Abstract
Transformative learning is a holistic process that places students at the center of their own active and reflective learning experiences, it is not a new methodology for instruction, yet its practice has not widely been adopted in graphic design education. This paper will examine the Melton Gallery rebrand project at the University of Central Oklahoma as a case study on how to engage graphic design students in transformative learning, using a mentorship initiative that focuses on tenets of leadership and research to solve design problems, discuss hurdles that were encountered along the way, and further promote experiential learning as an effective tool for transformative learning.
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