{"id":{"repo_id":"missouri","oai_identifier":"oai:mospace.umsystem.edu:10355/93966"},"canonical_url":"https://search.dev.ndltd.org/etd/missouri/oai:mospace.umsystem.edu:10355/93966","repository":{"repo_id":"missouri","name":"University of Missouri","base_url":"https://mospace.umsystem.edu/oai/request"},"display":{"title":"A case study examining the transformative impact of a civil discourse program at a Midwestern state university","abstract":"Adopting the first five phases of Mezirow's transformative learning theory (Mezirow, 1978; 1990; 1994; 1997; 1998; 2009; 2018) as a framework, this study examined the impact of a Midwestern university civil discourse program on participants' transformative learning. The study sample included participants who attended the Talk Together program over multiple sessions since its inception in fall 2015. The participants were surveyed or interviewed. Findings revealed survey participants at least agree or slightly agree with experiencing the first five phases of transformative learning, evidenced by responses to items connected to the transformative learning framework. Most interview participants also experienced the first five phases of transformative learning. While transformative learning was undetermined from the observation data, findings led to recommendations that impact the facilitation of the Talk Together program, which, subsequently, impact potential transformative learning for future participants.","abstract_html":"Adopting the first five phases of Mezirow's transformative learning theory (Mezirow, 1978; 1990; 1994; 1997; 1998; 2009; 2018) as a framework, this study examined the impact of a Midwestern university civil discourse program on participants' transformative learning. The study sample included participants who attended the Talk Together program over multiple sessions since its inception in fall 2015. The participants were surveyed or interviewed. Findings revealed survey participants at least agree or slightly agree with experiencing the first five phases of transformative learning, evidenced by responses to items connected to the transformative learning framework. Most interview participants also experienced the first five phases of transformative learning. While transformative learning was undetermined from the observation data, findings led to recommendations that impact the facilitation of the Talk Together program, which, subsequently, impact potential transformative learning for future participants.","abstract_has_math":false,"creators":["Horton, Leonard B., III"],"institution":"University of Missouri--Columbia","degree_name":"Ed. D.","degree_level":"Doctoral","degree_discipline":"Educational Leadership and Policy/Educational Leadership-Distance (MU)","degree_department":null,"school":null,"contributors":[],"advisors":["MacGregor, Cynthia"],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022","date_published":"2022","updated_at":"2026-07-24T03:07:24Z","subjects":[],"languages":["eng","English"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.32469/10355/93966"],"render_values":[{"text":"https://doi.org/10.32469/10355/93966","href":"https://doi.org/10.32469/10355/93966","code":true}]}]},"links":{"outbound_url":"https://hdl.handle.net/10355/93966","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["MacGregor, Cynthia"]},{"key":"dc:creator","label":"Author","values":["Horton, Leonard B., III"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2023-02-02T21:31:38Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2023-02-02T21:31:38Z"]},{"key":"dc:date.issued","label":"Date","values":["2022"]},{"key":"dc:publisher","label":"Institution","values":["University of Missouri--Columbia"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership and Policy/Educational Leadership-Distance (MU)"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed. 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The study sample included participants who attended the Talk Together program over multiple sessions since its inception in fall 2015. The participants were surveyed or interviewed. Findings revealed survey participants at least agree or slightly agree with experiencing the first five phases of transformative learning, evidenced by responses to items connected to the transformative learning framework. Most interview participants also experienced the first five phases of transformative learning. While transformative learning was undetermined from the observation data, findings led to recommendations that impact the facilitation of the Talk Together program, which, subsequently, impact potential transformative learning for future participants."]},{"key":"dc:title","label":"Title","values":["A case study examining the transformative impact of a civil discourse program at a Midwestern state university"]}]}],"canonical_facts":{"dc:contributor.advisor":["MacGregor, Cynthia"],"dc:creator":["Horton, Leonard B., III"],"dc:date.accessioned":["2023-02-02T21:31:38Z"],"dc:date.available":["2023-02-02T21:31:38Z"],"dc:date.issued":["2022"],"dc:description.abstract":["Adopting the first five phases of Mezirow's transformative learning theory (Mezirow, 1978; 1990; 1994; 1997; 1998; 2009; 2018) as a framework, this study examined the impact of a Midwestern university civil discourse program on participants' transformative learning. The study sample included participants who attended the Talk Together program over multiple sessions since its inception in fall 2015. The participants were surveyed or interviewed. Findings revealed survey participants at least agree or slightly agree with experiencing the first five phases of transformative learning, evidenced by responses to items connected to the transformative learning framework. Most interview participants also experienced the first five phases of transformative learning. 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