• August 04, 2015 9:17 AM | Janice Abarbanel PhD

    Stephanie transitions home to the US –                             

    Here’s a follow up from Stephanie, our student abroad whom we’ve followed in this blog over the last months.   She is speaking with a potential employer, reflecting on her take-aways from her abroad term.  

    She mentions that being away from her home culture helped her develop skills as a better observer of others and other cultures and impressed upon her the importance of staying curious and open.  She notes that considering other views and ways of living will be important resources for her as she enter the work force in the US.

    ********************************************************************

    When I arrived abroad, everything was new, outside of what I was used to.   When I was a Freshman in college in the US, I’d already experienced leaving home.  But the newness at my study away site was different, a different layer.  Looking back, I had a very positive learning curve, which, for me, meant that some things were pretty hard.

    For example, it was difficult getting comfortable with being, in many instances, uncomfortable!  That’s a phrase that was common at my abroad site where I had a lot of support making sense of things – the history, the architecture, common customs such as Sunday closing of shops, or how the locals are slower to warm up to deeper friendships.  I was able to have a better feel about how Americans are, how I fit in at home.  Some of the strategies that I ‘d used to shift away from daily stress in the US came in handy when I was away:  a routine around the gym, getting a decent night’s sleep, checking in regularly with my friends and family.   

    So, I do expect that transitioning into a new work environment will involve time and experience, asking questions and connecting with the new staff and mentors.  I’m prepared for the new environment to take time to feel right, that I’ll need a transition period to become engaged and productive.  Studying abroad helped me develop skills for being comfortable with change.  I’m prepared and excited to bring these personal skills into this position.

    I learned that no one’s an expert at studying abroad, that coming into this company will be a process too, one that I’m up to.  I expect to learn and share; I’m comfortable asking for the perspective of others and for guidance.  I think I used to be more defensive about the idea that there was only one way to understand or experience things.  Studying abroad really shifted my perspective and I feel both more mature and more skilled in a complex, intercultural environment now.

    When I returned to the US, I discovered that family and friends would ask, “How was studying abroad?” and that they often couldn't relate to my full experience, even with photos or my Skype calls filling them in throughout the term.  I expected my US friends to have changed too, but I had to adjust to some changes in the ways we related and connected.   Studying abroad involves more than a linear description, and my experiences contributed to my flexibility engaging with a wider variety of people and cultures, and with a wide variety of responses from others.

    Being abroad becomes a personal story; for me, it was often about relationships.  I found out that I felt challenged when I interfaced with other students around the world.  When we met up at local cafes, English ended up being our common language – at first that seemed strange because I didn't have to try so hard and others, whose first language was Chinese, Spanish, or German, seemed to be accommodating me.  I saw how my country had such a huge impact on others my age around the world.  I was in an international city, one that stretched my perspective and broadened my curiosity and compassion for others.  Becoming comfortable with the ways others communicate has been a huge positive for me.

    I also want to share here that I discovered that being effective at work is not about how much time one has, but about how much energy one has.  And being full of positive energy is a skill – it takes thoughtfulness, mindfulness, to plan one’s day so that when I arrive at the office, I’m rested and energized.  In order to be my best, I’ve learned to schedule in exercise time, friend time, and time alone.  These things are important to me and I realized this when I was studying abroad.  Where everything is new, the stimulation of not missing out is huge. I had to experience my own over-filled, exhausting days abroad to realize that I perform best when I tap into my own positive energy.

    I wanted not just to go outside my comfort zone, but to be outside my comfort zone.  I wanted to stand where history was made and develop language skills.  I wanted to feel what it would be like spending time, more than touring time, in another culture.

    People say that studying abroad is the most amazing experience, and I learned that it can be, but not always in ways which mean “being happy” or positive all the time.  Being challenged, even with difficulties, is more where it’s at, and being in a place where everything is new was just the ticket for me.  I found that I thrived with daily problems to solve: finding my way around the city, working hard to get my language skills in tow so that I could communicate with shopkeepers and people on the street, managing communications with my roommates (where we all spoke English but still miscommunicated at times!).

    I wasn't an immediate expert at living and studying abroad.  I was the kind of person that felt shy about asking for help or clarification – I didn't want to seem ignorant or failing at studying abroad!   But now I’m very open to seeking help.  This is an important way I’ve grown, and I want to be in a work culture that promotes shared learning.  Here are other areas which studying abroad enhanced:  I’m more patient, curious and capable about exploring on my own, good with a budget, and more aware that it’s my energy (not time) that matters under stress.


  • June 10, 2015 4:58 PM | Janice Abarbanel PhD

    by Janice Abarbanel PhD

     This entry continues the story of Stephanie’s experiences during her term abroad in Berlin.  You may recall that she had anticipated that she was well-prepared and that her transitions would be smooth.  What surprised her, even in her first days in Berlin, was how tired and overwhelmed she felt.  She was, from the outset, concerned that thoughts of self-doubt about her choice to leave the comforts of home appeared within her first week abroad.

    With just a few weeks left before she prepared to return to the US, she reflected on ways the semester abroad impacted her sense of herself, her identity, plans for her future, and her relationships at home and abroad. 

     Given the normal challenges of Emerging Adulthood to balance the positive energy of heading out with the ongoing vulnerability of uncertainties stirred by the explorations themselves (especially in work and relationships), Stephanie’s winding path has been a common one.  Although she sometimes felt distressed, confused, or lonely, she found several friends on the program with whom she traveled and shared meals.  Over time, Stephanie noticed that moments of feeling excited and curious grew longer, and periods of worry seemed less often

    Through her German teacher, she met a few German peers, and, though frustrating at times, she began to make her way around Berlin practicing her new language.  As the term closed, she shared that the staff had become a huge resource for her.  She felt challenged, supported, and understood - both in her excitement, growing competencies, and shifting moods. The staff had often discussed how  – often because her shifting moods and slowly developing competencies were understood and discussed, normalizing for all that cultural transitions are challenging for all, and that there are many paths through this experience.

     Studying abroad is an emotional time.  Some students are surprised about how intense they may feel, something they hadn’t felt in the past.  Is it homesickness, confusion, depression, exhaustion?   Sometimes it’s a mixture and a student might feel at ease, engaged, and just occasionally worried or off balance.  Some students have no difficulties with adjustment at all – the main thing to know is that everyone is different.

     Here are some of Stephanie’s end- of- term reflections:

    • 1)   “I’ve gotten the hang of my Berlin routine with classes, professors, friends, but now I’m concerned about how I will settle back into my home and home campus in the US.” 
    • 2)   “I know that the ‘whole social media thing’ was a mixed blessing.  I now see that it would have helped to agree on a “media plan” with my friends and family ahead of time since I felt both interested and obligated to keep in touch almost every day.  Once I noticed how exhausted I felt, and once the onsite staff suggested revisiting ways to increase positive energy, it was hard to tell everyone that I needed to connect less often.”
    • 3)   “I was surprised to discover how much I liked art history and made a decision to change my major.  This shift really was energizing for me, though difficult for my relationship with my parents since they are worried about what future job I might be able to have.”
    • 4)   “I now see that ‘adjusting’ is a process, not an event, so I’d encourage others to give themselves time to be open to the opportunities that come up after arrival.  I really set myself up for some big disappointments by thinking I had everything figured out.”
    • 5)   “I’m not sure what I’ll tell everyone at home when they ask, ‘How was Berlin?’ – it’s an experience that challenged everything about myself, one that felt hard sometimes, but one I know I will build on.  It’s going to take going home to figure out what really happened here.”


  • April 20, 2015 2:20 AM | Anonymous

    As educators and administrators working with students before, during, and after a study abroad experience, we observe that their cultural, academic, and emotional transitions are part of the larger formative process of re-centering and identity exploration that characterizes emerging adulthood. Welcoming new students at a study abroad site, we thus enter in a conversation with them about their individual academic and emotional journeys – their hopes, expectations, and needs. Our students may need varying degrees of support in order to thrive on the freedom and lack of structure typical of emerging adulthood, to manage new, complex cognitive challenges, and to develop skill sets that help them counter incidents of high adversity. Most students will experience very normal mood shifts associated with cultural and emotional adjustment, struggle with maintaining relationships at home while exploring new ones abroad, and seek assistance with managing their energy (rather than their time). Some emerging adults may find themselves struggling emotionally for the first time in their lives when studying abroad.

    For Stephanie, the organized and optimistic young student you met in our January 7 blog post, this moment came when she landed in Berlin. She arrived after an over-night flight from New York, pushing two heavy suitcases through the arrivals hall while glancing at the arrival cheat sheet she had printed out and re-read on the plane several times. After some initial confusion, she found the Berlin staff greeting the new Berliners by the meeting point, boarded a shuttle bus together with other students, and caught her first glimpses of the city that she had imagined would become her new home. Berlin - site of her very own adventure, layers of history, center of the art scene, and place of new linguistic challenges: learning German. The new home looked grey, windy, and almost uninhabitable. The girl next to her recounted the many countries she had traveled to prior to coming to Berlin. The bus driver gestured at another driver, shook his head, and yelled something in German. Stephanie felt intimidated and exhausted. She tried to fight off the feelings of self-doubt.

    At the beginning of her first orientation session, a neighborhood walk with a Language Tutor and a Resident Assistant, she was greeted in German (“Herzlich Willkommen!”) and asked to say a little bit more about why she had chosen to come to Berlin. Her head was spinning. Why did she come to Berlin, Stephanie wondered. It had seemed so clear to her back in the U.S.

    The interface between the developmental stressors of emerging adulthood and the challenges of studying abroad can contribute to students needing extra support across all parts of the program. Very often, the initial orientation sessions set the tone for the semester to come. The emphasis is on helping our students feel comfortable asking for support and on providing the space and time for them to reflect on their individual study abroad experience from the very beginning. Emerging adults can profit from conversations with staff and faculty that aspire to be more than mere information-transfer events and address strategies and skill sets for better energy management, the interplay of self and shared care, the ways cultural transitions can affect emotions and ways that emotions can affect cultural transitions. Below, we share some ideas about how to approach these aspects of study abroad in an orientation session. Note the positive and normalizing voice which, from the beginning, encourages students to take steps away from a limited mindset of perfection or fear of failure towards a broader skill set for expecting mood shifts and reaching out to staff and faculty for support and guidance.

           “It’s never too early to ask for help” Students are encouraged to access staff as resources and to “share support” when friends and fellow students need help while studying abroad. They learn about the different ways students have used the Wellness office in previous semesters. This de-stigmatizes psychological support and establishes a more holistic and positive understanding of "Wellness" in the context of study away.

           “Arriving is not day one” – We recognize the different degrees to which our students have acquainted themselves with the abroad site and their host country prior to arrival: Whereas some students started preparing for their personal and academic experience in Berlin a year prior, some students applied because they were not accepted by another program or decided spontaneously and/or for very personal reasons. We speak about the possibility that culture shifts can be accompanied by mood shifts, and share how normal it is to feel confused, perhaps disappointed, and at the same time curious and very excited. Students often find it engaging to discuss how finding their place in an increasingly globalized world influences their notion of home, of their relationships, and the ways in which mobility creates opportunities to develop a new cosmopolitan worldview.

           It’s not about time; it’s about energy.” – We describe how one uses and restores energy as a key to making oneself at home in a place where everything is new. We encourage students to build a skill box with their personal ways to disengage from high-energy use and exhaustion, and to share their strategies with other students. It is emphasized that everyone approaches these challenges differently.

           “Developing a cosmopolitan outlook” In one exercise at orientation, students write down on cards their full name, place of birth, and citizenship(s) according to their passport(s). They are also invited to imagine and describe in a few sentences their lives 10 years from now. Thinking about the places their talents, research interests, and relationships may take them facilitates an understanding of how international mobility could contribute to a new cosmopolitan worldview and a broader sense of belonging, going far beyond their identification with their passport country.

            “Manage expectations!” In another orientation exercise, students share their expectations for the upcoming semester. They list things they are excited about on green cards, note points they have ambivalent feelings about on yellow cards, and mention what they are worried about on red cards. When these cards are discussed afterwards, students usually find that their classmates share similar worries and hopes. The entire list can be posted a few days later in the student lounge or another common area.

           “Planes fly faster than emotions settle in!” – Our new students have just left their friends and family and within hours arrive at their chosen study abroad location. This accelerated transition experience can feel unreal and overwhelming. Reflecting on the immediacy of plane travel and its sharp contrast to the process of adjustment and settling into a new home, students will hopefully leave this orientation session with the understanding that adjustment takes curiosity, patience, and self-awareness. It is a first step towards developing skills for a smooth transition, engaging staff support.  Settling into positive routines that can support students’ energy for academic pursuits are key. Staff should emphasize the importance of attending to self-care around food, sleep, exercise, and healthy friendships, and remind students to stay mindful of the impact that social media can have on their capacity to stay present in their study abroad experiences.

    Please contribute your experiences with various kinds of models and approaches to supporting student pre-departure and on-site arrival. What has worked for you? Post your comments below or e-mail us at j.e.abarbanel@gmail.com and linn.friedrichs@nyu.edu.


  • February 25, 2015 8:09 AM | Janice Abarbanel PhD

    Giovanni Aresi, Ph.D

    Department of Psychology

    Catholic University of Milan (Italy)

    Study abroad students represent a growing population of Emerging adults sojourners (more than 250,000 students each year in the U.S. and just as many in Europe).

    Although spending a period of study in a foreign country is a unique personal and educational opportunity, what do we know about study abroad students' engagement in at-risk behaviors? Do they change their drinking habits while abroad? do they try out drugs? What happens when they return home? What factors may predict at-risk behaviors while abroad? What interventions may prove to be useful to reduce health negative consequences?

    The literature show that emerging adults facing a transition to a new environment may be at increased risk for the adverse consequences of excessive alcohol and drug consumption, which may be exacerbated due to limited social resources and with limited host country language skills.

    For the next two years I'm going to study how the transition in and out of the host country affects study-abroad university students' at-risk behaviors. This European-wide study start with a research on factors related to students' alcohol abuse before, during and after being abroad and continuing with the development of an intervention to reduce alcohol-related risks for this target group

    It is a great opportunity for me to share ideas with colleagues of the SSEA and being part of a nascent group of professionals and researchers interested in the study abroad topic.


  • February 18, 2015 7:49 PM | Janice Abarbanel PhD

    A View of Study Abroad from Rural America

    Note from Paula Clark and Ted Hamilton Professors, Columbia College, Sonora, California Feb. 2015

    We have taught at a small rural community college in Northern California for seventeen years. Introducing students to the idea of studying abroad has been quite the experience – for us and them!

    As a background, over the past three decades we have developed a High Demand x High Support (HD x HS) Teaching Pedagogy, designed to challenge more and accommodate less many of the problems that entering students bring to college. These problems, widespread throughout the college population, are pronounced in rural areas. Recognizing that community college students in general and rural ones in particular rarely make strong transfers, the overall goal of HD x HS has been what we have called STP – strong transfer potential. This HD x HS pedagogy, the foundational anatomy in all the courses that we teach (across several disciplines), though far from successful from the perspective of enrollment and retention is nevertheless very successful when viewed otherwise. The students who persist in two or more of these courses move on from our institution to chart pathways that would not be expected from their backgrounds (community college, rural, and often social and economic problems of every stripe). Though the numbers are small, those who venture overseas have quite an experience. 

    It is important, we believe, to recognize that in an environment like ours, just entertaining the idea of study abroad requires bumping up against a great deal of negative – even spiteful – social pressure. This pressure comes from many places including those that perhaps may come as surprise (family, friends, the community at large, and often the college itself).

    Though our numbers are small, the stories are not.

    Rural America is not on any one’s radar, but much of rural America is in dire straits and though the matter touches just about everyone, the young are bearing the brunt of it. If they are to survive – ideally thrive – they will require what their communities generally do not offer and they will require options that they themselves do not/cannot envision for themselves. Right now a former student is in India – a grandmother who would like to eventually practice medicine in rural America – and she is in rural India! A single mother with very limited post-transfer aspirations eventually transferred to UC Berkeley and just returned from a summer in Spain. Another former student who managed to fail the first five classes that he took with us (in the end he passed them all), ultimately transferred with impressive success, completing a humanitarian project in Ghana for which he received an award upon his return.

    If you would like to check us out we have placed our very substantial faculty websites below. We have also included the in-progress website designed to accompany our HD x HS approach – there are maps at the HD x HS site showing some of the destinations to which our students have traveled, studied and worked.

    Faculty Websites:

    http://clarkep.faculty.yosemite.edu/

    http://hamiltont.faculty.yosemite.edu/

     

    General HD x HS Website:

    www.hdxhs.com

     

    Where HD x HS students have travelled:

    http://hdxhs.com/where-students-travel/

  • January 07, 2015 11:09 AM | Janice Abarbanel PhD


    Studying abroad is a unique, exciting experience – one that will challenge, complicate, and expand a student’s knowledge, curiosity, and self-awareness. In all its vibrancy and great diversity, each student’s academic and personal journey abroad involves active participation, an open mind, curiosity, and very often a lot of patience. The same can be said about the Emerging Adulthood decade which, in the best of times, is an exciting, explorative, and often bumpy journey for sorting out, as Arnett says, “what clicks”.  The optimism and risk-taking energy of Emerging  Adulthood can motivate a college student to choose an abroad experience and generate those “clicks”.

    If a student chooses to go abroad during his or her Junior year, then it’s likely that the first years in college have been learning ones – particularly, skill building around relationships and academics.  Students have probably had the practice of living outside the family home, moving away from the comfortable structure around family, friends, and community.  They have likely already experienced the ebb and flow of academic and relationship challenges, and the excitement of the new and the common disappointments of every day life.  If a student arrives at University without a plan to study abroad, it’s often at the University, in the educational context, where a plan emerges.

    From home to University campus.

    From campus to global experience.

    For each student, the choices and the experiences are individual.

    There is not one story - each student brings a unique set of motivations, expectations, hopes, and anxieties. We will follow a group of students through the various moments of study abroad. In their voices you will find the various flavors of emerging adulthood.

    Some students, like Stephanie below, arrive at college with the dream to live and learn abroad already “cooking”.


    STEPHANIE:   “Expectations – stepping out on my own”

     Stephanie, age 20, walked down the stairs as the door to the international study abroad office at her campus closed behind her.  It was April in her Sophomore year in her small US mid-west college town.  She’d just finished her application to spend the upcoming Fall term in Berlin, Germany.

     She was 12 when her parents surprised her and her older sister with a family Christmas trip to London.  No one in Stephanie’s family had traveled outside of the US; no one had a passport.  Preparing for that trip long ago held a strong memory for Stephanie, a memory that felt even more significant because, at the time her family was preparing for London, her best friend’s family was hosting for the full academic year an exchange student from Poland. His accent, the spices he used in food, the stories he shared about his home country, and the things he found strange in American society had made Stephanie curious about what it was like to live and study abroad.  During high school, she often thought about the overnight plane trip to London, the exposure to new sites, a crowded city, the metro system, the “strange” sound of the English language  -- all conspired to create for Stephanie the expectation that she too would one day travel and study abroad.

     Stephanie, like many students who plan for some months or even years to study abroad, got a job the summer prior to departure for Berlin.  She wanted to contribute to the funds she knew she would need for the term. In her application, she described herself as organized, practical, and mature.  She was mindful of the challenges she had mastered two years earlier when she left home and settled into the college dorm, adjusting to two roommates who were not easy to get along with, adjusting to being away from her community and family. So, arriving in Berlin would not be “Day #1” for her.  She felt that she was prepared for what she considered next steps for her academic interests and emotional development.

     Pulling her suitcase out of the back of the closet as she organized for her departure, she felt excited, ready, and hopeful.  Although she ‘d heard that a few of her friends often felt homesick and sometimes disappointed by the overseas experiences, she didn't think of herself as someone who would have any problems.  Optimism and a positive mood were her signatures.

     

     

     

     

     

     

     


  • November 18, 2014 9:30 AM | Janice Abarbanel PhD

    Introductions and Motivations: Who are we and why are we writing this blog?

    by  Janice Abarbanel PhD (Boston) and Linn Friedrichs (NYU Berlin)

    Janice Abarbanel PhD, Topic Network Chair

    Hello.  Welcome to the Topic Network blog for Emerging Adulthood and Study Abroad.  My name is Janice Abarbanel.  I am a US clinical psychologist with a great interest in the interface between Emerging Adulthood, studying abroad, and emotional health.  For the last 3 ½ years, I served as NYU’s first onsite psychologist at the Berlin, Germany academic center where 80 to 100 students study each term. There, I helped set up the Wellness office, counseling support for students, and consultation support for faculty and staff.

    In October, 2014, I returned to the US (Boston) to focus on training study abroad staff about Emerging Adulthood and to develop a wider audience for those interested in expanding the conversation about how studying abroad can be a positive path during one’s 20s for exploration, supportive mentoring, and guided steps into a complex world.

    Prior to my position in Berlin, I developed the idea of “the Emotional Passport”,  a skill set using positive language to help students shift into a place where “everything is new,” for example, a culture different from the place they call “home.”  This blog will expand further on the value of the Emotional Passport for Emerging Adulthood and those who guide and mentor this generation.

    Emerging adults, defined as optimistic, eager to explore, self-focused, and engaged in identity exploration, are in a life stage where studying abroad can be a wonderful fit.   The age can be filled with moments or periods of instability too – something studying abroad can both invite and engage, providing a positive structure for learning and growing.

    Linn Friedrichs, Emerging Scholar Co-Chair for the Study Abroad Topic Network:

    Hello Readers.  I am a higher education professional based in Berlin, Germany, driven by the idea of creating a sustainable global society through education. I love good storytelling, daring architecture, and people with a captivating laugh. Having lived in New York and Berlin, I appreciate both cities for their unforgiving vibrancy, their people, music, and art scenes. Life and study abroad, the challenge of cultural transitions, the different languages associated with different homes – all have sparked a broader sense of belonging. Home is where my heart is. It exists in plural. My favorite word in German is "Sehnsucht", the addiction to longing; my favorite English word has always been "yonder". In a way, both words also point to my taste for slow and personal travel and an eagerness to challenge, complicate, and expand my knowledge, curiosity, and self-awareness. I am a feminist, a passionate dancer, and part-time hermit. 

    When asked what I do for a living, I usually say that I am a Higher Education professional. If people want to know more, I say that I am the Assistant Director for Student Life at NYU Berlin.   I oversee the Student and Residential Life divisions and interface with local and global university staff to create a more sustainable, resiliency-based learning culture for international students.

    Usually, the conversation stops here. First of all, the concept of Student Life is not common in Germany. Most people naturally assume that I am an overqualified nanny/personal assistant for privileged American undergraduate students, effectively mirroring the hovering helicopter parent and successfully reinforcing an elite study abroad bubble in a city that is undoubtedly one of the hippest and most hyped urban environments in the world. This negative mindset usually prompts me to bring up the concept of Emerging Adulthood. I find that those who are interested in brain development, learning theories, or generational trends enjoy this conversation.

    For me, supporting Emerging Adults in global higher education challenges me to go beyond administrative duties.  I want to understand and co-design global education based on Emerging Adult research and experiences. On weekends, I put on my researcher hat and think about ways in which the curriculum can become a powerful tool for change and inspire our students to become responsible and curious cosmopolitans. What does it mean to learn to think and act globally? How do we better understand the interconnectedness of systems and cultures and learn to navigate difference with curiosity, thereby creating more sustainable communities?

    Stories ahead - what to expect through this blog:

    We invite you, our colleagues who study Emerging Adulthood in its diversity and various interfaces, to dive into this conversation where study abroad and Emerging Adulthood converge.

    We invite you to check in with us every month as we share our stories about student and staff experiences throughout a study abroad term or year.  We will start with the pre-departure period:  How do our Emerging Adults who choose to study somewhere outside of their usual comfort zone prepare for their upcoming sojourns?  What are hopes, worries, and goals they bring with them and unpack abroad? How do the adults around them (staff in the US and abroad, parents, and the media) offer support and guidance?

    In later months, we will follow our students through the on-site orientation, particular workshops, their own initiatives and creative engagement with the local community, moments of accelerated learning, assorted challenges, and periods of instructive mindfulness and reflection during the semester and after they have departed. Why is it important to help students integrate their global studies and life experiences abroad into their emerging identity? How can staff and faculty connect with students transitioning in and out of different cultural contexts?  What can students’ experiences teach us? In short, we will shed light on our casual proclamation that studying abroad reflects Emerging Adulthood in a nutshell.   

    We encourage you to engage with our optimism about this stage of life, the opportunities for this generation, and the hopefulness these young cosmopolitans bring with them as they settle into cultures different from what they have previously called “home.”

    We invite you to join the SSEA Study Abroad Topic Network because:

    1.  We expect that these stories about Emerging Adults “heading out” will be interesting, engaging, and fun.

    2.  This blog will be a forum to connect with others who share your interests, a place for stories and considerations.  We will share our experiences with students in Berlin and elsewhere and welcome your personal stories and research about students abroad. 

    3. This blog welcomes you to explore ways that studying abroad contributes to and challenges emotional health and identity formation during Emerging Adulthood.  How do students set out and experience relationships, work, and broaden their worldviews during a sojourn abroad, typically for one term or one year?

    4. You can share here your research on studying abroad during Emerging Adulthood across disciplines, cultures, and generations: What does it mean to have a positive or successful term or year abroad? What variables seem to enhance identity development?  What characterizes intercultural environments that are conducive to learning?

    Thank you for your engagement with us.