Applying Transformative Coaching Methods to Measuring Student Growth
Conference Thread
Expanding Transformative Learning Contexts
Students enrolled at the University of Central Oklahoma are exposed to a variety of learning experiences in and out of the classroom. Some of these experiences initiate student reflection leading to transformative growth in one of the university’s core values, for example Health and Wellness or Leadership. Transformative growth is defined as an expansion of students' perspectives or changes in their “frames of reference to make them more inclusive” (Mezirow, 2009). The university has been actively training faculty and staff to measure the level of growth students have experienced. This is then recorded in the Student Transformative Learning Record (STLR, stlr.uco.edu).
Some student experiences are not being measured and recorded through this process because they involve multiple experiences or learning that took place outside of the university. The university sought a third party, certified life coach with knowledge of transformative learning theory to provide assessments in order to capture these unique situations.
In this session, we will describe the methods and examples we have been using to help these students become aware of their own growth through their learning experiences. We are utilizing transformative coaching techniques, like empowering questions and reframing (Askew & Carnell, 2011), critical reflection theory (Brookfield, 2009), embodied questions (Peet, 2015), and imaginal methods (Dirkx, 2006) to gather evidence and recommend a level of growth to the university. Participants will discuss this framework then practice in small groups.