A Study Abroad Development Studio for Building Faculty Capacity and Establishing Student Learning Outcomes: A Case Study





short-term study abroad programs, faculty-led, faculty capacity, student learning outcomes, global learning, intercultural knowledge, intercultural competencies, global competencies, internationalization, higher education


Like an ecosystem, internationalization has interdependent elements. This case study focuses on one component, faculty preparation and development, which impacts other components such as student learning outcomes. Assessment of short-term study abroad student learning outcomes is a complex process involving faculty development, program design, and the use of various assessment approaches. This case study contributes to the literature on faculty capacity-building by describing the process for the creation of a Faculty Development Studio. The goal was to increase faculty’s capacity in intercultural teaching and learning, develop student learning outcomes for short-term study abroad, and design programs for maximizing experiential learning, reflection activities, and assessment. Findings suggest that developing a process for faculty development, providing protected time and support, and creating the space for dialogue among faculty yield potential for faculty to address short-term study abroad student learning outcomes as well as to expand their teaching and scholarly work.

Abstract in Spanish

Como un ecosistema, la internacionalización tiene elementos interdependientes. Este estudio se centra en un componente, la preparación y el desarrollo del profesorado, cual impacta otros componentes, como los resultados del aprendizaje de los estudiantes. La evaluación de los resultados del aprendizaje de los programas de corto plazo en el extranjero es un proceso complejo que incluye el desarrollo del profesorado, el diseño del programa y el uso de varios enfoques de evaluación. En el proceso de describir la creación del Estudio del Desarrollo del Profesorado (Faculty Development Studio), este estudio contribuye a la literatura sobre el desarrollo de la capacidad del profesorado. El objetivo era aumentar la capacidad del profesorado en la enseñanza y el aprendizaje intercultural, desarrollar los resultados de aprendizaje de los programas de corto plazo en el extranjero y diseñar programas para maximizar el aprendizaje experimental, las actividades de reflexión, y la evaluación. Los resultados sugieren que creando un proceso para el desarrollo del profesorado, proporcionando tiempo y apoyo, y creando un espacio para el diálogo entre el profesorado, ofrecen la posibilidad de que el profesorado enfoque atención a los resultados del aprendizaje de los programas de corto plazo en el extranjero, y amplíe la enseñanza y labor académica.


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Author Biographies

Joseph Hoff, The University of North Carolina at Charlotte

Joseph G. Hoff is Director of the Global Education and Engagement Office within the Office of International Programs at UNC Charlotte. He has a Ph.D. from the University of Minnesota’s Comparative and International Development Education Program. He currently teaches and coordinates globally focused-academic and co-curricular programming at UNC Charlotte that provides the UNC Charlotte community opportunities to engage with other cultures as well as to develop global competency skills.

Adriana Medina, The University of North Carolina at Charlotte

Adriana L. Medina is an Assistant Professor of Reading Education at The University of North Carolina at Charlotte. She teaches courses in language arts, reading comprehension, reading assessment and intervention, content area literacy, teaching reading to English language learners, and multicultural and global education. Adriana’s research interests include students who struggle with literacy, teacher education, global learning, and educational program evaluation. She has published research on the impact of study abroad experiences on preservice teachers.


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How to Cite

Hoff, J., & Medina, A. (2022). A Study Abroad Development Studio for Building Faculty Capacity and Establishing Student Learning Outcomes: A Case Study. Frontiers: The Interdisciplinary Journal of Study Abroad, 34(4), 329–356. https://doi.org/10.36366/frontiers.v34i4.644



Case Studies