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- Transformative learning outcomes are positioned as an invitation to students to consider who they will become.
- Reflections in this Study Abroad program were multimodal, including both individual written (private) reflections and communal, shared reflections (public).
- The role of course (re)design and instruction were essential to reconceptualizing the program and the goal of students learning through reflection about who they might become.
- Opening up reflection means creating space for students to share their concerns and insecurities as well, and the instructors worked hard to balance care and learning
- These ideas can scale to different size courses. Taking the lessons learned into on-campus courses has been successful since the program took place.
Guests
Jonathan Balzotti is an Associate Professor of English at Brigham Young University, where he specializes in rhetoric, professional writing theory, and the intersection of technology and writing instruction. His research interests include the use of immersive learning technologies, such as playable case studies, to enhance communication, cultural competence, and career interest in technical fields.
Jamin Rowan is an associate professor of English and the American Studies program coordinator at Brigham Young University. In addition to his work in urban studies and the environmental humanities, Jamin researches and publishes work about experiential and transformative education as well as the neuroscience of storytelling and social connection.
Mat Duerden is the Department Chair of Experience Design and Management in the Marriott School of Business at Brigham Young University. His experience design research focuses on memorable, meaningful, and transformative experiences.
