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Papers by Ren Hullender
The Journal of Scholarship of Teaching and Learning, 2015
A major shift in university course work involves activities outside the traditional classroom in ... more A major shift in university course work involves activities outside the traditional classroom in which students are required to apply knowledge from the coursework in real-life service-learning environments. Such complex learning contexts generate a level of disequilibrium or anxiety that may or may not result in transformative learning. This phenomenological study examined student reflective writings from an Honors service-learning course at a medium-sized mid-western university for evidences of transformative learning, the precipitating disequilibria, and the significant pedagogical structures underlying growth. All students learned and all students encountered disquieting experiences; however, only half the participants exhibited varying levels of transformative learning. Results indicate that transformative learning requires time, space, and appropriate scaffolding to develop or augment personal internal systems of adjusting what one thinks and how one t...
The Journal of the National Collegiate Honors Council, 2016
A and evaluation practices within honors programs have attracted considerable attention within th... more A and evaluation practices within honors programs have attracted considerable attention within the honors academic community, e .g ., the spring/summer 2006 volume of the Journal of the National Collegiate Honors Council . Calls for carefully created and constructed assessment activities within honors programs have met with mixed responses by directors who identify the difficulty in assessing decentralized, complex learning environments, noting that standard measures such as tests, surveys, or essays are not always applicable or appropriate in addressing honors assessment needs, especially in areas of social justice, service learning, and community engagement (Corley & Zubizarreta; Lanier) . Acknowledging the hesitancy of honors directors about the need for assessment as well as their concern about the development of authentic assessment practices, Lanier nevertheless
A major shift in university course work involves activities outside the traditional classroom in ... more A major shift in university course work involves activities outside the traditional classroom in which students are required to apply knowledge from the coursework in real-life service-learning environments. Such complex learning contexts generate a level of disequilibrium or anxiety that may or may not result in transformative learning. This phenomenological study examined student reflective writings from an Honors service-learning course at a medium-sized mid-western university for evidences of transformative learning, the precipitating disequilibria, and the significant pedagogical structures underlying growth. All students learned and all students encountered disquieting experiences; however, only half the participants exhibited varying levels of transformative learning. Results indicate that transformative learning requires time, space, and appropriate scaffolding to develop or augment personal internal systems of adjusting what one thinks and how one thinks about new informat...
The Journal of Scholarship of Teaching and Learning, 2015
A major shift in university course work involves activities outside the traditional classroom in ... more A major shift in university course work involves activities outside the traditional classroom in which students are required to apply knowledge from the coursework in real-life service-learning environments. Such complex learning contexts generate a level of disequilibrium or anxiety that may or may not result in transformative learning. This phenomenological study examined student reflective writings from an Honors service-learning course at a medium-sized mid-western university for evidences of transformative learning, the precipitating disequilibria, and the significant pedagogical structures underlying growth. All students learned and all students encountered disquieting experiences; however, only half the participants exhibited varying levels of transformative learning. Results indicate that transformative learning requires time, space, and appropriate scaffolding to develop or augment personal internal systems of adjusting what one thinks and how one t...
The Journal of the National Collegiate Honors Council, 2016
A and evaluation practices within honors programs have attracted considerable attention within th... more A and evaluation practices within honors programs have attracted considerable attention within the honors academic community, e .g ., the spring/summer 2006 volume of the Journal of the National Collegiate Honors Council . Calls for carefully created and constructed assessment activities within honors programs have met with mixed responses by directors who identify the difficulty in assessing decentralized, complex learning environments, noting that standard measures such as tests, surveys, or essays are not always applicable or appropriate in addressing honors assessment needs, especially in areas of social justice, service learning, and community engagement (Corley & Zubizarreta; Lanier) . Acknowledging the hesitancy of honors directors about the need for assessment as well as their concern about the development of authentic assessment practices, Lanier nevertheless
A major shift in university course work involves activities outside the traditional classroom in ... more A major shift in university course work involves activities outside the traditional classroom in which students are required to apply knowledge from the coursework in real-life service-learning environments. Such complex learning contexts generate a level of disequilibrium or anxiety that may or may not result in transformative learning. This phenomenological study examined student reflective writings from an Honors service-learning course at a medium-sized mid-western university for evidences of transformative learning, the precipitating disequilibria, and the significant pedagogical structures underlying growth. All students learned and all students encountered disquieting experiences; however, only half the participants exhibited varying levels of transformative learning. Results indicate that transformative learning requires time, space, and appropriate scaffolding to develop or augment personal internal systems of adjusting what one thinks and how one thinks about new informat...