Laurel Tien | Antioch University (original) (raw)

Course Design and Program Proposals by Laurel Tien

Want to deepen your practice in creating and leading Transformative Learning Communities? Are you... more Want to deepen your practice in creating and leading Transformative Learning Communities? Are you a teacher or parent supporting self-directed learners? Are you looking for a community to support your personal and professional development? Are you running a progressive school and looking for staff who understand and practice transformative learning? Join our Transformative Learning Community through our Certified Practitioner program! We are launching a Certified Practitioner program in Transformative Learning Communities. The learning community model as emerged with our learners and faculty over the past 8 years as we practiced what it means to become a self-renewing learning community of care. As we take stock on what has been planted, seeded, cultivated and now cross pollinating-several of our alumni have taken the learning they have designed with mentors in our model, and now have created unique holistic learning communities in more than seven locations around the world: including Beijing, Frankfurt, Sao Paulo, Winnipeg, New Zealand, British Columbia, and Austin. Now we are attracting our first cohort to leverage what we have learned and evolve to the next level-leading the movement of learning communities. And we understand the idea of a grassroots movement, and it starts with a few early adopters who will work with us to test the evolution of the learning community model. Our first cohort will experience this program-where you choose your mentor, your workshops and capstone project/experience-as you add to your portfolio throughout the program. You have the opportunity to explore your own curiosity, answer your own questions, and follow your own enthusiasms-within our learning community. What we know for sure is that this is a leadership program centered on paradigm shifting relationships for social change in education. The first cohort will be instrumental in the development of the model that up until now has been our map, and we would like to expand it to

Theses/Dissertation by Laurel Tien

In this inquiry, I use scholarly personal narrative (SPN) and contemplative generative listening ... more In this inquiry, I use scholarly personal narrative (SPN) and contemplative generative listening to share my journey of awakening to, living in, and sustaining a transformative learning community (TLC), which I define as evoking a radical post-third-person integration of first-, second-, and third-person learning. Although there is dialogue in the educational literature that considers post-third-person learning, there is little in the area of collective learning systems—what I have termed transformative learning communities or TLCs—as well as the process of generative collective wisdom (GCW) where the theory, lived experience, and praxis of intersubjectivity (Gozawa, 2017; Gunnlaugson, 2007, 2009, 2011, 2015) and interbeing (Hanh, 2001) are privileged. This lack of language or conceptualization, as well as educator experience, challenges TLCs in the face of everyday practices that can too easily fall back to conventional ways of thinking about learning. Ultimately, I argue that a radical conceptualization of TLCs and GCW will support humans coming into relationship with both our human and more-than-human worlds to create a “more sustainable, regenerative and thriving future” (Wahl, 2016, p. 3) and propose a pedagogical manifesto to language this conceptualization.

This proposal supports a reflexive autoethnographical inquiry into what transforms in transformat... more This proposal supports a reflexive autoethnographical inquiry into what transforms in transformative education. Generative listening supports contemplative noticing what unfolds in the everyday, allowing me to see what is unvoiced, unconceptualized in transformative learning, and opening space to consider not only the present, but the emerging future. This inquiry aims to add to the academic discourse in education through an autoethnographical narrative of the lived experience of transformative learning as a way of knowing, privileging a less abstract and more emergent and grounded language.

In this synthesis paper, I will share my journey regarding my inquiry into transformative learnin... more In this synthesis paper, I will share my journey regarding my inquiry into transformative learning that engages the individual/group/community in developmental unfolding and complexifying states of consciousness. I wonder about the following questions; "What are the subjective and embodied experiences of individuals entering a transformative/integral/holistic/contemplative/ evolutionary learning experience at the blended MA program at the SelfDesign Graduate Institute? How do learners come to this place, given that 'we' live in a modernist dominated culture/state of consciousness? How does the blended nature of the program impact this experience?"

Keywords: higher education, Scholarship of Teaching and Learning, transformative learning, holistic, integral, contemplative, evolutionary

Over the nine chapters in this thesis, I use a qualitative lens to examine my own experience, ack... more Over the nine chapters in this thesis, I use a qualitative lens to examine my own experience, acknowledging my role as a holistic and integral educator, in which engaging in a regular personal practice of transformation forms an essential part of the process. Before I can look outward, I must look inward; it is important for me to outline my own place at each step in this journey. This process also forms a part of my own growth as an educator, through the Scholarship of Teaching and Learning (SoTL). SoTL involves post-secondary practitioners conducting inquiry into teaching and learning processes in higher education contexts.

The purpose of this research was to investigate the experience of a specific collaborative art ma... more The purpose of this research was to investigate the experience of a specific collaborative art making project for the participants, audience and myself, as the artist. The research, consisting of two overlapping phases, was conducted using a series of descriptive case studies. Phase one of the study consisted of the art project itself. Phase two examined the experience of the women involved in the project, the 'audience' of the work, and myself as the artist. Insights into the experience of community-based art making projects suggest important implications.

Published Papers by Laurel Tien

This article highlights the current dialogue about educational technology and ways of knowing in ... more This article highlights the current dialogue about educational technology and ways of knowing in visual art education. The authors outline and evaluate the development and testing phases of a hypertextual online visual art course offered at the then Emily Carr Institute of Art and Design (http://www.eciad.ca/www/) in the summer of 2001. Through this, we offer a framework for the evaluation of online visual art critical studies courses.

De Quincy (2000) argues that the study of consciousness within Western science and philosophy is ... more De Quincy (2000) argues that the study of consciousness within Western science and philosophy is polarized between " investigations of third-person, objective correlates and investigations of first-person, subjective experience and phenomena " ; there is a paucity of second-person models (intersubjective, or relationship-centred) in Western approaches to consciousness studies. This logically follows into education; as 21st century learners evolve, the learning needs evolve. The challenge in graduate study programs of post-secondary institutions can be to progressively innovate in order to attract professionals while providing a learning community of collaboration and engagement in a virtual world, as well as an opportunity to self-author their own learning experiences. This article follows the journey of three learners engaged in individualized, self-created courses (directed studies) resulting in a collaborative final project.

Conference Presentations by Laurel Tien

In this paper and video, I explore my own lived experience with entering the participatory space,... more In this paper and video, I explore my own lived experience with entering the participatory space, where interconnectedness, aesthetics and grace live. Where arts-informed ways of knowing assist in communicating the experience, as traditional verbal and written language is challenged to share the " grace of embeddedness in the natural world, the sacred dimension of our being " (Bateson, 1972).

I am impassioned about transformative learning that engages the individual/group/ community in de... more I am impassioned about transformative learning that engages the individual/group/ community in developmental unfolding and complexifying states of consciousness. How do people find themselves here? What skills/thoughts/processes/beliefs lend themselves to entering this place of chaos and transformation? How do individuals/groups/communities engage with transrational moments and embrace this part of the transformative learning process?
In this presentation, I share how consciousness studies, chaos theory, and intersubjectivity illuminate these questions and provide ways to operationalize transformative learning as a learner/educator and academic.

This presentation follows my inquiry journey in supporting evolving and unfolding consciousness t... more This presentation follows my inquiry journey in supporting evolving and unfolding consciousness through blended weekly seminars ( community of learners approach, what I have called ‘Meet Me at the Table’) with students in the BSN-PB blended learning nursing program at Kwantlen Polytechnic University in British Columbia, Canada. This inquiry started as a raw, emergent, existential question...it hid in the shadows as I developed my ability to listen to it. It has been a very qualitative and precious, fragile process. It is with this spirit, that I invite you into my parallel stories of evolving and unfolding consciousness; my own personal experience and that of my experience in the action research of supporting evolving and unfolding consciousness of my students through blended weekly seminars.

Supporting Learning Transition to Online Learning in the BSN-PB Program: A SoTL Inquiry Studyin... more Supporting Learning Transition to Online Learning in the BSN-PB Program: A SoTL Inquiry

Studying outside the traditional classroom format presents benefits and challenges for students and faculty alike. While the idea of online learning appeals to many, there is a definite learning curve; use of technology, level of internal motivation/self-regulation and developmental stage all impact on the needs of the student, impacting the approach of the program in offering a student-centred approach.
Starting with an outline of the BSN-PB blended nursing program at KPU, we discuss our journey in engaged and dynamic learning in a program that draws from both online and f2f learning activities. We will share our experiences as student and faculty in the transition process, drawing from stories of strengths and challenges of this learning approach. As well, we will share our plan for a collaborative SoTL inquiry to deepen this understanding through qualitative methodology. We invite you to share your experiences as we discuss best practice in blended learning.

I am impassioned about transformative learning that engages the individual/group/ community in de... more I am impassioned about transformative learning that engages the individual/group/ community in developmental unfolding and complexifying states of consciousness. How do people find themselves here? What skills/thoughts/processes/beliefs lend themselves to entering this place of chaos and transformation? How do individuals/groups/communities engage with transrational moments and embrace this part of the transformative learning process? In this presentation, I share how consciousness studies, chaos theory, and intersubjectivity illuminate these questions and provide ways to operationalize transformative learning as a learner/educator and academic. Washington State. One of her research interests continues to be supporting students in entering a transformational/soulful/holistic/integral learning space.

/Impact on student learning: Studying outside the traditional classroom format presents benefits ... more /Impact on student learning: Studying outside the traditional classroom format presents benefits and challenges for students and faculty alike. While the idea of online learning appeals to many students, there is a definite learning curve; use of technology, level of internal motivation/self-regulation and developmental stage all impact on the needs of of the student, impacting the approach of the faculty in offering a student-centred approach. Over the four intakes of this program we have made iterative changes with the hopes of supporting student success. In this session we will share some of our strategies and what we have learned along the way… Name of eLearning technology or tool (including a brief description): Blended Course Design, Bluejeans or any videoconferencing tool

Keywords: higher education, Scholarship of Teaching and Learning, transformative learning, holistic, integral, contemplative, evolutionary

Supporting Learning Transition to Online Learning in the BSN-PB Program: A SoTL Inquiry Studyin... more Supporting Learning Transition to Online Learning in the BSN-PB Program: A SoTL Inquiry

I am impassioned about transformative learning that engages the individual/group/ community in de... more I am impassioned about transformative learning that engages the individual/group/ community in developmental unfolding and complexifying states of consciousness. How do people find themselves here? What skills/thoughts/processes/beliefs lend themselves to entering this place of chaos and transformation? How do individuals/groups/communities engage with transrational moments and embrace this part of the transformative learning process? In this presentation, I share how consciousness studies, chaos theory, and intersubjectivity illuminate these questions and provide ways to operationalize transformative learning as a learner/educator and academic. Washington State. One of her research interests continues to be supporting students in entering a transformational/soulful/holistic/integral learning space.

Meet Me at the Table: The Lived Experience of Weekly Virtual Seminars in a Blended Nursing Progra... more Meet Me at the Table: The Lived Experience of Weekly Virtual Seminars in a Blended Nursing Program Starting with an outline of the BSN-PB blended nursing program at KPU, we discuss our journey in engaged and dynamic learning in a program that draws from both online and f2f learning activities. We will share our experiences as students and faculty in the process of piloting weekly synchronous virtual praxis seminars, drawing from stories of strengths and challenges of this learning approach. We invite you to share your experiences as we discuss best practice in blended learning. The BSN PB program is an alternative to the traditional four-year entry level nursing program. It serves a distinct group of mature, successful learners and recognizes their prior learning. Students who qualify for this program have already completed an undergraduate baccalaureate degree and then finish the nursing portion of their education in 27 months. Students will complete their nursing education and be in the nursing workforce 18 months earlier than graduates from the traditional BSN program. The BSN PB program is designed to provide highly effective, efficient, and meaningful learning experiences for students. Program learning experiences satisfy the requirements of academic rigour, meet divergent learner needs, capitalize on the skills and abilities of this specific group of learners, and promote nursing practice relevance. Program courses are offered in a hybrid format through two residencies at Kwantlen, practice within health care agencies and communities, combined with online learning formats. The majority of theory and praxis courses are taught online, providing learning experiences that reflect inventive ways to engage learners in web-based learning. Using computer-based and mobile technologies, instructors use the hybrid model to redesign most classroom and laboratory content into new online learning activities, such as case studies, tutorials, selftesting exercises, ePortfolios, simulations, creative and project work, and online group collaborations

The Festival of Learning is a celebration of teaching and learning in post-secondary education. I... more The Festival of Learning is a celebration of teaching and learning in post-secondary education. It is an unprecedented collaboration of existing groups and annual events hosted together during an exciting four-day festival experience. Educators, leaders and professional staff involved in teaching and learning in B.C. higher education joined together, sharing in a variety of opportunities to learn, laugh, create and collaborate with colleagues from across B.C. and extending beyond one's existing networks. BCcampus is pleased to have supported the extraordinary coming together of events and communities from all B.C. universities, colleges, and institutes. Meet Me at the Table: The Lived Experience of Weekly Virtual Seminars in a Blended Nursing Program Starting with an outline of the BSN-PB blended nursing program at KPU, we discuss our journey in engaged and dynamic learning in a program that draws from both online and f2f learning activities. We will share our experiences as students and faculty in the process of piloting weekly synchronous virtual praxis seminars, drawing from stories of strengths and challenges of this learning approach. We invite you to share your experiences as we discuss best practice in blended learning. The BSN PB program is an alternative to the traditional four-year entry level nursing program. It serves a distinct group of mature, successful learners and recognizes their prior learning. Students who qualify for this program have already completed an undergraduate baccalaureate degree and then finish the nursing portion of their education in 27 months. Students will complete their nursing education and be in the nursing workforce 18 months earlier than graduates from the traditional BSN program. The BSN PB program is designed to provide highly effective, efficient, and meaningful learning experiences for students. Program learning experiences satisfy the requirements of academic rigour, meet divergent learner needs, capitalize on the skills and abilities of this specific group of learners, and promote nursing practice relevance. Program courses are offered in a hybrid format through two residencies at Kwantlen, practice within health care agencies and communities, combined with online learning formats. The majority of theory and praxis courses are taught online, providing learning experiences that reflect inventive ways to engage learners in web-based learning. Using computer-based and mobile technologies, instructors use the hybrid model to redesign most classroom and laboratory content into new online learning activities, such as case studies, tutorials, selftesting exercises, ePortfolios, simulations, creative and project work, and online group collaborations

Course Evaluation from students Fall 2016

As an instructor, Laurel stands out with her positive energy, great communication and wealth of k... more As an instructor, Laurel stands out with her positive energy, great communication and wealth of knowledge and insight. She consistently created space for informative discussion and contributed unique insight into nursing practice. Despite the daunting amount of new content, her teaching was always clear, engaging, and linking theoretical and practical knowledge. She also has a remarkable ability to adjust to her students' various learning styles.

In presenting this thesis in partial fulfilment of the requirements for an advanced degree at the... more In presenting this thesis in partial fulfilment of the requirements for an advanced degree at the University of British Columbia, I agree that the Library shall make it freely available for reference and study. I further agree that permission for extensive copying of this thesis for scholarly purposes may be granted by the head of my department or by his or her representatives. It is understood that copying or publication of this thesis for financial gain shall not be allowed without my written permission.

Holistic Education Review, May 10, 2021

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