112 Copyright © 2021, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. Chapter 6 DOI: 10.4018/978-1-7998-3796-1.ch006 ABSTRACT Popular study abroad locations present challenges for faculty seeking to provide opportunities for meaningful engagement with the host community. The authors describe how a medium-sized state col- lege in the Mid-Atlantic region of the U.S. and the Universidad de Alcalá (UAH) partnered to develop a transformative semester-long study abroad program, promoting community engagement, language ac- quisition, and personal development. They describe how a resident faculty director can create spaces for intercultural learning in both traditional classrooms and of-campus sites through projects that develop an ethos of sustained engagement and deep refections, thereby empowering students to immerse more deeply in their host community. Insights from Lave and Wenger’s social learning community of practice model provide a novel way to frame study abroad praxis. The authors’ experiences suggest that a study abroad community of practice, rather than serving to isolate members from the local community, can serve as a safe-space and catalyst for active engagement with it. INTRODUCTION Solving the most pressing issues of our time requires new approaches to help develop the thoughtful and interculturally competent citizens our global era requires. Although frequently working toward the shared goal of increasing students’ intercultural abilities, the fields of international education and lan- A Sense of Place: Creating Spaces for Intercultural Learning in Study Abroad Ann Warner-Ault The College of New Jersey, USA Isabel Maria Kentengian The College of New Jersey, USA Jon W. Stauf South Dakota State University, USA