A Case Study of an Education Study Abroad Program in Italy

Abstract

As discussed in “Towards a Research Agenda for U.S. Education Abroad” (Ogden, 2015) and in other studies on transformative learning, research can be used to encourage the proliferation and continuation of study abroad programs, particularly for preservice teachers. This research study seeks to address how students define transformative experiences within the Italy Education study abroad program in the College of Education and Human Development. This study employs Mezirow’s transformative learning theory, critical reflection, and high impact educational practices. This study is centered around determining what justifies an education study abroad program as being transformative for students. By completing a case study on a study abroad program, we intend to analyze the components of the trip and see if they aid towards a transformative experience.