Typical approaches to learning center heavily around objectives, which are discrete, measurable, and focused on specific narrow outcomes. But what about when your education shakes up your entire mindset and radically changes your fundamental perspectives of your self-identity, society, or the entire world? Transformative Learning Theory (TLT) addresses how teaching and learning could accomplish such ambitious tasks.  This week's Teach T@lk webinar was presented by Abigail Smith , Instructional Designer for the School of   Historical, Philosophical, and Religious Studies. She shared with us a brief history of TLT, some of the basic concepts it presents, and practical applications for how we can apply the findings of TLT to our own teaching practices. Background  We began with sharing moments from our own learning experiences that were life changing; moments that gave us pause, and ones that surprised us. Then, we learned how the theory came to be developed by Jack Mezirow

The path to quality information is not straight.  A recent survey from Project Information Literacy  explored how college students engage with news . Most survey respondents encounter some news every day, but more found out about news and current events through conversations with peers, family and instructors than from professional news sources. Researchers found class conversation about world events can provide important context and practice for engaging with credible information sources. Further, students who discussed news and public issues in the classroom were more inclined to investigate the topics on their own.  Research and exploration are important components for any learning endeavor. Students dive deeper into a subject area to gain new knowledge, and instructors often help guide them toward credible, authoritative sources in their subject area. But what is often overlooked in most classrooms is the experience and habits students bring to the table for finding and evalua

The modern research university like Arizona State University has a multifaceted mission including research, education, and service to the community. The pressure on faculty to perform at high levels in the three areas can be daunting. Faculty positions require a diverse skill set to meet expectations in each critical job area. Additionally, given the mixed mission of the university faculty are frequently hired for their research expertise.   Arizona State University is uniquely positioned because the university is dedicated to accessibility for all students qualified to study at the university. The diversity and preparedness of students can create a complex teaching and learning environment which is further complicated by level of faculty preparedness to address the challenges of the diverse classroom. A collaborative relationship between faculty and instructional designers can produce positive outcomes for faculty and students (Richardson et al., 2018). It is imperative the unive

Why undergrads consider leaving research and what research labs can do to help students thrive Participating in research as an undergraduate is well known to benefit students as they develop into confident and skilled researchers. Students can hone their technical skills, critical thinking, and ability to collaborate and communicate their findings. Despite these benefits, some students still decide to leave their undergraduate research labs prior to completing their undergraduate degree. If these experiences are so beneficial, why are students leaving them prematurely? A group of researchers, including 14 undergraduate students participating in ASU’s LEAP Scholars program , set out to answer this question. They surveyed life sciences students from 25 research-intensive public universities nationwide who were currently participating in or had previously participated in undergraduate research. Surprisingly, half of the students surveyed considered leaving their undergraduate resear