Weaving Transformative Learning into Course Content

Madison, Wis.—March 25, 2008 — It’s possible to make transformative learning a part of almost any college class without having to sacrifice course content, according to Dr. Patricia Cranton. Cranton has written extensively on transformative learning, or learning that helps students challenge the assumptions and ideas they take for granted.

Cranton was interviewed live during this March 25 online seminar by Dr. Maryellen Weimer, editor of The Teaching Professor. During a live question-and-answer session, audience members asked how they could add transformative learning activities into an already fast-paced semester.

“Another way of looking at it is that if you cover the content and students don't learn how to actually think about it or don't learn how to engage with that content, you may as well not have covered it at all to begin with,” Cranton responded. “If you spend … 30 minutes to have group discussion, and you don't get through two or three of your bullet points on your PowerPoint, I think the group discussion is probably more valuable than the bullet points that you missed, which the students can read some other time.”

During the seminar, Cranton also addressed assessment issues.

“I'm inclined to think that the only person who can say whether the transformative learning has occurred is the person who has transformed, that it needs to be self-reported,” she said. “[But] I don't think it would ever be reasonable to put transformative learning outcomes into a grading scheme …. I would be very uncomfortable seeing anybody saying, ‘15 points for transforming.’”

If you missed the live event, you can order the program in CD or transcript format, both of which include the presenters' handouts.

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