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.

中文翻译：

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Issues-360TM：在有争议的问题参与计划中对转型学习的分析

摘要

目的

21 世纪前所未有的全球性挑战凸显了创新项目的必要性，以培养学生解决日益复杂的有争议的科学问题所必需的技能。Issues-360 ^TM是一项创新的为期一年的课外活动，旨在解决这一需求的问题参与计划。

设计/方法

两批本科生 (48) 在一年中完成了三个自我反思。这些定性测量被归纳编码和分析，然后与定量结果测量进行三角测量。

发现

学生展示了跨越四个学习层次的变革运动：质疑自我、思想开放、利益相关者意识和批判性思维（与 Mezirow 的变革学习元理论一致），并获得五项技能：积极倾听、情绪调节、尊重、同理心和信心。

理论意义

这项研究表明，将转型学习理论与技能培训相结合的创新课程使学生能够通过 Mezirow 的“学习水平”，同时也提高了他们对有争议的问题的参与技能。

实际影响

以证据为基础的计划可以为下一代农业和环境专业人士准备必要的参与技能，以有意义地解决社会面临的有争议的基于科学的问题。

原创性/价值

在科学问题日益两极分化的环境中，Issue 360^{​​ TM}计划的创新设计提高了学生以开放的心态处理有争议的问题的能力，以及与他人就有争议的环境和农业问题进行有意义的互动的技能。很少有研究（如果有的话）证明或测试了将技能培训与转型学习相结合的教育计划的有效性，作为为有争议的问题参与开发有效的本科课程的基本方法。