Transforming Perspectives Through Service-Learning Participation: A Case Study of the College Counts Program
A case study has been conducted on the College Counts program, a well-integrated service-learning program, to examine the experiential learning of 10 former participants. It was the objective of this investigation to view the learning of 10 college students, through the lens of transformational learning, as they reflect on their experiences as participants in the College Counts program. Transformational learning theory was used as a lens to determine if high school students have the ability to engage in transformative learning. Students reported in their own voices transformative learning in one or more of the following forms: increased cultural inclusiveness, commitment to social justice, and/or shift in personal perspective and choices. Results of the study suggested that Mezirow's transformational learning theory should be expanded to include secondary students.
School:Utah State University
School Location:USA - Utah
Source Type:Master's Thesis
Keywords:secondary education service learning transformational experiential
Date of Publication:12/01/2008