This article describes pedagogical teaching and learning strategies that facilitate transformative learning for RN-BSN students in the online program.

This chapter describes a transformative model for preparing graduate student instructors in any discipline to design and teach inclusive courses through a social justice framework.

This chapter describes a faculty learning community formed at our university, in partnership with local Indigenous communities, as part of our response to Canada's Truth and Reconciliation Commission Calls to Action. We interviewed participants about their experiences in this group, including their challenges and transformations.

This chapter explores the role of transformative learning in fostering organizational change in higher education.

This chapter explores how college students with diagnosed learning differences develop identity within changing relationships with the family system. Implications highlight the crucial roles of context and relationship in transformative learning.

This chapter presents the findings of a narrative study of two diverse faculty members on the path to their current faculty positions and examines their negotiation of a critical event in light of adult transformative learning.

This chapter describes a multidisciplinary faculty self-study about reciprocity in service-learning. The study began with each coauthor participating in a Decoding interview. We describe how Decoding combined with collaborative self-study had a positive impact on our teaching practice.

This chapter addresses the transformative use of the creative writing workshop as pedagogical method in undergraduate, graduate, and community-based creative nonfiction classes.

This chapter discusses key findings from two recent studies that examine transformative learning experiences in a restorative practices-based graduate program at the International Institute for Restorative Practices (IIRP). Restorative practices is a new interdisciplinary social science that studies the development and maintenance of relationships…

Our study examines the relationships of six dyads of women advisors and advisees in one doctoral program to understand power, context, and personal transformation. We found that mentoring is context specific and power dynamics range from equitable to hierarchical. This article explores the connection between relational cultural theory and…

This chapter argues that today's dominant forms of education are insufficient for today's world because they ignore the vast and conventionally untapped resource that lies in the disciplined inwardness that is contemplative life. It then surveys a range of transformative examples that are emerging in the educational movement known as…

This chapter recounts the development of faculty and student groups whose purposes are to promote mindfulness and contemplative pedagogy on the California State University-Chico campus through work both on the campus and in the greater Chico community. The "Mindful Campus" a student organization formed in 2011, merged with the…

Effective diversity education requires that the instructor be knowledgeable and comfortable with the theories and issues of identity. Given the persistence of curricular ethnocentrism and the highly charged nature of contemporary identity narratives, the preparation of faculty to teach diversity effectively across academic disciplines is no small…

The question of how best to fulfill the academy's role in civic life animates many discussions about the identity and function of higher education in the twenty-first century. Service-learning is emerging as a central component of efforts to connect both disciplinary learning and general education with this historic and increasingly salient…

This chapter argues that liberal learning can be transformative and foster students' intellectual and ethical development only if we consider its development underpinnings and pedagogic strategies that illustrate that the skills of academic inquiry are the skills of personal development. (Contains 1 note.)