| Summary: | The purpose of this study was to understand how American students returning from a study abroad program make meaning of their experiences to facilitate transformative learning. Using the theoretical framework of transformative learning, research participants engaged in semi-structured interviews discussing their experiences abroad and upon their return home to further understand how they utilized critical reflection and rational discourse to make meaning and facilitate development. Analysis using Interpretative Phenomenological Analysis (IPA) led to the emergence of three superordinate themes and nine sub-themes. These themes outlined student personal development, interpersonal development, and increased cultural awareness. The results of this study show the importance of creating structures to provide students with effective support prior to their departure abroad, while abroad, and especially upon their return in order to foster their learning and development.--Author's abstract
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