Sustainable learning design in large transformational teaching and learning initiatives

Ensuring lasting impact of transformational teaching and learning initiatives in higher education can prove challenging. The sustainability of such initiatives may hinge on capacity building of teachers, balancing innovation and sustainability during the design process and ensuring that the story of change is shared beyond those involved in the initial transformation. Using a case study example, this concise paper discusses how a transformational teaching and learning initiative in a large Australian Business School is approaching sustainable learning design through co-design, capacity building and the dissemination of research.

The Electronic Media Fast and Student Well-Being: An Exercise in Transformational Teaching

Introduction: In the past decade, use of screen media has increased dramatically among young adults. Statement of Problem: Mounting evidence suggests that high levels of media use are associated with a range of negative psychological outcomes. Literature Review: We present instructions for a four-day electronic media fast assigned in a course module on positive psychology. Drawing from student accounts and direct classroom observations, we illustrate student experiences that suggest substantial positive changes in learning, media habits, and well-being. Teaching Implications: An electronic media fast is an easily implemented class assignment which enables students to reflect on their media use and make adjustments to support their learning and well-being. It is appropriate for use in a range of undergraduate psychology courses including introductory psychology, social psychology, psychology of adolescence, and positive psychology. Conclusion: When undertaken with a flexible, sensitive, and collaborative approach, a media fast can be a powerfully transformative learning experience.

Transformational Teaching in Physical Education and Students’ Leisure-Time Physical Activity: The Mediating Role of Learning Climate, Passion and Self-Determined Motivation

In the context of education, this study examined the relationship between perceiving a transformational physical education (PE) teacher and student’s leisure-time physical activity (PA). Furthermore, we tested the potential mediation role of motivational learning climate, passion and self-determined motivation in this relationship. The sample was composed of 2210 high-school PE students (1145 males, 1065 females) between 16 and 20 years of age. Results of structural equation modeling revealed that the perceived transformational PE teacher–PA outcomes relationship was stronger when students perceived a task-involving climate, when they were harmoniously passionate, and when they were self-determined. We conclude that students’ health-enhancing behaviours could be improved if their PE teachers use transformational teaching style and created a task-oriented learning climate.

How to teach poverty critically

The third chapter of Part One deals with transformational teaching and describes the challenge of unveiling social workers’ basic conservative conceptual framework and replacing it with a critical one. Drawing upon responses of students in PAP courses, the chapter presents this challenge as containing both cognitive and emotional aspects. It addresses the issues of deconstructing conservative attitudes during teaching without attacking or blaming students, connecting knowledge and attitudes in practice, and the role of an ongoing dialogue in transformational teaching. The chapter concludes with guidelines for handling these issues.

Age is Not Just a Number: Perceptions of Pedagogical Content Knowledge, Transformational Teaching, Student-Professor Engagement in Learning, and Deep Learning in the Graduate Classroom

Graduate students in higher education need pedagogical strategies that prepare them with knowledge and critical thinking for their careers. Research conducted in this area concluded that teaching students how to integrate knowledge into the real-world continues to be a challenge for educators across various disciplines in higher education. While scholars have studied effective teaching practices for decades, a broad definition has not been determined. Graduate students’ perceptions of professor pedagogical content knowledge, transformational teaching, student deep learning, and age were compared to determine the behaviors that influence deep learning in business and education programs in the United States and internationally. A survey was administered to 137 students. Findings show that non-traditional learners did not feel as strongly about individualized consideration as traditional learners. The findings suggest that graduate students perceive humor, learning struggles, and relatable content differently.

A Catalyst of Change: A Graduate Student's Perspectives on Transformational Teaching

This article interprets teachers as change agents in light of the Transformational Teaching (TT) framework (Slavich & Zimbardo, 2012). Contributing to the understanding of teachers