Abstract
Educational immersions provide opportunities for students to experience a lot in a short time. How do instructors aid students in processing and meaningfully reflecting on their experiences? I describe the development of an immersion—and an accompanying pre- and post-trip class—to sites along the U.S.–Mexico border. Then, I analyze student reflective writing assignments to see if and how the students were able to communicate their learning.
Recommended Citation
Johnston, Joseph B.
(2022)
"Making Sense of the Borderlands: Short-Term Immersions and Communicating Upon Returning,"
Journal of Community Engagement and Higher Education: Vol. 14:
Iss.
3, Article 4.
Available at:
https://scholars.indianastate.edu/jcehe/vol14/iss3/4
Included in
Civic and Community Engagement Commons, Community-Based Learning Commons, Community Psychology Commons, Scholarship of Teaching and Learning Commons, Service Learning Commons, Social and Philosophical Foundations of Education Commons
