Although transformative learning theory has been studied and utilized in the field of adult education to help adults learn, there is still a lack of understanding of how adult educators and adult learners collaboratively process transformative learning in postsecondary education. There is still room to explore how transformative learning is fostered, mentored, and processed between educators and learners in the formal higher educational setting of graduate school. So, the purpose of this proposed presentation is to explore how mentorship fosters transformation in graduate education. In particular, this presentation will focus on the experiences of an adult educator and an adult learner who practiced and experienced transformative learning in a graduate class in higher education when they co-taught an adult education course. 

Presenters: