The Sophian

Issue date: 11/5/09 Section: Features

This year, 283 Smith students are, or will be, participating in a semester away from the Pioneer Valley. But will they be receiving a quality education? A recent article in The Chronicle of Higher Education called into question the academic viability of various study abroad programs. According to Joan Gillespie, vice president for academic programs and program dean at the Institute for the International Education of Students, current programs do not receive adequate academic reviews.

"While institutions are likely to apply their own standards to their programs, no national standards exist to guide them," Gillespie wrote. "Perhaps international-education ventures have grown too quickly for formal evaluation to keep pace."

In Gillespie's opinion, the lack of academic evaluation stems from the national concern over student safety in a post -Sept. 11 world. Smith College certainly takes the safety of its students into consideration. However, anxiety about terrorists and country security has tightened the hold some colleges have over students studying abroad. In certain cases, this concern over safety trumps the stress on academics.

Gillespie goes on to suggest that an assessment program remains a dire need at most colleges. The Institute for the International Education of Students has developed the "Model Assessment Practice." In addition to analyzing the quality of student resources and support, the model also evaluates academic variables.

"Quality is measured by both qualitative data - for example, students' awareness of culturally shaped knowledge - and quantitative data, such as the number and kinds of opportunities that expose students to the local intellectual and material culture," Gillespie wrote.

The Model Assessment Practice ideally provides information to students regarding both their expectations of the program and the college's expectations of them.

Ania White '11 is currently studying in Denmark with the Danish Institute of Study Abroad. Her expectations for the program have matched the reality of her experience. However, it took her some time to realize the differences in the academic environment.

"It most definitely has shown me that there are many ways in which to be engaged in academics," White said. "Freaking out about a single test or paper is not going to end your life, which I feel is often the Smith mentality."

Initially, White did not feel involved with her academics because she did not understand the high degree of individual motivation. Teachers do not have the same level of accessibility as at Smith, which means independence is much more important.

Continued...

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