Transformative higher education: A meaningful degree of understanding

Daniel J. Glisczinski

Research output: Contribution to journalArticlepeer-review

37 Scopus citations


College mission statements often describe learning that is intended to transform students and communities. This study revealed that 35% of participating college students reported experiencing transformative learning as a result of critical reflection on disorienting college experiences. This study explores curricular and pedagogical interventions designed to move critical reflection and perspective transformation from the periphery of higher education curriculum into a central framework for teaching, as an act of intentionality and decision making. These interventions require substantial curriculum and assessment rethinking and redesign from faculty in teacher education programs - as well as faculty of all disciplines - in order for higher education students to earn a meaningful degree of understanding.

Original languageEnglish (US)
Pages (from-to)317-328
Number of pages12
JournalJournal of Transformative Education
Issue number4
StatePublished - Oct 2007

Bibliographical note

Copyright 2008 Elsevier B.V., All rights reserved.


  • Assessment
  • Critical pedagogy
  • Critical reflection
  • Institutional mission
  • Perspective transformation
  • Transformative learning


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