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There is overwhelming evidence to support the value of service-learning experiences in terms of its ability to transform the individual (Carrington and Selva 2010; Parker and AltmanDautoff 2007; Trilokekar and Kukar 2011). Similarly, academic scholarship focused on study abroad also heralds the transformative potential of these experiences. Kiely (2004) highlights the“transformational event” in college students’ lives that “forever change their sense of self, lifestyle, connection to others, view of global problems and purpose in life” (5). Combined, study abroad and service-learning experiences have tremendous potential to alter a student both cognitively and affectively.