"Place, Self, Community: City as Text™ in the Twenty-First Century" focuses on the power of structured explorations (reflective practices ranging from debriefs and discussions to reflective writing and discussions) and on forms of immersion in place. This monograph explores the inherent integrative learning capacity to generate a sense of interconnectedness, of self-in-context, which finds expression in professional practices that endure long after the original experiential adventure is over. It explores the ways that this pedagogical strategy affects professors as well as students, and it examines instances of experiential learning outcomes that illustrate the power of integrative learning to produce social sensitivity and engagement, especially when that integrating includes unscripted, raw experience in the service of making sense of complex settings. An emphasis on developing antennae for context and lens distinguishes this approach to learning. Contributors include individuals whose professional lives track in some way back to foundational experiences that illustrate linkages between early immersion and later social engagement. Authors represent social sciences, humanities, and science backgrounds and applications. They include the voices of alumni of National Collegiate Honors Council's (NCHC's) Honors Semesters, professionals who have used this approach in diverse settings, and commentators on both process and practice.