College Students' Volunteering Transformative Learning Experiences

Abstract

The purpose of this study was to explore how college students' identified when and how their frames of reference are influenced and changed through the experiences they have while in the higher education environment while utilizing Mezirow's transformative learning theory as the theoretical framework. As a phenomenological qualitative study, the research conducted interactive interviews with eight college students ages 18-25 years old who regularly participated in community service. Upon careful data analysis, the researcher discovered four broad themes that included students' relationships between self and others; choices and challenging circumstances; seeking responsibility as a path to power and prestige; and the importance of role models and mentors. Future research could include examining students' motivations regarding the challenges, responsibilities, and experiences they seek; exploring what kinds of experiences are most impactful; examining how role models and mentors influence transformative learning experiences; and exploring students' reflection practices. The researcher suggests that student affairs departments implement programs that encourage students to interact with diverse individuals and groups; encourage collaboration and teamwork; utilize moments for reflection and analysis; enable students to forge connections between previous and new experiences; and encourage students to seek role models and mentors with whom they can identify.