W9 - A 21st Century Learning Paradigm: Transformative Learning, Personal and Professional Development, and Employability
In this interactive workshop, participants will co-design a new framework to extend Barr & Tagg’s learning paradigm and review and generate approaches for a 21st century learning paradigm. Areas of focus will include principles of transformative learning, personal and professional development, and ultimately employability: "the ability to find, create, and sustain work and learning across lengthening working lives and multiple work settings." Through a review of multiple examples from University of Central Oklahoma and other institutions, participants will consider how people learn; how we teach, assess, and design programs; as well as how we connect with others outside the academy, such as employers or other community partners to provide students with impactful experiential opportunities to apply learning, reflect, develop, and grow. This participatory, hands-on workshop is designed to provoke new ways of thinking about the strong connections between transformative learning, curricular and co-curricular learning design, and employability development. Designed for faculty, academic administrators, faculty developers, assessment leaders, student affairs personnel, and career development professionals, this workshop will engage participants in assessing their programs’ or institutions’ existing approaches; considering the potential impact of new approaches, tools, and methodologies; and creating a plan of action to adapt or incorporate new approaches or ideas into their own work.
- Participants will assess their own program’s practices in regard to a 21st century learning paradigm.
- Participants will identify and consider multiple promising practices in teaching, transformative learning, and assessment to promote the development of learners’ personal and professional qualities.
- Participants will develop a plan of action for their own program.
- Participants will create an initial learning resource collection to share with each other and disseminate more broadly.
Jeff King, Ed.D., is Executive Director of the Center for Excellence in Transformative Teaching and Learning at the University of Central Oklahoma in Edmond, Oklahoma. His research and application interests have long focused on what college faculty can do to help their students learn, to be motivated toward deep learning strategies, and to persist in their educations. Dr. King works to provide information and tools shown by quality, applicable research to help students succeed, whether via cutting edge approaches or time‑tested strategies. Because evaluating one’s success at helping students learn is important for becoming a better teacher‑scholar, Jeff is also interested in ways faculty can gather feedback about their teaching and use it to fine‑tune their effectiveness. Before moving to UCO’s Transformative Learning‑focused environment, Jeff was the Director of Texas Christian University’s Koehler Center for Teaching Effectiveness. No matter his location, though, his work over the years both as college faculty member and in faculty professional development matches passion to position in helping students learn.
Melanie Booth, Ed.D., was the Founding Executive Director of The Quality Assurance Commons and led the development of the Essential Employability Qualities program. Prior to this, Melanie served from 2013-2016 as the Special Assistant to the President and Vice President of Educational Programs for WASC Senior College & University Commission (WSCUC). From 2005-2013, Melanie was the Dean of Learning & Assessment and Director of the Center for Experiential Learning and Assessment at Marylhurst University in Portland, OR, where she led the connections between prior learning assessment, career development, the Liberal Arts Core, and degree programming to learners’ employability development. She has also held positions at Saint Mary’s College of California, Grays Harbor Community College, and San Diego State University, and most of her postsecondary work has been with and focused on non-traditional (now “new traditional”) learners. Melanie is a recognized expert on Prior Learning Assessment / Credit for Prior Learning, and she has consulted with institutions nationally and internationally about PLA and the assessment of learning from traditional and non-traditional sources. Her other areas of expertise include experiential learning, heutagogy, faculty development, and adult learning and development. She is also one of the original co-founders of the international Heutagogy Community of Practice, a teaching approach that facilitates learners’ self-direction and capacity for continuous learning.