Title Pending 4003

In the realm of international education there are many calls to increase and improve faculty development to make study abroad experiences more intellectually and interculturally enriching, for both faculty and students (Anderson et al., 2016; Gillespie, 2019; Gillespie et al., 2020; Johnstone et al., 2020; Layne et al., 2020). In this study we analyze a particular faculty development structure as a model of effectiveness. Part of a larger study examining student learning on Council on International Educational Exchange (CIEE) programs, this article analyzes 22 educator interviews, specifically grouping and categorizing their stated pedagogical tactics, and found that this organization’s intentional, highly mentored, relationship-rich faculty development program—centered on their own intercultural learning and growth—helped educators leverage pedagogies to effectively foster students’ intercultural learning. We argue that faculty’s intercultural learning is the key to empowering faculty’s successful leveraging of dynamic pedagogies, not vice versa. Our study, thus, demonstrates the need for investment, expansion, and mentorship of integrated faculty development programming, particularly with regard to educators’ own intercultural growth, in order to implement effective pedagogies that activate and expand students’ deep learning, especially while studying abroad.