TITLE

Transformational Learning Through Prior Learning Assessment

AUTHOR(S)
Stevens, Karen; Gerber, Dan; Hendra, Rick
PUB. DATE
August 2010
SOURCE
Adult Education Quarterly;Aug2010, Vol. 60 Issue 4, p377
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
Upon graduation from University Without Walls (UWW), Robin said, "During first semester you told us that if we allowed it to, this experience [writing a prior learning portfolio] would change us. I was so angry with you for saying that because I liked who I was and didn't want to change. But you were right. And I'm glad." For the past 39 years the centerpiece of UWW, the adult education program at the University of Massachusetts at Amherst, has been a prior experiential learning process. This process involves students' writing and critically reflecting on past professional and, in some instances, personal experiences and awards them academic credit for this learning. The outcomes can be transformative for the learner, facilitating the development of a new sense of confidence and ability to make new meanings of experience. This, in turn, spurs the learner to make changes inside as well as outside the self.
ACCESSION #
52548361

 

Related Articles

  • Opening Doors. TARAS, ELIZABETH // BusinessWest;1/27/2014, Vol. 30 Issue 16, p28 

    The article focuses on the University Without Walls (UWW), an adult degree completion program offered by the University of Massachusetts at Amherst. The UWW, which is noted as one of the oldest alternative adult-education programs in the U.S., offers individualized degrees or course plans which...

  • Trial by Hire: The Seven Stages of Learning to Teach in Higher Education. Post, Patricia A. // Contemporary Issues in Education Research;Dec2011, Vol. 4 Issue 12, p25 

    This phenomenological study describes seven stages of learning to teach at the university level. Through the use of narratives, twelve Canadian university professors reveal their beliefs and attitudes about teaching and learning as they struggle to become better teachers within various academic...

  • A PRIMER FOR LEADERSHIP COACHES. MacPherson, Mike // T+D;Dec2009, Vol. 63 Issue 12, p46 

    The article presents advice and recommendations for leadership coaches. A model of leadership coaching based on critical self-reflection (CSR) is presented. CSR is described as fostering analytical introspection. Transformative adult learning theory is cited as a field which can be useful in...

  • Transformative learning and Christian spirituality: Towards a model for pedagogical and theological clarity? MENEELY, COLIN // Adult Learner (0790-8040);2015, p88 

    Ever since Jack Mezirow introduced the incipient, and then more developed idea, of transformative learning to the discussion on adult education more than thirty years ago, the parameters of its theory and practice have been pushed out further and further. The introduction of spirituality and...

  • Australian Indigenous Tertiary Studies: A Discussion with Professor David Boud on Experience-Based Learning and the Transformation of University Courses. Norman, Heidi // Australian Journal of Indigenous Education;Aug2012, Vol. 41 Issue 1, p34 

    This article critically examines the possibility of using Problem-Based Learning as an approach to teaching and learning and curriculum design in Indigenous studies. This approach emphasises the potential for Experience-Based Learning or Problem-Based Learning as a model that frames the...

  • Using the Discovering Model to Facilitate Transformational Learning and Career Development. Kroth, Michael; Boverie, Patricia // MPAEA Journal of Adult Education;Spring2009, Vol. 38 Issue 1, p43 

    Transformative Learning Theory has become one of the leading adult learning theories today and yet students, practitioners, and faculty can find it difficult to understand and apply. This article presents The Integrative Discovering Model and describes how it may be used for advising, teaching,...

  • Transforming Ecological Science at Primarily Undergraduate Institutions through Collaborative Networks. Bowne, David R.; Downing, Amy L.; Hoopes, Martha F.; LoGiudice, Kathleen; Thomas, Carolyn L.; Anderson, Laurel J.; Gartner, Tracy B.; Hornbach, Daniel J.; Kuers, Karen; Machado, Jose-Luis; Pohlad, Bob R.; Shea, Kathleen L. // BioScience;May2011, Vol. 61 Issue 5, p386 

    Ecologists at primarily undergraduate institutions (PUIs) are well positioned to form collaborative networks and make transformative contributions to the study and teaching of ecology. The spatial and temporal complexity of ecological phenomena rewards a collaborative research approach. A...

  • Learning in extremis. WILLIAMSON, BILL // Adults Learning;Oct98, Vol. 10 Issue 2, p23 

    Considers a class of human experiences which are characterized as extreme adult learning. Theoretical background; Situations confronting the human race; History of prison education.

  • DEVELOPING BASIC SKILLS AND KNOWLEDGE. Sargent, Alice G. // Training & Development Journal;May79, Vol. 33 Issue 5, p72 

    Outlines an experiential model of adult learning. Components of the model; Interpersonal competencies required of adult learners; Opportunities for adult learning; Practical applications of the model.

Share

Read the Article

Courtesy of THE LIBRARY OF VIRGINIA

Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics