FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W1970258161> ?p ?o ?g. }

• W1970258161 endingPage "315" @default.
• W1970258161 startingPage "313" @default.
• W1970258161 abstract "Reviewed by: Transforming Students: Fulfilling the Promise of Higher Education by Charity Johansson and Peter Felten Veronica Jones Charity Johansson and Peter Felten. Transforming Students: Fulfilling the Promise of Higher Education. Baltimore, MD: Johns Hopkins University Press, 2013. 128 pp. Paperback: $24.95. ISBN 13: 978-1-4214-1437-9. ISBN 10: 1-4214-1437-6. In Transforming Students: Fulfilling the Promise of Higher Education, Charity Johansson and Peter Felten explore the concept of transformative learning and the impact that institutions of higher education have in creating meaningful and permanent change in the lives of students. This book is particularly relevant as the idea of a university and the fundamental purpose of higher education continue to be challenged and redefined. The authors primarily draw their conclusions on interview data from students, faculty, and staff from Elon University, a private, residential institution in North Carolina that focuses on engaged learning and experiential approaches such as study abroad. While Johansson and Felten acknowledge that this work emphasizes the enrichment and engagement that residential colleges can provide, their focus on the traditional college experience is not a limitation of the book. If anything, the testaments of transformation in individuals’ stories at Elon and other examples of successful collegiate interventions across the nation offer support for the power of engagement that the traditional university can still deliver, especially in a rapidly emerging era of for-profit institutions and online learning. The authors of this work outline the process of transformative learning as guided by four steps: disruption, reflective analysis, verification/action, and integration. Six chapters illustrate the collective progression of these four phases that students travel through as related to their experiences in the “practicing room” of the university. Chapter 1 addresses the sense of comfort that a university affords students during their first year of college as they are exposed to new ways of knowing. The culture of a university that sets the stage for students to embrace change and a willingness to engage in transformation is the focal point of Chapter 2. Chapter 3 delves into the process of critical reflection that enables students to internalize and embrace new ways of thinking. Chapter 4 moves reflection into action by giving voice to the verification and confidence conveyed to students through the support of peers and faculty on campus. The impact of the relationships students build in the process of self-authorship as essential in the transformative process is explored in Chapter 5. Chapter 6 is vital to implementing the process of transformative learning as it shifts the conversation to the role that the institution plays in facilitating lasting student change. This straightforward structure allows the authors to refocus the goal of undergraduate education on cultivating students, as universities themselves must adapt to such a transformational time for higher education as a whole. Because students often choose a university based on feelings of comfort as they transition into adulthood and cling to their established identities, Chapter 1 highlights the importance of institutional support and the influence of a collegiate space that constructs a safe environment in which students can slowly consider new viewpoints. However, the authors point out that students expect to enhance their existing identity rather than being fully open to their possible selves, which presents the greatest challenge to the process of transformation. They refer to the assertion of Clydesdale (2007) that students often enter their collegiate experience with an “identity lockbox into which they can place their critical religious, political, racial, gender, and class identities for safekeeping” (p. 8). This is all the more reason for higher education professionals to grasp student development theories as outlined by such scholars as Perry (1970) and Chickering and Reisser (1993) and to apply new concepts such as the intersectionality of student identity as shifting, situational, and socially constructed (Bowleg, 2008). Although the accounts of Elon’s first-year experience courses and residential learning communities stand as fundamental examples in the facilitation of transformative growth, there is little discussion of growth based on exposure to campus diversity in the form of race, religion, sexuality, etc., as separate and also intersecting influences. The authors, in their attempt to explicate full integration, make a generalized statement..." @default.
• W1970258161 created "2016-06-24" @default.
• W1970258161 creator A5084312552 @default.
• W1970258161 date "2015-01-01" @default.
• W1970258161 modified "2023-10-17" @default.
• W1970258161 title "Transforming Students: Fulfilling the Promise of Higher Education by Charity Johansson and Peter Felten" @default.
• W1970258161 cites W1487339319 @default.
• W1970258161 cites W1495441760 @default.
• W1970258161 cites W1516878164 @default.
• W1970258161 cites W1598615889 @default.
• W1970258161 cites W1866345109 @default.
• W1970258161 cites W2081023327 @default.
• W1970258161 cites W2089206393 @default.
• W1970258161 cites W3102274273 @default.
• W1970258161 doi "https://doi.org/10.1353/rhe.2015.0001" @default.
• W1970258161 hasPublicationYear "2015" @default.
• W1970258161 type Work @default.
• W1970258161 sameAs 1970258161 @default.
• W1970258161 citedByCount "0" @default.
• W1970258161 crossrefType "journal-article" @default.
• W1970258161 hasAuthorship W1970258161A5084312552 @default.
• W1970258161 hasConcept C120912362 @default.
• W1970258161 hasConcept C121332964 @default.
• W1970258161 hasConcept C144024400 @default.
• W1970258161 hasConcept C15744967 @default.
• W1970258161 hasConcept C163258240 @default.
• W1970258161 hasConcept C17744445 @default.
• W1970258161 hasConcept C19417346 @default.
• W1970258161 hasConcept C199539241 @default.
• W1970258161 hasConcept C37228920 @default.
• W1970258161 hasConcept C62520636 @default.
• W1970258161 hasConcept C70587473 @default.
• W1970258161 hasConceptScore W1970258161C120912362 @default.
• W1970258161 hasConceptScore W1970258161C121332964 @default.
• W1970258161 hasConceptScore W1970258161C144024400 @default.
• W1970258161 hasConceptScore W1970258161C15744967 @default.
• W1970258161 hasConceptScore W1970258161C163258240 @default.
• W1970258161 hasConceptScore W1970258161C17744445 @default.
• W1970258161 hasConceptScore W1970258161C19417346 @default.
• W1970258161 hasConceptScore W1970258161C199539241 @default.
• W1970258161 hasConceptScore W1970258161C37228920 @default.
• W1970258161 hasConceptScore W1970258161C62520636 @default.
• W1970258161 hasConceptScore W1970258161C70587473 @default.
• W1970258161 hasIssue "2" @default.
• W1970258161 hasLocation W19702581611 @default.
• W1970258161 hasOpenAccess W1970258161 @default.
• W1970258161 hasPrimaryLocation W19702581611 @default.
• W1970258161 hasRelatedWork W1965136980 @default.
• W1970258161 hasRelatedWork W2012565793 @default.
• W1970258161 hasRelatedWork W2273230411 @default.
• W1970258161 hasRelatedWork W2888894052 @default.
• W1970258161 hasRelatedWork W2998103108 @default.
• W1970258161 hasRelatedWork W3109063566 @default.
• W1970258161 hasRelatedWork W3123273110 @default.
• W1970258161 hasRelatedWork W3137578041 @default.
• W1970258161 hasRelatedWork W3209355130 @default.
• W1970258161 hasRelatedWork W4282982437 @default.
• W1970258161 hasVolume "38" @default.
• W1970258161 isParatext "false" @default.
• W1970258161 isRetracted "false" @default.
• W1970258161 magId "1970258161" @default.
• W1970258161 workType "article" @default.