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Transformational Learning for Today’s Learners
Course designs and pedagogies that led to transformative learning for most students just 6-10 years ago, fail to produce the same level of learning due to wave after wave of changing learning contexts and changes in our learners. This session will summarize what educators need to do to inspire transformative learning for an increasing percentage of our students who have different learning needs: first-gen students, students of color, students will neurodiversity or disabilities, gen Z students, and student use of AI. Educators have been researching each of these issues, but often this research has appeared in silos, speaking only to one of these types of learners. This session synthesizes the best practices for meeting the needs of all of these learning needs. The synthesis leads to 4 principles that support transformative learning for ALL students. The format will be: Introduction (5 min); synthesis of the research (10 minutes); table discussion of learning needs (15 minutes); presenting the 4 best practices (10 minutes); table discussion of scenarios (20 minutes); sharing (10 minutes).
Led by: Barbara Bird, Director of the Smith Center for Faculty Excellence, Ohio Wesleyan University
How Boston College Makes Undergraduate Education Truly Formative Across The University
This session explores Boston College’s approach to formative, holistic education and situates it within the broader landscape of well-being initiatives in higher education. Opening remarks will frame BC’s model as a distinctive approach to student formation, one that emphasizes integrated development across multiple dimensions rather than focusing more narrowly on individual aspects of wellness, resilience, or student support.
Participants will be introduced to BC’s framework for the guided development of the whole person across emotional, ethical, relational, spiritual, vocational, and cognitive dimensions. A multimedia presentation will demonstrate how this approach is implemented through several signature formative education initiatives, highlighting the intentional integration of learning, reflection, and personal development. Together, these efforts prepare students for individual flourishing as well as for lives of purpose and contribution to the common good.
The session will conclude with an interactive workshop in which participants apply BC’s core principles to their own institutional contexts. Through guided reflection and small-group discussion, participants will identify elements of BC’s formative education programs that might be adapted to their institutions and explore how these practices could complement and strengthen existing well-being initiatives on their campuses.
Led by: David Quigley, Robert L. and Judith T. Winston Provost and Dean of Faculties, Boston College, Stanton Wortham, Charles F. Donovan, S.J., Dean of the Lynch School of Education and Human Development, Boston College, Jieun Sung, Postdoctoral Research Fellow in the Lynch School of Education and Human Development, Boston College
Designing For A Culture Of Growth
This session will explore an innovative, collaborative approach to designing for engaged learning and student success at the University of Denver (DU), in support of the university-wide Four-Dimensional (4D) Experience focused on the four dimensions of intellect, character, well-being, and purpose. To deliver 4D at scale and increase institutional creative capacity, DU runs a design-thinking series that provides faculty and staff across colleges, schools, and divisions with strategies and tools to design for rich learning environments that center the whole person. This series utilizes design-thinking mindsets and methods to guide faculty and staff in experimenting with small, iterative changes and enhancements for big student impact. In the process, the series not only increases faculty and staff capacity to foster their students’ well-being and purpose but also has contributed to faculty and staff well-being and purpose as well.
During the session, participants will gain an understanding of how the DU 4D Design Series has utilized design thinking to design both curricular and co-curricular learning environments that advance a range of outcomes, from belonging to joy. Then delving into the specific example of resilience, the session will share national data and resilience frameworks, building participants’ familiarity with Dr. Mary C. Murphy’s “cultures of growth” concept. Utilizing the DU model, participants will engage in interactive and reflective exercises that enable them to identify concrete ways of implementing design thinking to foster student resilience and engaged learning at their own universities.
Led by: Laura Perille, PhD, Executive Director, 4D Experience, University of Denver
Everyone Participates! Structuring Class Discussion For Maximal Inclusion
This session will introduce participants to the work of the Great Questions Foundation, a faculty-founded and led organization promoting discussion-based, liberal arts-rooted learning centered on transformative texts and ideas at community colleges. The Great Questions Foundation’s approach is designed to help students develop not only disciplinary knowledge, but also confidence and a passion for learning. Participants will be introduced to TGQF’s method of organizing class discussion to increase participation and engagement. In this hands-on session, participants will discuss the question “What is An American”?, guided by the Declaration of Independence and voices through U.S. history.
Led by: Ted Hadzi-Antich Jr., Associate Professor of Government, Founder of The Great Questions Project and member of the Honors faculty at Austin Community College; Founder and Executive Director of The Great Questions Foundation
An Evidence-Based, Campus-Wide Approach For Suporting Student Wellbeing
The session format will be a mix of a brief slide presentation providing an overview of JED’s comprehensive approach and a discussion with a partner school (that is in the JED program and a member of the Coalition) on how their work with JED helped to cultivate a culture of care and compassion on their campus to support student well-being. A brief discussion of the impact of JED Campus on student outcomes will also be included.
Led by: Nance Roy, Chief Clinical Officer, The Jed Foundation
