Transformative learning (TL) goals are becoming commonplace in higher education, continuing education, and other adult learning contexts; however, valid and reliable assessments of TL are not so common. This imbalance begs the development of assessment methods that allow for a deeper understanding of how, when, and why deep reshaping of self takes place. We believe the Beliefs, Events, and Values Inventory (BEVI) to be an effective quantitative measure of TL based on the alignment of its scales with constructs identified by Hoggan’s meta-analysis of TL research. In this article, we summarize the theoretical crosswalk between Hoggan and the BEVI, offer statistical evidence of construct validity for the BEVI as a measure of TL, and provide guidance for interpreting TL scores. We discuss implications of this methodology for higher education as well as other adult learning contexts such as mental health and wellness.

This report describes the simultaneous occurrence of an ovarian teratoma and a granulosa cell tumor (GCT) with intra-abdominal metastasis in a 1.5 yr old female Doberman pinscher. At surgery, a 20 cm, smooth, intact mass associated with the left ovary and multiple 1-2 cm irregular masses in the broad ligament were found. The masses were surgically removed and submitted for histopathology. A histologic diagnosis of a teratoma and a GCT with broad ligament metastasis was made. Further treatment was elected by the owner and included two cycles of carboplatin therapy. The dog was euthanized 6 wk postoperatively for signs related to metastasis and dyspnea. Teratoma of the ovary, although it contains derivatives of all three embryonic germ cell layers, rarely presents together with either ovarian epithelial or sex cord-stromal tumors. To the authors' knowledge, this is the first reported case of an ovarian teratoma coexisting with a primary GCT with intra-abdominal metastasis in the same ovary in a dog.

A free-ranging adult female great horned owl (Bubo virginianus) was presented to the Wildlife Medical Clinic at the University of Illinois after being observed with anorexia and decreased activity. A severe leukocytosis (212 400 cells/microl), primarily comprised of mature heterophils, was found at presentation. Results of various diagnostic tests including radiographs, Chlamydophila serologic testing, measurement of Aspergillus antibody and antigen titers, plasma protein electrophoresis, fecal culture and acid-fast staining, coelioscopy, endoscopy, tracheoscopy, exploratory coelomotomy, nuclear scintigraphy, tissue cultures, bone marrow biopsy, and histopathology revealed no underlying cause for the persistent leukocytosis. No response to treatment with antibiotics or antifungal agents was observed, although a transient, significant decrease in the leukocyte count (6200 cells/microl) was observed after treatment with fenbendazole. A presumptive diagnosis of chronic myelogenous leukemia was made based on 3 factors: disease duration of greater than 3 months, a lack of identifiable foci of inflammation, and a lack of response to conventional therapy. The diagnosis was confirmed based on postmortem examination and testing 177 days after initial presentation.

The ability to think critically and complexly amid novel experiences that require self- and other-awareness is something that leaders in an array of social institutions seek to develop in their communities. Global and Diversity Learning (GDL) practices, one category of high impact practices (Kuh, 2008), aim to increase students' awareness of self and others and imbue critical thinking skills that will help students see how their own background and experiences interact with those of peers. This study aims to understand the relationship of four GDL practices (education abroad, multicultural programming, intercultural living-learning communities, and global studies coursework) to desired learning outcomes. Through completing ANCOVAs and multiple regression analyses on an existing dataset of GDL participants, this study demonstrates the influence of gender, socio-economic status, and citizenship within GDL practice types. The study findings also reveal significant differences between group members' other awareness and critical thinking capacity. Understanding how different GDL practice types affect capacity development will allow university leadership to direct collaboration between departments and align programming, to allocate resources more effectively, and communicate potential outcomes based on empirical data.