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Abstract
The purpose of this study was to examine the use of reflective and reflexive activities in study abroad programs on student development at the College of Agricultural and Environmental Sciences and Family and Consumer Sciences at the University of Georgia. The study uses qualitative case study research methods. Purposive sampling was used to recruit the participants of this study. Semi structured interviews took place during the spring of 2017. Three short term study abroad programs from faculty leaders were sampled. Findings from this study reveal program design is shaped by faculty member experience, program objectives, perception of role, and personal philosophy. Student benefits were perceived by faculty members regardless of the level of involvement faculty members with students, but through the use of reflexive activities faculty members were able to encourage and monitor student cultural development.