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This dissertation research stems from both practical and theoretical problems related to understanding the nature of transformation in international service-learning. In terms of the practical problems, the primary motivation for conducting this study had to do with pedagogical challenges associated with fostering adult college students' transformational learning as the coordinator and instructor of Tompkins Cortland Community College's international service learning program (TC3-NICA)1 over the past eight years. A review of theoretical and empirical literature in the fields of adult learning, service-learning, and intercultural learning did not adequately address the concerns that ( had about the significant and problematic nature of change TC3-NICA students were experiencing as a result of their participation in service in Nicaragua.


© 2002 Richard C. Kiely

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