Study abroad is tied to personal and professional growth for college students, but crossing the border can be an enormous hurdle or feel unattainable for some learners.
A new initiative at Bucknell University seeks to empower and support first-generation and low-income students who are interested in experiential learning and study away through workshops, financial aid and mentorship.
In this episode of Voices of Student Success, host Ashley Mowreader speaks to Chris Brown, Bucknell’s Andrew Hartman ’71 and Joseph Fama ’71 Executive Director of the Center for Access and Success, to learn more about the center and how it reduces barriers to student participation in high-impact activities.
A comprehensive new study by education research firm EAB has identified the most influential factors shaping how students choose colleges, with academic program variety, campus safety, and student organizations emerging as the top three drivers of student attraction.
The research, analyzing data from U.S. four-year colleges, found that schools offering a wider range of majors see significantly higher student interest, with each additional program contributing to increased application and enrollment rates. Campus safety measures and the number of available student organizations were also found to be major factors in students’ decision-making process.
“What’s particularly interesting is how these factors play out differently across institution types,” said Dr. Ryan Gardner-Cook, the project director. “For example, smaller schools gain more from incremental improvements in campus amenities and academic offerings compared to larger institutions.”
The study also revealed that affordability remains a critical factor, especially for first-generation and low-income students. Schools with lower net prices and stronger financial aid packages showed notably higher attraction rates among these demographics.
Environmental factors like climate and location also play a significant role. Schools in temperate climates and growing urban areas generally showed stronger appeal to prospective students. State-level political environments were found to increasingly influence student choice as well.
The research identified nine distinct “institutional personas” ranging from “Accessible Education Anchors” to “Rigorous Academic Giants,” each with unique characteristics and challenges in attracting students. This classification system aims to help institutions better understand their competitive position and develop more effective recruitment strategies.
For institutions looking to improve their student attraction, the study recommends focusing on controllable factors like admissions processes, student life offerings, and academic programs while finding ways to mitigate challenges related to location or cost.
The findings come at a crucial time as higher education institutions face evolving student preferences and increasing competition for enrollment.
Canadian study permit approvals are on track to fall by 45% in 2024, rather than the 35% planned reduction of last year’s controversial international student caps, new IRCC data analysed by ApplyBoard has revealed.
“The caps’ impact was significantly underestimated,” ApplyBoard founder Meti Basiri told The PIE News. “Rapidly introduced policy changes created confusion and had an immense impact on student sentiment and institutional operations.
“While aiming to manage student numbers, these changes failed to account for the perspectives of students, and their importance to Canada’s future economy and communities,” he continued.
The report reveals the far-reaching impact of Canada’s study permit caps, which were announced in January 2024 and followed by a tumultuous year of policy changes that expanded restrictions and set new rules for post-graduate work permit eligibility, among other changes.
For the first 10 months of 2024, Canada’s study permit approval rate hovered just above 50%, resulting in an estimated maximum of 280,000 approvals from K-12 to postgraduate levels. This represents the lowest number of approvals in a non-pandemic year since 2019.
Source: IRCC. Disclaimer: Data for 2021-Oct 2024 is sourced from IRCC. Full-year 2024 figures are estimates extrapolated from Jan-Oct 2024 and full-year 2021-2023 IRCC data. Projections may be subject to change based on changing conditions and source data.
“Even from the early days of the caps, decreased student interest outpaced government estimates,” noted the report, with stakeholders highlighting the reputational damage to Canada as a study destination.
“Approvals for capped programs fell by 60%, but even cap-exempt programs declined by 27%. Major source countries like India, Nigeria, and Nepal saw over 50% declines, showing how policies have disrupted demand across all study levels,” said Basiri.
Following major PGWP and study permit changes announced by the IRCC in September 2024, four out of five international student counsellors surveyed by ApplyBoard agreed that Canada’s caps had made it a less desirable study destination.
Though stakeholders across Canada recognised the need to address fraud and student housing issues, many had urged the federal government to wait until the impact of the initial caps was clear before going ahead with seemingly endless policy changes.
At the CBIE conference in November 2024, immigration minister Marc Miller said he “profoundly disagreed” with the prevailing sector view that the caps and subsequent PGWP and permanent residency restrictions had been an “overcorrection”.
Post-secondary programs, which were the primary focus of the 2024 caps, were hit hardest by the restrictions, with new international enrolments at colleges estimated to have dropped by 60% as a result of the policies.
While Canada’s largest source destinations saw major declines, the caps were not felt evenly across sending countries. Senegal, Guinea and Vietnam maintained year-over-year growth, signalling potential sources of diversity for Canada’s cap era.
The report also highlighted Ghana’s potential as a source destination, where approval ratings – though declining from last year – remain 175% higher than figures from 2022.
Rapidly introduced policy changes created confusion and had an immense impact on student sentiment
Meti Basiri, ApplyBoard
The significant drop in study permit approvals was felt across all provinces, but Ontario – which accounted for over half of all study permit approvals in 2023 – and Nova Scotia have seen the largest impact, falling by 55% and 54.5% respectively.
Notably, the number of study permits processed by the IRCC dropped by a projected 35% in 2024, in line with the government’s targets, but approval rates have not kept pace.
When setting last year’s targets, minister Miller only had the power to limit the number of applications processed by the IRCC, not the number of study permits that are approved.
The initial target of 360,000 approved study permits was based on an estimated approval rate of 60%, resulting in a 605,000 cap on the number of applications processed.
Following new policies such as the inclusion of postgraduate programs in the 2025 cap, Basiri said he anticipated that study permit approvals would remain below pre-cap levels.
“While overall student numbers may align with IRCC’s targets, the broader impact on institutional readiness and Canada’s reputation will be key areas to watch in 2025,” he added.
When my father, Jackson Spielvogel, first wrote the textbook, “Western Civilization,” now in its 12th edition, he hoped to craft a singular narrative that organized the complexities and contradictions of a vast historical legacy. Decades of teaching large survey courses at Penn State University led my father to value the power of primary sources in stimulating the imagination and critical faculties of his students. Today, over thirty years since the first edition of Spielvogel’s best-selling text, we launch “Major Problems in Western Civilization,” a new, first edition designed to enhance our understanding of Western Civilization at a time when its significance and relevance is being reevaluated.
Why study Western Civilization?
With the advent of globalization, many have questioned the usefulness of historical models centered on the “West” — which often translates to Europe and the United States. While today’s scholars rightly emphasize global connections and diversity to combat historical biases and colonialist (imperialist) mindsets, the centrality of Western Civilization as a foundational model for human development cannot be overstated. The people, writings, and culture that formed the core of the “Western tradition” laid the foundation for many of today’s institutions and contemporary efforts to reshape them. The value in studying Western Civilization includes understanding the development of our current systems — political, judicial, economic, educational, religious, scientific, and cultural — and how they shape our lives, both in the United States and across the globe.
Western ideals
The legislative systems of the United States and European nations are governed by the rule of democracy, ideals formed to challenge historic power structures and hierarchies. New concepts of sovereignty were proposed during the Enlightenment and American and French revolutions, particularly the right of the people to govern themselves. The idea that a nation, itself a new concept in the nineteenth century, should be governed by the people and not by a divinely ordained hereditary kingship, and that individuals owned the right to participate in choosing who led their government, were radical ideas. These Western ideals led to the formation of nations supporting democratic norms, free and fair elections, capitalist economies, robust educational systems, freedom of speech and the press, fair judicial processes, religious tolerance, and open cultural expression.
However, despite the promise of freedom, many under the rule of European and American governments were forced to support the needs of the country, often suffering subjugation at the hands of racist ideologies and colonial networks. The provisional governments held by Western leaders in Southeast Asia, Asia, Africa, the Middle East, and Latin America further attest to the complexity of the Western Civilization narrative and problems inherent when freedom is not accessible to all.
Major Problems in Western Civilization: a complex and diverse first edition
In “Major Problems in Western Civilization,” students will explore the words of those who built these systems and institutions. They will learn to place people and places within historical contexts by reading first-hand accounts of those who shaped, and were shaped by, Western influence. Students will encounter poetry and art that portray the human condition, religious relics and structures embodying spiritual devotion, and texts and artworks that challenged political regimes and social norms. Letters to loved ones, tales of heroic feats, law codes and novels all capture the spirit of the age. This text introduces students to these primary sources, providing a greater understanding of how history has been crafted while stimulating a nuanced consideration of its legacy.
As students dive into this diverse narrative, they will be met by the contradictions of history. For example, while technology can advance humanity, it can also destroy it. Albert Einstein’s work on the atom revolutionized the way we viewed the world, but it also led to our greatest potential weapon, the atomic bomb. The Industrial Revolution of the eighteenth and nineteenth centuries gave us the combustible engine, allowing us to more easily travel and produce goods that have enriched many people’s lives. This economic system of mechanized production developed into a capitalist financial system that has dominated not only the West, but the entire planet.
The student takeaway
What has been the cost of these developments on the environment, global economy, and public health? Western advancements in production, consumption, transportation, and communication have fueled globalization. However, we cannot understand the impact of these developments, or our current perspectives, without considering their origins. Similarly, the democratic ideals noted above represent attempts to ensure freedom from the tyranny that too often plagued human history.
Yet the idea of sovereignty remains contested today, and the importance of studying Western Civilization stems from its relevancy, particularly during a time when ideas of nationhood are constantly revised. What freedom looks like remains an open question for today’s students, and their role in defining freedom can only be accomplished by understanding the systems and factors that bore its very premise. “Major Problems in Western Civilization” aims to help students take a purposeful step towards reaching this goal.
Written by Kathryn Spielvogel, M.A. Pennsylvania State University, co-author of “Major Problems in Western Civilization,” 1e.
Kathryn Spielvogel earned a B.A. in history, and M.A. in Art History from The Pennsylvania State University. She continued her graduate studies in history at the University at Buffalo, SUNY, before working as a research editor on history textbooks for the past fifteen years. Passionate about historic preservation and economic development, Kathryn volunteers for several non-profit organizations while renovating historic homes and commercial buildings throughout Pennsylvania.
Interested in this first edition text for your history course? Keep an eye out for Volume I and Volume II of “Major Problems in Western Civilization”, coming later this spring, 2025.
Over recent years, both policymakers and university leaders have extolled the virtues of moving to a more metricised higher education sector: statistics about student satisfaction with their degree programme are held to improve the decision-making processes of prospective students, while data analytics are purported to help the shift to more personalised learning, for example. Moreover, academic studies have contended that datafication has become an ‘intractable’ part of higher education institutions (HEIs) across the world.
Nevertheless, our research (conducted in ten English HEIs, funded by TASO) – of data use with respect to widening participation to undergraduate ‘sandwich’ courses (where students spend a year on a work placement, typically during the third year of a four-year degree programme) – indicates that, despite the strong claims about the advantages of making more and better use of data, in this particular area of activity at least, significant constraints operate, limiting the advantages that can accrue through datafication.
Little evidence of widespread data use
Our interviewees were those responsible for sandwich course provision in their HEI. While most thought that data could offer useful insights into the effectiveness of their area of activity, there was little evidence of ‘intractable’ data use. This was for three main reasons. First, in some cases, interviewees explained that no relevant data were collected – in relation to access to sandwich courses and/or the outcomes of such courses. Second, in some HEIs, relevant data were collected but not analysed. Such evidence tends to support the contention that ‘data lakes’ are emerging, as HEIs collect more and more data that often remain untapped. Third, in other cases, appropriate data were collected and analysed, but in a very limited manner. For example, one interviewee explained how data were collected and analysed in relation to the participation of students from under-represented ethnic groups, but not with respect to any other widening participation categories. This limited form of datafication, in which only some social characteristics were datafied, was not, therefore, able to inform any action with respect to the participation of widening participation students generally. Indeed, across all ten HEIs, there was only one example of where data were used in a systematic fashion to help analyse who was accessing sandwich courses within the institution, and the extent to which they were representative of the wider student population.
Constraints on data use
Lack of institutional capacity
In explaining this absence of data use, the most commonly identified constraint was the lack of institutional capacity to collect and/or analyse appropriate data. For example, one interviewee commented that they did not have a very good data system for placements – ‘we are still quite Excel- based’. Excel spreadsheets were viewed as limited as they could not be easily shared or updated, and data were relatively hard to manipulate. This, according to the interviewee, made collection of appropriate data laborious, and systematic analysis of the data difficult. Interviewees also pointed to the limited time staff had available to analyse data that the institution had collected.
Prioritisation of ‘externally-facing’ data
Several interviewees described how ‘externally-facing data’ – i.e. that required by regulatory bodies and/or that fed into national and international league tables – was commonly prioritised, leaving little time for information officers to devote to generating and/or analysing data for internal purposes. One interviewee, for example, was unclear about what data, if any, were collected about equity gaps but believed that they were generally only pulled together for high-level reports ‘such as for the TEF’.
Institutional cultures
A further barrier to using data to analyse access to and outcomes of sandwich courses was perceived to be the wider culture of the institution, including its attitude to risk. An interviewee explained that the data collected in their institution was limited to two main variables – subject of study and fee status (home or international) – because of ‘ongoing cautiousness at the university about how some of that data is used and how it’s shared with different teams’.
In addition, many participants outlined the struggles they had faced in gaining access to relevant data, and in influencing decisions about what should be collected and what analyses should be run. Several spoke of having to ‘request’ particular analyses to be run (which could be turned down), leading to a fairly ad hoc and inefficient way of proceeding, and illustrating the relative lack of agency accorded to staff – typically occupying mid-level organisational roles – in accessing and manipulating data.
Reflections
Examining a discrete set of activities within the UK higher education sector – those relating to sandwich courses – provides a useful lens to examine quotidian practices with respect to the availability and use of data. Despite the strong emphasis on data by government bodies and HEI senior management teams, as well as the claims made about the ‘intractability’ of HEI data use in the academic literature, our research suggests that datafication is perhaps not as widespread as some have claimed. Indeed, it indicates that some areas of activity – even those linked to high profile political and institutional priorities (in this case, employability and widening participation) – have remained largely untouched by ‘intractable’ datafication, with relevant data either not being collected or, where it is collected, not being made available to staff working in pertinent areas.
As a consequence, the extent to which students from widening participation backgrounds were accessing sandwich courses – and then succeeding on them – relative to their peers typically remained invisible. While the majority of our interviewees were able to speculate on the extent of any under-representation and/or poor experience, this was typically on the basis of anecdotal evidence and their own ‘sense’ of how inequalities were played out in this area. Although reflecting on professional experience is obviously important, many inequalities may not be visible to staff (for example, if a student chooses not to talk about their neurodiversity or first-in-family status), even if they have regular contact with those eligible to take a sandwich course. Moreover, given the status often accorded to quantitative data within the senior management teams of universities, the lack of any statistical reporting about inequalities by social characteristic, as they pertain to sandwich courses, makes it highly likely that such issues will struggle to gain the attention of senior leaders. The barriers to the effective use of metrics highlighted above may thus have a direct impact on HEIs’ capacity to recognise and address inequalities.
Rachel Brooksis Professor of Higher Education at the University of Oxford and current President of the British Sociological Association. She has conducted a wide range of research on the sociology of higher education; her most recent book is Constructing the Higher Education Student: perspectives from across Europe, published (open access) with Policy Press.
Sustainability and the challenges of protecting our environment are key concerns for the Go Higher Diploma and for the University as a whole. A couple of weeks into semester two, our students were invited to work on a PowerPoint presentation and voice over, focusing on the topic of sustainability and / or the environment.
The range of topics which they chose to focus on and research was hugely impressive. The task enabled them to not only develop their investigative and PowerPoint skills but also to highlight an issue which was important to them personally.
Our Go Highers embraced this task, producing work of a high quality: innovative, dynamic, and engaging. By way of example, here are some titles: ‘Sustainability in Fashion’; ‘The important role frogs play in environment’, through to ‘Dogs’ ‘business’’ and its impact on our environment, to the fascinating subject of ‘Light Pollution’, collectively, a wide-ranging and diverse bank of work.
I chatted with one of our Go Higher, who, reflecting on their presentation, highlighted positive aspects of their ‘PowerPoint experience’. They observed that ‘the presentation was a nice way to lead into the start of the new semester’. They noted, with appreciation, the freedom to select their theme within the topic remit, adding that ‘there were opportunities to settle on a subject that might not be widely known’, drawing attention to it, through the medium of PowerPoint.
A further reflection highlighted the usefulness of having a sample presentation, plus rough working notes, as part of the task guidance. This advice served as an alarm bell, warning that not everything, however relevant and interesting, could be included within the five slide limit, so encouraging the development of discerning editing skills. The nature of this task was commented on as being instrumental in ‘taking the pressure off’, affording an opportunity to concentrate efforts on an item of work that would receive constructive comment, rather than a grade.
A positive outcome, resulting from the presentation task, was pinpointed during our conversation – the interconnection between this assignment and the forthcoming Philosophy podcast – feedback evidencing that the path towards making a podcast had been eased, because of the experience of providing a commentary to a PowerPoint presentation, speaking to an audience, a practice run for the podcast. This is a feature of Go Higher: there are linkages throughout the different modules with students supported to develop their skills and potential at a pace that is right for them.
It’s terrific to see how much hard work has gone into producing engaging presentations that are both engaging and informative. Well done everyone!
December 5, 2022 by Dean Hoke: In the newest edition of the 2022 Open Doors Report, US university’s international student enrollment shows encouraging signs. International students coming to the United States are reported at 948,519, which nears the pre-pandemic level. However, the number of Americans studying abroad in 2020-21 was 14,549 compared to 162,633 in 2019-20 and the high watermark of 350,000 in 2018-19.
The chart below shows how long US students study overseas.
Of the 350,000 students in 2018-19 who studied overseas, the majority either studied abroad for a summer or a short term.
What is the profile of the American student who studies abroad?
The number of US students who study abroad represents only 2.7% of the American university students who attend four-year and above institutions. Students who study abroad tend to be juniors or seniors in undergraduate school, female, Caucasian, have financial means, and study in Europe.
What countries have the largest number of students studying abroad?
T.I.M.E. Association, located in France, conducted a study in 2021 of UNESCO mobility data which reported 5.6 million international students worldwide to determine the top countries with the most outgoing students studying in another country. They looked at the “long-term mobility of students to complete a whole study cycle and acquire a degree (Bachelor, Master or PhD) abroad. The top countries university students leave to study abroad are:
China – 993,367
India – 375,055
Germany – 122,538
Viet Nam – 108.527
South Korea – 101,774
France – 99,488
United States – 84,349 (long-term studies)
Students from other countries study abroad primarily due to the:
Future Employment Opportunities, be it at home or abroad
Quality of institution and program
Meet a diverse range of people
Study and learn differently
Self-reliance and being on your own
Meeting new friends and lifelong networking
Seeing your culture from a different point of view
How important are students studying abroad to the business community as future employees?
Businesses worldwide are putting a higher emphasis on international experience. Most big and small companies are trying to attract business and partnerships with international partners. In a 2014 survey titled U.S. Business Needs for Employees with International Expertise, 800 executives in US companies were surveyed to identify the demand for corporate employees with international competence, including international skills and/or knowledge of foreign languages and world areas. The results of the 2014 survey call for a continuing need for international business education in the US, with increased emphasis on intercultural communication, foreign language skills, and international experience. The 800 represented a broad cross-section of Industries and the number of employees.
Some interesting facts come out:
39% failed to fully exploit international business opportunities due to insufficient internationally competent personnel in the past five years
39% have no foreign offices, and all international operations are handled in the US
43% state that overall business would increase a great deal if more international expertise were available on staff
60% state that an appreciation for cross-cultural differences is of great importance for professional staff, followed by Understanding country legal and government requirements (59%) and understanding of local markets and business practices (58%)
83% state their company will place a greater emphasis on international competence among management and employees over the next ten years
Additional studies support that studying abroad helps employers and helps students get jobs. In 2016, The Institute for the International Education of Students (IES), founded in 1950, conducted a comprehensive survey of 1205 of its alumni.
Here are the key points from the study:
93% who entered the workforce were employed within six months
89% of those who entered graduate school earned admissions in their first or second-choice school
50% felt that their IES Abroad Program experience helped them to get this first job
The American Passport Project
How can we encourage and support students to study abroad?
In a recent interview with Higher Ed Without Borders (in which I am a co-host), we asked Dr. Allan Goodman, CEO of the IIE, about a new program they established in 2021 titled The American Passport Project. Dr. Goodman commented that studying abroad is one of the best ways that students can acquire global skills and create personal and professional opportunities. Furthermore, it’s a part of IIE’s mission to increase participation and diversity in studying abroad and extend these benefits to all students regardless of socioeconomic status. However, students of limited financial means find it more difficult to participate in studying abroad due to financial hurdles, which could bar them from moving forward.
The American Passport Project plans to have enabled 10,000 students to be awarded passports by the end of this decade. IIE will help 1,000 college students obtain U.S. passports annually by awarding funds to 40 U.S. colleges and universities in the IIE Network. Each institution will identify 25 of its first-year students who are eligible for Pell grants. Eligibility will be limited to first-year students to ensure that they have ample time remaining in their college career and receive guidance from their advisors to map out a study abroad plan. Competitive institutions will demonstrate grant need, support obtained, and impact on study abroad participation.
First Year Results
In the inaugural year, nearly 200 institutions applied for the grant to support students obtaining U.S. passports. These institutions informed IIE of the various ways they could utilize the grant to support targeted student populations.
Forty institutions were selected, and more than 50% of institutions chosen represent minority-serving student populations (HBCU, HSI, MSI) or are community colleges.
Nearly 50% of U.S. states are represented (33% South, 32% Midwest, 25% Northeast, and 10% West).
The majority are expanding their diversity, equity, access, and inclusion efforts by targeting these top 4 student populations: students with demonstrated financial need, racial/ethnic minorities, students who have never traveled abroad, and first-generation students.
In a follow-up interview with Lindsay Calvert, IIE’s lead for the Passport Project, I asked about the program’s status and the number of students approved by IIE as of November 2022.
One thousand one hundred twenty-two students have been nominated by their awarding institutions and approved by IIE to be supported with the IIE-granted funds to help them obtain their U.S. passport and engage them in study abroad planning.
778 students from the first cohort
344 from the second cohort)
Some institutions can quickly able to identify, nominate, and confirm students. Others have been challenged with their outreach and recruitment, so this process can span over a year to fulfill the goal of 25 students per campus.
Since the Passport Project aims to support first-year students, they anticipate them to study abroad in the 2023/24 academic year and subsequent years of their undergraduate term.
One million U.S. college students will study abroad annually for credit
Study abroad participants will more closely represent the demographics of the undergraduate population in terms of gender, ethnicity, students with disabilities, income level, and field of study
A significantly greater proportion of study abroad will occur in nontraditional destinations outside Western Europe
Higher education institutions will make studying abroad a critical component of a quality higher education
U.S. higher education institutions could apply for federal grants, individually or in a consortium, to help them institute programs that would move the country toward achieving these objectives.
Conclusion
I have long wondered why so few Americans go overseas to study, even for a summer. Aren’t they seeing the benefits that students from other countries see? Are they not aware that by studying abroad, they increase their chances of graduation and employment? Perhaps most university students are unaware of studying overseas or believe they can’t afford the cost or cannot give up a part-time job to be away for the summer.
Organizations like IIE are helping address increasing study abroad opportunities with its American Passport Program by emphasizing minorities and non-elite schools. The proposed Simon bill also helps address the issue and pushes for a million students to study abroad, but it remains to be seen if it will pass. It will take bi-partisan support and a higher public profile to get through the upcoming Congress. Last and not least are higher education institutions themselves. While the larger state institutions and elite privates have programs and resources to help promote study abroad, that is not necessarily the case with thousands of other colleges and universities. While most schools have international affairs offices, they need more personnel and budget to adequately promote or financially support students. Their priority in fundraising for such programs is lower than other needs.
We need businesses that will benefit from these students and federal and state governments to help promote and partially subsidize. If companies and governments want to compete for an increasing share of international business successfully, they need employees who have spent time abroad.
Dean Hoke is Co-Founder and Managing Partner Edu Alliance a higher education consulting firm located in Bloomington, Indiana and Abu Dhabi, United Arab Emirates. Dean received his Bachelor of Arts degree from Urbana University in Ohio, his Master of Science from The University of Louisville, and a graduate of the Wharton School of Business Executive Management program. Since 1975 Dean has worked in the higher education and broadcasting industry, serving in senior leadership roles specializing in international education, marketing, communications, partnerships, and online learning.
He currently serves as Chairperson Elect of the American Association of University Administrators , Advisory Board of the School of Education, Franklin University and is Co-Host of the Podcast series Higher Ed Without Borders and Distance Learning Roundtable. Dean is actively engaged in consulting projects in international education, branding, business intelligence, and online learning leading projects in the United States, the Middle East, Africa, and Asia. Dean resides in Bloomington, Indiana
A research project on refugees and enrollment in U.S. higher education is underway. Any assistance in either completing the survey yourself, if you meet the criteria of course, or forwarding to and informing prospective research subjects would be great. Note that I am not involved in this research…just helping to spread the word. More information available at https://bit.ly/3gzHsWs
30 years ago today my wife and I started our relationship with a late night/early morning kiss on a street corner in Valladolid, Spain after going out to the clubs! We were on the same study abroad program and our relationship is the best outcome of our study abroad experience!
