Jeff King, Ed.D.

Jeff King, Ed.D., began at UCO January 2, 2012, coming here after serving several years as the director of the Koehler Center for Teaching Excellence at Texas Christian University (TCU) in Ft. Worth, Texas. His wife Gail Rocquemore is the owner of A. D. Parties and Events and in that capacity plans weddings and other kinds of events for groups of up to 500 (so far). They were married in 1983; no kids, two cats.

King's bachelor’s and master’s degrees are both in music and his doctorate is from the University of North Texas in higher education with a cognate in adult and continuing ed. Along my educational journey, he was admitted to a creative writing M.F.A. program and accumulated enough graduate hours to be able to teach writing.

What drew King to UCO was the sense that this institution knows itself and its students well and is deeply committed to serving those students. He was impressed with the university’s leadership and willingness to try something new regarding how to help students and faculty succeed.
 

I have taught many college classes in education; music, music writing and arranging, music production; and writing, including freshman comp, which I taught for many years. Perhaps my favorite course to teach was a course very similar to UCO’s college success course, where students develop skills to help them improve as learners and good humans.
 

I've published many peer-reviewed journal articles as well as articles for the popular higher education press (e.g., AAC&U's Liberal Education, NASPA's Leadership Exchange, eCampus News). Among journal articles and book chapters, below are some recent and selected works:

    King, J. (in press). Operationalizing transformative learning: A case study demonstrating replicability and scaling. In Morgan, K., & Bhagat, K. (Eds.), Learning, Design, and Technology: An International Compendium of Theory, Research, Practice and Policy. New York, NY: Springer.
    King, J. (accepted for publication; tentative publication date late 2019/early 2020). Assessing students in a transformative learning program. In Leaver, B. L., Davidson, D., & Campbell, C. (Eds.), Transformation in foreign language education: Philosophy, praxis, and programs. Cambridge, Cambridgeshire, UK: Cambridge University Press.
    King, J. (2018). Transformative learning in online college courses: Process and evidence. International Journal on Innovations in Online Education, 2(2). DOI: 10.1615/IntJInnovOnlineEdu.2018028557.
    Cunliff, E., & King, J. (2018). Institutionalizing transformative learning: The trees, then the forest, then the realization. Metropolitan Universities, 29(3). DOI: 10.18060/22407
    Brunstein, J., & King, J. (2018). Organizing reflection to address collective dilemmas: Engaging students and professors with sustainable development in higher education. Journal of Cleaner Production, 203, 153-163. https://doi.org/10.1016/j.jclepro.2018.08.136
    King, J. (2011). Beyond the grade: Developing opportunities for course embedded assessment. Assessment Update, 23(5), 9-10.
    Raup, G.H., King, J., Hughes, R.J., Faidley, N. (2010). Using learning outcome measures to assess doctoral nursing education. Journal of Visualized Experiments, http://www.jove.com/index/details.stp?id=2048, doi: 10.3791/2048.

I was introduced to Transformative Learning (TL) during doctoral work in my cognate area. I was intuitively drawn to the concept of helping learners grow not just in terms of acquiring content knowledge but also in terms of self-knowledge and expanded realizations about themselves in relation to challenges they face. This approach aligns well with my broader view of our call to develop ourselves by learning, growing, creating, and self-fulfilling as the best ways to serve others because such growth brings us the capacities and the inspiration to build a better future for everyone.