Critical incidents, self-centered reflections, and transformative learning
Conference Thread
Engaging with Transformative Learning Research
This session focuses on a critical-incident reflection that 37 senior undergraduate health-science students completed during their capstone year. The study aims to answer: what type of critical experiences students select that helped them change their assumptions and/or behavior? And how is transformative learning linked to students’ writing?
Using a qualitative case study, this session will provide examples of the power of high-impact practices in supporting students' transformative learning. Furthermore, using a grounded-theory method this study categorizes the students' reflective writing as self-absorbed, self-critical, interpersonal, and concept-focused and links these writing approaches to students' transformative learning. This session will address and discuss the connection between non-critical reflections and transformative learning and provide space for discussion and analysis of examples of students' writing.