Leveraging Transformative Learning Theory to Promote Student Development in Times of Campus Crisis

Leveraging Transformative Learning Theory to Promote Student Development in Times of Campus Crisis

Nate CraditPhD Student, Michigan State UniversityHigher, Adult, & Lifelong Education

@natecradit

Marc HunsakerPhD Student, Michigan State UniversityProgram Manager, Center for Service-Learning

@marchunsaker

A look at our presentation agenda

Today’s Agenda

IntroductionsOutcomes & Presenter Context

The problemCampus Crises and Going Through vs. Growing Through

Transformative Learning Theory

Overview of theoretical model, prominent scholars,

and case introduction.Application: Case StudyUsing TLT as a model in four stages of crisis response.

Group DiscussionHow would you handle this

case?

ClosingQuestions & final thoughts

The ProblemAs crises become more frequent, must students simply go through them?

Or can they grow through them as well?

difficult to define and multidimensionalCrisis Is…

Moments of Difficulty

Intensity and Challenge

Requires Decision Making

Immediate/Hyperbolic

Individual/Institutional

Geographic Context

Crisis as Catalyst

Can a crisis promote student learning?

Campuses respond well in the short term. How can the long-term response be strengthened?

1. Crisis response teams2. Emergency alert systems3. Media & communication plans4. Lockdown & procedure plans

Going Through

1. Identify learning potential2. Campus dialogues3. Embracing challenges4. Foster reflection

Growing Through

Revisiting Sanford Viewing crisis in the frame of challenge & support

OVERLY

CHALLENGED

OPTIMAL

GROWTH

LIMITED

GROWTH

OVERLY

SUPPORTED

HIGHLOW

HIGH

LOW

CHAL

LEN

GE

SUPPORT

Campuses can offer appropriate levels of

support to match this challenge and

foster student learning and development.

Crises present moments

of intensity and challenge

for students.

Transformative Learning TheoryOverview of existing theoretical model, prominent scholars, and

potential applications

What is TLT?A Theory of Adult Learning & Development

RationalMezirow

Extra-rationalDirkx, Tisdell, Boyd

SocialFriere

Core conceptsMezirow

Transformative Learning…

Is NOT - focused simply on the acquisition of skills and knowledge.

IS - focused on a deeper type of learning, one that results in a cognitive ‘paradigm shift’, through the changing of a person’s “meaning perspectives”. (Mezirow, 1991)

Dr. Jack MezirowTeachers College, Columbia University

Origins In 1975, Mezirow conducted a research project about the experiences of women returning to postsecondary education after an extended amount of time out of college/workforce.

Purpose: To understand the factors that facilitated or impeded the womens’ success

Findings: many participants experienced a “personal transformation”

Identified: a 10 phase transformation process

Meaning Perspectives: A lens through which we see the world & make meaning of our experiences.

1. Composed of our assumptions about the world.

2. Our assumptions are shaped by past experience, but they also shape our view of our future experiences.

3. Our assumptions create a “habit of mind” 4. Some of our assumptions can be faulty as they are

often “uncritically inherited” from our family, culture, experiences, etc

5. When our assumptions are called into question, they should be re-considered &, if faulty, re-constructed. (Mezirow, 1985).

Transformative LearningDefinition

”

“

Dr. Jack Mezirow1991

Perspective transformation [is]… changing these structures of habitual expectation to make possible

a more inclusive, discriminating, and integrating perspective; and, finally, making choices or

otherwise acting upon these new understandings.

Centrality of Experience

1. A Disorienting Dilemma - This first step of the

Transformative Learning (TL) process occurs when we have

an experience that presents us with a problem (dilemma)

that challenges (disorients) the ways we typically view and

interact with the world.

Occurs through...

Accumulation of challenging experiences over time

Major “life-crisis” / life-transition type of event

Disorienting dilemmas create perspectival “disequillibration”.

Past Experiences --> Meaning Perspectives Meaning Perspectives --> New Experiences

Transformative Learning TheoryCentrality of Experience1. A Disorienting Dilemma

Critical Reflection

Rational Discourse

Responsive Action

A Primer on Mezirow's 10 Phase Process

Critical Reflection

3. Critical Assessment of Assumptions Identifying and critically examining the assumptions beneath our beliefs and ideas.

This includes understanding their…Origins - Why do I think/believe this? Implications - What are consequences of my beliefs?Validity - How do my assumptions align w/experience?

Goal: Should I continue to think/believe this?

Through critical reflection we learn to articulate, interrogate, & evaluate the assumptions that undergird our perspectives.

The defining trait of adult learning & TLT

Centrality of Experience1. A Disorienting Dilemma

Critical Reflection2. Self-examination3. Critical Assessment of Assumptions

Rational Discourse

Responsive Action


2. Self-examination

Identifying Our Perspectives

(What do I think/believe?)

Acknowledging Our Emotions

4. Recognition that Others Have Experienced

Similar Dilemmas & Transformations.

Support System

Success Stories

Rational DiscourseRational Discourse is the medium wherein our beliefs & feelings are validated (or challenged) by others (Mezirow, 1998)



Rational Discourse4. Recognition that Others Have Experienced Similar Dilemmas & Transformations5. Exploration of New Ideas, Actions, & Roles with Others

Responsive Action


5. Exploration of New Ideas, Actions, & Roles

w/ Others

Rational discourse has these characteristics:•Focuses on mutual understanding•Free from all forms of coercion•Open to alternative perspectives•Offers equal opportunity to ALL responses & participants

•Aims for objectivity, where ALL ideas & actions are open to questioning, critique & discussion

•Promotes critical evaluation of arguments: including their evidence, assumptions & consequences (Mezirow, 1991)



Rational Discourse4. Recognition that Others Have Experienced Similar Dilemmas & Transformations5. Exploration of New Ideas, Actions, & Roles with Others

Responsive Action6. Planning a Course of Action 7. Acquiring New Knowledge & Skills8. Testing New Plans & Roles9. Building Confidence & Competence10. Reintegration

6. Planning a Course of Action

7. Acquiring New Knowledge & Skills

8. Trying Out New Plans & Roles

9. Building Competence & Confidence

10. Reintegration

Responsive ActionMaking choices and acting upon our transformed perspective


THE CASEStudent protests erupt over controversial commencement

speaker

Jones State UniversityCampus Crisis & Response

www.natecradit.com/naspa

Follow along on your deviceView the Case

www.inspirasign.com

http://www.natecradit.com/naspa

Campus crisis and responseJones State University

Jones State University (JSU) is a medium-sized land-grant university located in the midwestern United States. With just over 31,000 students, JSU has both a high profile within the state and many deeply committed alumni around the country.

Four months ago, Senator Umbridge, a popular presidential candidate, was invited to be a commencement speaker at JSU by the board of trustees.

Since then, Senator Umbridge wrote an op-ed piece in a popular national newspaper critical of the #BlackLivesMatter movement. When challenged on her views, she has been unapologetic, and encouraged her followers to “flood social media” with posts that reinforce her counter-mantras: #BlueLivesMatter & #AllLivesMatter. Senator Umbridge’s comments have divided a politically polarized nation. Many JSU students, especially students of color, have begun to protest Senator Umbridge as an unfit commencement speaker. Several students have written op-ed pieces in the student newspaper and activist-oriented student organizations have initiated petitions to disinvite Senator Umbridge as a commencement speaker.

Despite student protests, JSU’s board of trustees has refused to retract their invitation to Senator Umbridge. JSU President Susan Dawson has likewise been publicly silent on the issue.

Campus crisis and responseJones State University

Privately, President Dawson has expressed sympathy for the protesters’ complaints, but feels conflicted about disinviting Umbridge. Dawson wants to honor JSU’s core value of academic freedom, and is concerned about how a disinvitation could be interpreted by some as merely “coddling” college students. So, it has been decided by senior leadership that Senator Umbridge will remain this year’s commencement speaker, despite student protests.

Needless to say, this has not gone over well with some students and student groups on campus. In fact, half of leaders on JSU’s student government want to protest by organizing a student government led walk-out during graduation ceremonies, while the other half are strongly opposed to this idea. The division in student government reflects a similar division in the JSU student body.

Commencement is only 2 weeks away, and you have been tasked by the VP of Student Affairs to “handle” this crisis. You have set up a meeting with the whole student government leadership tomorrow night. Being a conscientious SA professional (and a long-term NASPA member), you decide not to focus on whether or not the students choose to walk out in protest, but rather to leverage this campus crisis as an opportunity to foster transformative learning for all in the student government organization.

How would you handle this situation, and resolve the crisis in the best way possible?

TLT ModelCENTRALITY OF EXPERIENCE1. Disorienting dilemma

CRITICAL REFLECTION2. Self examination 3. Critical assessment of assumptions

RATIONAL DIALOGUE4. Recognition that others have experienced similar dilemmas & transformations5. Exploration of new ideas & actions with others

RESPONSIVE ACTION6. Planning a course of action 7. Acquiring new knowledge & skills8. Trying out new plans & roles9. Building competence & self-confidence 10. Reintegration

Questions to Consider

1. For your assigned student group, what aspect of the TLT model would be most helpful? On what would you focus? Why so?

2. For your assigned group, what aspect of TLT would be most challenging? Why so? How could you attempt to overcome this challenge?

3. If this case was happening on your own campus, what resources could you draw upon to foster transformative learning among your assigned student group?

CLOSINGQuestions, feedback and open

discussion