ABSTRACT This paper describes the observations of two instructors in the U.S. and Ireland about critical pedagogy courses that, due to their positioning in educational development, have appeared to serve graduate student professional identity development and promote transformational learning exceptionally. The author discusses three key observation points regarding the enabling aspects of these courses. First, as discipline‐agnostic spaces, Centers for Teaching and Learning (CTLs) offer interdisciplinary exchange with a rare pluralism of perspectives to support holistic thinking about higher education contexts. Second, since CTL‐based credit‐bearing courses focus on work‐integrated learning, they allow strategic tenets in design that ensure deep, critical engagement for personal and professional development. Third, a focus on critical pedagogy promotes value‐based reflection that is crucial in developing more self‐aware considerations about future roles and contributions through a more complex understanding of systemic contexts and advocacy.
Anna Santucci Leoni (Tue,) studied this question.