The University is renowned for taking its students far and wide — academically, professionally and, well, literally. This summer alone, various study abroad programs welcomed a whopping 1,080 Wahoos, 82 percent of whom participated in University faculty-led or partner programs.
The Cavalier Daily spoke to three students before and after their study abroad programs to get a sense of how the University curates participants’ experiences. While crossing the pond poses many logistical challenges and may engender some nerves for students, many of this summer’s participants agree that when it comes to study abroad, the University outdoes itself in preparation, organization and support.
Listed No. 15 by the 2022-2023 IIE Open Doors Report in total study abroad students, the University certainly encourages its students to take advantage of its study abroad opportunities. The University itself administers 36 offerings, consisting of education abroad and global internship programs in Africa, the Middle East, Asia, Central and South America and Europe.
According to Emily Graber, senior education abroad advisor and program manager, while the academic aspects of an education abroad experience are valuable, the benefits extend far beyond the classroom.
“Professionally, [studying abroad] provides students the opportunity to work on developing and practicing career competencies,” Graber said. “And personally, it provides students space to learn and practice important life skills — critical thinking, independence, flexibility, adaptability, resilience, the ability to interact and communicate across differences and more.”
Pre-study abroad:
While it is an understatement to say that study abroad is popular at the University — and for good reason — such a trip also poses a unique set of challenges. For this reason, the International Studies Office works diligently to adequately prepare students for their experience. Through constant, extensive emails, in-person meetings and a mandatory Education Abroad Workshop, the ISO ensures that students have all the information and resources needed to thrive throughout their journey.
Niki Patel, participant in the U.Va. in Cape Town summer program and fourth-year College student, said that she and her peers were provided with a packing list, climate expectations and information about the financial and cultural norms of their host site. She said that this information was especially helpful for the first-time travelers in her program.
“I have traveled a bit before … but there are a few people on the trip who had never been on a plane," Patel said. “I felt like [the information] was really good for the people who are well-traveled and then people who aren't [well-traveled].”
In her program, Patel planned to work toward her Global Public Health degree by observing and working in the South African healthcare system. Before she departed for her two-week immersive experience in Cape Town, she said that she felt assured about going abroad with a professor she had previously studied under.
However, she said that she harboured some apprehension about finding her place among local medical professionals. She also said she worried that she wouldn’t get as much out of the experience as she’d want to, given the short duration of the trip.
“Mainly [I] just stress about … making sure that I'm not stepping on other people's toes,” Patel said. “And because the program is very short … there's not much substantial work we can really do just because of the time limitation. I want to make sure that what I'm doing is impactful.”
Third-year College student Sophie McLaughlin was set to participate in the U.Va. in Lyon six-week program where she would take two French courses — one taught by a local Lyonnais professor, and the other with a University visiting professor. Like Patel, she said that she was both excited and nervous ahead of her trip.
Despite working toward a minor in French, McLaughlin was apprehensive about the language barrier she would encounter in France. Nevertheless, she remained optimistic leading up to her departure and prepared to welcome these new challenges with grace.
“It's nerve wracking heading to a new country to live in a city where English isn't commonly spoken, and my French … [is] pretty underdeveloped at best,” McLaughlin said. “I'm nervous, but I'm also excited to experience an unfamiliar culture and improve [my] language skills.”
Despite her worries about the language, McLaughlin credits the College language requirement — having pushed her to study French through the 2020 level — for putting study abroad on her radar.
“It definitely was a plus that U.Va. pushes [students] to take languages at the University,” said McLaughlin. “By taking a language [course], I was exposed to many different study abroad programs.”
Patel and McLaughlin agreed that among the plethora of resources provided by the ISO in advance of the trip — from packing suggestions to financial aid awards — there was a large emphasis on how to navigate cultural differences. By prefacing regional norms on wardrobe, transportation and conversation with locals, they said that the insight into their upcoming cultural context provided a sense of reassurance.
To supplement the cultural information distributed by the University, Patel opted to conduct outside research on the Cape Town region. However, she said that she expected her preparatory efforts to only go so far, and she said the most important thing would be to maintain an open mind and absorb social norms in conversation with the locals.
“I’m doing my background research … reading the websites, watching videos. But there's only so much you can do, just through a screen or through a book,” said Patel.
As for fourth-year College student Aliza Susatijo, who planned to embark for the U.Va. in Oxford six-week program, watching online creators’ travel vlogs was a good way to prepare herself for the cultural differences she might encounter in the United Kingdom. She and her fellow program participants would live and study at University College, exploring the history of Britain both in the classroom setting and through cultural activities.
Like Patel, though, Susatijo said that staying open to cultural learning when she got to Oxford would ultimately be the best way to manage the transition.
“Keeping an open mind and observing everything going on will help me adapt to any cultural differences,” Susatijo said.
Post-study abroad:
Following Patel, McLaughlin and Susatijo’s post-program return to the United States, the three participants offered reflections on their experiences abroad. The general consensus regarding the structure, organization and community of each program was overwhelmingly positive.
Patel described the invaluable learning environment of her classes, in which she was able to observe Cape Town’s healthcare system firsthand — an experience that she said could not have been replicated in an ordinary classroom on Grounds.
“I still felt like I was in the school setting, but it was more applicable. I wasn't sitting in a lecture hall ... It felt very interactive,” Patel said. “As soon as I stepped out of the classroom, I felt like I was immersed in the community that I was just learning about.”
Beyond the structure of the classes, Susatijo cited her professors as playing a significant role in her experience studying in Oxford. She said that she enjoyed learning from a diverse array of instructors, and she thinks they got a lot out of the experience, too.
“The professors were all sourced from universities throughout Britain, which made for a great learning experience because they had different perspectives,” Susatijo said. “I like to think that the professors also learned a bit from their students when it came to modern-day cultural exchanges.”
As for program administration, Patel said that she appreciated the safety measures that University faculty took to ensure that students felt supported and comfortable.
“When we first got there, we were all put in a WhatsApp group chat, and … if we were going out at night … we shared locations with the professor,” Patel said. “[The faculty] were always recommending safe places to go.”
While she appreciated these precautions, Patel said that she never felt unsafe in her host city. Aside from two pickpocketing incidents during the program, she said, her visit to Cape Town was largely uneventful on that front.
“We were in a very safe area [and] they gave us all the safety protocols beforehand … [to] make sure you have zippers over your purses [and] make sure you're not walking around with your phone out,” Patel said.
While the primary goal of these summer programs was to provide a safe and enriching educational experience, these students said that they found equal value in the time they spent with their cohorts. McLaughlin noted that the structure of the Lyon program facilitated strong connections between herself and her peers, which enabled her to be part of a group of girls who traveled together on the weekends.
“I really liked how [the University] had planned out a lot of trips and restaurant outings for the 30 students and the two professors … It was really easy to get close to other students in the program,” McLaughlin said.
Alongside all of these high points, however, each participant did share a few notes of constructive criticism for the University’s study abroad staff. For McLaughlin, the six-week program in Lyon felt a little too short.
“If I could change one thing, maybe I would have just made [the program] longer,” McLaughlin said. “I felt that while [six weeks] was enough time to get adjusted to life [and] improve my French speaking skills, I'd say between eight and 10 weeks is probably an appropriate amount of time for a study abroad.”
Patel expressed a similar gripe about her trip’s duration. She said she wished she could have been immersed in the program for longer. To prime — and extend — her period of learning, she said she would have appreciated it if her professor had assigned readings or videos prior to the program’s start.
On a different note, Susatijo wished that there had been an opportunity for program participants to meet each other on Grounds in the spring, before they arrived in Europe. She said that if she had already formed acquaintances, it would have eased her nerves about making friends and allowed her to plan a travel itinerary.
“A lot of people didn’t know anyone going into the program,” Susatijo said. “I think it would’ve been helpful to have some type of event with more time to mingle and meet each other.”
Regardless of where they ventured to, it is safe to say that these globe-trotting Hoos had a summer to remember. They all shared that studying abroad shifted their worldview and taught them to listen, adapt and keep learning beyond the classroom. McLaughlin said her stint in Europe, however brief, was a transformative experience indeed.
“I would definitely recommend studying abroad … It allows you to experience new cultures and new people,” McLaughlin said. “[It] really widens your mindset and the way you see things. I think that's really important.”
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