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Professional Development Opportunities

 

Agents of Transformative Learning

The Office for Academic Excellence and Assessment (AEA) has historically been tasked with advancing the assessment of student learning.  For more than fifteen years, AEA, through various programs, has introduced innovative forms of teaching, developed faculty's reflective practices, and encouraged a variety of forms of assessing student learning.  In essence, AEA works to empower educators as agents of transformative learning.

Developed by Mezirow, transformative learning theory is the process of perspective transformation, involving three elements: psychological (changes in understanding of the self), convictional (revision of belief systems, premises, assumptions), and behavioral.  

When I only hear, I forget.  
When I hear and see, I remember a little.
When I hear, see, and ask questions and discuss with  
     someone else, I begin to understand.  
When I hear, see, question, discuss, and do, I acquire
     knowledge and skill.  
When I teach someone, I master what have learned.

       Mel Silberman's Active Learning Credo (2006)

As Mel Silberman reminds us, it's not sufficient to hear, see, or even do, we in higher education must share, dialogue, and teach or model for others.  It is through these processes that we acquire knowledge, skill, and mastery; additionally, it is through these processes that we make evident the innovative teaching and student learning/mastery that occurs in our Jesuit, Catholic educational model. 

These processes and models ensures that the "we" is all-inclusive by providing unique opportunities to partner in new ways with co-curricular programs' staff and even our students in exploring the nature of and methods of transformative learning, particularly in the Ignatian pedagogical tradition.  The benefits of such partnerships is well documented and suggests we: gain a deeper understanding of learning; experience enhanced engagement, motivation, and enthusiasm; and collectively share a responsibility for improving our and others' learning.

The Creighton teaching and learning community is invited to share perspectives or even challenge traditional assumptions by: joining us in an exploration of collaborative and innovative teaching practices; utilizing a variety of faculty/assessment mentoring resources; and celebrating a variety of creative methods by which to study and assess our students' learning, as showcased in the 2013-2014 AEA Development Grant Series and the inaugural recognition of the Distinguished Educator in Teaching as Scholarship award.

This year's AEA programs are as diverse as your teaching-learning interests and offered in a variety of venues (distance, online, and face-to-face) and formats (single session trainings, 60-90 minute presentations and/or semester-long series).  As we begin the 2013-2014 academic year, it is imperative that we come together to discuss and celebrate being agents of transformative learning.  You are invited to join in and contribute to these explorations and discussions by finding the topic and learning community that best matches your interest and availability; you are encouraged to begin our academic year with your own commitment to teaching, learning, and reflective evaluation, as guided by Ignatian pedagogy and the Creighton tradition.  When we (faculty, staff, students) join together as a collaborative, educational community, we become Agents of Transformative Learning.

For inquiries about faculty development programming, contact Michele King at 402.280.3036 or Mary Emmer at 402.280.1109.

Resources

Read more about opportunities for Teaching and Learning, view our recent Teaching and Learning Connections newsletter.

For a list of publications that feature scholarly discussion of the art and practice of teaching view the Scholarship of Teaching and Learning (SoTL) Journals.