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Acheson, et al. (2020) - Piloting new methods for assessing TL theory

When this chapter comes out (it is still in press), I'll ask the publisher if I can post a copy of it here. Meanwhile, if you want a pre-production copy, just send me an email at

This chapter involved a team of six researchers who piloted two methodologies, one quantitative (using the Beliefs, Events, and Values Inventory, or BEVI) and one qualitative (based on the American Association of Colleges and Universities VALUE rubrics). We present the pilot results and discuss methodological implications.

Citation (APA): Acheson-Clair, K., Dirkx, J., Wiley, J., Ullom, C., Kapadia, S., & Bhuyan, D. (in press, 2020). Assessing transformation of the self in high impact learning: Methodological considerations. In C. Shealy (Ed.), Cultivating the globally sustainable self: How the human species might fulfill its potential. Oxford: Oxford University Press.

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Transformative Learning Theory

Transformational education and transformative learning have become buzz words in higher education recently, often applied rather lightly to experiences and processes far beyond what is meant by the terms in traditions of scholarly literature, and often claimed with little or no attempt at assessment. This collection is meant to be a resource for anyone interested in learning more about the decades of research on Transformative Learning Theory sparked by the work of Jack Mezirow in the field of adult education in the early 1990s. 

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Kris Acheson-Clair