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Transformative Higher Education

A Meaningful Degree of Understanding

University of Minnesota Duluth

College mission statements often describe learning that is intended to transform students and communities. This study revealed that 35% of participating college students reported experiencing transformative learning as a result of critical reflection on disorienting college experiences. This study explores curricular and pedagogical interventions designed to move critical reflection and perspective transformation from the periphery of higher education curriculum into a central framework for teaching, as an act of intentionality and decision making. These interventions require substantial curriculum and assessment rethinking and redesign from faculty in teacher education programs—as well as faculty of all disciplines—in order for higher education students to earn a meaningful degree of understanding.

Key Words: critical pedagogy • critical reflection • perspective transformation • transformative learning • assessment • institutional mission

Journal of Transformative Education, Vol. 5, No. 4, 317-328 (2007)
DOI: 10.1177/1541344607312838


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