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

2.  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

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

4.  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

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

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

7.  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

8.  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

9.  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

10.  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

11.  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

12.  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

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

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

15. Nancy Franz nfranz@iastate.edu