Why include Health and Wellness in the Central Six tenets of Transformative Learning? (Part 2 of 2)

Written by Christy Vincent, Ph.D., Professor, Organizational Communication – 

In my last blog post, I highlighted the relationship between our students’ health status and their academic success and pointed to numerous health-related issues our students face daily. I acknowledged that many faculty members contend that addressing student health and wellness falls into the purview of Student Affairs rather than Academic Affairs.  I suggested that there are ways that faculty members, even those of us not teaching in health-related disciplines, can play a more prominent role in helping students focus on their health and recognize its importance in their ability to succeed in our courses. . . .  read more

Why include Health and Wellness in the Central Six tenets of Transformative Learning? (Part 1 of 2)

Written by Christy Vincent, Ph.D., Professor, Organizational Communication – 

Percentage of UCO student survey respondents who reported these factors affected their individual academic performance (e.g., received a lower grade on a project or in a course, dropped a course, received an incomplete).
UCO 2016 ACHA_NCHAII Report

My students are stressed out. They do not get enough sleep; they do not eat nutritional foods; they rarely exercise; they suffer from illnesses, many of which are stress-related; they worry about not having enough money; they attempt to balance full-time jobs with 15, often 18, hours per semester; they have troubling relationship issues; they care for their elderly relatives; they take care of their own or relatives’ children; they are not self-reflective; they are emotionally drained; they do not have methods for self-renewal. . . .  read more

Debate and the Central Six

Debate and the Central Six

The University of Central Oklahoma’s debate represents the school’s commitment to transformative learning. As traditional universities seek to provide meaningful educational experiences for their students, many have been engaged in practices of transformative learning from the very beginning. The University of Central Oklahoma has maintained a debate team since the 1890s. Like UCO, debate has changed a great deal since the days of the Territorial Normal School, and these changes have allowed debate to evolve into one of the strongest examples of transformative learning on the UCO campus. Transformative learning is a holistic process that revolves around the “Central Six.” The debate team at UCO provides student with experiences with each of the “Central Six.” . . .  read more