Open AccessTransformational learning theory: A pedagogical framework to encourage social perspective taking in first-year students in post-secondary institutions.
Author(s) -
Joel Murphy
Publication year - 2021
Language(s) - English
DOI - 10.52499/2021014
Subject(s) - transformational leadership , perspective (graphical) , diversity (politics) , pedagogy , institution , student affairs , field (mathematics) , higher education , mathematics education , sociology , psychology , public relations , political science , computer science , social science , mathematics , artificial intelligence , anthropology , law , pure mathematics
There has been an increased emphasis for professionals within the field of student affairs to focus on programming that will engage and help support increasingly diverse student populations on (Odağ, Wallin, & Kedzior, 2016). Bowman (2012) writes: “Many entering college students have had limited opportunities for meaningful interactions and friendships across difference, which further suggests the unique role of college in promoting diversity-related growth” (p.1). Missing within the literature are examples of pedagogical strategies for developing programs that can positively affect inclusivity on post-secondary institution (PSI) campuses. This paper identifies transformational learning theory as a specific pedagogical strategy to help student affairs professionals better support informal firstyear programming. Developing innovative theory-guided programming is necessary to encourage learning and development (Baldwin et al., 2004).