Transformative learning experiences are at the heart of individual and collective change, yet they are rarely scaled up institutionally in ways that create culture change. Behavioral interventions and pedagogical techniques can prompt student engagement and success through encouraging a sense of belonging, connection to personal goals and values, and resiliency (NASEM, 2017). For such practices to reach students across campus, it is imperative that instructors learn about these practices and that they are supported in implementing them and in creating transformative learning experiences in their classrooms.

A model program at Washington State University will be used as an example for this session. The result of this program is that faculty participants are able to transform their courses using methods and adaptations that have been shown to increase student engagement, connection, and learning. Both faculty and student engagement and learning are being measured at multiple scales, both quantitatively and qualitatively.

Learning outcomes include an increased knowledge about classroom interventions that build the foundation for transformative learning; knowledge of the benefits of nurturing belonging, connection, and resiliency; and practical ideas about how to scale-up the development of critical competencies known to support student success.

Transformative learning experiences are at the heart of individual and collective change, yet they are rarely scaled up institutionally in ways that create culture change. Educational attainment is a national priority and the development of interpersonal and intrapersonal competencies is critical to students’ success. Behavioral interventions and pedagogical techniques can prompt student engagement and success through encouraging a sense of belonging, connection to personal goals and values, and resiliency (NASEM, 2017). For such practices to reach students across campus, it is imperative that instructors learn about these practices and that they are supported in implementing them and in creating transformative learning experiences in their classrooms.

A system-wide transformational learning program at Washington State University will be used as an example to generate feedback and evoke discussion topics. The program is a scaled-up model focused on providing training and tools to a cohort of instructors who engage in multiple, focused, and evidence-based practices that require self-reflection and integration throughout the teaching and learning process. After participating in the program, faculty participants are able to transform their courses using methods and adaptations that have been shown to increase student engagement, connection, and learning. Both faculty and student engagement and learning are being measured at multiple scales, both quantitatively and qualitatively.

This session will engage the audience through questions that elicit feedback regarding the usefulness and applicability of this program in the transformative learning context. The session handout will include a brief overview of the program and useful reference materials for participants who want to explore the training topics more on their own. Participants will discuss challenges on implementing a scaled-up transformational learning program and collectively brainstorm solutions. Participants interested in launching similar programs at their institutions will have the opportunity to network with others across a range of experiences implementing such programs.

Learning outcomes include an increased knowledge of theory and research related to classroom interventions that build the foundation for transformative learning; knowledge of the benefits of nurturing belonging, connection, and resiliency in students and in faculty; and practical ideas about how to scale-up the development of interpersonal and intrapersonal competencies that are known to be critical to students’ success across classes and departments within a university setting.

National Academies of Sciences, Engineering, and Medicine. (2017). Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies. Washington, DC: The National Academies Press. doi:https://doi.org/10.17226/24697.

30-Minute Roundtable Session

Launching Transformative Learning