“Deepened and Transformative Learning in Leadership Education Using Guided Critical Reflection” is the Lilly Conference online session title by Dr. Sequetta Sweet, Associate Professor of Organizational Leadership from Stockton University. Sweet asked the audience: “How have you used reflection activities in your classes?” People mentioned journaling, e-portfolios… Sweet mentioned that in teaching leadership, getting students to reflect helped them learn the topics and become self-aware. Sweet defined transformative learning as “restructuring how one views themselves and the world around them.” Sweet also distinguished critical reflection from “mere reflection” and took it further by explaining the guided critical reflection. Sweet noted that transformative learning is grounded in constructivism and adult learning, particularly since they teach in a leadership development doctoral program. Sweet explained that there needs to be a shift in how you think. Sweet cited Mezirow 1981 to explain the transformative learning process and the combination of experience, critical reflection, and reflective discourse followed by action. Sweet explains that critical reflection and examining information to develop new perspectives could lead to action. They assigned reflections on the Blackboard Learning Management System. The reflections were worth 5% of their grade. Sweet developed an instrument to learn more about the reflection process and experience of the adult learners in this study. They analyzed the data and text responses, highlighting key quotes that show changes after self-assessment. I was surprised by the amount of anxiety and discomfort students acknowledged and how self-reflection helped them change their thought processes. Nineteen students mentioned “shifts in their insight on others (131 occurrences).” The discussion included comments from nursing faculty and ideas by Sweet on how to structure guided reflection.
