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Abstract
Freire interrogated what he called the banking model of traditional education, which, according to Freire, negates and oppresses the student. However, in American colleges and universities, the banking model persists. Consequently, colleges and universities still struggle to engage students in the one place that ultimately dictates the student experience, the one place that determines whether or not students stay or go—the classroom. This research study explored a transformative faculty professional development approach to addressing student departure and the college completion crisis. The purpose of this action research study was to explore how and whether transformative professional development that emphasizes cultural responsiveness and learner-centeredness changes faculty perspectives. The action research team aimed to determine (a) how professional development interventions impact faculty perspective shifts toward learner-centeredness, and (b) what is learned at the individual, group, and system levels about changing faculty mindsets through an action research study focused on learner-centered pedagogy. As one of its quantitative measures, this study used the Self-Assessment of Learner-Centered Instruction (SALCI). The findings indicated that diversity and cultural responsiveness in classrooms help faculty and students to bridge relationship gaps; classroom community-building strengthens relationships and builds trust between faculty and students; learner-centered approaches encourage student engagement in rich discussion and dialogue; faculty mindsets changed regarding teaching, learning, and their organization; working on an action research team was the catalyst for college community learning; and the college culture shifted to one that values faculty professional development. The study concluded that (a) transformative professional development that emphasizes cultural responsiveness and learner-centeredness changes faculty perspectives, (b) in order to transform post-secondary practice, we must transcend the covert barriers that racist ideologies have created, and (c) action research provides an appropriate methodology to facilitate organizational change in two-year technical colleges; however, organizational capacity is necessary for long-term sustainability.