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The Impact of Intentional Pedagogies on Student Learning in an Experiential Programme in Nepal: Three SoTL Practitioners' Systematic Reflections
Abstract
This chapter shares three SoTL practitioners' critical reflection on the impact of our teaching on student learning in alignment with our teaching philosophies. Based on our core teaching philosophies that premise on lifelong pedagogy through experiential learning, scholarly teaching, and knowledge co-construction, we critically reflected on how they fostered deep learning through the use of “structured reflection and debrief” as an intentional pedagogy in a short-term overseas experiential learning course within a residential college in a Southeast Asian university. The systematic analyses of the ethnographic documentation of students' daily debrief reflections suggest the effectiveness of our intentional pedagogies to help students think critically, and question the complexities of social, economic, and environmental factors in context at a higher level and develop empathy. Mapping SoTL beliefs and commitment in actions is a well-balanced task and this chapter aims to inform how it can be effectively done in higher education.
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