Student Resources

Study Abroad Considerations and Checklist

Does your student want to study abroad? GREAT! This guide has some questions for your student to think about before deciding on a study abroad site! Review important considerations, specific to students with disabilities, for traveling abroad and discuss these with your student. Have your student complete the Study Abroad Checklist once they have committed to studying abroad to be sure they are prepared!

Study Abroad Considerations

  • What kind of instruction takes place at the university? Is it mostly seminars, lectures, independent work, group work, projects, research, etc.?
  • How do the assignments at the university abroad compare to the assignments at your home institution?
  • What are the housing options? Will you have the option of living in a residence hall, in an apartment, or with a host family?
  • Will your housing be accessible?
  • How will you eat? Do you need to cook? Will meals be provided?
  • What are the primary modes of transportation? Do people get around in cars, bicycles, trains, buses?
  • Does the university provide accommodations? If so, what kind of documentation must you provide (if necessary)?
  • What are the physical environments of the location? Is it metropolitan, rural, etc.?
  • What kind of instruction takes place at the university? Is it mostly seminars, lectures, independent work, group work, projects, research, etc.?
  •  What are the cultural perceptions of   persons with disabilities?
  • Do you have friends with disabilities who have studied or traveled abroad? Have you asked them about their experiences in certain countries?
  • How much time do you plan to stay? What are your available finances? Is financial aid covering expenses? Are there fees and additional costs such as airfare and international health insurance?
  • What is the political climate? Is it safe? Is the country on the State Department’s “Travel Warnings” list? Check the State Department website to find out.
  • Have you thought about what you hope to gain from the experience?
  • Will the experience contribute to your academic career goals? Will you receive credit from courses taken abroad?
  • Will the program provide support, orientation, language training, and visa assistance?

Study Abroad Checklist

  1.  GET STARTED! You should begin planning for your study abroad trip AT LEAST 9 to 12 months in advance.
  2. Where do you want to go? Visit the UConn Study Abroad office website to explore program options.
  3. Will you get academic credit? Visit Academic Credit Policies on the Experiential Global Learning website. You should also make an appointment with your disability service provider (DSP) at the CSD to talk about your plans.
  4. When you have narrowed down program options, visit the State Department website for country “fact sheets” for country specific information.
  5. Once you know what program interests you, pay attention to the costs and application requirements. Follow the detailed directions on the UConn Study Abroad website to apply to a program.
  6. Are you on financial aid? If you are on financial aid, make an appointment with a financial aid advisor to find out if they cover the costs. To find study abroad information about financial aid, visit the financial aid website.
  7. If you don’t already have a passport or if yours is expired, you need to apply for your passport through the State Department website. More information about how this process can be found on the UConn Study Abroad website. Next, you need to apply for your visa. What is a “visa?” A visa is a permit to enter a certain country. In most cases, it is stamped onto a blank page in your passport. It’s just as important as the passport. Plan ahead! Start this process as early as possible. Some countries are very picky about rules and requirements. Each country varies widely on the requirements for a student visa and the length of time it takes to acquire the visa.  Sometimes it will take a few weeks. On the other hand, it might take a few months. Click on the State Department website to find out more about visas and country requirements. Here’s the part that requires a lot of time and effort. Make an appointment at the embassy/consulate for your country to get your visa. Click here to find foreign consulate offices and consular officers to plan your visit. Make sure you have all of the required documents before coming to the embassy/consulate. Otherwise, they will decline your application and you will have to go home and come back another day!  The office might be a long way from home, so be very prepared in advance. Bring extra photocopies of all documents. Go early for your appointment at the embassy/consulate to avoid being asked to reschedule.
  8. What you should definitely do is apply for your International Student Identification Card (ISICs). Your International Student Identification Card is the only card that is universally recognized. You can also receive discounts on travel (flights, buses, and trains) as well as at museums! You can apply for an ISIC at the UConn Study Abroad Office. It’s easy! All you need is the ISIC application, a passport sized photograph, $22 in cash, and proof of student status for the current academic year. This can include a student id, a copy of your current class schedule, or a tuition receipt.
  9. You’ll probably have to buy your own plane ticket. Some UConn round-trip tickets are included in the program cost. Check the budget sheets in your program brochure to find out if you have to pay extra. You can find them at the UConn Study Abroad website. Group flight arrangements are made through the Study Abroad Office.
  10. You’ll need to go shopping while abroad. Apply for a credit card that is universally recognized around the world (most likely Mastercard or VISA).
  11. Check online to find the nearest location to get exchange currency for local cash. Ask for small bills. It is recommended that you carry at least the equivalent of $200 in cash. Important! Call your bank to inform them that you will be withdrawing money and making purchases abroad. This will ensure that your card does not get shut off and you do not want that to happen! Also, make sure that your atm card will work in your host country. You can ask your bank for more information.
  12. If required, get a comprehensive physical, vaccines and immunizations. The UConn Travel Clinic provides information about vaccines and immunizations that are required around the world. You might have to include your medical record in your study abroad package. Keep it with you.
  13. You’re almost there! Book your flight. It is important that you arrive on the date in your acceptance packet. In the event that you cannot arrive on that date, immediately submit a written explanation of your reasons to the Study Abroad Office. The Study Abroad Office strongly encourages you to purchase a refundable ticket, because you will NOT get your money back if the program is cancelled or the dates of the program change.
  14. Stock up on prescription medication. Have a doctor’s note that authorizes their use and refills. Make sure that the over the counter medicine you bring is legal in your country (ask your program coordinator at the Study Abroad Office).
  15. Invest on a year’s worth of contact lenses (if needed). Take along a copy of your eyeglass prescription in case you lose your contacts or glasses and need to get replacements. Don’t wear contacts?  You might consider purchasing another pair of backup glasses. Either way, you’ll need your eyesight!
  16. Make sure you have medical insurance for your time abroad. Contact your medical insurance provider.
  17. Purchase travel insurance to cover replacement costs of lost or stolen possessions.
  18. In some cases, your phone will not work abroad. Get an international cell phone and an international calling card just in case.
  19. Purchase at least one international power adapter/voltage converter to use your laptop and other electronics abroad. You might need a plug adapter as well. Find out which ones you’ll need. You can buy these at amazon.com or other online stores.
  20. Make multiple copies of important documents. Leave a set for yourself, your parents and your study abroad coordinator. This can include:
    • First pages of your passport, as well as your visa
    • Credit cards
    • Student ID/driver’s license
  21. Make sure you have everyone’s email and telephone numbers (your program coordinator’s email and phone should be at the top of the list). Leave that same info with a guardian or a friend.
  22. Google the nearest US Embassy in your country abroad and keep that information with you. This is important because you might need assistance in the event that you run into trouble (get arrested, lose your passport, etc.)
  23. Pack your carry-on bag. Important! All medication should be in your carry-on bag, not in your checked bag in case it gets lost. Include all important documents (passport, visa, international student identification card, address and phone numbers of destination contacts, credit card(s), documents, change of clothes, toothbrush, travel size toothpaste etc.).
  24. Most importantly: Be safe and trust your instincts! You will be abroad in an unfamiliar country and can find yourself vulnerable to all kinds of situations-good and bad. Use your common sense. Don’t be nervous, be sensible! You should always be aware of people and your surroundings at all times! And keep in contact with your family and friends on a regular basis.
  25. The UConn Study Abroad Student Guide provides comprehensive information about the study abroad process at UConn. You should definitely read the entire guide.

Tips for Managing Public Speaking Anxiety

Acknowledging the Fear: 

  • Encourage Beyond Access students to acknowledge their fears of public speaking.
  • During a session, you may wish to help your student brainstorm a list of these fears.
  • Help the student to develop a plan for responding to their fears (e.g., fear of dropping their index cards, solution=picking them up)

Practice: 

  • Encourage students to prepare their presentation ahead of time:
  • Encourage the student to rehearse their speech with you or someone else (e.g., a roommate, a friend).
  • Encourage the student to use index cards (if the professor permits using them).  This will help the student to remember segments of their presentation.  Index cards should be reduced to keywords and not full sentences.  They should be used to “jog” the student’s memory during the presentation.
  • PowerPoint, posters, objects, and videos are also helpful (if the professor permits using these).

Working on the Presentation: 

“Gimmicks” such as role-plays, skits, poems, and music are also helpful.  Sometimes, they allow students to look forward to different sections of their speech.  These gimmicks may also involve the audience’s participation.

Mind and Body During the Presentation

  • Mind: 
    • Encourage the student to think positively.  Discourage the student to engage in sabotaging self-talk.
    • Instruct the student to not compare themselves to a classmate and to not put themselves down.  “It seems in life there is always someone you would like to be like, but there is someone saying the same thing wishing they could be like you!”
    • Just a speech, so many other things important in life.
  • Body:
    • Breathing during the presentation: Breathe with the diaphragm.  This means breathing in with your belly and breathing out with your belly in.
      Encourage the student to move during presentation.  Movement helps breathing and the most logical times to move are during the transitions of a speech.
    • Dress for success (e.g., wearing your favorite clothes, wearing a dress or nice pair of pants, etc.).  Wear comfortable clothing and shoes.

Audience Participation: 

  • Encouraging the audience to close their eyes and imagine something from your presentation.
  • Asking if the audience has any questions during the presentation.
  • Using a participant from the audience during part of the presentation.

General 

  • Help the student set realistic goals such as reducing public speaking anxiety instead of completely eliminating it.  Consult the student’s Beyond Access goals.
  • If applicable, encourage the student to pick a topic that they are knowledgeable about, familiar with, or are genuinely interested in.
  • Instruct the student to take a few minutes to look over their notes, take a deep breath, and then begin.

Support Sources: 

Conclusion – Students should: 

  • Know their topic.
  • Know their audience.
  • Know themselves and how they respond to stress.
  • Know their speech.
  • Focus on the message of the presentation, not themselves.
  • Recognize their value and uniqueness.

Adapted From:
http://www.roch.edu/dept/spchcom/anxiety_handout.htm

Learn About Class Structure in College

High School 

Attendance doesn’t directly affect your class grade
Limits on your technology in class (i.e., Phone or computer)
Classes are taught and graded by one instructor
Classes schedule for structured for the entire day, back-to-back classes.
Teachers may be able to address all student questions during class
Students are given textbooks and major supplies for class projects or work.

University of Connecticut 

Attendance varied depending on instructor. If attendance taken during class, absences can negatively affect your grade.
Technology is generally welcomed for academic learning.
Classes may have multiple instructors depending on subject and class size (i.e., Teacher Assistances, etc.)
Class is dismissed by professor and each semester class schedules will vary throughout the week. Classes can be scheduled in early morning or late evenings.
Syllabus reflects what’s going to be covered in class and a resource to answer student question about the course.
Students are expected to pay for their own textbooks and supplies

How to Reduce Test Taking Anxiety

Here are some tips to remind yourself of strategies that you can use to reduce any anxiety with taking tests:

  • Be well-prepared for the test that you must take.
  • Space out your studying over a few days or weeks and continuously review the material.
  • Avoid cramming for a test.
  • Keep a positive attitude.
  • To reduce stress, exercise for a few days before the test.
  • Show up to class early to avoid being late.
  • Try to stay relaxed by taking a few deep breaths.
  • Read the test’s directions slowly and carefully.
  • If you are unclear about the test’s directions, ask the teacher to explain them to you.
  • Before you begin answering the test’s questions, skim through the test so you know how to pace yourself.
  • Write down important formulas, facts, definitions, and/or keywords in the margin.
  • To build your confidence, you may wish to answer simple questions first then answer the harder questions later on.  Or, you may wish to answer the questions with the highest point value early on during the exam.
  • Concentrate on your own abilities and your own test—try not to focus on how quickly others finish the test.
  • Skip questions that you do not know and come back to them at a later time.
  • Do not let your mind wander while taking the exam.
  • If you have time at the end of the exam, look over the exam for mistakes that you have made along the way.

Adapted from: 
Ways of Reducing Test Anxiety WHILE taking the Exam 
http://www.testtakingtips.com/

Student Email Communication Templates

Topic: Asking a professor a brief course or syllabus-related question

Dear Professor _______,

I hope this email finds you well. I am a student in your (Course number and section) course. I have been looking for the ________ reading in the “course materials and readings” tab on HuskyCT,  but haven’t been able to locate it. Do you know where I can find it?

Thank you!

Best Wishes,

_____________ ( Your Name and Peoplesoft #)

Topic: Asking to set up a meeting with a professor

Dear Professor _______,

I hope this email finds you well. I am a student in your (Course number and section) course. Today in class, you explained _________________. I was confused about ____________________, and was hoping to attend office hours to gain clarification. Unfortunately, I am not able to attend your Friday office hours. Would you be able to meet some other time this week to discuss this question further?

Thank you!

Best Wishes,

_________________(Your name and Peoplesoft #)

Topic: Reaching out to your DSP

Dear _(DSP Firstname)______,

I hope this email finds you well! I wanted to reach out to you because I have been having a hard time with _________(focusing in class, finishing exams on time, communicating with my professor about my accommodations, etc.)_____________, and would like to set up a meeting with you to discuss this further.

Please let me know what would be the best way for me to set up an appointment, and thank you for your time.

Best Wishes,

_____________ (Your name and Peoplesoft #)

Topic: Asking your advisor for clarification

Please work with your Strategy Instructor to craft an email using your specific questions and concerns.

Dear _______,

I hope this email finds you well. After meeting with you I was confused about ____________________ and was hoping to work with my Strategy Instructor from Beyond Access to call you and ask for clarification so I can register on time and plan accordingly for next semester.

What would be the best way to contact you? We could set up a Teams or WebEx meeting, a phone call or use email.

Thank you!

Best Wishes,

_________________(Your name and Peoplesoft #)

Creating a Vision Board

Vision boards are great tools to help students chart their educational, personal, and professional goals.  They are simple to make and easy to use. 

Procedure for Creating a Vision Board: 

  1. Creating a vision board can be done during part of a Beyond Access session.  It will be necessary for either you or the Beyond Access student to prep for the activity by bringing in a piece of corrugated cardboard or a piece of poster board.  Magazines, newspapers, and access to a computer and printer are necessary.
  2. Help the student brainstorm a list of their academic goals (e.g., better time management skills, straight A’s, for example) or professional goals (landing their dream job in New York City, for example).  These should be goals that they really want.
  3. Next, help the student find pictures in the magazines, newspapers, or on Google image searches that represent their aspiring goals.
  4. Have the student cut out these images, words, or phrases.
  5. Next, the student can glue or paste the images, words, or phrases onto the cardboard or poster board.
  6. The student should not be afraid to write in dates on the board.  These dates would be dates that they want a specific thing to happen by (e.g., landing their New York City dream job).
  7. The student may wish to create a themed vision board such as one for career, one for school, etc.
  8. Encourage the student to not let others’ opinions get in the way of the material on their boards.  It only brings the student down and discourages them from reaching their potential.  When the student uses the board and their goals become reality, others will most likely, reconsider their opinions about the board.
  9. It sometimes helps students to hear of their Strategy Instructors’ personal anecdotes from a vision board.  You may wish to create one for yourself and see if you would recommend the process to your students—all Strategy Instructors hold different opinions about the process.  Creating one for yourself would help you to develop some anecdotes to share with your Beyond Access students.

Learn About Using Your Accommodations in College

Accommodations in College are very different than in High School. Strategy Instructors will work with new students to use the accommodations given to them. The accommodations can vary and will only be approved by the students Disability Service Provider. Accommodations are a valuable tool for a student at UConn.  
 
Learn about the similarities and differences of accommodations in college vs. high school. 

High School 

Individualized Education Plan or 504 Plan
Teachers and staff are required to provide you wit accommodations and services even if you do not ask for them
May have modifications
Modifications are changes to what you need to learn, nature of the assignments, and/or how you are graded
Accommodations may have included extra/tutoring or small group classes
Special Education Case Manager

University of Connecticut 

No IEP or 504 plan
Teachers and staff will provide accommodations if you advocate and request your own accommodations through the CSD
No modifications or changes to academic standards of your course.
Accommodations do not include private/small group tutoring by the professor. You must advocate for campus resources.
Disability Service Provider

 

How to Create Your Resume

Building your first resume can be hard because you are starting from scratch. After the first one, you will continue to update and enhance your resume throughout your academic and professional life depending upon the types of positions and companies you are applying for. You may even have many different resumes that highlight your relevant skills for different positions. 

Resume Set-Up

While the most important information on your resume will be the content, the look of your resume may be the first thing to grab the attention of the reader. Employers receive many resumes for jobs they post, so it is important to make sure yours is easy to read and demonstrates that you have the relevant necessary skills for the job in order to make sure your resume is considered.  

The following are common questions that may arise while formatting your resume. 

What color paper should I use?

For 95% of all jobs the answer is white, cream, ivory or gray are all acceptable, however if you are applying for a job in a more creative field (e.g. - advertising, the arts, etc) people may be more receptive to an atypical resume.

How many pages should my resume be?

This will depend on both the position you are applying for and your own background. In most cases, stick with one page. It will be important to read the job description for details on length. Some may accept two or more pages; others may say “one page resume” only.

 

What font should I use?

Try printing your resume using different fonts and ask people you trust which they prefer. Times New Roman, Garamond (smallest and easiest to read), Calibri, and Ariel are all popular and polished fonts. A 12-point font is suggested, at the smallest 10-point font. You can also experiment with margin size to increase the amount of text you can add to your resume.

 

What text formatting should I use?

Formatting is a personal preference. Try not to overdo the formatting, and BE CONSISTENT throughout. Example: If you italicize the name of one employer, italicize the names of all the employers

 

Resume Resources

UConn Career Services

  • Check out their resume, reference page and/or cover letter guide
  • Students can also make an appointment with Career Services to have their resume, references and/or cover letter critiqued by a career consultant

Purdue University Online Writing Lab

  • Offers over 200 free resources including: writing and teaching writing, research, grammar and mechanics, style guides, ESL, job search and professional writing
  • “Job Search Writing” specifically covers: preparing an application, job search letters and resumes and vitas

The University of Buffalo, SUNY

  • Resume writing tips, samples, resources and CV writing samples and resources

Professional Testing Accommodations

Review the following information for the most common graduate school entrance exams if you will require the use of accommodations during the exam.

GMAT

  • Accommodation request is submitted with test registration
  • May take 6-8 weeks to receive decision regarding accommodation requests
  • Download “GMAT handbook” and “Supplement for Test Takers with Disabilities”
  • Complete the “GMAT Test Accommodations Request Form”
  • Documentation must Include:
    • The existence of an impairment that substantially limits a major life activity, as compared with most people
    • The current impact of your impairment and how it limits your ability to take the computer adaptive GMAT exam under standard conditions
    • A rationale for why the requested accommodation(s) is/are necessary and appropriate relative to your impairment(s)

GRE

  • Accommodations approved before you can register for the test
  • Accommodation review takes at least 6 weeks
  • Must register via mail if requesting accommodations (You cannot register online)
  • Some accommodation requests only require the “Certification of Eligibility: Accommodations History” form which can be completed by Office of Disability Services at test taker’s college or university
  • Additional documentation of the disability may be required depending on the accommodations requested.  See the “Bulletin Supplement for Test Takers with Disabilities or Health-Related Needs” (located at bottom of website) for additional information.

LSAT

  • Must register for test before requesting accommodations. Follow regular registration deadlines for testing dates.  Register as soon as possible to allow enough time for accommodation request process.
  • Fill out and submit “Accommodations Request Packet” available from the website
  • An evaluator needs to fill out forms verifying the nature of the disability, as well as justify the accommodations requested
  • Information regarding tests with extended time from the LSAC website… If you receive additional test time as an accommodation for your condition, LSAC will send a statement with your Credential Assembly Service (CAS) or LSAT Law School Reports advising that your score(s) should be interpreted with great sensitivity and flexibility.  Scores earned with additional test time are reported individually and will not be averaged with standard-time scores or other nonstandard-time scores.

MCAT

  • Register for your AAMC ID first
  • Register for test as a “standard” testing seat before requesting accommodations
  • Submit accommodation request no later than 60 days before the regular registration deadline association with your preferred testing date.  Submission is online through the MCAT Office of Accommodation Testing
  • Information on documentation required: https://www.aamc.org/students/applying/mcat/accommodations/application/
    *Once you have a decision, you must still confirm your seat for the test

NCLEX

  • Submit application for licensure to board of nursing where you wish to be licensed
  • Testing accommodations must be requested from the individual Board of Nursing before submitting NCLEX registration
  • State specific information and contacts

    • Fill out general application. Need to include statement describing nature of disability and accommodations you are requesting

*Once accommodations have been approved you will receive your ATT letter indicating “Accommodations Granted”.  Candidates approved for testing with accommodations must schedule testing appointment through the NCLEX Accommodations Coordinator by calling Pearson VUE NCLEX Candidate Services at the telephone number listed on the ATT letter and asking for the NCLEX Accommodations Coordinator.

 


Created By: 
Connect Four, Graduate Programs, Anderson, Hudd, & Lohr, 2013
Information was created in 2013, may not be current due to the COVID-19 Pandemic. Please speak to your Strategy Instructor.