Although Transformational Learning theory emerged from community college–based research on women in a return-to-work program, there have been limited contemporary, practical applications of Transformational Learning theory in the literature specific to community college audiences. Hoggan and Browning (2019) illustrate a “hands-on” approach to Transformational Learning for the community college professional through the case study of one partnership between Training Futures and the Northern Virginia Community College, with more than 10 years of data and anecdotal experiences from the perspectives of students and faculty alike. The practicality and accessibility of this text lie in its use of vivid participant reflections to illustrate Transformational Learning theory as the authors conceive it, with both the developmental experiences and the challenges that students face in their inherent personal and academic development through Transformational Learning. Transformational Learning in Community Colleges: Charting a Course for Academic and Personal Success (2019) simplifies Mezirow’s original 10 themes of Transformational Learning into three overarching themes—Tumultuous Aspects of Transformation, Exploring the Path Forward, and Reintegration—for ease of organization and application for community college professionals. Within the chapters describing each of their themes, Hoggan and Browning reconnect to the foundational 10 phases from Mezirow, and connect those to contemporary practices in community college teaching and administration, such as guided pathways, developmental education and mind-set theory, and cross training between career and academic advising. Throughout each of these chapters, the authors provide guidance for community college administrators and program directors, as well as practical classroom applications for faculty. For example, they illustrate the benefits of immersive, career-focused experiences (early engagement with employers, performance review processes as formative assessment, and workplace simulations) within and outside the classroom as a set of overlapping strategies for building a sense of self-efficacy and career identity. Aside from their treatment of Transformational Learning, Hoggan and Browning provide excellent examples of adult learning practice and strategies within the community college setting, bridging the gap between two often-disparate bodies of scholarship. As many community college professionals, faculty and administration alike, lack foundational training in adult learning theory, these practical examples provide concrete examples to capitalize on the ways in which adult students learn most effectively. One such example illustrates the value of community college professionals’ reflections on our own disorienting dilemmas and negative self-talk to understand more intentionally the developmental experiences of students. In contrast, Hoggan and Browning’s treatment of some areas of community college practice draw 977912ALXXXX10.1177/1045159520977912Adult LearningAdult Learning research-article2020

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书评：社区学院的转型学习：Hoggan, CD 和 Browning, B 为学术成功制定课程

尽管转型学习理论源于社区大学对重返工作岗位计划中的女性的研究，但在针对社区大学受众的文献中，转型学习理论的当代实际应用有限。Hoggan 和 Browning（2019 年）通过 Training Futures 和北弗吉尼亚社区学院之间的合作伙伴关系的案例研究，展示了社区学院专业人士“动手”的转型学习方法，其中有超过 10 年的数据和轶事经验学生和教师的观点。本书的实用性和可访问性在于它使用生动的参与者反思来说明作者构想的转型学习理论，与学生通过转型学习在其内在的个人和学术发展中所面临的发展经验和挑战。社区学院的转型学习：制定学术和个人成功课程（2019 年）将 Mezirow 最初的 10 个转型学习主题简化为三个总体主题——转型的动荡方面、探索前进的道路和重新整合——以便于组织和申请社区大学专业人士。在描述每个主题的章节中，Hoggan 和 Browning 重新连接到 Mezirow 的 10 个基础阶段，并将这些阶段与社区大学教学和管理的当代实践联系起来，例如引导路径、发展教育和思维定势理论，以及职业和学术咨询之间的交叉培训。在每一章中，作者都​​为社区大学管理者和项目主管提供指导，并为教师提供实际的课堂应用。例如，他们说明了课堂内外沉浸式、以职业为中心的体验（早期与雇主接触、作为形成性评估的绩效评估过程和工作场所模拟）的好处，作为一套建立自我效能感的重叠策略和职业认同。除了他们对转型学习的处理之外，霍根和布朗宁还提供了社区大学环境中成人学习实践和策略的优秀例子，弥合了两个通常不同的学术机构之间的差距。与许多社区大学专业人士一样，教师和管理人员都缺乏成人学习理论的基础训练，这些实际例子提供了具体的例子来利用成人学生最有效地学习的方式。一个这样的例子说明了社区大学专业人士对我们自己迷失方向的困境和消极的自我对话的反思，以更有意地了解学生的发展经历的价值。相比之下，Hoggan 和 Browning 对社区大学实践部分领域的处理借鉴了 977912ALXXXX10.1177/1045159520977912Adult LearningAdult Learning research-article2020 一个这样的例子说明了社区大学专业人士对我们自己迷失方向的困境和消极的自我对话的反思，以更有意地了解学生的发展经历的价值。相比之下，Hoggan 和 Browning 对社区大学实践部分领域的处理借鉴了 977912ALXXXX10.1177/1045159520977912Adult LearningAdult Learning research-article2020 一个这样的例子说明了社区大学专业人士对我们自己迷失方向的困境和消极的自我对话的反思的价值，以更有意地了解学生的发展经历。相比之下，Hoggan 和 Browning 对社区大学实践部分领域的处理借鉴了 977912ALXXXX10.1177/1045159520977912Adult LearningAdult Learning research-article2020