Three Colleges Three Colleges Collaborate to Assess Collaborate to Assess

“Study Abroad” – “Study Abroad” – Influential Factors, Influential Factors, Experiences and Experiences and

OutcomesOutcomes Christine Brooks Cote, Bowdoin CollegeChristine Brooks Cote, Bowdoin College

James C. Fergerson, Bates CollegeJames C. Fergerson, Bates CollegeMark Freeman, Colby CollegeMark Freeman, Colby College

North East Association for Institutional ResearchNorth East Association for Institutional ResearchPortsmouth, NH November 2004Portsmouth, NH November 2004

Off-Campus Study Survey ParticipantsOff-Campus Study Survey Participants

Bates Bowdoin Colby

Amherst Smith

Project DevelopmentProject Development

Genuine interest in understanding the impact upon Genuine interest in understanding the impact upon students of a semester or a year spent abroadstudents of a semester or a year spent abroad

A need to evaluate the Colby-Bates-Bowdoin Off-A need to evaluate the Colby-Bates-Bowdoin Off-Campus Study Programs (CBB) in light of the goals Campus Study Programs (CBB) in light of the goals presented to the Mellon Foundationpresented to the Mellon Foundation

Seized the opportunity to use the instrument in a Seized the opportunity to use the instrument in a collaborative assessment project supported by NEASC collaborative assessment project supported by NEASC and funded by the Mellon Foundation and funded by the Mellon Foundation

With Support From:With Support From:

“Motivating Inquiry Regarding Teaching and Learning

at Critical Transition Points in Liberal Education”

“Motivating Inquiry Regarding Teaching and Learning

at Critical Transition Points in Liberal Education”

20 Liberal Arts Colleges Participated20 Liberal Arts Colleges Participated

First Year Seminar studyFirst Year Seminar study Senior/Capstone Experience studySenior/Capstone Experience study Off-Campus Study surveyOff-Campus Study survey ““Faculty Fellows” interviews of students Faculty Fellows” interviews of students

about focusing on an area of studyabout focusing on an area of study

Institutions could opt in or out of each studyInstitutions could opt in or out of each study

Comparing Study Away ProgramsComparing Study Away Programs

Bates Bowdoin Colby% of Class of 2004 that studied away

64% 51% 65%

Institutional Programs

"Fall Semesters Abroad" (location varies); May 4-4-1

"Short Term"

CBB programs onlyIreland/UK and FY

programs in France/Spain

CBB Consortium (expires in FY2006)

Quito Cape Town London

Outside Programs?JYA/JSA, etc (2/3 of study away students)

No No

Who studies away?ALL disciplines are

encouraged

About 1/3 are language or area studies majors

Heaviest user of CBB

Where?All areas; promotes

non-traditional areasAll areas All areas

Language Study?Required in non-

English areaNot required

Not req'd for study abroad (is a

graduation req'mt)

Survey DevelopmentSurvey Development Based upon a survey designed at BowdoinBased upon a survey designed at Bowdoin

Survey was reviewed and revised by the participating Survey was reviewed and revised by the participating institutions (IR offices, off-campus study offices, institutions (IR offices, off-campus study offices, faculty, deans, NEASC)faculty, deans, NEASC)

Flexible administration: Common “core” of questions Flexible administration: Common “core” of questions with some local questions; language was localizedwith some local questions; language was localized

Colby/Bates/Bowdoin also used the survey for a final Colby/Bates/Bowdoin also used the survey for a final evaluation its CBB Consortium programs in London, evaluation its CBB Consortium programs in London, Cape Town, and QuitoCape Town, and Quito

Survey AdministrationSurvey Administration BowdoinBowdoin: Done in conjunction with senior exit interviews: Done in conjunction with senior exit interviews BatesBates: Stand-alone Web survey: Stand-alone Web survey ColbyColby: Web survey in conjunction with Senior Survey: Web survey in conjunction with Senior Survey

HTML code shared, HTML code shared, but some questions but some questions and wording were and wording were “localized”; data “localized”; data collected locallycollected locally

Institutions sent data Institutions sent data to Colby, for to Colby, for processing/clean-up; processing/clean-up; SPSS file returnedSPSS file returned

CountAmherst 70% 102 13%

Bates 66% 179 23%

Bowdoin 66% 131 16%

Colby 96% 281 35%

Smith 40% 102 13%

SchoolResponse

Rate% of

Sample

Bates: “Calendar Wars” & “Working the Bates: “Calendar Wars” & “Working the Web”Web”

Bates Web Survey Responses(Response rate: 67% )

0

5

10

15

20

25

30

Apr 5

- Announce

Apr 6

Apr 7

Apr 8

Apr 9

- Rem

ind 1

Apr 1

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Apr 1

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Apr 2

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Apr 2

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emin

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- Rem

ind 3

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emin

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7 - R

emin

d 5

# r

esponse

s

Winter Exam Week

Break

May "Short Term"

Paper announcement with 5 e-mail reminders . Survey appears as “to do” link in student’s personal academic affairs account until submitted. L.L. Bean gift certificates raffled as “incentives”.

Survey ComponentsSurvey Components Students’ Students’ motivationsmotivations for off-campus study for off-campus study

choiceschoices

Preparation and Preparation and advisingadvising for study away for study away experienceexperience

Student Student experiencesexperiences while away while away

Perceptions of the impact on Perceptions of the impact on academic and academic and personal growthpersonal growth

Senior academic Senior academic activities that built upon activities that built upon the study abroad experiencethe study abroad experience

Several Several “free-response” questions“free-response” questions

Major Survey ComponentsMajor Survey ComponentsStudents’ Students’ motivationsmotivations for for off-campus study choicesoff-campus study choices

Very strong influence No Very strong influence No influenceinfluence

on choices on choiceson choices on choices

My desire to learn or become more fluent in the My desire to learn or become more fluent in the language of this country or region of the worldlanguage of this country or region of the world

My desire to study in a country or region of the My desire to study in a country or region of the world that is very different from the one I have world that is very different from the one I have lived in most of my lifelived in most of my life

My desire to have a lighter academic load than I My desire to have a lighter academic load than I would normally have at [Bates or Bowdoin or would normally have at [Bates or Bowdoin or Colby]Colby]

Motivations for Study Away (All Motivations for Study Away (All Institutions)Institutions)

* Not asked by Bowdoin ** “Academic Advisors or Professors” at Bowdoin

Strong/ Very Strong Influence %Personal interest or attraction 85.3%Desire to be away from home institution for a period * 63.0%Desire to be more fluent in language of country 60.5%Program supported my major 55.5%Study in country that's very different 45.0%Take classes that applied toward my degree * 42.0%Program supported interests outside my major 36.4%Opinions of faculty or administrators ** 31.8%Opinions or recommendations of your parents or peers * 31.6%Previous visit to this country 27.8%Desire to study without language barriers 21.0%Experiences of family or friends 19.0%Desire for a lighter academic load 9.8%Program cost 8.5%Study in country that's similar 4.8%

Major Survey ComponentsMajor Survey ComponentsStudents’ Students’ experiencesexperiences while while

studying awaystudying awayStrongly agree Strongly Strongly agree Strongly

disagreedisagree

While away, I was part of an intellectual While away, I was part of an intellectual community that was invigorating and community that was invigorating and thought-provoking.thought-provoking.

Most of my time outside of class was spent Most of my time outside of class was spent with people who called the country or region with people who called the country or region of the world their home.of the world their home.

While away, I nearly always spoke a While away, I nearly always spoke a language other than English.language other than English.

Major Survey ComponentsMajor Survey ComponentsStudents’ Students’ perception of impactperception of impact of of

off-campus study experienceoff-campus study experienceStrongly agree Strongly Strongly agree Strongly

disagreedisagree The experiences I had while away caused me to The experiences I had while away caused me to

change my understanding of how people around the change my understanding of how people around the world view the United States.world view the United States.

My understanding of the culture, country or region of My understanding of the culture, country or region of the world I was in changed significantly by my living the world I was in changed significantly by my living there for a time.there for a time.

The experiences I had while away taught me a great The experiences I had while away taught me a great deal about gender issues facing people in other parts deal about gender issues facing people in other parts of the world.of the world.

Returning to [Bates or Bowdoin or Colby], I engaged Returning to [Bates or Bowdoin or Colby], I engaged in research or independent study that directly built in research or independent study that directly built upon the work I did while away.upon the work I did while away.

Key Experiences/Outcomes Key Experiences/Outcomes QuestionsQuestions

Did students gain the skills that are desirable Did students gain the skills that are desirable in a liberal arts context?in a liberal arts context?

How did outcomes vary by type of student, How did outcomes vary by type of student, field of study, or by institution?field of study, or by institution?

Did study away change personal, academic, Did study away change personal, academic, and career goals?and career goals?

Did students link study away experiences to Did students link study away experiences to other academic work?other academic work?

How do they compare with those who didn’t How do they compare with those who didn’t study away?study away?

Major Study Away Major Study Away Outcomes OverviewOutcomes Overview

Major Study Away Outcomes: More than 50% agreed moderately/strongly (All Institutions)

51.6%

59.4%

61.2%

63.0%

69.6%

69.8%

70.3%

70.9%

73.6%

78.5%

81.3%

82.8%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Learned about race and ethnicity

I stay more informed about current world events

Study abroad was single most rewarding part of education

Learned a lot from my courses

Overall, learned more outside of class while away

I have more appreciation for cultures unlike my own

Learned about political and economic issues

Understanding of culture changed by studying away

Became well-immersed in the culture

My understanding of how people view the US changed

Study away made me more mature and self-reliant

Learned from the traveling I did

Other Study Away Other Study Away Outcomes OverviewOutcomes Overview

Other Study Away Outcomes: Less than 50% agreed moderately/strongly (All Institutions)

7.2%

9.3%

20.0%

23.0%

24.1%

24.7%

28.1%

33.9%

34.0%

35.8%

43.7%

48.0%

0% 10% 20% 30% 40% 50%

Kept in touch with professors back home

I had a difficult time adjusting to the academic structure

Engaged in independent research that built on what I did away

I always spoke a language other than Engilsh

Career goals changed

Academic goals changed

Most of my time was spent with natives

Learned about gender issues

Personal values and beliefs changed

Took courses that built on what I did away

Part of intellectual community

Proficiency in a language improved

Study Away Reasons - Cluster Study Away Reasons - Cluster AnalysisAnalysis

Reasons for studying abroadReasons for studying abroad items are items are the best candidates for a priori or the best candidates for a priori or “causal”“causal” variables. variables.

If If ReasonsReasons presuppose certain presuppose certain outcomesoutcomes then a model focusing on then a model focusing on them has them has diagnosticdiagnostic value in practice. value in practice.

Cluster analysis into “types” to simply Cluster analysis into “types” to simply interpretation. interpretation. AA four four clustercluster solution fit the five-school solution fit the five-school

data bestdata best

Selected Cluster SolutionSelected Cluster Solution

Traditional Academic Focus? No Yes Yes NoSA in "similar" country? No Yes No YesLanguage learning important? Yes No Yes NoListen to advice in SA choice? No Yes Yes NoSA is escape from [Colby]? No Yes Yes YesPrevious visit to SA country? No No Yes NoLikely to be language major? Maybe No Yes NoMore than avg non-white? No No Yes NoMore than avg. female? No < Average Yes No

Cluster names are subjective interpretations of item response

patternsCluster characteristics

Does Cluster Membership Does Cluster Membership Predict OCS Experiences?Predict OCS Experiences?Ay-Ay-

uh…uh… Well-RoundedsWell-Roundeds and and ExperientialistsExperientialists strong on strong on

cultural immersion, language learning experiences; cultural immersion, language learning experiences; weakest of the four clusters on “adjusting to weakest of the four clusters on “adjusting to academic structure”academic structure”

Narrow AcademicsNarrow Academics stand out on “keeping in touch stand out on “keeping in touch with professors back home” and “course learning”, with professors back home” and “course learning”, “part of intellectual community”; weakest on “part of intellectual community”; weakest on cultural immersion experiencescultural immersion experiences

Club MedsClub Meds weak pretty much everywhere, especially weak pretty much everywhere, especially traditional academics – but more cultural immersion traditional academics – but more cultural immersion than than Narrow AcademicsNarrow Academics

Does Cluster Membership Does Cluster Membership Predict OCS Outcomes?Predict OCS Outcomes?Ay-Ay-

uh…uh… Well-RoundedsWell-Roundeds strongest on most outcomes, virtually strongest on most outcomes, virtually across the board – “academic integration” as well as across the board – “academic integration” as well as “personal growth” and “cross-cultural understanding” “personal growth” and “cross-cultural understanding” outcomesoutcomes

Narrow AcademicsNarrow Academics weakest on “personal growth” and weakest on “personal growth” and “cross-cultural understanding” – almost as strong as “cross-cultural understanding” – almost as strong as Well-Roundeds Well-Roundeds in “integration with post-OCS academics”in “integration with post-OCS academics”

Club MedsClub Meds bring up the rear virtually across the board, bring up the rear virtually across the board, especially on post-OCS academic integration. They do, especially on post-OCS academic integration. They do, however, report that that the experience was however, report that that the experience was “rewarding”“rewarding”

Comparing Students By College By Comparing Students By College By ClusterCluster

Clustering at Colby, Bates, and Bowdoin

0%

5%

10%

15%

20%

25%

30%

35%

"Experientialists" "NarrowAcademics"

"Well-RoundedInternationalists"

"Club Meds"

Bates

Bowdoin

Colby

Academic Division and Clusters - BatesAcademic Division and Clusters - Bates

Academic Majors and Clusters - Bates

0%

5%

10%

15%

20%

25%

30%

35%

40%

"Experientialists" "NarrowAcademics"

"Well-RoundedInternationalists"

"Club Meds"

Humanities Interdisciplinary Natural Sciences Social Sciences

Location of Study – By Cluster Location of Study – By Cluster (Bates)(Bates)

Study Abroad Location - Bates StudentsPercentage Distribution by Cluster

0%

10%

20%

30%

40%

50%

60%

"Experientialists" "NarrowAcademics"

"Well-RoundedInternationalists"

"Club Meds"

Asia/Lat. America/Africa/Mult. Europe Australia/NZ/Oceania UK/Ireland

Cumulative Average GPAs – By Cluster (Bates)Cumulative Average GPAs – By Cluster (Bates)

Cumulative GPA by Study Away Cluster vs. Class of 2004 - Bates Students

3.44

3.39

3.34

3.31

3.24

3.10

3.15

3.20

3.25

3.30

3.35

3.40

3.45

3.50

Experientialists(N=53)

Club Meds (N=50) Narrow Academics(N=41)

Well-RoundedInternationalists

(N=32)

All in Class of 2004(N=450)

Changes in Goals – BatesChanges in Goals – Bates

Study Away Led to Significant Changes in My:(% agreeing moderately/ strongly -- Bates students)

0%

10%

20%

30%

40%

50%

60%

"Experientialists" "NarrowAcademics"

"Well-RoundedInternationalists"

"Club Meds"

Personal values and beliefs Career goals Academic Goals

Core Changes – By DivisionCore Changes – By DivisionStudy Away Led to Significant Changes in:

(% agreeing moderately/ strongly -- Bates students, by Area of Major or Minor)

0%

10%

20%

30%

40%

50%

60%

Natural Science Social Science Humanities Interdisciplinary Languages

Personal values and beliefs changed Academic goals changed Career goals changed

Linking OCS Survey Data With Linking OCS Survey Data With Senior Survey OutcomesSenior Survey Outcomes

Table 9. Gains in a global perspective on diversity

% who “moderately” or “greatly” enhanced ability while at Colby (Colby data only)

Enhanced ability to place current problems in historical/ cultural/ philosophical perspective during time at Colby?

81%

80%

88%

70%

50%

Experientialists

NarrowAcademics

Well-RoundedInternationalists

Club Meds

Did not studyabroad

Responses were Responses were linked with linked with HEDS HEDS senior surveysenior survey data data (Colby only) – can (Colby only) – can leverage the OCS leverage the OCS survey results survey results against other against other institution-wide institution-wide outcomesoutcomes

And can compare And can compare outcomes with non-outcomes with non-study abroad study abroad graduatesgraduates

Regression Analysis: Are Other Regression Analysis: Are Other Factors Linked To Outcomes?Factors Linked To Outcomes?

So, “reasons for studying abroad” account So, “reasons for studying abroad” account for a healthy portion of the variance in for a healthy portion of the variance in outcomes. outcomes.

What of other factors? What of other factors? SexSex MajorMajor Country of studyCountry of study

Does school “uniquely” account for any Does school “uniquely” account for any variation in outcomes?variation in outcomes? If so, may help If so, may help

Regression analysisRegression analysis

Sex

Fem

ale

Inte

rdis

c. M

ajor

Nat

. Sci

ence

Maj

or

Soc

. Sci

ence

Maj

or

Hum

aniti

es M

ajor

Lang

uage

Maj

or

Nar

row

Aca

dem

ics

Wel

l-Rou

nded

Inte

r.

Clu

b M

eds

Eng-

Spe

akin

g Ctry

Oth

er C

try

Bat

es

Bow

doin

Learned about gender issues .17 .02 -.12 -.05 -.09 .01 -.07 .00 -.03 -.18 .29 -.02 -.01

Learned about race and ethnicity .06 .05 -.02 -.01 -.06 .04 -.03 .03 .00 -.02 .35 .04 .05

Learned about political and economic issues -.08 .11 -.06 .11 -.10 .13 .00 .10 -.07 .11 .36 .09 -.03

My understanding of how people view the US changed .10 -.11 -.15 -.05 -.14 .15 -.06 -.02 -.02 .06 .10 .11 .03

Study abroad was single most rewarding part of education .03 .03 .02 .10 -.05 .14 .04 .08 .00 .08 .11 .00 -.10

Study away made me more mature and self-reliant .18 -.06 -.11 -.01 -.09 .17 -.07 .02 -.07 .13 .03 .07 -.12

Personal values and beliefs changed .04 -.02 -.03 .02 .03 .04 -.05 .10 .01 .02 .21 .06 -.04

Academic goals changed .03 .09 -.05 -.01 .07 .00 -.06 .16 -.10 .05 .18 .09 -.03

Career goals changed -.04 .04 -.01 .07 .09 .01 .06 .23 -.03 .05 .25 .10 -.07

Engaged in independent research that built on what I did away -.04 .21 -.01 .20 .19 -.08 .12 .21 -.10 .02 .13 .14 .03

Took courses that built on what I did away -.03 .20 .00 .13 .15 .02 -.03 .09 -.27 .05 .08 -.01 -.03

Understanding of culture changed by studying away .10 -.04 -.01 -.01 -.03 .09 -.10 -.04 -.11 .04 .20 .15 .06

I have more appreciation for cultures unlike my own .19 -.07 -.10 -.01 -.07 .11 -.07 .02 -.11 .03 .20 .12 -.13

I stay more informed about current world events .11 .06 -.04 .13 -.02 .13 -.09 .05 -.11 .13 .10 .03 -.09

Compared to "Experientialists"

Compared to W Europe

Compared to ColbyField of StudyTable shows the standardized b coefficient from 13

linear regressions run with the outcome measure (rows) as a dependent variable, and the dummy-coded variables (columns) sex, field of study, cluster, country of study, and school as independent variables. Values that were statistically significant (p < .06) are shaded.

Survey Data Useful for CBB Survey Data Useful for CBB Program EvaluationProgram Evaluation

CBB Off-Campus Study Programs CBB Off-Campus Study Programs were funded by the Mellon were funded by the Mellon FoundationFoundation

Two critical goals of the programs Two critical goals of the programs were to were to generally enhance the generally enhance the academic quality of study abroad academic quality of study abroad experiencesexperiences and and improve the improve the integration of study abroad integration of study abroad experiences with the educational experiences with the educational program at the home college.program at the home college.

Survey Data Useful for CBB Survey Data Useful for CBB Program EvaluationProgram Evaluation

MotivationsMotivations

The academic opportunities within the The academic opportunities within the program or country support my program or country support my majormajor

CBB 61% All Others 47%CBB 61% All Others 47%

My desire to have a lighter academic My desire to have a lighter academic load than I would normally have at load than I would normally have at [Bates or Bowdoin or Colby][Bates or Bowdoin or Colby]

CBB 5% All Others 13%CBB 5% All Others 13%

Survey Data Useful for CBB Survey Data Useful for CBB Program EvaluationProgram Evaluation

Experiences and Perception of ImpactExperiences and Perception of Impact

While away, I was part of an While away, I was part of an intellectual community that was intellectual community that was invigorating and thought-provoking.invigorating and thought-provoking.

CBB 55% All Others 43%CBB 55% All Others 43%

I learned a great deal from the courses I learned a great deal from the courses I took while away.I took while away.

CBB 81% All Others 61%CBB 81% All Others 61%

Personal Growth / ReflectionPersonal Growth / Reflection“Study abroad gave me the opportunity to have my own thoughts; it provided space from academics that was filled by reflection. That's very important in college because students are confronted by so much information that is difficult to synthesize. With study abroad, there is time and space to reflect on Bates, on the USA, on yourself.”

-- Anthropology major, Ghana

It is difficult to put in words. I learned so much - and it is still sinking in after a year. I learned to interview powerful political figures in a different language. I learned to live - and enjoy living in a home without indoor plumbing. I even learned a lot from being mugged, getting parasites, and getting sick - all of it opened me up to a different reality from life at Bates.

-- Political Science major, Madagascar

Connections to ResearchConnections to Research“Broadly speaking, it was a lesson on life, what it means to be human, and how to interact and communicate cross-culturally. I worked so hard with subsistence campesino potato farmers to produce our own food or kill our own animals, and that has made me much more conscious of the flow of food globally.

At Bates I took a Social Justice Spanish class, I was rewarded an Otis Fellowship to return to Bolivia, and I understood my thesis with greater depth. The mix of Bates and Off Campus help me confront my own assumptions and romanticisms about the life in Bolivia, Vermont, and so on.

--Environmental Studies Major, Bolivia

Senior ThesisSenior ThesisReturning to Bates, I engaged in senior thesis or project

research that directly built on my study abroad experience(39.2% agree "slightly" to "strongly")

53.4%

15.3%

31.3%

0%

10%

20%

30%

40%

50%

60%

Disagreemoderately/strongly

Slightly agree/disagree Agree moderately/strongly

Senior Thesis / Research Senior Thesis / Research LinksLinks“My senior thesis related

directly to my experience in Tasmania. The first week of my stay there was the most influential in my thesis. I returned to Tasmania the following summer to do research for my thesis, and having already lived there, made connections and gotten to know the culture and area was very helpful. I could hit the ground running.”

-- Environmental Studies major

“My thesis was not about Ecuador, but I extensively worked with Spanish texts, so that was important. Although I did not like Ecuador very much, the experience provided me with confidence to apply for a Phillips Fellowship, which allowed me to do pre-thesis research in Cuba.”

-- History major

Uses of Collaborative Uses of Collaborative Assessment – AdvantagesAssessment – Advantages

Labor-saving: Divides up workload and tasksLabor-saving: Divides up workload and tasks

Survey design involved faculty and other Survey design involved faculty and other administratorsadministrators

Improved analysis by sharing technical expertise and Improved analysis by sharing technical expertise and discussing resultsdiscussing results

Promoted other data-sharing – Your First College Year Promoted other data-sharing – Your First College Year results sharedresults shared

Importance of comparative data – why are we Importance of comparative data – why are we different, and what does that mean?different, and what does that mean?

Uses of Collaborative Uses of Collaborative Assessment -- ConcernsAssessment -- Concerns

Different campus cultures and analytical approachesDifferent campus cultures and analytical approaches

TimingTiming Campus calendars / office work schedulesCampus calendars / office work schedules Assembling the right team(s)Assembling the right team(s)

Getting “Buy-in” to exchange dataGetting “Buy-in” to exchange data

FERPA concerns (exchanging non-survey outcomes data)FERPA concerns (exchanging non-survey outcomes data)

Integrating data from different collection methodsIntegrating data from different collection methods

Policy Discussions and Faculty Policy Discussions and Faculty ReactionsReactions

““This is really interesting!”This is really interesting!”

At Bowdoin, the faculty Off-Campus Study At Bowdoin, the faculty Off-Campus Study Committee has reviewed the entire report, including Committee has reviewed the entire report, including qualitative data from one-on-one and group qualitative data from one-on-one and group interviews. interviews.

Data from the report will be used in our final CBB Data from the report will be used in our final CBB report to the Mellon foundation.report to the Mellon foundation.

Important assessment discussions would focus on Important assessment discussions would focus on reasons behind college differences...yet to happen.reasons behind college differences...yet to happen.

Questions?Questions?

Contacts:Contacts:

Christine Brooks Cote, Christine Brooks Cote, ccote@bowdoin.educcote@bowdoin.edu Jim Fergerson, Jim Fergerson, jfergers@bates.edujfergers@bates.edu Mark Freeman, Mark Freeman, mfreeman@colby.edumfreeman@colby.edu