Narratives of Personal Transformation in Engaged Learning
Abstract
In this essay six participants share how the Community of Practice on Engaged Learning (COPEL) experience transformed the ways they think about learning, students, and themselves as educators. The authors reflect the diversity of COPEL participants and include a faculty member, academic and student affairs professionals, and undergraduate and graduate students. The narratives reveal how COPEL facilitated a stronger campus community and partnerships, helped educators re-envision learning through learners’ development, and create transformations in the role of educator. The narratives demonstrate how personal transformation can be a powerful vehicle for institutional change and creating a campus culture of engaged learning.
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