Are Students and Faculty Ready for Transformative Learning?

Abstract

In order for transformative learning in higher education to occur, both students and faculty must be ready to transform. However, students may not be ready to engage in self-directed, reflective learning, and faculty may not be ready to change their pedagogical practices to facilitate this transformation. This chapter will include information on the challenges faculty face in an attempt to use transformative learning theory in their classrooms, as well as the challenges students face in trying to attain the level of learning desired in transformative learning. Best practices in transformative learning implementation theory and assessment will be discussed. In addition, this chapter will include a self-assessment for both students and faculty to test their readiness to engage in transformative learning practice.

Appendices

Appendix A: Transformative Learning Readiness Scale

Instructional Factors

This assessment is answered and scored using the following Likert-type scale. Please answer the questions using the number that best matches your instructional practices.

1. Never 2. Rarely 3. Sometimes 4. Often 5. Always

• 1. I create student assignments that cause them to reflect on the topic they are leaning and create new meaning (Mezirow, 1998).

• 2. I require my students to explore the ethical values of the field they are studying (Mezirow, 1998).

• 3. I require my students to evaluate their own ethical values (Mezirow, 1998).

• 4. I incorporate intuitive assignments in my courses that allow students to explore problems in new and different ways (Mezirow, 1998).

• 5. I spend a great deal of time in the classroom lecturing (Freire, 1973).

• 6. The assignments I give allow my students to grow on an intellectual level (Mezirow, 2006).

• 7. I encourage my students to evaluate what they know in order to learn something new (Mezirow, 2006).

• 8. I include assignments that make students look at things in new and different ways (Mezirow, 2006).

• 9. Most of my assignments are problem based (Mezirow, 2006).

• 10. I frequently use objective tests such as multiple choice and true/false questions (Kitchenham, 2015).

• 11. When I design my instruction, I consider students’ different learning styles (visual, auditory kinesthetic) (Fleming, 2001).

• 12. When I design my instruction, I consider student interpersonal and intrapersonal learning intelligences. (Gardner, 1985)

• 13. I utilize publisher test bank questions frequently to assess my students (Buckes & Siegfried, 2006; Roofe-Steffen, Shmaefsky & Griffin, 2014; Rutgers University, 2016).

• 14. When I design my instruction, I consider student linguistic and mathematical intelligences (Gardner, 1985).

• 15. I encourage my students to discuss and dialogue to solve complex issues (Mezirow, 1990).

• 16. I pose dilemmas and have my students find a variety of solutions to evaluate them (Mezirow, 1998; Miller, 2012).

• 17. I teach my students how to make technology work for them in the learning process (Miller, 2012).

• 18. I believe students must provide the predetermined answer on assessments in order to succeed in my class (Friere, 1970).

• 19. I primarily use textbooks to teach without additional supplementary resources.

• 20. I use multiple types of methods to deliver instruction to my students (Miller, 2012).

  _____ TOTAL Part I

Scoring

Reverse code #5, 10, 13, and 19

Interpretation

Score	Interpretation of instructional strategies
0–35	Traditional
35–54	Slightly transformative
55–71	Utilizes some transformative instructional techniques regularly
72+	Very transformative in assessment and presentation of content

Appendix B: Transformative Learning Readiness Scale

Faculty Personal Factors

Please answer the questions using the following Likert-type scale (which corresponds to the points allotted to the answer to each question).

1. Strongly Agree 2. Agree 3. Neutral 4. Disagree 5. Strongly Disagree

• 1. I reflect on how I impart knowledge to others as an educator (Freire, 1973; Mezirow, 1990).

• 2. I reflect on what I know (Freire, 1973; Mezirow, 1990).

• 3. I reflect on what I do not know (Freire, 1973; Mezirow, 1990).

• 4. I find I often do not know what I thought I knew (my beliefs have been challenged) (Freire, 1973; Mezirow, 1990).

• 5. It is my job as an educator to deliver the information (Kitchenham, 2008).

• 6. I know each of my student’s strengths (both academic and personal) (Kitchenham, 2008).

• 7. I know each of my student’s weaknesses (both academic and personal) Kitchenham, 2008).

• 8. After I teach a course, I alter my curriculum based on what worked and did not work with that section of the class (Kitchenham, 2008).

• 9. Student learning is of great concern to me (Kitchenham, 2008).

• 10. I teach the way I do primarily for (Kitchenham, 2008):

  • a. Myself; I am the subject matter expert (5 points)

  • b. The most intelligent students in the room (4 points)

  • c. The struggling students (3 points)

  • d. The students in the middle who are not excelling nor struggling (2 points)

  • e. All students (1 point)

Scoring

Reverse code #5

Interpretation

Score	Interpretation
0–25	Transformative
26–40	Somewhat transformative
41+	Traditional

Appendix C: Student Transformative Learning Readiness Assessment

Please answer the questions below using the following Likert-type scale. The number before the answer that best approximates your beliefs of actions is the score to each question.

1. Strongly Disagree 2. Disagree 3. Neutral, 4. Agree 5. Strongly Agree __________________________________________________________________

• 1. When I am learning about a topic in a classroom, I research information above and beyond what is required regarding the topic for class (Kitchenham, 2008).

• 2. I am dependent on the teacher to give me the information I need to pass a class (Kitchenham, 2008).

• 3. When I am learning something new, I reflect on the topic and how it relates to things I already know (Mezirow, 1990, 1991, 1997, 2000, 2003).

• 4. I like to ask why something is or works the way it does when I learn something new (Kitchenham, 2008).

• 5. If I struggle with a topic, I work harder until I understand it (Mezirow, 1998).

• 6. I am responsible for my own learning (Mezirow, 1990, 1991, 1997, 2000, 2003; Kitchenham, 2008).

• 7. I seek to learn “beyond the syllabus” (Kitchenham, 2008).

• 8. I am willing to consider ideas and points of view that are different than my own (Mezirow, 1990, 1991, 1997, 2000, 2003; Kitchenham, 2008).

• 9. I am concerned more with knowing the facts than the purpose or reason behind the facts (Kitchenham, 2008).

• 10. I like to find rather than memorize or know information (Kitchenham, 2008).

• 11. I enjoy discussion where interpretations of concepts can be discussed (Mezirow, 1990, 1991, 1997, 2000, 2003).

• 12. In my learning I make and interpret my own meaning (Mezirow, 1990, 1991, 1997, 2000, 2003).

• 13. I am an independent learner (Mezirow, 1990, 1991, 1997, 2000, 2003).

• 14. I want my professor to tell me what is expected (Kitchenham, 2008).

• 15. I tend not to focus on the big picture (Mezirow, 1990, 1991, 1997, 2000, 2003).

Scoring

Questions #2, 9, 14, and 15 must be reverse coded before calculating the final score. This means a score of 5 will become 1 and a score of 4 will become 2 and vice versa.

Interpretation

Score	Interpretation
Less than 30	Student has likely not been exposed much to transformative instructional strategies. Small numbers of transformative strategies should be introduced
30–43	Student has had some exposure to transformative instructional strategies. Additional transformative strategies can be incorporated into the curriculum
44+	Students are transformative and are reflective and self-directed. They are ready for the use of additional transformative instructional strategies