Transformative higher education: A meaningful degree of understanding

Research output: Contribution to journalArticle

24 Citations (Scopus)

Abstract

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
Volume5
Issue number4
DOIs
StatePublished - Oct 1 2007
Externally publishedYes

Fingerprint

education
student
education curriculum
learning
decision making
curriculum
Teaching
teacher
community
experience

Keywords

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

Cite this

Transformative higher education : A meaningful degree of understanding. / Glisczinski, Daniel J.

In: Journal of Transformative Education, Vol. 5, No. 4, 01.10.2007, p. 317-328.

Research output: Contribution to journalArticle

@article{75c026e06cbb4068959190f73a0e5e81,
title = "Transformative higher education: A meaningful degree of understanding",
abstract = "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.",
keywords = "Assessment, Critical pedagogy, Critical reflection, Institutional mission, Perspective transformation, Transformative learning",
author = "Glisczinski, {Daniel J}",
year = "2007",
month = "10",
day = "1",
doi = "10.1177/1541344607312838",
language = "English (US)",
volume = "5",
pages = "317--328",
journal = "Journal of Transformative Education",
issn = "1541-3446",
publisher = "SAGE Publications Inc.",
number = "4",

}

TY - JOUR

T1 - Transformative higher education

T2 - A meaningful degree of understanding

AU - Glisczinski, Daniel J

PY - 2007/10/1

Y1 - 2007/10/1

N2 - 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.

AB - 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.

KW - Assessment

KW - Critical pedagogy

KW - Critical reflection

KW - Institutional mission

KW - Perspective transformation

KW - Transformative learning

UR - http://www.scopus.com/inward/record.url?scp=39349085565&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=39349085565&partnerID=8YFLogxK

U2 - 10.1177/1541344607312838

DO - 10.1177/1541344607312838

M3 - Article

AN - SCOPUS:39349085565

VL - 5

SP - 317

EP - 328

JO - Journal of Transformative Education

JF - Journal of Transformative Education

SN - 1541-3446

IS - 4

ER -