Student Volunteer: Nicole B.
CUE NOTES:
Nicole’s volunteer role started in February and lasted till April 2026. This volunteer role supports CUE in listening to student voices about the transition from high school to studying abroad or entering a global education environment. Nicole helps distribute an anonymous peer survey within the SMIC Private School in Shanghai (Chinese: 中芯学校）and summarizes general themes from the responses.
The purpose of this volunteer role is to:
(1) Collect student perspectives on studying abroad and the transitional experience towards a global student life;
(2) Help CUE better understand students’ real concerns, expectations, and needs;
(3) Ensure future programs are informed by student voices.
Note: This work does not involve teaching, counselling, evaluation, or sensitive data collection.
We thank Nicole for her dedication to this surveying process and appreciate her professionalism and thorough commitment.
I began the process by requesting participants to complete the survey on their own. After that, if we had the opportunity to meet in person, usually after school or during study hall, I would have a brief talk about how they felt while answering the questions. Since the majority of the participants were my friends, the chats felt more natural and straightforward than official interviews. This made it simpler for them to talk honestly, and it allowed me to grasp their thinking beyond their written responses.
One moment that really stood out happened during a study hall session. I had one participant complete the survey, and then we began discussing it. Soon, a few more students joined in, which led to a small group conversation. We started by discussing our intended majors and the countries we were considering studying abroad, but the subject quickly evolved. We began to relate our decisions to local cultures and if we would be able to adapt. We then moved on to more serious topics such as sources of income, internship chances, and future careers. It felt like we were thinking about our futures together in real time rather than just answering survey questions.
IMAGE: A campus space where I shared a dialogue with my peers
What struck me the most about this time was how strange it felt, we were talking about issues that were very “grown-up,” despite the fact that I had known many of these people since middle school. It was strange to realize how much our viewpoints had shifted, and how we’d gone from talking about minor issues to really considering our futures and responsibilities. That difference made the discussion feel more significant and thoughtful, almost as if we could see ourselves entering a new stage of life.
IMAGE: Students’ Written Response on the Survey
At the same time, I noted that not every student expressed the same amount of anxiety. Some seemed considerably less concerned about adjusting to a new environment, which provided me a unique perspective on how they approach the prospect of studying abroad. While some students were preoccupied with social or emotional issues, others were more secure or even thrilled about change. This made me understand how different people’s perceptions and experiences are, and how not everyone feels the same level of uncertainty or pressure during transition.
IMAGE: The SMIC Private School Campus
Overall, this method transformed my perspective on research and conversation. I discovered that the most impactful moments are often unplanned, and that establishing an environment in which people may freely communicate their opinions can lead to deeper and more real insights than prepared questions alone.
IMAGE: Students’ Written Response on the Survey
IMAGE: Students’ Written Response on the Survey
