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“Zehn” (10) Issues Students May Want to Consider When Studying Abroad
Amanda Kracen*, Eric Goedereis*, Peter Walla, Taylor Michl, and Jillian Wilson
Webster University
*These authors contributed equally to this work.
According to Abrams and Ziegler (2016), the field of psychology is profoundly affected
by a number of global social concerns, including environmental, migration, and global health
issues; this calls for increased cultural sensitivity and understanding among psychology
professionals. Such a disciplinary shift has implications for undergraduate students in
psychology. For instance, the American Psychological Association advocates to internationalize
the teaching curriculum, and while study abroad was once more common among students in
language and art studies, it has become a desired learning experience for psychology students as
well. Study abroad is considered a high-impact educational practice that benefits global learning
and personal development (Bikos, Manning, & Frieders, 2019). As such, it is important that
psychology faculty at undergraduate institutions are equipped to provide students with “informed
advice” regarding the benefits, resources, opportunities, and logistics of study abroad in
psychology (Abrams & Ziegler, 2016, p. 4).
Therefore, as three professors, one current undergraduate student, and one recent alum,
this chapter addresses who we are as authors and what we bring to this discussion. We provide a
brief overview of some of the many benefits of study abroad. Next, we present Webster
University as an institution that has prioritized a global mission and study abroad opportunities to
students and faculty for the last 40 years. Finally, drawing on all of this, we share 10 tips to
consider when advising students about studying abroad.
Who We Are
Eric Goedereis has been fortunate to take advantage of two Webster University faculty
mobility opportunities. He taught core psychology courses in Vienna, Austria. Later, he led a six-
week experience to Athens, Greece, where he worked with students to explore the psychology of
inequality by considering the biological, psychological, and sociocultural consequences of
inequality, as well as the particular needs of special populations including refugees, immigrants,
children, and families. Central features to this experience included short-term field research,
volunteering at a refugee center, and trips to various cultural and historical sites within and
around Athens, Greece. Further, he has served as a faculty advisor to numerous students studying
abroad, including one who completed her senior thesis research with Walla while studying in
Vienna.
Amanda Kracen studied in Ireland for a year as an undergraduate student, which resulted
in her living and working there for another five years. In 2014, she took part in the American
Psychological Association’s International Learning Partner Program and traveled to Cuba to
foster international collaboration and the exchange of ideas. As an advocate for international
education, she has taught Webster University undergraduates in Austria and Thailand, medical
students in St Martin, and faculty members in Ireland. She has served as a faculty advisor to
many students studying abroad. Currently, some of her research – inspired by Michl’s
experiences abroad – is exploring how students with diverse gender identities cope and thrive
while studying abroad.
Taylor Michl studied abroad in Oviedo, Spain during their sophomore year at Webster
University in order to fulfill a requirement for their Spanish major. There, they took several
classes designed for Spanish language learners and lived with a host mother. Michl took
advantage of low travel prices in Europe and was on a different getaway almost every weekend,
from to London to Berlin to Budapest, and so on. Gender was at the forefront of each of these
experiences, as Michl began to question their own gender identity and expression during these
six months. This motivated a current research interest in understanding the complex experiences
of trans and gender expansive students who study abroad.
Peter Walla has been a student of the world; he studied in Australia, Austria, Japan, and
Scotland. He has taught at biological, medical and psychological tertiary education institutions in
various different countries. As a student, as well as a teacher, he learned a lot about life, beyond
the academic benefits, when living internationally. For instance, he remembers how difficult it
was to open a bank account in Australia without a mobile phone and a permanent address. On the
other hand, it was not easy to get a mobile phone and a permanent home without a bank account.
Despite the trouble finding solutions to such problems, those experiences taught him wonderful
lessons about resilience.
Jillian Wilson is currently a junior at Webster University and is working on a Bachelor of
Science in Psychology. She courageously studied in Thailand during the summer after her
freshman year. During the two-month program focused on the environment, she went on various
excursions with classmates and conducted a research project with Webster professors about the
environmental issues in Thailand. She gained so much knowledge of the outside world,
especially seeing as this was the first time she had been outside of the country. Although there
were some conflicts and miscommunications, Wilson survived and loved it!
Benefits of Study Abroad
There are numerous reasons for studying abroad during the undergraduate years. These
include the opportunity to work with an expert in psychology, an attractive program not offered
at home, the good reputation of a foreign university, or possibly the simple desire to gain
international experience by living in another country. Whatever the motivation, the research
suggests that there are many benefits for students.
Undergraduate students may experience positive personal, academic, and professional
outcomes from studying in other countries. For example, study abroad may facilitate increased
confidence, independence, global-mindedness, and interest in social justice (Abrams & Ziegler,
2016). General life skills can be gained; students may develop creative problem-solving skills
(Cho & Morris, 2015), language skills and budgeting practices (Walsh & Walsh, 2018). Study
abroad may enhance career and vocational beliefs; Kronholz and Osborn (2016) suggest that
international study can lead to self-knowledge, optimism about career options, and an increased
sense of vocational identity. According to Harder and colleagues (2015), study abroad is often a
desirable experience for future employers and graduate programs and may increase the
likelihood of post-graduate admission and hire.
Studying in another country appears to have discipline-specific benefits as well. Stoloff
and colleagues (2015) found that students in undergraduate psychology programs with higher
rates of study abroad participation performed better on major field tests, were more likely to
graduate, and had increased rates of attending graduate school. In Abrams and Ziegler’s (2016)
thoughtful review, they highlight how international study enhances learning in psychology. They
suggest that, as much of the undergraduate psychology curriculum taught in the United States
draws from Western theoretical approaches, it is useful for psychology students to interact with
other perspectives and theories in order to diversify their disciplinary knowledge base. They also
point out that psychology students may have opportunities for field study, research and
internships, which, in addition to classroom learning in the host country, may facilitate diverse
psychological perspectives. Abrams and Ziegler (2016) also discuss how study abroad may help
students identify the populations with whom they want to work later in their careers. After
psychology students return from study abroad, Abrams and Ziegler (2016) recommend that U.S.
programs encourage them to utilize their past study abroad experiences as a starting point for
future independent research and theses in psychology.
Webster University as a Case Example: Prioritizing Study Abroad for Psychology Students
and Faculty Mobility for Professors
With campuses in the United States, Austria, China, Ghana, Greece, the Netherlands,
Switzerland, Thailand, the United Kingdom, and Uzbekistan, Webster University is well-
positioned to offer transformative study abroad experiences to students and faculty. Since the
1970s, as an early innovator in study abroad education, Webster University developed its
network of campuses and additional international partners. Global learning continues to be a key
component of our institutional mission. Reflecting this, our university president recently stated,
“For us, it’s not about: You go somewhere, you study for a bit and you come back to St. Louis.
It’s much more about: How can you make the world your home?” (Miller, 2015).
Importantly, psychology’s place within and throughout Webster’s global network
provides numerous opportunities and flexibility for students to study and faculty to teach abroad.
Psychology is one of the few programs that is found at each of Webster’s international network
of campuses. Students can enroll at any one of our campuses or can take part in a faculty-lead
program. Further, because each campus is home to psychology faculty who have diverse
research interests, students studying abroad are able to obtain the courses they need to fulfill
degree requirements, and also be exposed to topics and courses to which they may not otherwise
have access at their home campuses.
Although much of the conversation around study abroad rightly centers on students,
Webster University has in recent years strategically developed the faculty side of the experience.
Specifically, faculty can apply for a Leif J. Sverdrup Global Teaching Fellowship (GTF), which
is the university’s faculty mobility program that is open to full-time and adjunct faculty. Aligned
with the university’s strategic commitment to support global innovation and leadership, the GTF
program provides the opportunity for faculty members across the Webster network to teach at
any of the university’s campuses. The goals of the GTF are to enhance collaboration among
faculty colleagues across the international campuses, internationalize the Webster curriculum,
and develop high-impact learning experiences for our students. Beginning in 2016, the university
revamped its faculty mobility program to (1) elevate the program and make it more meaningful
to both the individual faculty and the campuses involved (i.e., home and host) and (2) increase
the overall number of participants and the diversity of the faculty participants. Approximately 20
professors participate in the faculty mobility program each year.
We, the authors, have capitalized on strategic institutional initiatives aimed at promoting
students and faculty mobility/study abroad. As such, we have extensive and varied experience
for students thinking about or preparing to study abroad. Of course, this also means that we have
made plenty of mistakes and social gaffes! And yet, we have learned from these experiences and
one another. Our goal for this chapter is to share with readers how to support psychology
students when studying abroad.
“Zehn” (10) Issues Students May Want to Consider When Studying Abroad
In the following section, we provide 10 tips for advising students about studying abroad.
These tips are based on our own experiences participating in and leading study abroad efforts, as
well as how we – as faculty and students – have worked together to create optimal study abroad
experiences. Additionally, we offer “Tips for Advising Students” that provide specific actions
faculty members can consider. Finally, these 10 tips are compiled as a handout, at the end of the
chapter, that can be given to students. We recommend using this handout for talking points when
advising students.
1. Determine a study abroad experience.
Faculty have an important role to play in helping students identify the most beneficial
study abroad opportunities, which will vary based on each individual student’s specific interests,
situation and goals. Determining an international experience is often driven by location; we have
observed that many students select a study abroad experience because they are attracted to the
city or country. We suggest that students interested in studying abroad should work closely both
with their institutions’ study abroad offices as well as their primary faculty advisors to identify
study abroad experiences that will both keep the student “on time” toward degree completion and
add real value to the student’s educational and cultural experience. Often, students interested in
studying abroad are limited in their ability to pursue major-specific requirements and may
instead be better suited to complete courses fulfilling general education or other requirements,
which will vary by institution.
Psychology students at Webster University are fortunate in that they have various options
for studying abroad while maintaining optimal degree progress. As noted above, psychology
faculty at the different campuses have a variety of scholarly interests. This leads to individual
campuses having their own unique academic strengths. For example, given the lab equipment
available and expertise among the faculty, students studying in Vienna can learn about
neuroscience (including brain imaging) and observation research (using installed cameras and
face-reading software) and its applications, while those enrolled in Geneva will be able to study
creativity and innovation. Such options differentiate the study abroad opportunities offered by
Webster University from those offered at other institutions. This is particularly beneficial to
psychology students, as the specific focus of a given campus will no doubt shape the study
abroad experience, leading to varied outcomes that add value to a student’s studies.
Tips for Advising Students
Suggest that students speak with a faculty advisor in their majors if possible. Although a
study abroad advisor will likely be able to offer guidance on general questions such as
which study abroad options are available, as well as their durations and costs, we
recommend also meeting with a psychology advisor. Cultivating this relationship will
help each student choose the study abroad option that best fits the student’s cultural and
educational goals, while also maintaining satisfactory degree progress.
Help students think purposefully and choose study abroad experiences that complement
what they are already doing (e.g., research, language experience). This focus will
facilitate the students being able to better articulate how the study abroad experience fits
with broader educational and professional goals, as discussed later in Tip #9.
2. Learn about the location and culture.
We’ve been surprised that students – and ourselves too (life gets busy as we race from
one semester to the next!) – often do not research where they are going ahead of time. However,
a study abroad experience in a new country is more enjoyable and transformative when visitors
learn about how people think, work, and live (Sandeen, Moore & Swanda, 2018). Learning
greeting gestures, following the social rules of a country, or wearing appropriate attire for sacred
spaces are ways we can demonstrate cultural competency and respect. Therefore, once students
have identified the ideal study abroad experience, we encourage them to familiarize themselves
with the local language, political landscape, basic history, culture and customs. For example, it
would be useful to know about current events in that country. Are there any political or
economic concerns that are likely to affect how citizens go about their daily lives?
As an illustration, during Goedereis’s faculty-led experience to Athens, Greece, citizens
were in the midst of near-daily protests regarding the controversy over the use of the name
“Macedonia” to identify the independent country of Macedonia (to the north of Greece) versus
the region of northern Greece, thought to be the home of Alexander the Great, by the same name
(Associated Press in Athens, 2018). This issue was of critical importance to many Greeks and as
such, study abroad students who made efforts to learn about this debate were able to be more
aware and engaged in daily life around the city. Practically, this meant that students might
organize their days around the protests, which held implications for travel, recreation, and other
activities. Further, with a bit of knowledge about the background informing this controversy,
students had a greater appreciation for the historical and cultural aspects of the experiential
components associated with the study abroad experience.
Students would benefit from learning about local attitudes toward broader social issues.
For example, what are the local attitudes and norms regarding gender identity? What is the local
climate regarding racial and ethnic relations? During the faculty-led experience in Athens, the
city was also (and continues to be) in the midst of responding to a refugee crisis. It was important
for students and the faculty leader to recognize this reality and make efforts to learn about local
attitudes. These efforts resulted in the group volunteering at a refugee center, which turned out to
be a very impactful experience for all participants.
Finally, for American students and faculty venturing abroad, it is useful to know how
Americans in general are viewed in a given country. Sadly, research continues to show that many
individuals in foreign countries hold largely unfavorable views toward Americans (e.g., Wike et
al., 2018). Making an effort to understand the local culture, including important historical and
current events, is a small step that American students and faculty studying abroad can take to
help dispel these views.
Tips for Advising Students
Encourage students to attend a pre-departure orientation, often offered by university
study abroad offices, and discuss why an orientation might be useful. Highlight that an
orientation can help students learn about health and safety, cultural adjustment, and
conduct so students get a sense of where they are going.
Share personal knowledge if you are familiar with a student’s study abroad destination.
For instance, after teaching at our Thai campus, Kracen developed a list of
recommendations for navigating and enjoying the destination. The list includes good
restaurants, where to shop for unusual items, and cultural mores and laws (for instance, it
is against Thai law to criticize or insult the King and royal family).
Inviting prospective study abroad students to hear and learn from peers who have
successfully (or not-so-successfully) navigated the same study abroad experience can
help ease some of the uncertainty and unfamiliarity surrounding a particular study abroad
locale. For instance, Webster University has organized information sessions that include
a panel of students who have recently studied at a given location. Additionally, study
abroad sites can offer on-site introductions to the school, expectations, local cultures, and
resources to support newly-arrived students.
3. Think big, then be realistic!
In our experience, students are often overly ambitious in planning for their study abroad
experiences. This might mean trying to fit in all of the new, amazing tourist activities or planning
numerous side trips to nearby cities and countries. After all, when is the next time you’ll be here,
right?
While we appreciate the enthusiasm and encourage study abroad participants to seek out
new and exciting experiences, we recommend paring back this enthusiasm a bit. What is realistic
for their time in that country? Do they really need to take the train to Budapest or the ferry to
Mykonos that weekend? Further, what can they realistically afford to do? Is it worth the interest-
bearing debt they may incur on their credit cards? In short, students should be thoughtful and
realistic about their trip, taking care to budget both for their time in the country, but also for
“extra” experiences in order to make the most of the experience without making decisions that
will have negative consequences upon return.
Tips for Advising Students
Ask open-ended questions about students’ travel priorities during their time abroad.
Help them explore what is realistic. For example, Michl shared that when studying in
Europe, “…it wasn’t too important to me to try the traditional foods in all of those
places. When I traveled to a new place, I would go grocery shopping, stocking up on
pasta and other cheap, simple foods. That way, I was able to do the traveling I wanted
to do while not breaking the bank to sample cuisines, because that was not important
to me. Budgeting for study abroad revolves around being self-aware about your
priorities and spending your money accordingly.”
Encourage students to develop a budget for the time abroad. This can be a very useful
exercise to consider ahead of time. The exercise can help them contemplate what they
can afford and where they might cut costs and splurge.
4. Give yourself permission to be uncomfortable.
We have found that students often believe that they should already know everything,
including how to navigate a foreign country, while forgetting that study abroad is intended to be
a learning experience. In most instances, students are facing the unknown and that can be
uncomfortable. As humans, we often have a tendency to avoid that which is uncomfortable and
uncertain. However, this avoidance can also prevent us from the full range of experiences, and
quite possibly, from discovering wonderful opportunities. Psychologists Hank Robb and Jenna
LeJuene (LeJuene, n.d.) use a metaphor of holding a cactus. While most of us are willing to hold
a feather as it is light and soft, are we willing to hold a cactus as well? If we hold it gently and
with an open hand, without struggle, we can also experience the wonders of a prickly cactus.
Approaching study abroad with an “open hand” and the willingness to be uncomfortable and
challenged normalizes a person’s discomfort. Students should not have to be “experts” in
studying abroad, but rather be encouraged to be open to new experiences and people even while
feeling uncomfortable.
For example, when Kracen was teaching in Thailand, she spoke with an American
student who was studying there for a semester. The student was enjoying the experience, but was
restricting his activities because he did not speak Thai. For instance, he mentioned that he would
only eat at touristy restaurants with English-language menus, would not barter in the
marketplace, and avoided purchasing train tickets. He feared feeling silly when trying to
communicate between English and Thai languages. Kracen validated these fears (who doesn’t
have these a little bit!), while also encouraging him to take risks. They went together to purchase
train tickets for him, where she modeled how people can communicate despite not speaking the
same language. Overall, Kracen challenged the student to take small risks and be open to making
mistakes.
Tips for Advising Students
Ask students what new experiences they hope to have when studying abroad. Such
questions may suggest that study abroad is a time to try new things – whether that is a
surfing lesson, traditional Chinese food, or taking a train in Thailand.
Share examples of when you made small “mistakes,” felt uncomfortable, and yet coped
just fine. Hearing stories from professors will help students realize that we all are out of
our comfort zones occasionally.
5. Accept that challenges will occur and be prepared to practice resilience.
As we know, our beliefs help us frame our experiences. It can be detrimental to expect
perfection, while it can be adaptive to be realistic and hopeful. We cringe when we hear students
talk about finding the “dream job” or planning the “perfect wedding” as having high expectations
often sets us up for negative experiences. Similarly, we get concerned when students, or their
well-meaning friends and family, talk about having idealized experiences when studying abroad.
We truly hope students have magical, joyful experiences when studying abroad, and we want
them to be prepared when they will likely face adversities. Setting accurate expectations for both
highs and lows can help students anticipate and plan for challenges.
For Kracen, studying abroad in Ireland was a wonderful year. However, there were
numerous challenges – academically and socially. Among these, she was assigned to a dorm with
only other American students (when she came to meet Irish and international students), some of
her desired classes were not available, and she quickly failed an Irish language class. Personally,
she was lonely for several weeks while finding friends, and later in the year, she had to cope with
her parents separating after 25 years of marriage.
Similarly, Michl looks back on their semester in Spain with ambivalence. Although they
traveled to amazing cities across Europe, drastically improved their language skills, and
developed sacred friendships, they faced several challenges. Their host mother, while well-
meaning (and a great cook), did not provide them with a comfortable or socially safe living
environment. Michl struggled with anxiety and gender confusion during their time abroad, and
although they learned a great deal outside of the classroom, their school’s curriculum was
academically unsatisfying.
For Wilson, cultural barriers were challenges when she was studying in Thailand. She
had difficulty connecting with the students in her program and those that were native to
Thailand, because none of them looked like her, nor shared her cultural background. Instead of
letting this dilemma get the best of her, Wilson did her best to connect with others. She ended up
making many close friends from Thailand and other countries.
Studying and living abroad means that students just “take the show on the road” and
anything can happen. It can be useful to hope for the best and anticipate some difficulties. There
are challenges and crises at home; let’s normalize and anticipate that there will be some while
living abroad. Additionally, we know that travel and living abroad can be inherently stressful
(Mikulas & Jitka, 2019), so let’s have students plan for this. We can foster their resiliency by
helping them anticipate the need to bounce back from setbacks if and when they occur.
Tips for Advising Students
Suggest that students think about challenges that they may encounter when abroad and
talk with others about possible hurdles. By anticipating problems, people can more
effectively plan ahead. For instance, we have seen students anticipate how they might
follow a gluten-free diet, order medication, and stay in touch with their therapist.
Recommend students reflect on: What challenges have you experienced previously? How
have you coped with challenges in the past? Being primed to think about previous
adversity can help students consider how they will react and cope when they encounter a
challenge. Additionally, we can remind students that they have managed stressful
experiences and can be resilient.
6. Pay attention to your well-being.
When we are on vacation, we have a tendency to change our behaviors, splurging and
throwing caution to the wind (Uriely & Belhassen, 2006). Some people might eat too many ice
cream cones or spend too much time in the sun, while others might engage in riskier behaviors
like drinking excessively, experimenting with drugs, or engaging in unsafe sex. While such
forethought is often neglected, we can all benefit from planning for wellness when living and
studying abroad. We are more likely to engage in self-care if we have considered a plan for it.
Therefore, it can be helpful to encourage students to proactively consider their well-
being. What do they need to thrive in a new environment? What do they need to incorporate in
their life abroad? Many people benefit from a daily routine, and research suggests that daily
routines for young people are associated with healthy development, mental health, and academic
achievement (Barton, Brody, Yu, Kogan, Chen, & Ehrilich, 2019). Of course, this temporarily
gets disrupted with travel and new experiences, and we want the psychological flexibility to
enjoy these disruptions. However, then we often recalibrate back to a regular schedule. Our
schedules vary based on our personal needs and values, but the consistency is good for us. Michl
described how critical a routine was during a study abroad semester in Spain: “I didn’t think this
would be so important when I left, but I learned quickly to cling onto the sense of control and
normalcy that a routine provides. It’s the little things!” Michl quickly realized that attending
classes, walking to the local market every day after school, and listening to a favorite podcast on
the walk bolstered their well-being.
Tips for Advising Students
Suggest that students ask themselves, What do I need to thrive? Recommend that they
spend 10 minutes drafting a personal wellness plan that they can implement when abroad.
Encourage them to identify 2-3 activities that they can do each day to help them feel
connected, grounded, and healthy.
Encourage students to research services available at their study abroad location that they
might need. These might include exercise facilities, counseling services, local
religious/spiritual places of worship, LGBTQ social groups, etc.
7. Have fun!
Learning and living abroad is a unique, time-limited opportunity to see the world, try new
things, and play. It can be an opportunity to learn, explore and develop relationships. In a
qualitative study we recently conducted of study abroad experiences, it was lovely to hear
participants’ share joyful experiences they had of cooking, camping, and socializing with new
friends (Michl, Pegg, & Kracen, in press).
As faculty members, we are well poised to reinforce the importance of fun and joy, alongside
learning. Occasionally, we have encountered students who become very task-oriented and forget
that they can engage in enjoyable activities as well. Of course, we want them to succeed in their
coursework, but we can also encourage balance. We often remind students that they can take
classes, engage in research or other academic activities, and enjoy themselves.
Wilson shared that she struggled with this issue. She explained that she, when she first
arrived in Thailand, she focused exclusively on her schoolwork because she believed that she
was there solely to prove herself academically to those back home in St. Louis. This changed
after her roommate encouraged her to get outside of the library and actually experience what was
around her.
Like Wilson’s wise roommate, we encourage students to consider joy and fun when they
seek out and structure study abroad experiences. Much of their learning will come from outside
the classroom. Therefore, when possible, we support students not taking extra classes and to
create a class schedule that allows them to have long weekends to travel. Overall, we encourage
them to allow time in their schedule to play and explore; if possible, this does not need to be the
semester when they register for a heavy load.
Tips for Advising Students
Ask students to reflect on: Are they selecting a location that they expect to enjoy (e.g.
maybe Norway is not an ideal location if they dislike cold weather)? Are they registered
for interesting classes? Are they taking too few or too many classes? Do they have time
to travel? Are there activities that they want to pursue that are unique to the location (e.g.,
learning to tango in Argentina or hiking in Nepal)?
Help students allow themselves to “have fun” during their time abroad by being
deliberate about selecting the best study abroad opportunity (see Tip #1). If the faculty
advisor can help the student identify when is the best time to study abroad, then the
student can take appropriate courses leading up to the experience so that the student is
better able to plan a study abroad course load that is manageable.
8. Maintain connections.
As psychologists, we know that establishing and maintaining close relationships has
numerous benefits (Umberson, Crosnoe, & Reczek, 2010), therefore despite being away from
home, it is helpful for students to maintain connections with loved ones. Of course, it is critical
for students to strike a balance between staying in touch with people from home and clinging
onto those relationships in a way that inhibits building new relationships in their host country.
As faculty members, we can encourage students to stay in touch in ways that benefit them.
Thankfully, this has never been easier than with today’s technology. Of course, how students
maintain connection and how frequently varies with their relationships. With friends and family,
students often call, text, use social media, and create blogs sharing highlights of their study
abroad experiences.
We also encourage students to stay in touch with their professors and departments. An
occasional postcard or email with an update on their studies abroad is welcomed by most
professors. It is nice to hear about students’ experiences abroad. A brief note also allows students
to stay connected and front of mind with faculty members. This can be important should
opportunities arise, such as research opportunities, awards, etc.
Michl also noted that it is useful for students to stay connected intrapersonally. Self-
reflection while living abroad can be useful. Drawing on recent experience of studying abroad,
Michl writes, “Having a blog is a great opportunity to document your experiences while showing
others what you’ve learned. Along with a public reflection tool like this, I think it’s absolutely
critical to create some sort of documentation that’s for you and just you. The experiences you
have while studying abroad can be intensely personal and easy to forget because those months
are usually so jam-packed with activity, so keeping some sort of scrapbook, diary, or even a note
taking app on your phone for personal reflections is useful for later.”
Tips for Advising Students
Highlight the importance of staying in touch with others while studying abroad. Students
may not recognize how critical it is to maintain social connections. Therefore, a casual
reminder from an advisor may be useful.
Request that students send a postcard back to the Psychology Department. Although we
have not done this yet, we plan to start asking students to send a postcard. We hope to
create a bulletin board in the department of all the postcards, which can publicly reflect
that we value study abroad and that our students go to interesting places!
9. Translate study abroad experiences into concrete skills/accomplishments.
As noted above in Tip #1, faculty can help students think purposefully about their study
opportunities and select the option(s) that best serves individual students’ goals. Psychology
students are notorious for underselling their undergraduate experiences and skills, so professors
should be purposeful about talking about these things with their students, both before and after
the study abroad experience. Likewise, students should work to connect the experiences to
something useful for later. While a student may have a great story about how beautiful the
beaches on Mykonos were, they should think about how to effectively write or talk about their
time abroad in a way that would impress a prospective employer or graduate program.
Universities often provide a variety of on-campus support (e.g., career centers) to assist
with such tasks, but faculty advisors within one’s discipline are perhaps better positioned to work
with students to help them articulate how their study abroad experiences might be conveyed as
evidence of larger skills and abilities. For example, within Webster’s required curriculum,
students complete a ‘Careers in Psychology’ course, central to which is an emphasis on students
developing and sharpening their abilities to translate their educational experiences into concrete
skills and abilities to be highlighted on their resumes and CVs.
Tips for Advising Students
Meet with study abroad students prior to departure to discuss educational goals for the
experience and how students can document activities in a way that will meaningfully
translate to their resume or CV.
10. Schedule a post-trip debriefing, even if it is not required!
While many universities offer (or require) a pre-departure study abroad orientation as a standard
practice, universities and departments would do well to support their students by also structuring
an opportunity for students to reflect on their experience upon their return home. Building upon
the prior recommendation, faculty can schedule time with students – either individually or in
small groups – to discuss their study abroad experience. Such discussions enhance student
learning, helping them to articulate and clarify their experiences abroad.
Tips for Advising Students
Ask students to reflect on a variety of questions or topics. For example, what did they
learn about other cultures? What did they learn about how psychology is taught or
experienced in their host country?
Ask students to articulate what they learned about themselves during their study abroad
experience. How did they manage their time and finances? How did they demonstrate
resilience while navigating a new culture and language? Did they allow themselves to be
vulnerable and uncomfortable and if so, what came out of that experience? How did they
navigate novel social norms? How did they problem-solve?
Conclusion
Living and studying in another country, particularly at a young age, can be a wonderful
experience that opens eyes, broadens horizons, and highlights that there are other ways to live.
This learning can benefit all students, but psychology students are well poised to integrate cross-
cultural learning into a global understanding of our discipline. Psychology faculty members are
perfectly positioned to help our students have high-impact learning experiences when studying
abroad. Webster University has developed a framework for providing memorable educational
experiences for our students who study abroad. We hope that faculty at other institutions can
learn from our mistakes and successes in order to help their own students have the most
rewarding study abroad experiences possible.
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APPENDIX: HANDOUT FOR STUDENTS (Kracen, Goedereis, Walla, Michl & Wilson, 2019, Webster University)
10 Things You May Want to Consider When Studying Abroad
