This document summarizes the creation of a pre-freshman study abroad program to London. It describes assessing incoming students' academic skills and fears. Students took two courses in London on critical thinking and the city, and one on academic success. The program aimed to get students abroad and prepare them academically. Challenges included coordinating across departments and addressing unexpected issues abroad. Outcomes were positive overall, though the creator plans changes like meeting more and adding service learning. The program provides a model for engaging freshmen in study abroad early.

1. GO BEFORE YOU GO: STARTING A PRE-
FRESHMAN STUDY ABROAD PROGRAM
Kathie Carpenter, Jim Rawlins, Ben Callaway

2. Kathie Carpenter
2
My dual identity: empty nester and Director of Undergraduate
Studies for International Studies Department
Fall first-year students for 20-odd years, summer bridges for
entering student athletes
April, 2015

3. Academic success: some research
3
Teaching study skills is actually very helpful, but …
Many students don’t want to participate
How to entice? Usually, only after it’s too late

4. My goals
Leverage abroad experience to draw them into academic prep
Leverage academic preparation opportunity to get them abroad
Cohort-building, longterm connection with a professor
Work more with this interesting demographic
Many of the gaps you all work with - gender, major, income, ability - affect the
demographics of our majors
What you do has consequence!(More INTL majors, too)

5. Our assumptions
Keep them busy
Emphasize experiential, active learning
Healthy relationship with alcohol
Location with no language barrier, minimal culture shock
Need to be at least 18
Classes with appeal across genders

6. So what did we actually do?
Two 4-credit courses : in class 22.5 hours week (5.5 hrs/day)
“The Play’s the Thing” and “London: Biography of a City”
One 1-credit course with me
“Advancing your Academic Success”
Field trips every Friday, weekly meeting, theater one night/week
“Free time” on weekends (tube passes)

7. First day: Assessments
Skills CLSSI (Dennis H. Congos, Univ Central Florida)
3/16 at or above benchmarks
Rest below benchmarks:
Test Prep: 6
Concentration: 6
Time management: 10
Textbooks: 12
Note taking: 12
Memory: 8

8. “Freshman Fears” (Missouri State?)
Top five for our group:
“I will not be able to manage my time”
“I will have trouble understanding the professor”
“I will not be able to develop proper study habits”
“I will have difficulty meeting friends”
“College will be too difficult for me”

9. What did I actually do?
Academic Activities: Critical reading strategies, time management, test-taking, giving
presentations, group and pair projects
Orientation activities: UO “game show”, 4-year plan, campus resources assignment
“Office hours”
One-on-ones
Lots of informal conversations
Cultural brokering (“What does it mean when they use the F-bomb?”)

10. Hub and Spokes
Working with multiple stakeholders: admissions, faculty director, overseas center,
incoming students
Learning opportunities for study abroad office with cross campus partnerships
Sow the seed: Promote thinking about study abroad prior to arrival on campus

11. Building the Program
Faculty Support: Study Abroad Programs Committee Approval, faculty director input
Budget: Subsidy and support from Office of International Affairs
London Centre: Site Director experience with freshmen and local faculty willingness to
adapt courses

12. Student Recruitment
Round pegs, square holes: incoming freshmen as a new audience for study abroad
office
Partnership with admissions to evaluate student applications
Acceptance process – proactive steps to maintain engagement

13. London Resident Assistant
Want students to have same support as on-campus freshmen to address multiple
culture shocks
Collaboration with Residence Life on job description and hiring process
Next steps: ongoing UKVI visa changes, effects on London RA position

14. Common Questions
Group flight?
Under 18s?
Pre-departure and in-country orientation?
Program length and timing

15. “We have an idea…”
Unlike any other study abroad program, doing one for your future students is tethered to
many unknowns – the simplest of which this isn’t yet your student!
NACAC guidelines
Financial Aid
Summer Orientation
Goal: Get through year one, then worry about year two

16. A timeline was laid out…
Meetings for this started in fall 2015
Included Admissions, Financial Aid, Registrar, and Orientation
Who would apply? Who would we pick?
…and how likely were they to come?

17. Admissions factors
Promote the program to students
Promote the program to counselors
Don’t overpromise
Who will be chosen?

18. Financial Aid Factors
How soon will program costs be finalized?
If a student has financial need, can they get assistance?
Summer term limitations (leading vs trailing)

19. Registrars Office Factors
Are the students to be considered matriculated or nonmatric for the term?
If matriculated, what is the best timing for the switch?
Will it cause other things to go wrong, such as official enrollment counts?

20. Orientation factors
When is the best time for accepted students to come to summer orientation?
How do we hold them spots?
Special treatment? Equal treatment?

21. Timing – the big “ifs”
Can application become available at the right time?
What if interest is too high? (negative recruitment impact)
What if interest is too low? (publicity timing)
What if May 1 brings a lot of students bailing out?
Wait lists, etc.

22. Unforeseen issues
Resented “babysitting” but wanted more interaction
Mismatch of expectations: HS study tour vs. college study abroad
Complaints, disclosures about other students
Scary stuff
Behavior issues, “signaling” miscues (phones in class)
No basis for comparison of UK system since pre-college
Didn’t really connect with Londoners
Communication: Facebook is “out” now

23. Outcomes
The program turned them into theater lovers
They grew up fast
They struggled, but no grade lower than a B
Attitudes more than content (e.g., writing, rewriting)
They’ve all lasted this long!

24. What will I do differently?
Meet 2X week instead of 1X
Attend more content class lectures, field trips
Set clear behavior guidelines, with consequences
Arrange more meals, films, discussions together
Faculty (London & me) will talk about our research
Service learning
Won’t ask to live in dorm!

25. Working with faculty
(working with me)
I am super impressed with your professionalism but you need to keep reminding me
about what it is that you actually do
Staff turnover is traumatic for me
Communication, clarity:
I have no idea what you professionals need or expect from me
I’m used to the academic issues of firstyears, but not the behavior
e.g., counseling referrals in London
I operate with a completely different sense of time than you do
Matters like visas aren’t even on my horizon

26. Still concerns for us
High risk behavior - need an action plan
In-class deportment - need an action plan
Parents may encourage for the wrong reasons
Financial aid, diversity
Recommendation “arms race”

27. Future research questions
Retention rates?
GPA and other indicators?
Introspective retrospectives in future?
More study abroad experiences?
Connections maintained?

28. Looking Forward
 Multiple cohorts throughout summer / additional sites
 Create mentoring opportunities with other study abroad students in-country
 Paying it forward – current students providing scholarships for future years
 Returnee engagement – on campus advocates for study abroad from Day 1 of freshmen year

30. THANK
YOU