Nancy Franz Associate Dean for Extension and Outreach for Families and 4-H Youth Director ISUE to Families

 Thank you for your interest in TL  Nancy’s TL journey  30 years with Extension  Agent, volunteer, department head, graduate student, specialist, program coordinator, administrator  Environmental education, youth development, adult education  Silent sports, reading, gardening, dark chocolate  I’m here to help us revitalize our spirit, tell the public story of our work, build on our great reputation as an educational force in Iowa

 Your name  Why you are here today  What you want to hear or learn about

 Approaches to Extension education  What is TL?  Why does TL matter?  What do we know about TL and Extension?  The role of the Extension educator in facilitating TL  Discussion

Approaches to Extension’s Educational Mission CONTENT LOWHIGH FACILITATIONTRANSFORMATIVE EDUCATION SERVICECONTENT TRANSMISSION PROCESSPROCESS HIGH LOW D. M. Ewert, 2001

 A prominent adult education theory  Three types of learning  Instrumental  Communicative  Transformative

 Individuals, groups, and organizations have a new perspective and action that greatly differs from past views and behaviors  Deep  Persuasive  Sustained change  Show what we are as people

 Experience a disorienting dilemma  Undergo self-examination  Conduct a critical assessment of internalized role assumptions and feel a sense of alienation from traditional social expectations  Relate personal discontent to similar experiences of others or to public issues – recognize that your problem/situation is shared and not just private  Explore options for new ways of acting

 Build competence and self-confidence in new roles  Plan a course of action  Acquire knowledge and skills for implementing plans  Make provisions to try new roles and assess feedback  Reintegrate into society on the basis of conditions dictated by the new perspective

 Our mission is to make a difference (a deep difference)  To enhance support (TL=loyalty)  To fill our niche in our public good portfolio  Makes us feel our work is meaningful  Professional development-we transform as our clients transform

 Cornell staff study – internal partnerships nurture transformative learning  Virginia camp staff study – our educational environment creates transformation  Our own professional development is critical  The “other” as mentor and supporter  Provides disorientation for change  Requires us to move from expert model to architect of learning environment focused on deeper public value

 Architect of learning environment  Co-learner and co-teacher  Learner centered, mutual respect  Honor and build on the experience of the learner  Flexible learning environment  Find and follow teachable moments  Sequential and deep learning designs  Aware of social networks and nodes

At your table Share a personal story about Extension transformative learning you’ve witnessed and the educator’s role in it

What do we need to do to improve TL conditions and outcomes in ISUE?

Nancy Franz