Research in higher education service-learning suggests that there is a positive relationship between service-learning and student learning outcomes as well as a positive relationship between students‘ interactions with the ―real world‖ through service-learning and the effects of these experiences on deepening students‘ knowledge in their disciplines. Recent studies have established this positive relationship between service-learning and university composition and literature students. However, aside from the existing literature on service-learning and composition and writing, there has been virtually no examination of the relationship between service-learning and creative writing. The purpose of this study was to investigate how seven creative writing students experienced the process of creative writing differently after engaging in service-learning in a creative writing course at a large, urban university in the southeastern United States and to determine if students experienced a transformative learning experience as indicated by Mezirow‘s (2000) transformational learning theory. This research study employed an instrumental narrative case study design to determine how seven university creative writing students experienced the process of creative writing differently after taking a creative writing course with an optional service-learning component. The results of the study indicated that service-learning invoked a transformative learning experience in these seven higher education creative writing students, each in different ways—some in their writing processes and writing content, some in how they reflected upon themselves and their writing in relation to the ―outside world,‖ and some in their sense of civic duty

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ABSTRACT Students attending schools in poor and historically marginalized communities lack access to curricula that combines both relevant science content and investigative practices—components the National Research Council (2012) has identified as necessary for effective learning. This lack of curricular access is also problematic in that it: (1) undermines student interest and value of the discipline; (2) fails to educate students about science issues relevant to their lived experience; and (3) hinders student preparation to convert science content into actionable knowledge (Basu & Barton, 2007; Buxton, 2010; Brkich, 2014). I have designed a pedagogical model for geoscience learning as an attempt to address this educational opportunity gap. Geoscience as a content area is particularly important because students attending schools in poor and historically marginalized communities are more likely to be exposed to poor indoor and outdoor air quality (Pastor, Morello-Frosch & Sadd, 2006), have access to poor quality drinking water (Balazs, Morello-Frosch, Hubbard, & Ray, 2011; Balazs & Ray, 2014), and attend schools located near or on brown fields (areas of high exposure to environmental hazards) (Pastor, Sadd & Morello-Frosch, 2004). Given an overall concern for environmental justice (Pais, Crowder & Downey, 2014) and more specific concerns about recent cases of water quality in Flint, Michigan (BBC, 2016) and the greater Philadelphia area (Milman & Glenza, 2016; Rumpler & Schlegel, 2017), the topic of water quality has curricular relevance and potential to engage students in learning geoscience. Based on the pedagogical model, I designed both a water-quality themed transformative learning experience (intervention), and a comparison experience focused on exploration of geoscience careers. Each experience consisted of activities totaling 220 minutes of instruction that can be completed within 5-6 traditional class periods. I applied a mixed methods approach to examine the student generated data from both experiences. First, I used quantitative analyses to test the efficacy of the model with respect to pre to post and delayed post instructional shifts in interest; self-efficacy; and perceived value, perceived relevance, and application of Earth science content. Secondly, I examined between group comparisons on each measure. Results of repeated measures ANOVA indicated statistically significant and meaningful shifts in knowledge for those students in the intervention group, F(1, 159) = 7.34 p = .007 η2 = .044 (small effect size). Though the analysis did not detect statistically significant gains in interest, results revealed statistically significant and meaningful shifts in perceived value, perceived relevance, and application of Earth science content over time by grade for both the intervention and comparison groups, F(2, 155) =7.13 p = .001 η2 = 0.84 (large effect size; Tabachnick & Fidell, 2013). I confirmed these results using structural equation modeling (SEM) and path analysis. I also applied SEM and path analysis to the student generated data in order to test the theoretical soundness of the model. Interest, Transformative Experience (or TE, is operationalized as perceived value, perceived relevance, and application of Earth science content), and pre-instruction knowledge were all identified as significant pathways contributing to post-instruction knowledge. Output statistics confirmed that the model is both viable and trustworthy and indicated that it explained 34.4% of the variance. Lastly, iterative qualitative content analysis of student written responses during the intervention revealed elements of TE with respect to perceived value, perceived relevance and application of Earth science content confirming that the intervention was transformative. This work integrated knowledge from two disciplines—geoscience and education—to present an instructional model designed to support student interest, self-efficacy, TE, and knowledge. Results have implications for science teaching and learning, specifically that contextualizing science is an effective pedagogy. Additionally, embedding both science content and scientific practices in current socio-scientific issues, including issues of environmental injustice, supports knowledge gains, positive shifts in student perception of Earth science content as relevant, valuable, and useful for problem solving; and positive shifts in student application of science content to their lives outside of the classroom context. / Teaching & Learning

Yes / Universities are increasingly being seen as key sites for transformation around sustainability. However, much of the literature in this area uses the terms transformation and transformative learning rather uncritically. Moreover, there is little extant research which has investigated the links between transformative learning theories and Education for Sustainability (EfS). This paper reports on a research project which explored academic and student perceptions of the opportunities for transformation around sustainability in two UK universities. The findings suggest that, despite shared understanding about the nature of pedagogic approaches that promote deep learning, academics are wary about promoting transformation beyond the professional sphere and students are more likely to have transformative experiences outside the formal curriculum. There are indications that although universities have significant potential as sites for transformation around sustainability, at present, this is not being achieved.

Thesis (MA (VA)(Visual Arts. Jewellery Design))--University of Stellenbosch, 2008. / In this thesis I explore my jewellery practice as a transformative process. I suggest that the handling of material can be described in alchemistic terms as a process that is primarily aimed at the transformation of the alchemist him/herself. This view is applicable to jewellers who employ an alchemistic approach to their own practice. I will demonstrate this point by dividing my exploration into three sections, namely transformation of material (which also entails the transformation of value), transformation of meaning, and finally, the ritualistic process of transformation as a transformative element.

Thesis (MEd)--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: This thesis explores the use of educational technologies in grades 10 to 12 life sciences classrooms at a local high school. I argue that the application of educational technologies in science classrooms has the potential to engender critical teaching and learning, and to contribute to professional development. By reflecting on my own professional development as a science teacher over the past three years (2008-2010), I show that the use of educational technologies cultivates moments of critical pedagogy that link strongly with reflective teaching, critical thinking and transformative learning. Drawing on two intertwined narratives, I show how educational technologies can enhance reflective teaching whereby, firstly, teachers can take seriously theories and expertise in their practices; secondly, organise their classrooms so as to facilitate critical learning; and, thirdly, take up broader institutional and social issues. In addition, I show that the use of educational technologies opens up pedagogical spaces for critical thinking and transformative learning – that is, whereby learners learn creatively, actively, engagingly and reflecting on their own practices. / AFRIKAANSE OPSOMMING: Hierdie tesis ondersoek die gebruik van onderwystegnologie in grade 10 tot 12 lewenswetenskapklaskamers by ʼn plaaslike hoërskool. Ek argumenteer dat die toepassing van onderwystegnologie in wetenskapklaskamers die potensiaal het om kritiese onderrig en leer teweeg te bring, en ʼn bydrae tot professionele ontwikkeling te maak. Deur te reflekteer op my eie professionele ontwikkeling as ʼn wetenskaponderwyser oor die afgelope drie jaar (2008-2010), dui ek aan hoedat die gebruik van onderwystegnologie krities pedagogiese oomblikke kultiveer wat sterk aanklank vind by reflektiewe onderrig, kritiese denke en transformatiewe leer. Met betrekking tot twee narratiewe dui ek aan hoedat onderwystegnologie reflektiewe onderrig kan bevorder deurdat, eerstens, onderwysers teorieë en kundighede in hulle gebruike ernstig opneem; tweedens, klaskamers organiseer om kritiese leer te fasiliteer; en derdens, breër institusionele en sosiale kwessies aanspreek. Daarenbowe dui ek aan hoedat onderwystegnologie ook pedagogiese ruimtes vir kritiese denke en transformatiewe leer bied – dit is, waarby leerders kreatief, aktief en betrokke is, en op hulle eie praktyke reflekteer.

There exists a strong endorsement in the literature of the effectiveness of an individual counseling experience as an influence in the personal and professional development of counseling students, yet few counselor education programs seem to require that students complete such an experience. Thus, the question arises as to why the required individual counseling experience as a client is not being required by a large proportion of counseling programs. The purposes of this descriptive, exploratory study were to determine the prevalence of the required experience as a client in individual counseling, examine the opinions of counselor education program leaders regarding the risks and benefits of experiential training components, determine the modalities used to deliver experiential training components, obtain counselor education program coordinators' views on the various modalities, and explore policies and procedures used in counselor education programs with respect to experiential training components. Finally, this study attempted to determine the level of satisfaction of those program directors who do utilize a required individual counseling experience, as well as their policies and procedures with regard to outcome measurement. Results of the study showed that there were some significant inverse relationships between counselor education program directors' opinions regarding potential benefits for counseling students and their policies regarding a required individual counseling experience. Additionally, although respondents did not strongly endorse the potential risks associated with the exercise, it is still not required by the majority of the counselor education programs surveyed. However, those program directors who do endorse a required individual counseling experience reported on its many benefits, and offered qualitative insights into how the requirement is implemented. The results of this study have implications for the counseling profession by offering empirical evidence regarding the prevalence of a required individual counseling experience for master's-level counseling students. The results of this study contribute to the counseling profession's knowledge base by determining counseling program directors' opinions of the potential benefits and risks of a required individual counseling experience, and by establishing that program directors whose programs require this exercise are overwhelmingly satisfied that the experience accomplishes the purposes for which it is intended.

<p>Service learning has been proposed as a widespread educational movement that merges academic work with real-life community service activities that encourages students to reflect and think critically about their experiences. As a pedagogical tool for second language acquisition, the greatest benefit of utilizing service learning activities results in the fact that it creates connections to the target language community and provides authentic experiences for target language use. Although service-learning has been extensively implemented into language programs such as Spanish and English as a Second Language (ESL), it is still in its infancy with Chinese second language learners.</p><p><br></p> <p>This dissertation examines the effects and outcomes of service-learning involvement on the advanced Chinese learners towards language acquisition, cultural understanding, and community engagement. The study was conducted in a Midwest university with 30 students from a variety of educational and cultural backgrounds.The data was collected through pre-/post-survey, observation and reflective journals. Findings indicated that the service-learning experiences enhanced and enriched students' Chinese language learning. Additional benefits to the students included increasing their knowledge of Chinese culture and history, developing a higher motivation for community engagement and transformative learning, and forming connections to people and community beyond the classroom. However, differences were also found in students' service-learning experiences and outcomes based on gender, race, and cultural backgrounds. Future directions of Chinese service-learning in the emerging fields were discussed as promising avenues for future Chinese as a Foreign Language (CFL) research and practice.</p>