Transformative Learning through Undergraduate Research in Short-term Study Abroad programs
Keywords:Transformative Learning, Study Abroad, Undergraduate Research
As the world becomes increasingly interconnected in the 21st century, it is crucial to teach college students how to acquire cultural competence as global citizens. Learning through study abroad involves total immersion and active engagement in understanding other cultures and people. It challenges individuals’ ethnocentric beliefs and habitual frames of reference to foster inclusive and global perspectives as transformative learners (Mezirow, 1997). Furthermore, even in short-term study abroad programs, through intentional planning, faculty may embed multiple high impact educational learning experiences in their courses. Collaboration with a foreign university can further enhance students’ cultural knowledge by creating peer interactions in and outside of classes. We describe specifics of peer interactions later in this paper. This teaching note introduces a teaching pedagogy and strategies of mentoring undergraduate research through study abroad classes.
American Council of Colleges and Universities (AACU) (2008). High Impact Practices. Retrieved from https://www.aacu.org/leap/hips
Cranton, P. (2016). Understanding and Promoting Transformative Learning: A Guide to Theory and Practice (Vol. Third edition). Sterling, Virginia: Stylus Publishing.
Christie, M., Carey, M., Robertson, A., & Grainger, P. (2015). Putting Transformative Learning Theory into Practice. Australian Journal of Adult Learning, 55(1), 9–30.
Coker, J. S., Heiser, E., Taylor, L., & Book, C. (2017). Impacts of Experiential Learning Depth and Breadth on Student Outcomes. Journal of Experiential Education, 40(1), 5–23.
Deardorff, D. K. (2011). Assessing intercultural competence. New Directions for Institutional Research, 2011(149), 65–79.
Dirkx, J. M. (1998). Transformative Learning Theory in the Practice of Adult Education: An Overview. PAACE Journal of Lifelong Learning, 7, 1–14.
Earnest, D. R., Rosenbusch, K., Wallace-Williams, D., & Keim, A. C. (2016). Study Abroad in Psychology: Increasing Cultural Competencies through Experiential Learning. Teaching Of Psychology, 43(1), 75-79.
Gambino, G., & Hashim, S. M. (2016). In Their Own Words: Assessing Global Citizenship in a Short-Term Study-Abroad Program in Bangladesh. Journal of Political Science Education, 12(1), 15-29.
He, Y., Lundgren, K., & Pynes, P. (2017). Impact of short-term study abroad program: Inservice teachers' development of intercultural competence and pedagogical beliefs. Teaching And Teacher Education, 66147-157.
Landry-Meyer, L., Bae, S. Y., Zibbel, J., Peet, S., & Wooldridge, D. G. (2019). Transformative Learning: From Theory to Practice. International Journal of Adult Vocational Education and Technology, 10(4), 1–15.
Laros, A., Fuhr, T., & Taylor, E. W. (2017). Transformative Learning Meets Bildung : An International Exchange. Rotterdam: Brill | Sense.
Kitchenham, A. (2008). The Evolution of John Mezirow’s Transformative Learning Theory. Journal of Transformative Education, 6(2), 104–123.
Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult & Continuing Education, 1997(74), 5.
Roller, M. C., & Ballestas, H. C. (2017). Cultural Competency: Measuring the Sustainability Following an Immersion Program for Undergraduate Students. Journal of the New York State Nurses Association, 45(1), 21-28.
Sanchez, G. J. (2012). Intensive Study Abroad for First-Generation College Students. Peer Review, 14(3), 14-17.
Schmidmeier, J., Wunsch Takahashi, A. R., & Bueno, J. M. (2020). Group Intercultural Competence: Adjusting and Validating Its Concept and Development Process. RAC - Revista de Administração Contemporânea, 24(2), 151–166.
Soria, K. k., & Johnson, M. (2017). High-impact Educational Practices and The Development of College Students' Pluralistic Outcomes. College Student Affairs Journal, 35(2), 100-116.
Strange, H., & Gibson, H. J. (2017). An investigation of experiential and transformative learning in study abroad programs. Frontiers: The Interdisciplinary Journal of Study Abroad, XXIX(1), 85–100.
Varela, O. E. (2017). Learning Outcomes of Study-Abroad Programs: A Meta-Analysis. Academy of Management Learning & Education, 16(4), 531–561.
Walters, C., Charles, J., & Bingham, S. (2017). Impact of Short-Term Study Abroad Experiences on Transformative Learning. Journal of Transformative Education, 15(2), 103–121.
Walsh, R., & Walsh, M. (2018). In Their Own Words: American Students’ Perspectives on Study abroad experiences. The Humanistic Psychologist, 46(2), 129-146.
All published works remain the copyright of the author, and are published under the Creative Commons Attribution-ShareAlike 4.0 License. Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attributions-ShareAlike 4.0 License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) following the journal's published version of the work, as it can lead to productive exchanges and greater citation of published work.