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Namaste\u003Cbr>Elon University, [nnamaste@elon.edu](nnamaste@elon.edu)\u003Cbr>Follow this and additional works at: [http://ir.lib.uwo.ca/cjsotl_rcacea](http://ir.lib.uwo.ca/cjsotl_rcacea) |  |\n\nRecommended Citation  \nNamaste, N. B. (2017). Designing and Evaluating Students' Transformative Learning. The Canadian Journal for the Scholarship of Teaching and Learning, 8 (3). Retrieved from [http://ir.lib.uwo.ca/cjsotl_rcacea/vol8/iss3/5](http://ir.lib.uwo.ca/cjsotl_rcacea/vol8/iss3/5)  \nDesigning and Evaluating Students' Transformative Learning  \nAbstract  \nTransformative learning hinges on navigating cognitive dissonance; thus, intercultural competency assignments and experiences need to be integrated into study abroad/away courses to help students process and make sense of the cognitive dissonance such an experience provides. Assignments, therefore, need to consciously and intentionally triangulate learning by addressing the read (course readings), the lived/ observed (conversations, interactions, activities, excursions, observations about public portrayals of culture, etc.), and the compared (home culture vs. host culture). The hope is to improve students’ experiences so that semesters abroad are consistently deep, enriching, and intellectual as opposed to simply an extended tourist sojourn. This article documents the process by which I designed for and assessed, via an in-depth analysis of students’ texts/writings, students’ transformation of their intercultural competency skills and development. In addition, I compared students’ works from two differing semesters to evaluate whether transformation in intercultural competency is inherent in the nature of study abroad or must be explicitly taught and cultivated. My Scholarship of Teaching and Learning (SoTL) project corroborated the almost ten years of research that confirm our fears: exposure to another culture is not enough; studying and living abroad does not necessarily lead to increased intercultural learning. Meaningful, integrative,“learning-laden,” and transformative study abroad experiences hinge on students’ ability to make sense of cognitive dissonance. Intercultural competency assignments, therefore, need to be fully and intentionally designed and integrated into such experiences, and evaluated to document such growth.  \nL’apprentissage transformationnel repose sur la manière de naviguer la dissonance cognitive. Par conséquent, les devoirs qui traitent de la compétence interculturelle ainsi que les expériences nécessaires doivent être intégrés dans les cours d’études à l’étranger pour aider les étudiants à comprendre et à donner un sens à des dissonances cognitives que de telles expériences leur apportent. Ainsi, les devoirs doivent donc consciemmentet intentionnellement trianguler l’apprentissage en tenant compte des lectures (documents à lire pour le cours), du vécu et des observations (conversations, interactions, activités, excursions, observations concernant la représentation publique de la culture, etc.) ainsi que de la comparaison (culture de son propre pays versus culture du pays hôte). L’objectif est d’améliorer les expériences des étudiants afin que les semestres à l’étrangersoient toujours soldés par une expérience profonde, enrichissante et intellectuelle plutôt que d’être de simplesséjours touristiques prolongés. Dans cet article, je documente le processus par lequel j’ai conçu et évalué, par le biais d’une analyse en profondeur des textes et des écrits des étudiants, la transformation des capacités et dudéveloppement des étudiants en matière de compétence intellectuelle. De plus, je compare les travaux des étudiants de deux semestres différents afin d’évaluer si la transformation en matière de compétence interculturelle est inhérente à la nature des études à l’","cbCaitgsfhmYbgkn","https://ap.wps.com/l/cbCaitgsfhmYbgkn","pdf",565810,22,"English","# Abstract\n## Transformative learning and cognitive dissonance\n## Triangulating assignments: read, lived, compared\n## Evaluating student transformation across semesters","[{\"question\":\"How does the article connect transformative learning to cognitive dissonance?\",\"answer\":\"It argues that transformative learning hinges on navigating cognitive dissonance, making sense-making central to intercultural growth.\"},{\"question\":\"What assignment structure does the article recommend for study abroad/away courses?\",\"answer\":\"It recommends intentionally triangulating learning through readings, lived/observed experiences, and comparisons between home and host culture.\"},{\"question\":\"What does the evaluation suggest about study abroad as a driver of intercultural learning?\",\"answer\":\"It concludes that exposure to another culture alone is not sufficient and that meaningful transformation requires assignments designed, integrated, and assessed to cultivate growth.\"}]","Designing and Evaluating Students' Transformative Learning - Article 5 | PDF",1792081686,55]