In Fall 2015, the University of Central Oklahoma rolled out the Student Transformative Learning Record (STLR), a campus-wide initiative that captures TL moments both inside and outside the classroom. The STLR process has transformed the way many faculty understand teaching and assessment of learning. From faculty surveys and feedback, we discovered along the way that many faculty were unsure of how to prompt students to reflect in a meaningful manner that would produce learning artifacts (papers, presentations, speeches, video blogs, etc.) that could be used to assess learning using an evidence-based approach within the framework of TL.

In this session, participants will have the opportunity to learn about the importance of using critical reflection prompts in their teaching, how it facilitates deeper TL moments, how it can help uncover hidden learning and bring it to the surface. By looking at their own TL experiences, participants will engage in a hands-on critical reflection activity (Peet & Kilbourne, 2017) to learn how the process can inform their own teaching practices, assessment, and pedagogy.

In Fall 2015, the University of Central Oklahoma rolled out the Student Transformative Learning Record (STLR), a campus-wide initiative that captures TL moments both inside and outside the classroom. The STLR process has transformed the way many faculty understand teaching and assessment of learning. From faculty surveys and feedback, we discovered along the way that many faculty were unsure of how to prompt students to reflect in a meaningful manner that would produce learning artifacts (papers, presentations, speeches, video blogs, etc.) that could be used to assess learning using an evidence-based approach within the framework of TL.

In this session, participants will have the opportunity to learn about the importance of using critical reflection prompts in their teaching, how it facilitates deeper TL moments, how it can help uncover hidden learning and bring it to the surface. By looking at their own TL experiences, participants will engage in a hands-on critical reflection activity (Peet & Kilbourne, 2017) to learn how the process can inform their own teaching practices, assessment, and pedagogy.

Brookfield, S. D. (2004). The Power of critical theory: Liberating adult learning and teaching. San Francisco: Jossey-Bass.

Mezirow, J., & et. al. (Hg.). (2000). Learning to think like an adult. In J. Mezirow (Ed.), Learning as transformation: Critical perspectives on a theory in progress (pp. 3-34). San Francisco: Jossey-Bass.

Reynolds-Keefer, L., Peet, M. R., Gurin, P., & Lonn, S. (2012). Fostering integrative knowledege and lifelong learning. Peer Review: Emerging trends and key debates in undergraduate education. Association of American Colleges and Universities, 13(4). Retrieved February 2, 2018, from https://www.aacu.org/publications-research/periodicals/fostering-integrative-knowledge-and-lifelong-learning

50-Minute Interactive Session

Critically Reflecting in Transformative Learning