2015_International_Symposium_PPT

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Reconceptualizing Challenge to Inspire Your Practice

Date: Sunday, 22 March Time: 2:45 PM - 3:45 PM Location: New Levee

Sadé Abraham, M.A. -New York University Abu Dhabi

Audrey Kajumbula, M.S., M.A. -New York University Abu Dhabi

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Questions to Consider:

What is the story of your path into

student affairs ?

What is the goal of professional development ?

What are you seeking from these

opportunities ?

How do educators see the world,

question what we see and then develop

personally and professionally ?

When have you been incapable of seeing

other perspectives in your day-to-day

practice ?

How is this inflexibility/lack of perspective being

manifested in the work we do with students? What perspectives are neglecting to consider? Who are we silencing

in the process?

What experiences in your past your tenure have contributed to

this thinking ?


Learning Outcomes: • Develop an understanding of transformative learning theory and its

significance to student affairs work

• Illustrate the value in identifying opportunities to stimulate your practice

• Share how these experiences foster reflection and perspective, both of which are powerful tools for professional development

• Invitation for audience members to revisit their own personal foundations and reignite their commitment to the field of student affairs


What is Transformative Learning Theory ?

Transformative learning is the expansion of consciousness through the transformation of basic worldview and specific capacities of the

self; transformative learning is facilitated through consciously directed processes and critically analyzing underlying premises

(Elias,1997)

• Perspective Transformation • Critically reflecting on assumptions and beliefs • Shaped by experiences which challenge the learner • Produces significant impact, or paradigm shift


Introduction to Theory Origins:

• Founder of Transformative Theory -Jack Mezirow

• Grounded in Cognitive and Developmental Psychology

• Developed in mid 1970’s

• Work focused on women re-entering college and their

mean making experience during that transition

• Inspired by watching his wife return to graduate school

in middle age


Evolution of Transformative Learning Theory

Paulo Freire

• Pedagogy of the Oppressed

• Conscientization

• Critical self-reflection

• Habit of mind

• Disorienting dilemma

Larry Daloz

• Learning as Growth

• Meaning Making

• Socio-cultural context

• Holistic & Intuitive Process

• Psychosocial & Developmental

Robert Boyd

• Transformative Education

•Psychoanalytic Perspective

• Influenced by Carl Jung

• Self Knowledge

• Giving Voice to Expressive aspects of your experience

1970

1986 1991


Did I miss something? Why is this important ?

As staff become more experienced in their role, they become “less attuned to the subtlety of individual differences, over

confident in judgment and miss the signs of difference which are crucial to successful action”

“There is the likelihood that the 20 years of experience you reference will become one year of

experience repeated 20 times”

(Beaty, 1998)


Did I miss something? Why is this important ?


Disorienting Dilemma • Event is a catalyst, stimulating learners to undergo a

process of critical self-relfection and self-examination

• Learners closely examine their assumptions, beliefs, and

underlying habits of the mind

• Singular or series of unnoticed events

• Concludes with a changed self-concept


“Stumbling Upon” a Disorienting Dilemma

• Seamless transition and onboarding process

• Start up vs satellite campus

• Definition of role & responsibilities

• Significance of trial and error

• Institutional vs contextual traditions

• Diversity and multiculturalism

• Student Affairs Professional in the Middle East

Daloz “in between” phases of development The old phase seemed “frayed” or no longer relevant to their life experiences


Case Study: Seeking Out a

Disorienting Dilemma

• Informed Calculated Risk

• NASPA TPE Placement Exchange

• In search of change to inspire practice

• Same responsibilities, different context

• Varied response from support network

Called old meanings and

past experiences into question

ex.) Access, Equity & Diversity Work

“If you’re offered a seat

on a rocket ship,

you don’t ask what seat.

You just get on.”


Now it’s Your Turn ! Roundtable Activity

• Can you think of a disorienting dilemma in your personal life or professional practice ?

• Did you stumble across this experience or seek it out ? • What were some of your initial assumptions?

• How did you respond and what did you learn about yourself and others (your department, institution, students, peers, etc) ? • What coping strategies did you apply ?

• Did you change as a result of this situation ?

• If you could replay the situation, what would you do differently? What would you keep the same?

Disorienting Dilemma + Reflection = Transformative Learning


Transformative Learning Theory in Practice: Applications for Educators

Attend to the processes of change already at work

within persons and communities/spheres of

influence

Beware: Fear of the results due to critical self reflection; not everyone

wants to engage in such a process or step away from their “truths”

Transformative learning has neither a distinct

beginning nor an ending. Rather it represents a

potential that is eternally present with ourselves

and our learners

Majority of research stems from a North

American perspective Depending on

audience, this could be limitation and

considerations for day to day practice would need to be adjusted

“A way of being rather

than a process of becoming”


Transformative Learning Theory in Practice: Applications for Educators

Incorporate critical reflection activities

into practice to help each other examine

biases and assumptions Journaling for

professional or personal reflection

Foster a supportive and trusting environment which encourages open dialogue.

Share responsibility with colleagues, supervisees, faculty, students/ related stakeholders to actively participate in the process/ buy in with programs and initiatives

“Uncomfortable questions can promote critical self-reflection if a [person] is

willing and ready to consider them”

“We need to improve our skill at asking the right questions, and then patiently wait for

answers” (Costa 2009)


Final Takeaways

• Like guides, we walk at times ahead of our students, at times beside them; at times, we follow their lead.

In sensing where to walk lies our art, for as we support our students in their struggle, challenge

them toward their best, and cast light on the road ahead, we do so in the name of our respect for their

potential and our care for their growth” (Daloz, 1999)

• We learn about Transformative Learning Theory only by engaging both the vision and the process it

represents. If we want to learn about fostering transformation among our learners the most important way is to begin the work within

ourselves.


Q&A


Thank You !

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Documents

2015_International_Symposium_PPT