A copy of this work was available on the public web and has been preserved in the Wayback Machine. The capture dates from 2020; you can also visit the original URL.
The file type is
Most college students do not habitually do the deep thinking that will allow them to take their learning beyond the acquisition of knowledge. This paper examines the findings from a phenomenological study of eight students involved in an interdisciplinary community focused on developing responsible, life-long learners. Students identified both the myriad ways the learning opportunities had been structured to engage them in thinking and the impacts of the resultant deep reflection on theirdoaj:0d0baef1ca424cce8b50cc2f92c9540d fatcat:yxel24zuarbdrdwr32n46ll6oy