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 . . .
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 . . .
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 . . .
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 . . .
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 . . .
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 . . .