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Assessing Reflective Pedagogy among Leaders of Purdue 2019 Short-term Study Abroad

In this report, which serves as a meta-analysis of one year’s short-term study abroad outcomes at a public land-grant university, qualitative methods were used to analyze program leaders’ professional practice.

Listed in Reports/White Papers

Version 1.0 - published on 21 Apr 2020

Licensed under CC0 - Creative Commons

Description

A corpus of ninety-one leader reports, received at the conclusion of a spring break or summer study abroad program, forms our data set, which was deductively analyzed in conjunction with a four-stage model of experiential learning. Among these leaders, approximately one-third had recently received training in reflective intercultural pedagogies, one-third had received training in a previous year and one-third had not yet participated in the training. Results support last year’s findings, which, looking exclusively at student outcomes, suggested that leader training supports more effective teaching and learning.

Cite this work

Researchers should cite this work as follows:

  • Yngve, K. (2020). Assessing Reflective Pedagogy among Leaders of Purdue 2019 Short-term Study Abroad.

    BibTex | EndNote

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