Global Awareness Dialogue Project: Exploring Potential for Faculty Transformation Through a Professional Development Series. (October 2019)

• Record Type: Journal Article
• Authors: Senyshyn, Roxanna M.; Smith, Paula
• Is Part Of: Journal of transformative education. Volume 17:Number 4(2019:Oct.)
• Page Start: 318
• Page End: 336
• Publication Date: 2019-10
• Subjects: transformative learning -- adult learning -- social change; Transformative learning -- Periodicals; Adult learning -- Periodicals; Adult education -- Periodicals; Adult education -- Philosophy -- Periodicals; Critical pedagogy -- Periodicals; Self-actualization (Psychology) -- Periodicals; Continuing education -- Periodicals; 374.001
• DOI: 10.1177/1541344619833342
• Languages: English
• ISSNs: 1541-3446

Abstract

This article examines a faculty professional development program aimed at engaging faculty in an ongoing discussion about global awareness and the practices surrounding teaching and learning in a linguistically and culturally diverse classroom. The program is modeled on two key components: the engagement of undergraduate students and faculty in a structured dialogue outside the classroom and the contributions of experts to faculty discussions to locate and contextualize best practices. The initiative's potential to affect faculty perspectives is explored through a transformative learning framework. Short-term and long-term assessments show that participants were motivated to improve and implement new instructional practices.