{"id":{"repo_id":"royalroads","oai_identifier":"oai:null:10170/748"},"canonical_url":"https://search.dev.ndltd.org/etd/royalroads/oai:null:10170/748","repository":{"repo_id":"royalroads","name":"Royal Roads University","base_url":"https://www.viurrspace.ca/server/oai/request"},"display":{"title":"Personal shift : the potential for transformative learning in youth through international service education programs","abstract":"This interdisciplinary research paper explores the potential for transformative learning in senior school students who participated in a cultural immersion experiential education program offered by St. Michaels University School (SMUS) in Victoria, BC, Canada. In applying grounded theory methodology and narrative analysis to 12 semi-structured interviews I conducted with SMUS students and alumni who had partaken of the experiential program, I discovered learning and transformation of consciousness themes in their comments. From these findings, I have created a transformative learning process theoretical model that outlines the phases of transformational change or a personal shift experienced by the students and alumni during and following their international service trips. Among the insights I have gained from this study is the presence of each student's recognition of his or her maturation or growing up that occurred concurrently with his or her transformative learning process.","abstract_html":"This interdisciplinary research paper explores the potential for transformative learning in senior school students who participated in a cultural immersion experiential education program offered by St. Michaels University School (SMUS) in Victoria, BC, Canada. In applying grounded theory methodology and narrative analysis to 12 semi-structured interviews I conducted with SMUS students and alumni who had partaken of the experiential program, I discovered learning and transformation of consciousness themes in their comments. From these findings, I have created a transformative learning process theoretical model that outlines the phases of transformational change or a personal shift experienced by the students and alumni during and following their international service trips. Among the insights I have gained from this study is the presence of each student's recognition of his or her maturation or growing up that occurred concurrently with his or her transformative learning process.","abstract_has_math":false,"creators":["Kerr, Susan Patricia"],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Kool, Richard","Schissel, Wendy","Etmanski, Catherine"],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-09-18","date_published":"2014-09-18","updated_at":"2026-08-21T22:21:56Z","subjects":["experiential","international","learning","service","transformative","youth"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10170/748","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"source_record":{"url":"https://www.viurrspace.ca/server/oai/request?verb=GetRecord&metadataPrefix=dim&identifier=oai%3Anull%3A10170%2F748","prefix":"dim"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Kool, Richard","Schissel, Wendy","Etmanski, Catherine"]},{"key":"dc:creator","label":"Author","values":["Kerr, Susan Patricia"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2014-09-18T21:07:00Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2014-09-18T21:07:00Z"]},{"key":"dc:date.issued","label":"Date","values":["2014-09-18"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["experiential","international","learning","service","transformative","youth"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10170/748"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This interdisciplinary research paper explores the potential for transformative learning in senior school students who participated in a cultural immersion experiential education program offered by St. Michaels University School (SMUS) in Victoria, BC, Canada. In applying grounded theory methodology and narrative analysis to 12 semi-structured interviews I conducted with SMUS students and alumni who had partaken of the experiential program, I discovered learning and transformation of consciousness themes in their comments. From these findings, I have created a transformative learning process theoretical model that outlines the phases of transformational change or a personal shift experienced by the students and alumni during and following their international service trips. Among the insights I have gained from this study is the presence of each student's recognition of his or her maturation or growing up that occurred concurrently with his or her transformative learning process."]},{"key":"dc:title","label":"Title","values":["Personal shift : the potential for transformative learning in youth through international service education programs"]}]}],"canonical_facts":{"dc:contributor.advisor":["Kool, Richard","Schissel, Wendy","Etmanski, Catherine"],"dc:creator":["Kerr, Susan Patricia"],"dc:date.accessioned":["2014-09-18T21:07:00Z"],"dc:date.available":["2014-09-18T21:07:00Z"],"dc:date.issued":["2014-09-18"],"dc:description.abstract":["This interdisciplinary research paper explores the potential for transformative learning in senior school students who participated in a cultural immersion experiential education program offered by St. Michaels University School (SMUS) in Victoria, BC, Canada. In applying grounded theory methodology and narrative analysis to 12 semi-structured interviews I conducted with SMUS students and alumni who had partaken of the experiential program, I discovered learning and transformation of consciousness themes in their comments. From these findings, I have created a transformative learning process theoretical model that outlines the phases of transformational change or a personal shift experienced by the students and alumni during and following their international service trips. Among the insights I have gained from this study is the presence of each student's recognition of his or her maturation or growing up that occurred concurrently with his or her transformative learning process."],"dc:identifier.uri":["http://hdl.handle.net/10170/748"],"dc:subject":["experiential","international","learning","service","transformative","youth"],"dc:title":["Personal shift : the potential for transformative learning in youth through international service education programs"]},"updated_at":"2026-08-21T22:21:56Z"}