I worked with a small group of scholars (including Thomas Carey and Tierney Wisniewski) on a project to provide clear learning outcomes for the transformative learning experiences that I facilitate. Outcomes are a thorny issue when learning activities are personalized, as transformative and experiential learning tends to be. Additionally, learners often begin these experiences from divergent starting points in terms of capability and prior achievement. These factors present special challenges for defining and assessing learning outcomes and for evaluating the long term impact of opportunities for transformative learning.
Our results are articulated in the following documents: