It’s Our World Too
A pilot framework for integrating early global exposure into college readiness programming
It’s Our World Too is a data-driven initiative designed to support mission-aligned nonprofit organizations in increasing persistence and completion rates among first-generation students by integrating early study abroad exposure into their existing programming.
A Proven Intervention
First-generation students who study abroad graduate at a 94% rate compared to 54% of their peers over six years. This advantage holds over four years, where participants graduate at a 65% rate versus only 34% for non-participants. Despite these doubled graduation rates, fewer than 10% ever participate. These students also earn a 0.10 higher GPA, gain 6.88 more credits, and graduate nearly half a semester sooner than their peers on campus.
Source: CASSIE National Study (2023), published in The Journal of Higher Education. Data collected from 36 U.S. institutions and over 220,000 students.
Initiative Objectives
While 70% of freshmen have heard of studying abroad, 81% report they have no idea where to start. As a result, many students delay engaging with these opportunities until their junior or senior year, limiting their ability to plan.
Study Abroad 101 was created to close this gap. Through this sessions, students leave with the following outcomes:
01. Activate Early Awareness and Understanding
Students gain a clear understanding of how study abroad works, how it is funded, and how to begin planning early in their college journey. Early awareness is critical, as nearly 33% of first-generation students drop out within their first three years (FirstGen Forward, 2025), often before they are exposed to opportunities like study abroad. This ensures students enter college informed and prepared to take advantage of opportunities that are often overlooked.
02. Equip Students with the Confidence to Take Action
Students leave with practical next steps, including who to speak to, how to plan their coursework, and how to advocate for study abroad opportunities once on campus. They also gain a clear understanding that financial access and institutional support are not barriers, as programs can be funded through existing aid and supported by campus resources. This builds the confidence needed to take action early and increases the likelihood that students will follow through on these opportunities.
03. Strengthen Purpose and Intentionality in College
Students are introduced to study abroad as an exciting, tangible outcome of being intentional in college, helping them see education as a pathway to meaningful, real-world experiences rather than just a requirement. This shift is especially important as recent surveys show declining interest in college is driven by growing skepticism around the immediate return on investment of a four-year degree (Gates Foundation / Edge Research, 2023). By connecting education to clear and desirable outcomes, students are more motivated to persist toward their degree.
Bringing Study Abroad 101 to Students
To operationalize this framework, College and Career Advisors and Counselors implement two structured touchpoints: one in 9th grade to introduce and normalize global education early in students’ academic journeys, and a second in 12th grade to shift from awareness to actionable planning by connecting students with concrete study abroad pathways, funding resources, and external partners who can support execution. Across both sessions, students are guided through four foundational areas that translate global education from concept into action:
Defining the Experience
Students receive clear explanations of how academic credit functions abroad, including distinctions between faculty-led programs, exchange programs, and third-party providers. This clarity reduces confusion that often prevents students from engaging further.
Integrating the Timeline
Students are guided through how financial aid can often be applied to approved international programs. Programs such as the Benjamin A. Gilman International Scholarship are introduced to demonstrate that funding pathways exist and are accessible with preparation.
Funding the Vision:
Students learn how study abroad fits within a standard degree pathway. Emphasis is placed on the fact that, when planned early, global education does not delay graduation but can be fully integrated into academic requirements.
Self-Advocacy Training
Students are equipped with actionable steps: who to contact, what questions to ask, and how to proactively plan coursework to accommodate global experiences. This is especially important in institutions where study abroad advising may not be highly visible.
Data & Impact Reporting
To measure the session's effectiveness, schools can implement data tracking to capture pre- and post-session data.
1. Pre-Session
Focuses on a pre-introduction baseline. It gets students thinking while measuring their initial expectations, current morale for college, and existing familiarity with global programs.
View Example2. Post-Session
Measures factual reception, information absorption regarding funding and credits, and records the immediate shift in student confidence and college motivation.
View Example3. The Impact Report
A comprehensive analysis of participation, student engagement, and measurable growth. Essential for schools who need to track student success and program ROI.
View Example
Hi, I’m Ayana Ellison
I was born and raised in Atlanta, Georgia. I graduated from high school in 2020 and went on to attend Georgia State University, where I earned my degree in business. On paper my path sounds pretty typical, but my journey was far from ordinary. Growing up in a single-parent household with limited exposure to out-of-the-box possibilities, I went through school mostly on autopilot, doing my best so I could eventually live on the other side of town. Everything shifted my sophomore year of college when I was introduced to the possibility of travel.
That moment sparked my curiosity and led me to research ways to make travel a reality. I quickly realized there were far more opportunities than I had ever been exposed to, and many of them were not as difficult to access as I had assumed. They simply required strong grades and intentional choices about the courses and programs I pursued.
Once I understood the process, I locked in and began advocating for myself. During college, I studied abroad and visited six countries. This newfound focus allowed me to graduate two semesters early, making me the first person in my family to graduate from college. My journey did not stop there. I went on to live abroad for two years and traveled to several more countries.
Looking back, I believe that simply being introduced to the possibility of more, and seeing that it was already compatible with what I was doing, was enough to plant the seed that changed my motivation for life. That realization inspired this program. It’s Our World Too exists to introduce students to opportunities they may not know are available, giving them a reason to complete their journey that centers their curiosity and personal enjoyment while perfectly complementing their education.