Collected posts from Blogs at the University of Central Oklahoma
Economist Milton Friedman’s statement in an introduction to a reprint of his book, Capitalism and Freedom (originally published in 1962), has been often quoted:
“Only a crisis — actual or perceived — produces real change. When that crisis occurs, the actions that are taken depend on the ideas that are lying around.”
The quote can clearly . . .
Written by Trevor Cox, Ph.D., Assistant Professor, Adult Education and Safety Sciences –
Last year at the UCO Transformative Learning Conference, the keynote speaker, Bryan Dewsbury, mentioned multiple times that Stephen Brookfield’s book: Becoming a Critically Reflective Teacher . . .
Written by Charles Gosset, ACC; Associate Certified Coach; Full Integration Coaching, LLC. —
Long before I had ever heard the term “transformative learning,” I was being exposed to educational opportunities that developed my beyond-disciplinary skills and expanded my relationship with self, others, community and environment (https://sites.uco.edu/central/tl/). . . .
Written by Linda Harris, Ed.D.; Associate Professor; Department of Educational Sciences, Foundations, & Research; UCO —
When it comes to assessing student transformation, providing students with one or more writing prompts that that enable them to effectively reflect on their learning and growth in a critical way is the gold standard—and . . .
Student engagement is a good thing. We’ve heard that for decades. Alexander Astin asked the question, “What matters in college?” then answered by saying a big percentage of what matters is student engagement (Astin, 1997). Pike & Kuh (2005, p. 186) agree in a summary statement about this issue, saying, “. . . students learn from what . . .
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 who we understand ourselves to be. But how might . . .