Teaching for understanding the year abroad: Thoughts on fostering the reflective learner

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dc.contributor.authorO'Reilly, Claire
dc.date.accessioned2022-11-15T12:33:56Z
dc.date.available2022-11-15T12:33:56Z
dc.date.issued2014-02
dc.date.updated2022-11-15T12:29:19Z
dc.description.abstractUsing data collected from student surveys, the author has outlined a program of study designed for students on the verge of embarking on study abroad, or year abroad, programs. The goal is to help students become more autonomous, self-reflective learners while abroad to increase the cultural and intercultural benefits of such study. Using the Scholarship of Teaching and Learning (SoTL) framework and the concept of Intercultural Anchored Inquiry are helpful in fostering such learning.en
dc.description.statusPeer revieweden
dc.description.versionPublished Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationO'Reilly, C. (2014) 'Teaching for understanding the year abroad: Thoughts on fostering the reflective learner', Mountain Rise: The International Journal of the Scholarship of Teaching and Learning, 8(2), pp. 1-23.en
dc.identifier.endpage23en
dc.identifier.issn1555-7200
dc.identifier.issued2en
dc.identifier.journaltitleMountain Rise: The International Journal of the Scholarship of Teaching and Learningen
dc.identifier.startpage1en
dc.identifier.urihttps://hdl.handle.net/10468/13852
dc.identifier.volume8en
dc.language.isoenen
dc.publisherCoulter Faculty Center for Excellence in Teaching & Learning at Western Carolina Universityen
dc.rights© 2014, the Author.en
dc.subjectYear abroaden
dc.subjectIntercultural learningen
dc.subjectReflective learnersen
dc.subjectForeign languagesen
dc.titleTeaching for understanding the year abroad: Thoughts on fostering the reflective learneren
dc.typeArticle (peer-reviewed)en
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