Instructor-Led Engagement and Immersion Programs: Transformative Experiences of Study Abroad

S tudy abroad is associated with transformative experiences—that is, events that lead to a change in how a person sees the world. In this study the authors sought to ascertain whether there are common themes of transformative experiences and whether these transformations are related to particular types of study abroad programs. Principles guiding the authors ’ research and interview coding scheme are informed by study abroad and transformative education literature. Study abroad can be categorized in three types: instructor-led topic/subject focused, engagement activity instructor-led, and immersion through university semester enrollment. The project engaged debates about whether a short-term faculty-led study abroad is as transformative as a full immersion semester at a foreign institution, and whether an international community engagement study abroad experience fosters transformations different from or similar to the other two types. Interview Survey and Coding The authors developed a pilot survey instrument and con-ducted recorded interviews to check internal consistency in delivery and question response. Subsequently, a random number process was used to select from 303 student participants in College of Agriculture and Natural Resources study abroad programs between 2008 and 2010. The 15 interviews, five for each type, aver-aged 20 minutes each. The open-ended interview questions asked participants to discuss their experience, highlighting significant, transformative, and resonant moments. Pilot interviews were coded by four researchers to verify and clarify codes and check inter-rater reliability. Final interviews were coded by two researchers with agreement on final codes. Interviews were coded for participants’ articulation of epistemic learning (respondent articulated shift in understanding where and how learning happens), relational learning (respondent indicated shift in understanding nationality,