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For those of us collaborating on the project, the Georgetown University Consortium Project (GCP) represents both an end and a beginning. In its research design, this three-year assessment study is an end, the product of a series of conversations among education abroad professionals at Georgetown University, the University of Minnesota, Rice University and Dickinson College.2  The study is a beginning as well, the start of a process that will allow us to shed light on what types of experiences abroad promote meaningful knowledge and skills, and thereby to improve study abroad programming at our institutions. This report written at the half-way mark of the study—a year and a half into it— presents evaluative reflections on the progress and process of the GCP to date.

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