Evaluation is essential to the analysis of the performance of academic programmes and is a central feature of the academic accountability movement. Most study abroad programmes, however, lack evaluation protocols, even though establishing them and acting on the results would contribute to their credibility. This final section of a comprehensive account of the reform of a study abroad programme presents how CASA-Sevilla has developed evaluation strategies to inform pedagogical changes in each successive semester to improve student-learning outcomes. The programme's aim is to achieve a 360-degree assessment by treating students holistically and including all involved faculty, staff, community partners and host families. The aim is also to be transparent in pointing out the problems in the programme's performance and use them as an impetus for improvement. This section is written to share what we have learned in hopes of starting a more robust dialogue among study abroad programmes about evaluation.
Eva Infante Mora, Director of the CASA-Sevilla study abroad programme, is responsible for overall administration of the centre, including day-to-day management of the programme, student advising, liaison with the University of Seville and supervision of programme faculty and staff. A native of Seville (Spain), she holds a PhD in Arabic and Islamic Studies from the University of Seville, and an MA in Modern Middle Eastern and North African Studies from the University of Michigan. She has been with CASA-Sevilla since 1997. Email: eva#sevilla.casa.education
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Greenwood, D. (2017), ‘Enhancing intercultural learning through active pedagogy, program integration, and individualised student mentoring: The CASA-Sevilla program’, proceedings of INTED2017 Conference, Valencia, 6–8 March, https://casasevillablog.files.wordpress.com/2019/03/dgreenwood_intedpaper-2.pdf.)| false
Greenwood, D. with E.Infante Mora and L.Álvarez-Ossorio (2016), ‘The Cornell Abroad Study of the long-term impact of the study abroad experience on graduates of the Cornell University, University of Michigan, Ann Arbor immersion program in Seville, Spain’, CASA-Sevilla, 20 November, https://casasevillablog.files.wordpress.com/2019/03/24.-casa-sevilla-survey-of-graduates-5-10-15-years-out.pdf.)| false
Infante Mora, E. (2017), ‘Increasing intercultural learning in study abroad through active pedagogy: The consortium for advanced studies abroad (CASA)-Sevilla pilot program’, proceedings of INTED2017 Conference, Valencia, 6–8 March, https://casasevillablog.files.wordpress.com/2019/03/einfante_intedpaper-2.pdf.)| false
Muñoz Andrade, J. (2017), ‘Improving linguistic progress in study abroad by linking intercultural competences and cultural immersion: using the CEFRL as a learning tool in CASA-Sevilla’, proceedings of INTED2017 Conference, Valencia, 6–8 March, https://casasevillablog.files.wordpress.com/2019/03/jmuc3b1oz_intedpaper-2.pdf.)| false
Uttl, B., C. White and D.Wong Gonzalez (2017), ‘Meta-analysis of faculty's teaching effectiveness: student evaluation of teaching ratings and student learning are not related’, Studies in Educational Evaluation54: 22–42.
Uttl, B., C. White and D.Wong Gonzalez (2017), ‘Meta-analysis of faculty's teaching effectiveness: student evaluation of teaching ratings and student learning are not related’, Studies in Educational Evaluation 54: 22–42.)| false