teachers

The UCO Center for Excellence in Transformative Teaching and Learning (CETTL) distributes a hard bound, blank journal to each faculty member that participates in a CETTL faculty development event. We encourage faculty to write critical reflections and ideas about good teaching during CETTL activities, then discuss them with each other. Here are a few of […]

A review of Teaching and Learning: STEM a Practical Guide by Richard M. Felder and Rebecca Brent (2016, Jossey-Bass)

STEM Student: “I really hate working on homework in groups—why can’t I work by myself?” Professor:  “I get that you’re unhappy and I’m sorry about it, but I’ve got to be honest with you—my job here is not to make you happy but to prepare you for your career. Here’s what’s not going to happen […]

Transformative Instructor Talk

What do you say in class when you’re not talking about course content? If you can identify those conversations, would you say they might lead to a transformative experience for one or more students? In aggregate over the entire term, and sometimes even in the course of a single conversation, what we say when we’re […]

Promoting Tutoring Central as an Avenue to Transformation

Mark Walvoord, M.S., Student Transformative Learning Record Brian McKinney, B.A., Tutoring Central If you think back to transformative experiences in your life, you will likely be able to identify learning moments outside of the classroom. These could’ve been traumatic personal experiences, independent research projects with a caring mentor, a study abroad opportunity, or even while […]