ABSTRACT
How might academia harness the transformative power of experiential global learning through immersive study abroad? This can be accomplished through global immersion experiences, intentionally planned to provide participants with high-impact learning opportunities and spaces for reflection before, during, and after the immersive experience. Establishing successful student study abroad immersion experiences places demands on higher education faculty and staff regarding the time, resources, and particularly the knowledge involved in program design and implementation. To that end, establishing a community of learners, a Faculty Learning Community (FLC), to explore the topic of immersive study abroad and to personally experience the high-impact learning opportunities that study abroad has to offer provides the context for this study.
