An Examination of the Transformative Learning Potential of Alternative Spring Breaks

As institutions seek to offer students an educational experience equipped with opportunities to develop as not only active learners but also engaged citizens, service-learning initiatives in the form of alternative spring breaks (ASB) have become prevalent. This study examines the potential of ASBs, as service-learning initiatives, to deliver a transformative learning experience. Findings indicate that depth of learning and growth is contingent upon trip type. Implications for practice and recommendations for practitioners are discussed.