Study abroad is often hailed as a unique and important learning experience that fosters students' ability to engage in effective and appropriate interactions in a variety of cultural contexts. Scholars, however, have not only questioned the learning that occurs in study abroad but have also highlighted problematic aspects such as the potential miseducation of participants and harm to host communities, particularly for short-term study abroad (STSA) experiences. Utilizing the lens of critical hope, the purpose of this study was to critically assess the potential of STSA in fostering cross-cultural learning, while also examining its limitations and potential harm. Based on interviews with 18 participants 1 and 2 years after their STSA, we found STSA has the potential to be a catalyst for learning and growth related to the attitudes, knowledge, and skills needed for effective cross-cultural interactions. However, when participants approached STSA with a colonial attitude and failed to connect learning to cross-cultural experiences after STSA, that learning was minimal and STSA reinforced ethnocentric viewpoints. Participants' race and ethnicity shaped their learning. Black, Indigenous, and People of Color participants who had positive experiences abroad felt inspired by STSA to seek out additional cross-cultural interactions, which led to further growth. The white participants who experienced more growth had passions and interests related to cultural learning prior to STSA and engaged in meaningful cross-cultural experiences after STSA. In our Implications section, we discuss ways to maximize the potential of STSA to foster cross-cultural learning and serve as a catalyst for social change.

Using a qualitative grounded theory approach, student guided leadership capstone projects were examined using a thematic analysis to determine the categories of projects students chose. The research sought to answer two research questions: 1) What areas of leadership development do students seek out through capstone projects for a four-year leadership studies minor? 2) What can this tell us about the program from an evaluation perspective? The analysis found four categories: self-care, application and understanding of leadership, interpersonal skills, and intercultural development skills. The implications for leadership educators are discussed as well as how capstone projects can be utilized in other leadership programs.

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Arts-based learning is a powerful approach that leadership educators should consider to enrich student learning. By employing an arts-based storytelling pedagogy, leadership educators can engage learners in the power of their lived experiences (Sutherland & Jelinek, 2015). At a large Midwestern research university, leadership educators have utilized an illustrative activity called the Little Buddy as a central pedagogical element to enhance student learning in regards to their cultural identity development and how this emerges in their understanding and practice of leadership. The Little Buddy activity is shaped and supported by literature in intercultural leadership, culturally relevant leadership learning, critical reflexivity, and arts-based narrative; and draws upon the power of storytelling as a pedagogy. Practitioner reflections and recommendations for practice will also be discussed.

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