The Role of Pedagogical Variables in Intercultural Development: a Study of Faculty-led Programs

  • Allison Spenader
  • Peggy Retka
Keywords: Intercultural Development Inventory, Semester long, Study Abroad, Undergraduate students, Faculty-led cohort model, Education Abroad

Abstract

This study investigates the intercultural development in several semester-long study abroad programs at the undergraduate level, using the Intercultural Development Inventory, or IDI. Our faculty-led cohort model utilizes a study abroad seminar incorporating an experiential learning project to provide pedagogical supports and cultural interventions to students during their sojourn. Our study compares mean IDI scores of various cohorts across multiple personal, contextual and pedagogical variables.  While no correlation was found between English vs. foreign language contexts, housing types or academic program types, we did find differences between programs based on the type of experiential learning project used in the course. Our findings indicate that service-learning projects are associated with greater intercultural gains than other types of experiential learning projects.

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Author Biographies

Allison Spenader

Allison J. Spenader is an Associate Professor of Education at the College of Saint Benedict and Saint John’s University, Collegeville, MN. Allison teaches World Languages and English as a Second Language Pedagogy courses.

Peggy Retka

Peggy Retka is the Director of Education Abroad at the College of Saint Benedict and Saint John’s University, Collegeville, MN.

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Published
2015-03-15
How to Cite
Spenader, A., & Retka, P. (2015). The Role of Pedagogical Variables in Intercultural Development: a Study of Faculty-led Programs. Frontiers: The Interdisciplinary Journal of Study Abroad, 25(1), 20-36. https://doi.org/10.36366/frontiers.v25i1.342
Section
Research Articles