Researcher Colleen Halupa, Associate Professor in the Doctor of Health Education program at A. T. Still University in Missouri, authored “Are Students and Faculty Ready for Transformative Learning?” (Halupa, 2017) to consider, among other things, how faculty could know whether they are personally ready (or perhaps inclined) to make the move to instructional strategies and the philosophy supporting Transformative Learning (TL). University of Central Oklahoma faculty may be interested to learn what Halupa says about reasons why faculty hold back from taking the TL plunge and may like to consider her “Transformative Learning Readiness Scale.” . . .
Written by Sunshine Cowan, Ph.D., MPH, MCHES®, Professor, Department of Kinesiology and Health Studies –
I had the good fortune this past summer to join a team from the University of Central Oklahoma (UCO) attending the Institute of High Impact Practices and Student Success, sponsored by the Association of American Colleges and Universities (AAC&U). The Institute focused on equity in higher education, and our team concentrated on ways that UCO could develop an equity mindset on campus. In the words of Dr. Sharra Hynes, we wanted to lay the groundwork to be a “student-ready” campus. This phrase became a goal: What needed to be accomplished so that we were ready when students arrived? What could we do better to meet the needs of the students who choose UCO (rather than banking on outdated expectations of who our students “should” be)? How could we provide opportunities to engage first-generation, low income, and minority students in order to retain them and serve our state and respective fields with career-ready graduates? . . .
We do a poor job helping students translate the specific content or knowledge gained in our classrooms into a tool (informational, conceptual, methodological, epistemological or affective) that will help them thrive in life. If higher education doesn’t do that — if it isn’t geared to helping students succeed beyond the final exam and after graduation — then why bother? (Davidson, 2017a) . . .
Captured in two of Central’s six tenets, global and cultural competencies and research, scholarly and creative activities are prevalent throughout the UCO campus, in both curricular and extra-curricular settings. However, one student group is celebrating its diversity, while promoting research, scholarship and creativity.
Diverse Student Scholars (DSS) is a group comprised of both undergraduate and graduate students at Central, who collaborate to conduct, present and share scholarly research to the academic community and beyond. Dr. Jeanetta Sims, assistant dean for Central’s Jackson College of Graduate Studies and a tenured associate professor in the marketing department in Central’s College of Business, began DSS in the fall of 2007, her first semester of teaching at UCO. . . .
If you have been at the University of Central Oklahoma (UCO) for more than about six months, you have heard the term Transformative Learning. If you have been around for quite some time, you have heard the term on re-run repeatedly. If you are like me, you may have been thinking, “So what, so what now, and why do we keep talking about it?”
In order to answer these questions, let’s stop and consider what Transformative Learning is about at its core. Let’s break it all the way down and then look at the bigger picture. Then, let’s talk about, “So what now?” or what is new about TL at UCO in the form of the Student Transformative Learning Record (STLR). . . .
Faculty involvement in STLR has amazing benefits for both faculty and students, but there are some issues that can be avoided through preparation. Here are the experiences of one faculty member who has implemented several STLR projects.
Over the past year, the University of Central Oklahoma (UCO) has been implementing a Student Transformative Learning Record (STLR) on campus. This is an opportunity for students and the university to record transformative learning (TL) experiences in a similar way to the traditional academic transcript. It enables students to show potential employers their extra-curricular learning and the university to measure the success of transformative learning initiatives. . . .