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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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HubICL Resources on Transformative Learning

Kris Acheson-Clair has graciously added to the HubICL the materials that she uses when teaching undergraduates about Transformative Learning Theory. In this post, you will find a complete HubICL Course on the theory, along with materials to use in your own classroom.

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Assessing Transformative Learning in International Education: Critiques and New Directions Based on a Systematic Review of Literature

Using the field of international education (IE) as a case study, this article leverages findings from the assessment of TL in IE to illustrate overall strengths and limitations of TL assessment instruments and techniques within the larger arc of TL theory.

Pang, G., Cox, R. C., Acheson-Clair, K. (2023). Assessing Transformative Learning in International Education: Critiques and New Directions Based on a Systematic Review of Literature. https://hubicl.org/publications/187/1

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Assessing transformation of the self in high impact learning: Methodological considerations

Acheson-Clair, K., Dirkx, J., Wiley, J., Ullom, C., Kapadia, S., & Bhuyan, D. (Accepted, forthcoming 2024). 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 University Press.

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A new depth-based quantitative approach to assessing Transformative Learning

From the abstract: "In this article, we summarize the theoretical crosswalk between Hoggan and the BEVI, offer statistical evidence of construct validity for the BEVI as a measure of TL, and provide guidance for interpreting TL scores."

Wiley, J. L., Wiley, K. R., Intolubbe-Chmil, L., Bhuyan, D., & Acheson, K. (2021). A new depth-based quantitative approach to assessing Transformative Learning. The Journal of Transformative Education, special issue on Assessing Transformative Learning.

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Assessing transformative learning in international education: Critiques and new directions based on a systematic review of literature

From the abstract: "...this article leverages findings from the assessment of [Transformative Learning] TL in [International Education] IE to illustrate overall strengths and limitations of TL assessment instruments and techniques within the larger arc of TL theory."

 

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High impact learning in higher education

Acheson, K., Dirkx, J., & Shealy, C. (2022). High impact learning in higher education. In E. Kostara, A. Gavrielatos, and D. Loads (Eds.), Transformative learning theory and praxis: New perspectives and possibilities. Taylor & Francis. Chapter 11.

Acheson, K., Dirkx, J. M., & Shealy, C. N. (2022). High impact learning in higher education: Operationalizing the self-constructive outcomes of transformative learning theory. In Transformative Learning Theory and Praxis (pp. 172-196). Routledge.

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Special Issue of the Journal of Transformative Education on Assessing Transformative Learning

Editors' introduction is at https://journals.sagepub.com/doi/full/10.1177/15413446211045158

Acheson, K. & Dirkx, J. (Eds.). (2021). Special issue: Assessing transformative learning. Journal of Transformative Education, 19(4). https://journals.sagepub.com/toc/jtda/19/4.

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Purdue CILMAR onto Transformative Learning Theory