Issues-360^TM: an analysis of transformational learning in a controversial issues engagement initiative

ABSTRACT

Purpose

Unprecedented global challenges of the twenty-first century have highlighted the need for novel programs to train students in the skills necessary to address increasingly complex controversial science issues. Issues-360^TM was developed as an innovative year-long co-curricular, issues engagement initiative designed to address this need.

Design/methodology

Two cohorts of undergraduate students (48) completed three self-reflections over the course of the year. These qualitative measures were inductively coded and analyzed, then triangulated with quantitative outcome measures.

Findings

Students demonstrated transformational movement across four levels of learning: questioning-self, open-mindedness, stakeholder awareness, and critical thinking (consistent with Mezirow’s meta-theory of transformational learning), and acquisition of five skills: active listening, emotional regulation, respectfulness, empathy and confidence.

Theoretical implications

This study shows that an innovative curriculum combining Transformational Learning Theory with skills training moves students through Mezirow’s ‘levels of learning’ while also enhancing their controversial issues engagement skills.

Practical implications

Evidence-based programing can prepare the next generation of agricultural and environmental professionals with the engagement skills necessary to meaningfully address the controversial science-based issues facing society.

Originality/value

In an environment where scientific issues are increasingly polarized, the innovative design of the Issues 360^TM program enhances students’ ability to approach controversial issues with an open mind and the skills to meaningfully engage with others on contested environmental and agricultural issues. Few, if any, studies have demonstrated or tested the efficacy of educational programs combining skills training with Transformational Learning as foundational approaches to develop an effective undergraduate curriculum for controversial issues engagement.

KEYWORDS:

• Issues engagement
• controversial issues
• transformational learning
• skills training
• active learning

Acknowledgements

The authors wish to acknowledge the support from the College of Agriculture’s Transformational Learning Experience (CATE) program at [Midwest University].

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Linda J. Pfeiffer

Dr. Linda J. Pfeiffer will soon be an Associate Professor in the Department of Agricultural Sciences Education and Communication. Her research focuses on the communication of controversial science.

Neil A. Knobloch

Dr. Neil Knobloch is a Professor in the Department of Agricultural Sciences Education and Communication, Chair of the Purdue Agriculture PK-12 Engagement and Outreach Initiative, and Co-Director of the Mentoring @ Purdue Program. He has been recognized nationally for his research, teaching and engagement to advance diversity, equity, and inclusion. His research focuses on motivating, engaging and retaining K-12, undergraduate and graduate students in the agricultural sciences to support and advance the STEM career pipeline.

Mark A. Tucker

Dr. Mark Tucker is a Professor in the Department of Agricultural Sciences Education and Communication and Coordinator of the Agricultural Communication Program at Purdue University. His research focuses on risk communication and public acceptance of emergent technology.focuses on risk communication and public acceptance of emergent technology.

Monique Hovey

Monique Hovey is a graduate student focused on how to improve behaviors through targeted (relevant) messaging.