Transformative Learning is dedicated to remaining present and engaged with national best practices, research on student-learning and academic supports, and collaborating with other institutions to better serve all students. To learn more about our current research projects or collaborate on future projects please contact tl@uky.edu.
Transformative Learning Awards & Publications
Awards & Publications
TL Programmatic Awards & Nominations
2022 FCPS Golden Apple Award, STEM Through Authentic Research and Training (Integrated Success Coaching)
2022 Commission for Academic Support in Higher Education 2022 Award for Innovative Academic Support Initiative (Integrated Success Coaching)
TL Staff Awards & Nominations
2022 Robert Kottkamp Outstanding Dissertation Award, American Educational Research Association (Ubellacker, B.)
2021-2022 Office for Student Success Marcia Strout Spirit of University of Kentucky Award Nominee (Bradley, J.)
2021-2022 Office for Student Success Excellence in Supervision University of Kentucky Award Nominee (Reynolds, M.)
2021-2022 Office for Student Success Outstanding Employee University of Kentucky Award Nominee (Maier, C.)
2020-2021 Office for Student Success Marcia Strout Spirit of University of Kentucky Award Nominee (Bradley, J.)
2020-2021 Office for Student Success Excellence in Supervision University of Kentucky Award Nominee (Maier, C.)
TL Certifications
2021 -present, International Coach Federation Accredited Coach Education Level 2 (Formally ACTP) (Integrated Success Coaching)
2021 -present, International Coach Federation Accredited Coach Education Level 1 (ACSTH) (Integrated Success Coaching)
2021 -present, International Coach Federation Accredited 3 Hour Foundational Coach Skills (Integrated Success Coaching)
2020 -present, College Reading and Writing Association Certified Peer Educator Training (ISC Program)
2015 - present, College Reading & Learning Association’s (CRLA) International Tutor Training Program Certification (ITTPC) Level 1 & 2 (The Study Peer Tutoring Program)
TL Grant Activity
NIH SEPA R25 Award, R25 GM-132961 (PI:LH Bradley) 07/01/2019-06/30/2024 XX calendar STEM Through Authentic Research Training (START) Program for Underrepresented Populations $1,350,000 total ($1,250,000 direct, $100,000 indirect costs) Role: XX (ISC, Bradley, J.)
TL Publications
Bradley, J., & Reynolds, M., (2021). Appreciative Academic Coaching. Journal of Appreciative Education, 7, 15-21. http://libjournal.uncg.edu/jae/article/view/2054
Bradley, Luke, et al. (2021). STEM Through Authentic Research and Training for Underrepresented Communities: Adapting to the COVID-19 Pandemic. Journal of STEM Education, 4(4). https://bit.ly/JSOBradley
Maier, C. (2021). Adopting a Peer Supervision Model to Enhance Student Support. Academic Impressions. Available at https://www.academicimpressions.com/blog/adopting-peer-supervision-model/
Maier, C., & Reynolds, M. (2020). Connecting During the COVID-19 Crisis: Fostering Team-Base Problem-Solving Across Campus Learning Centers. The Learning Assistance Review: Special Issue, 25, 371-376.
Reynolds, M.A, & Sellnow, D. D. (2015). Navigating the new: Examining the transition experiences of first-semester college students. In T. Hicks (Ed.). High School to College Transition: First Year College Student Research Studies. (pp. 3-26). Lanham, MD: University Press of America.
Reynolds, M.A., Sellnow, D. D., Head, K., Y Anthony, K. (2015). Exploring the educational value of the undergraduate teaching apprentice (UTA) experience. Journal of the Association of Communication Administration.