Abstract:

The paper examines a university’s study abroad learning service program that takes interdisciplinary teams of students, faculty and professionals to deliver health care and health education to a remote village in Honduras since 2007. This paper fills a gap in the literature that questions if short-term study abroad learning services have long-term transformational learning for students. Qualitative interviews are being conducted on students more than a year after their trips. Specific emerging themes that speak to long-term transformational learning include: a) awakening or sensitizing students to issues of social justice and impressing upon them their role in making a difference; b) engaging students with innovative, action-based, powerful learning modes that develop critical, creative, and constructive skills; and c) reflection to make meaning of the learning experience and to revise and replace unhelpful habits of mind. The preliminary results of the interviews and the emerging themes, suggest students gain considerable long-term transformational learning.

Keywords:

Global competencies, transformational learning, international immersion learning services, quality evaluation models, standards for quality improvement, internationalization.