Transformative learning through education abroad: A case study of a community college program

Abstract

Identified as a “high-impact” educational activity (Kuh 2008), study abroad is recognized as an integral component of the American undergraduate experience. Over 85 % of American universities currently provide some sort of study abroad opportunity to their students (Whalen 2008). Despite the pervasiveness of such programs, in the 2012-2013 academic year, community college students comprised only 2 % of American study abroad participants (Institute of International Education 2013).