13th Annual Transformative Learning Conference
Foundations and Frontiers:
Exploring, Embracing, and Advancing Transformative Learning
April 9-10, 2020, Downtown Oklahoma City, OK | April 8, 2020, Pre-Conference Institute, Edmond, OK
Professor, Virginia Tech
Featured Speaker
Associate Professor, New Jersey City University
Featured Speaker
Conference Threads
- Applying Transformative Learning in Teaching – session emphasis is on sharing exercises, activities, and implications of Transformative Learning in teaching, instruction, or training
- Demonstrating Transformative Learning During the Conference Session – session emphasis is on creating a Transformative Learning experience that includes critical reflection during the session
- Engaging with Transformative Learning Research – session emphasis includes more than just presenting research by asking individuals to consider implications of the research findings in their Transformative Learning practice
- Expanding Transformative Learning Contexts – session emphasis is on pushing and expanding Transformative Learning beyond present realities and into additional areas that may include sustainability, diversity and inclusive excellence, or social justice, among other areas
Pre-Conference STLR Institute
April 8, 2020 | UCO Campus
Drawing upon evidence-based research, High-Impact Practices (HIPs), Transformative Learning, and authentic assessment tools, the University of Central Oklahoma’s (UCO’s) Student Transformative Learning Record (STLR, http://stlr.uco.edu)* is a non-proprietary model with a proven track record for increasing retention, student academic achievement, and workforce readiness. Other institutions that have adopted and adapted STLR to their missions, cultures, and specific needs are now finding this to be true for them, too, whether they call the process “STLR” on their campuses or name the process something more suited to their branding. This pre-conference institute will gather interested institutional teams to learn about the STLR initiative.
The Institute is a workshop style format, with hands-on, interactive components, case scenarios, and group work time. Institutional team time will be built into the Institute program to allow participants to conceptualize a plan of implementation or framework at their home institutions.
The Institute program is ideal for institutions at various stages of work, and it addresses ambitious goals for improving retention, quality of student learning, and better assessment tracking and practices for both internal and external campus evaluation. We hope you’ll join us!
- Center for Excellence in Transformative Teaching & Learning
- Transformative Learning Conference
- Registration
- About the Conference
- Program | Schedule
- Call for Proposals
- Directions | Location | Hotel Info
- Contact Us
- Sponsor Opportunities
- TL Conference Archives
- Student Experiences
- The Central Six
- Journal of Transformative Learning
- Student Transformative Learning Record (STLR)
- Transformative Learning Guide
- Masonic Endowment Award
- Transformative Learning Conference
Questions:
Contact jhorn9@uco.edu
cmoore60@uco.edu or
405.974.5570
For Your PCard
Download the signed Pre-Payment Authorization Form
Conference Presentation Slides & Handouts
Tim Ellis - Social Interactions that Produce Deep Holistic Learning for Life Long Transformative Learning Experiences - Slides Tyler Weldon et. al. - Exploring the Embodied Brain for Student Engagement & Deep Learning - Handout 1 & Handout 2 Catherine Peck et. al. - Reflections of a Fitness-Based Intergenerational Experience - Handout John Wood et. al. - How Can we Transform Generation Z - Slides Carrie Snyder-Renfro et. al. - Getting From Here to There: Using Gamification to Build Social Capital and Transformative Learning - Slides Katherine Jones et. al. - Building Midterms IKEA Style: Transforming Learning via DIY Assignments - Handout Kelly Ross et. al. - Designing for Transformative Learning: Your Online Course - Handout Niesha Ziehmke - Elevating Work in the Experiential Learning Pathway at Guttman Community College - Slides Ronald Oscar Bernard - Nurse Educators Teaching Through the Lens of Transformative Learning: A Case Study - Handout Peter Felten - Partnering with Students for Transformative Learning - Slides Cassie Hudson et. al. - Increasing Understanding of Transformative Learning Experiences of Novice Educators Through Critical Reflection - Slides Linda Harris et. al. - Pre-Service Teacher Professional Identity Development Through Campus Leadership - Handout Stephanie Canada-Phillips - Disruption and Disequilibrium in the Classroom: Examples of Theory to Practice in Launching Transformative Learning - Handout & Slides Stacie Southerland et. al. - From Ideas to Action: Tools for Implementing Learning Innovation and Transformation - Handout Tawni Holmes - Using Team Based Learning to Launch Transformative Learning in the Classroom - Handout Peter Felten - Viewing Transformative Learning through the Lens of SoTL - Slides Mark Walvoord - Transformative Learning Basics - Slides Lisa Abney et. al. - Writing Matters: Engaging and Transforming Student Writing and Revision To Encourage Life-long Writers - Slides Niyaf Alkadhem - Launching Transformative Learning in Iraq through UCO Fulbright Experiences - Handout & Slides
Pedagogy for Meaning and Purpose
A Chance at Birth
Teaching that Develops Critical Thinking
We’ll start with definitions, of which there are many. It’s a term we all use but are we all talking about the same thing? We do recognize that critical thinking is a skill, not an ability learners are born with. It’s a skill that can be learned in the classroom and outside the classroom in virtually any place on campus. Teachers can model the skill or assign readings can illustrate it, but critical thinking skills develop best with practice and with practice that includes the opportunity to fail and to receive constructive feedback. During this session we will explore a range of instructional strategies, activities and assignments that can be used to promote critical thinking.
Reflection for Growth
Teaching is a demanding profession that requires ongoing attention to a host of details—PowerPoint slides to assemble, content to update, exam questions to develop, papers to grade, feedback to offer in class, on papers and during office hours. There’s little time for reflection--time to ask, not what am I doing tomorrow or next time I teach that class, but time to ask why. Why am I doing it this way? What’s the educational rationale that justifies this approach? This is critical reflection, not a fault-finding critique that erodes confidence, but a mindful analysis that refreshes, re-energizes and keeps teaching alive and well. During this interaction session we’ll explore why and how reflection contributes to instructional growth.
Getting Students Actively Engaged
Participation and discussion are regularly used by faculty to engage students. And they work, but not always as effectively as they could. Participation sometimes feels like pulling hens’ teeth. A lot of students don’t participate, others do so reluctantly and then there’s the few who participate too much. Discussion too has great potential to engage students, but often students come to it unprepared and unwilling to exchange the ideas, information and experiences that make discussions provocative and stimulating. And when discussion falters, teachers feel that they must fill-in and soon it’s no longer a discussion but a lecture. There’s a rich literature available on each of these engagement strategies. During this session we’ll draw from a variety of sources, offering a range of ideas, strategies and approaches that can used to enhance the effectiveness of each.
100 North University Drive, Edmond, OK 73034 | (405) 974-2000