Deep, critical reflection is an important goal in tertiary education but it is far from easy to achieve. This presentation focuses on constructive ways to propel students to higher levels of critical self-awareness and reflection. We begin by looking at a credit-bearing, blended course that was designed to enhance the intercultural understanding of undergraduates with recent or current international experience. In a supportive environment, both in class and online, the participants are introduced to theories and models of intercultural competence and cross-cultural transitions. In relation to their own and others’ international experience, they explore related topics and issues (e.g., language/culture shock, identity expansion, global citizenship, intercultural competence in a second language). Through structured, critical reflection, readings, media (e.g. films, YouTube clips), discussion, and writing (e.g., chat forums, reflective essays), students deepen their understanding of their international/intercultural experience and discover ways to optimize second language/intercultural interactions. After providing an overview of this learner-centered course and the lessons learned from three offerings, the session will evolve to a broader discussion of strategies that can promote critical reflection, mindfulness, and autonomous learning.

The development and monitoring of the intercultural transitions course is benefiting from Teaching Development Grants (#4170338, 4170356) as well as data generated by General Research Fund projects (#444709, 445312), which are tracking the developmental trajectories of outgoing semester- and year-long exchange students.