The mental, physical and emotional energy of adapting to an unfamiliar environment or culture can be challenging. Anyone studying abroad should anticipate some form of "culture shock" - a loss of emotional equilibrium when confronted with a set of unspoken rules for social interaction different from those of your home country. Food and housing arrangements may be very different, and you’ll find that comforts and choices you took for granted at home won’t be found where you expect them. The duration and intensity of education abroad may make a loss of emotional equilibrium more common in education abroad than in ordinary travel. This loss of equilibrium is likely to exacerbate existing conditions such as anxiety, depression, or eating disorders. Although your local program administrators have experience in helping students through difficult patches, the local health services for supporting complex problems can be limited in various countries. Furthermore, problems that become exacerbated by the challenges of your new location can distract from your academic success and cultural integration abroad. 

Talk about your education abroad plans with your parents, counselors, and therapists, especially if you have any pre-existing conditions which could worsen due to an increase in stress. As you make plans to manage your health while abroad, we encourage you to set up a “continuity of care” plan if you have any chronic health conditions. Our office can assist you in communicating your health needs with your chosen program. If you will need any special accommodations, we recommend you let us know at least three months prior to your departure. It is also important to keep our office or the local program staff updated on any changes to your medical status or condition. 

It is important to honestly examine your personal and academic motives for pursuing education abroad. Consult with your mentors, including your academic advisers, before you expend a lot of energy on an idea that may not be well suited to your academic goals. Additionally it is essential to think about how the experiences you'll have, and the courses you'll take while abroad could be integrated into your studies at Smith upon your return.

 The benefits and experience of living in a foreign country are not the same as those when simultaneously participating in intensive study, especially if you are enrolled at local host universities. In the right program, it is possible to combine academic work of the highest quality with a deepened understanding of everyday life and the culture of the host country. The programs on the Education Abroad Approved Program List have been selected and reviewed by Smith faculty and staff in order to ensure that they are academically challenging education abroad programs. The student peer advisers and staff in our office are committed to helping you identify a program that meets both your personal and academic interests. 

We also encourage you to ask returned students about their experiences with the academic culture, teaching methods and course options, as well as daily life, housing, and travel opportunities.  The Office of International Study can help connect you with returned students; just email studyabroad@smith.edu.

Carefully consider how the teaching and learning environment at the programs or universities you are considering may differ from that at Smith, and whether they are suited to your own strengths. There is much variation in teaching methods, types of assignments, amount of supervision and direction from instructors, and forms of assessment. 

Many students have noted that they were not fully prepared for the differences in academic expectations and structure abroad, especially when they enrolled in host-country classes taught at a university. A common academic difference between U.S. liberal arts colleges and higher education in most of the world is the degree to which you are expected to organize your time as an independent scholar. While there are variations from country to country and university to university, many students observe that at universities abroad there are fewer assigned readings than at Smith, and few if any written assignments given before the final exam or paper. You may find academic systems where you have far less class time than at Smith, where you are expected to create your own reading lists and work entirely on your own until a final exam. You may find that local libraries have far more restrictions on access to books and journals; or that professors—like everywhere, some brilliant lecturers and some not —aren’t concerned with you as an individual. It is key to realize that educational structure and pedagogy are part of the cultural differences of your host country that shape the life experiences of your new friends and acquaintances. Some students, but by no means all, find themselves newly empowered by the experience of taking charge of their own learning, and having the time to pursue interests deeply. 

Many of the field-based and Study Center programs offer classes expressly for the education abroad group and may be less culturally integrated, but taught in a way that is more similar to Smith. Such programs are often more structured than university based programs, also offering group excursions and events. Some programs offer a mix of both models, including tutorial or field study models which offer new approaches to learning that you may not have experienced. We encourage you to explore these opportunities as a way of gaining new perspectives in your field and your own learning styles.

Academic calendars vary widely around the world. On the list of approved programs, you will find the Smith academic period for which study is approved. Differences that you may find in specific regions are outlined below.

• In some European countries university examinations for the fall semester are required in late January; in these cases attendance in the fall semester only will not be approved because the exams prevent return to Smith in time for the start of the spring semester.

• Until recently, the academic year in the U.K. and Ireland was broken into three terms (autumn, spring, and summer) running from late September through late June, with two long breaks at Christmas and Easter. Some institutions, including Oxford and Cambridge, still use this system. In most cases, Smith students may attend for the combined two terms of the “spring” and “summer” only but not for just the fall term.

• At universities in the southern hemisphere, the academic year is aligned with a calendar year. Semester I begins in February and Semester II in July. While students may choose either semester or both, some find it easier to integrate into the host university if they begin their education abroad experience in Semester I. 

Calendar differences can affect your ability to work during the summer both before and after your time abroad. Students are responsible for their own costs during vacation breaks and university holidays, which may be longer than comparable breaks at Smith. “Fall start” programs can begin as early as July or as late as October, and the same variation can be found for spring start and end times. Some countries allow full-time students to work during vacation breaks, and others forbid it. 

Some students plan ahead to do internships during vacation breaks, and apply for Praxis internship funding to assist with their living expenses. It is important that all these factors be taken into account as you are choosing a education abroad program, and to think about the extra costs that school breaks abroad will present.

If you have a disability that could affect your participation on education abroad, the Office for International Study may help you identify viable education abroad program locations and resources. While the environment, facilities, and legal requirements vary greatly around the world, education abroad programs and universities are generally eager to help a determined student meet their goals for international travel and study. Smith has successfully supported students with a variety of accessibility limitations in meeting their international education goals. 

Many foreign universities and programs approved by Smith are willing to make accommodations for students with documented learning differences. Early disclosure of your specific needs and conditions is crucial for success in the education abroad environment. Many foreign university courses remain heavily weighted towards final examinations as the sole academic assessment for the course. Preparing for this academic structure and study will be an important consideration in your choice of program and/or identification of support needs. 

Read evaluations from past Smith students in the Office for International Study, talk to returned students, and consult with your major adviser, the education abroad adviser in your department, and the Office for International Study staff. Ask many questions. 

The U.S. Department of State issues periodic public announcements, travel advisories, and consular information sheets about countries around the world. When a Level 3 Travel Advisory is issued for a country or region, Smith’s approval for any program in that country or region may be suspended until the Travel Advisory level is downgraded. 

An exception exists for study in Cuba. The college continues to recommend against electing to study in countries where a Level 3 Travel Advisory is in force. Students deciding to study in Cuba are required to sign additional waivers, available at the Office for International Study.  

Remember that for very good reasons more than half of all Smith students choose not to study abroad. Many Smith students decide that the course offerings at Smith make better sense in the context of their academic career, or they want to be involved in student government, athletics, journalism, the performing arts, or outdoor activities. You may have to make some hard choices, but remember there are many opportunities for an international experience, including summer and graduate study.