STEP 1: Consult an advising center
Hundreds of thousands of students from other countries annually come to the United States to study. Most have a rewarding academic and personal experience and return to their home country well prepared to begin or resume a career. For a few, the experience may be disappointing. The difference lies in planning, and knowing the facts well in advance.
Many foreign students considering an educational experience in the United States fail to get information and advice based on their individual needs and abilities, as well as the differences in American colleges and universities. As a result, they may enter an educational institution in the United States with expectations that cannot be fulfilled.
Study in the United States may or may not be appropriate for you. Before you begin, you
should think about the following:
First, contact the American embassy, consulate or United States Information Service (USIS) office in your country to locate the nearest educational advising center. Such centers are often found in U.S. Information Service offices, in American libraries, in binational centers, in Fulbright Commission offices; or in some countries, at AMIDEAST or Institute of International Education (IIE) offices.
Qualified educational advisers in these offices provide information and many services
free of charge. When you go, or if you inquire by mail, you should state the following:
Many advising centers also offer group programs about the application and selection
procedures, as well as predeparture orientation programs. The educational advisers can
assist you in answering questions about:
In addition to educational advisers, graduates of U.S. colleges and universities who have recently returned home are excellent resources for advice about the benefits and costs of study in the United States.
Because educational objectives are usually related to a specific career goal, you need to consider how study in the United States will fit into your long-range plans, and whether this study will be fully recognized at home. Ask yourself some important questions:
What career do I want to pursue?
Is employment available in this field in my home country?
An educational adviser will have information about the skills and background needed for
various careers, as well as knowledge of the need for professionals in various fields in
your country.
How can study in the U.S. enhance my career?
Consult educators, government officials and working professionals in your country to
determine the usefulness of U.S. study for you at this point in your career. Check to see
if there are revalidation or certification procedures for employment and take these into
account in your planning.
Can I receive the same training at less expense in my own country or in a nearby
country?
In some countries, undergraduate degrees from other countries may not be recognized for
employment. Financial aid is more limited at the undergraduate level. In such
circumstances, you may want to consider study in the U.S. at the graduate level rather
than the undergraduate level, or you may want to study at the two-year technical degree
level.
Will my U.S. degree be accepted when I return?
Will it offer the right kind of qualification for the kind of work I want to do?
Check with your Ministry of Education, Ministry of Higher Education, or other appropriate
authority before you go, to find out if recognition of study abroad will pose any
problems.
The three basic requirements for admission to educational institutions in the U.S. are:
True to the tradition of freedom and diversity in the United States, each institution
sets its own admissions standards. Almost all colleges and universities, however, require
the following for academic admission:
In the United States, students complete 12 years of primary and secondary education to begin higher (postsecondary) education. Most U.S. students complete secondary education at about age 18. After finishing secondary school, students may opt for postsecondary vocational or technical, or academic study at a two-year community college, or a four-year college or university. Students with fewer than 12 years of preparation cannot expect to be admitted, unless they have an outstanding academic record and have already completed a year or two at a university abroad. This is a rule. however. The level at which you are admitted to a given institution depends on the policy of that institution, as well as the equivalence between the educational system in the U.S. and that in your country. U.S. colleges, universities and technical institutions vary in the requirements they set for previous academic achievement. Some have very high and exacting standards, while others are more flexible.
Many colleges and universities require all applicants to take one or more academic entrance examinations (Table 1), in addition to TOEFL (Test of English As A Foreign Language). Two-year colleges usually require only TOEFL.
These tests are standardized, multiple choice tests that require a high degree of English proficiency. Some also require mathematical skills or in- depth knowledge of content related to the field of study. To obtain information about these examinations, consult your advising center or write to the addresses in Table 1.
To find out if you need to take one or more of these entrance examinations, consult reference books at the advising center. These reference books also give ranges of the score levels of successful applicants. There are no passing or failing grades on these examinations, but your score will have an effect on the overall competitiveness of your application.
These tests are only one of the factors in the evaluation of a foreign student's record. Admissions officers are aware that you may be taking the examinations in a language other than your native tongue, and they will take this into account.
All colleges and universities have different admissions requirements. To compare them
consider the following:
Admission to internationally-known institutions is highly competitive. Students who apply to such institutions will need to have excellent academic records and high scores on academic entrance examinations and the TOEFL examination.
Entry to some fields of study is also highly competitive. To apply for study in the fields at left, which are also some of the most popular fields that U.S. students pursue, you will need outstanding grades and test scores.
| THE MOST HIGHLY COMPETITIVE FIELDS Engineering Computer Science Pre-law Pre-medicine Marine biology Architecture |
Medical study at all levels is highly competitive. Students in the United States are never admitted to medical school immediately after secondary school, as in many countries. First, students enter pre-medical studies and complete a bachelor's degree. Only then can a student apply to medical school.
For law, veterinary and dental studies, students also must complete a bachelor's degree before admission to a first professional degree program.
Law students from other countries rarely study in the United States until they have already become licensed as attorneys in their own countries and then only at the postgraduate level.
In making a financial assessment of whether or not study in the United States will be
possible for you, consider the following:
Foreign students currently in the U.S. agree that study in the United States is usually more expensive than they had expected. You must plan for the total cost of living and studying over a period of several years, which, for foreign students, is usually at least $6,000 per year higher than the cost of tuition, fees, and room and board published in the college catalog. From 1990 to 1991, the total "published" cost for one academic year ranged from $3,000 to $13,000 at two-year institutions, from $7,000 to 14,000 at public four-year institutions, and from $9,000 to $22,000 for private four-year institutions. The average total "published" cost is about $11,000 per year, making the average "real" cost $17,000 to $18,000 per year. About 75 percent of all foreign students are funded by home-country sources, either from private funds or home-country scholarships. There is only limited financial or scholarship aid available from U.S. institutions for undergraduate students from other countries.
Current immigration regulations restrict working to support yourself as a student. Even if you can find work, no job that you could find pays wages that will cover all your expenses.
When you apply for a student visa, you will need to show evidence of support adequate to cover study and living expenses for at least one academic year. (An academic year usually lasts nine months.)
The cost of study varies widely among institutions, and the cost of living varies from one location to the next. To compare total costs, therefore, you will need to do some research. A basic reference is: The College Board Handbook: Foreign Student Supplement, published by the College Board. This book compares tuition and the cost of living based on estimates from each institution.
Table II details costs involved in U.S. study for one academic year of nine months. Costs are for an unaccompanied student. Sponsored students should check with their sponsoring agency about terms of their support. After arrival in the United States, they should maintain contact with designated agencies or, if sponsored by the home-country government, with the cultural section of their embassy in the United States.
If you plan to receive funds from your home country, fluctuations of the exchange rate between currency in your country and the U.S. dollar may make a significant difference in the dollar value of your funds over the period of your stay in the United States.
In financial planning, you should adjust cost estimates to allow for inflation. In recent years, the rate of inflation in the United States has been under five-percent annually.
In addition to published costs, which include application fees, tuition, miscellaneous fees, books, health insurance, and room and board, you will need to add at least $6,000 per academic year to cover "hidden" costs. These hidden costs, detailed in Table II, include personal expenses, costs when residence halls are closed, required health insurance and medical expenses which may exceed coverage, and changes in the value of currency. If you travel or study during the summer, if you live off campus, if you bring other members of your family, or if you buy a car, you must add in these extra costs.
Consider all funds available, and how much can be drawn from each source. For example:
On a financial worksheet, estimate your expenses for each major item for one academic year at the institution(s) in which you are interested. Estimate other expenses according to where you will be living, what sort of housing is available and other factors that you can anticipate. Then list and add the amounts that will be available for your educational expenses from each of the sources described above, and convert the total to U.S. dollars. If the total is less than the costs anticipated for the first year, you will need financial aid to make up the difference, plus an extra amount for emergencies. For each additional year of study, repeat this process, adding an appropriate amount to cover inflationary increases.
To avoid disappointment, do not plan to make up the difference by working or finding a scholarship once you get to the United States.
Many students in other countries seem to believe that foreign students can easily get the money they need for study once they have been admitted to a college or university in the United States. That is an incorrect assumption and can lead to hardship and disappointment. Most institutions have committed all their scholarship and loan funds long before the academic year begins. Accordingly, the best time to arrange U.S.-based financial assistance is before you leave home for the United States. Applications for financial aid must be initiated as early as one-and-a-half years before departure. See Step 9 for suggestions on searching for financial aid.
To complete academic study or technical training in the United States successfully, you will need to be able to read, write and communicate orally in English with a high degree of proficiency. English language proficiency is a requirement for gaining admission to U.S. institutions of higher education as well as for achieving your academic and personal goals while in the United States.
Table III
To determine your level of English language proficiency, arrange to take the TOEFL as early as possible --at least a year before you plan to enroll. Most institutions require a score of 500 to 550 on the TOEFL examination for academic admission. A few accept scores as low as 450; selective institutions may require 600 or above. Scores of 600 or above may also be required in fields such as journalism or literature, which demand a higher than average proficiency in English.
Most institutions also give an English proficiency examination after arrival on campus to all entering foreign students, including those with TOEFL scores higher than 550. These additional tests provide more information about your ability to use English. Even if you already have basic English proficiency, a college or university may require you to take courses to improve your mastery of American English, academic usage or research and study skills. if you studied English under the British system, you may find that U.S. vocabulary and usage are quite different.
Some institutions, particularly those that have English as a second language (ESL) programs on campus, will admit you to the ESL program with the understanding that you will gain full academic admission as soon as you attain the required TOEFL score or, in some cases, as soon as you successfully complete the required level in the ESL course. However, because this increases the overall time and expense of your education, it may be more cost-effective to meet the English requirement through study in your home country.
Binational centers, cultural centers, universities or private companies in your country may offer English language programs. Self-study programs involving tapes and written materials are available; however, not all students benefit from this method of learning a language. In any case, results, even from a private tutor, are never immediate.
If you determine that English language study in the United States is possible and appropriate, consult English Language and Orientation Programs, published by the Institute of International Education (IIE), for information about many of the programs available. (See "Sources for Additional Information")
There is no financial aid for students in intensive English language programs. Although some programs are less expensive, it is usually best to budget at least $ 1,000 to $1,300 a month for total expenses during English language study. if you begin without any previous English language study, it may take up to 12 months to reach a level sufficient for academic admission or even longer if your native language is very different from English.
English language institutes may be affiliated with a college, university or community college, or they may be independent. Consider choosing a program at a university, college or community college where you plan to enroll, or find an English language center nearby. if you do not have to move, you will have fewer adjustments to make when you begin academic study or training.
It is wise to take the TOEFL test early and to take your score into account when choosing a program for English as a second language. Some institutes require a minimum TOEFL score of 350 to 450 for admission-that is, they do not accept beginners.
Compare programs with respect to cost per hour of instruction, qualifications of instructors, living costs in the area, availability of housing and support services, orientation programs, beginning dates, size and location. Look for programs that permit you to study at more than one level at the same time, since your reading, speaking and writing abilities may be quite different.
For those with TOEFL scores of 500 to 550, many English language institutes offer support programs to introduce students to techniques of writing research papers, taking notes and participating in class discussions. other programs are available in English for Special Purposes, such as business English, aviation English or English for computer science.
Many foreign students miss opportunities for acceptance at institutions of their choice or chances for financial aid simply because they do not allow enough time for the application process. The process of entering higher education in the United States requires at least a year or a year-and-a-half if you are applying to selective institutions or requesting financial aid. Selection, application and testing may each require several months. Travel arrangements and visa application can also be time-consuming.
Students from other countries who have finished secondary school are eligible for study in the United States toward undergraduate degrees (Table IV). There are about 1,350 community and junior colleges, and 2,000 colleges and universities in the United States that offer some or all of these degrees.
| UNDERGRADUATE DEGREES OFFERED IN THE UNITED STATES | |||
|---|---|---|---|
| Degree | Abbreviation | Institution | Time Required |
| Associate of Arts | A.A. | Community colleges or junior college | Two years |
| Associate of Sciences | A.S. | Community, technical or junior colleges | Two years |
| Bachelor of Arts | B.A. | Colleges, universities | Four years |
| Bachelor of Science | B.S. | Colleges, universities | Four to five years |
These schools offer academic programs that are comparable to the first two years of university work and can be applied toward a four-year college degree. In addition, community colleges are unique in also offering general education courses, technical education and vocational training courses which prepare students for immediate employment.
Since their goal is to offer education to everyone in the local community, community colleges usually admit most students who meet basic requirements, offering a wide variety of options at relatively low tuition cost. Most, though not all community colleges admit foreign students. Private junior colleges offer similar programs, but may emphasize academic preparation for four-year colleges over technical studies.
Community and junior colleges award associate degrees after successful completion of two-year programs of study. (Note: Four-year colleges and universities usually do not award associate degrees after two years of study.) They may also offer certificates of achievement upon completion of shorter technical programs.
During 1989 and 1990, nearly 50,000 foreign students attended community, technical and junior colleges in the United States. There are several reasons why many foreign students find these colleges an attractive option for the first two years of undergraduate work. The low cost, the faculty's emphasis on teaching (as opposed to research) and attention to individual learning needs are often cited as advantages.
Many two-year colleges offer a full range of services to foreign students, although others are just beginning to develop services. Some have facilities and programs for foreign students, including English as a second language programs; others do not. Since most students live nearby and drive to campus, community colleges usually do not have housing on campus. Not all community colleges are authorized to issue Form I-20 (the document necessary to apply for a student visa). In such cases, foreign students must be permanent residents (U.S. immigrants) to attend these schools.
If you are planning to study beyond the associate degree, using the first two years at a community college or junior college for transfer credit toward a bachelor's degree, you must be sure that your academic credits will transfer to the four-year college or university you are considering. Although most community colleges within a particular state will have articulation (transfer) agreements with the public colleges and universities within that state, non-public colleges and universities might not accept all community college credits for transfer. Before you begin courses at a two-year institution, ask the registrar's office at the four-year institution(s) you are interested in attending, if they will honor credit for the particular courses you plan to take at your community college. Many community colleges have agreements with nearby four-year colleges or with universities to insure that appropriate academic credits earned at the community college will be automatically accepted for transfer toward a bachelor's degree program. Credit for technical programs directed toward employment usually do not transfer to academic programs.
Although not identical, the terms "college" and "university" are often used interchangeably in the United States. There is no legal or official control over the institution's option to choose one or the other as part of its name. Over the years, many institutions change their names as they add new programs and levels of study. Usually, a college offers a four-year program of study leading toward the bachelor's degree. Colleges may be independent, offering only undergraduate programs, or they may be part of a university that offers both undergraduate and graduate degrees. Universities emphasize research and often include professional schools, undergraduate colleges of arts and sciences, and graduate schools. In 1989 and 1990, nearly 138,000 foreign students attended four-year programs leading to the bachelor's degree.
There are over 2,000 traditional four-year colleges and universities in the United States, and each has a unique identity. Each college determines its own goals, emphases and admissions standards. Liberal arts colleges, for example, emphasize excellence in teaching basic subjects such as humanities, natural sciences, social sciences and languages.
Besides liberal arts colleges, there are many other types of colleges. Historically, some colleges have admitted only male, only female or only black students; however, most now are open to all academically qualified students who apply. Other colleges have a particular religious emphasis. Colleges and universities that stress career preparation may have special cooperative education programs or internships in which students work part-time as a requirement for the degree.
Both colleges and universities may be public or private. Institutions of high quality are found equally among public and private universities; the principal difference is one of funding. Public institutions are funded partially by the government of the state in which the institution is located (for example, Texas or Florida), and partially by student tuition payments and private donations. Since public institutions are supported by state government, they give preference in enrollment and tuition charges to students from that state. The total cost, however, is usually lower at most state institutions than at private institutions, even for those who are not residents of the state.
State universities fall into two general categories:
Research Universities
Most states have at least one public university designed to provide the traditional
variety of educational opportunities in academic fields. These universities, in addition
to offering undergraduate education, stress research as well as teaching. As a general
rule, they are less likely at the graduate level to place emphasis on applied study and
research and more likely to place emphasis on theoretical, or "pure" research.
Land Grant and Sea Grant Universities
In 1862 Congress passed the Morrill Act that provided a grant of land to many of the
states to establish "land grant" universities. These universities, in addition
to providing a broad general education in many fields, emphasize the application of
knowledge in such fields as agriculture and engineering.
The name of a land grant university often reflects this emphasis. Look for "Agricultural and Mechanical University" or "Technological University" to designate a university that stresses applied knowledge. Other states call this type of university a "state" university. More recently some state universities have been designated as "sea grant" universities, to emphasize the importance of marine applications.
In addition to degree programs, many two- and four-year colleges and universities offer opportunities for short-term study. Summer programs are often open to non-degree students, and some institutions offer the option of a single year of study (junior year) abroad.
In the United States, community, technical and junior colleges (both public and private) provide training for employment in technical occupations. Two-year colleges offer a broad range of programs. For example, there are health programs (nursing, medical and dental assisting, X-ray technology, gerontological assisting); engineering technology programs (civil, electrical and architectural engineering, and aircraft maintenance); building trades programs (masonry, carpentry, home construction, wiring, plumbing); business occupations programs (secretarial, data processing, word processing, computer sciences, management, bookkeeping and accounting); agricultural programs (agricultural business, economics, sciences, technologies) and automotive technologies. Programs also exist for occupations in the tourist industry, law enforcement, fire sciences, security and energy management. Technical occupational programs are typically credit-bearing programs that extend a year or more. In most instances, students who successfully complete these programs receive certificates or associate degrees. The total credit earned for an associate degree intended for immediate employment may not completely transfer toward a four-year (bachelor's) college degree.
Community, junior and technical colleges also offer short-term technical refresher programs which may last as little as a few weeks or as long as several months. Proprietary institutions, which generally focus on a single professional area and may or may not offer degrees, provide an alternate resource for technical training.
Selecting a working group of 10 to 15 institutions from the more than 3,000 available in the United States is a challenging task. Although so much variety can be bewildering, it has a positive side as well. With so many institutions to choose from, it is almost always possible to find one or more institutions that meet your academic and financial needs and offer an environment in which you will be comfortable. Do not leave this important decision to a friend or relative, or choose only from the most famous institutions. There may be other institutions more appropriate to your goals and requirements.
Once you have located a suitable group of institutions that offer your field of study,
compare them systematically. Look at the differences between them with respect to:
The most important factors in selection are availability of your chosen field of study and high quality of instruction in that field. For undergraduates and for those seeking technical programs, there are many institutions offering high quality programs. One good strategy is to choose a region of the United States that you prefer and then locate institutions within that region that offer your field of study. Educational advisers can assist in interpreting the differences between institutions. In addition, advisers are aware of the error of applying only to famous, internationally-known institutions. They can suggest additional accredited colleges, universities, community colleges or technical schools that best fit your goals, finances and tastes. They are also aware of host-country regulations and educational equivalencies in various fields.
Use catalogs at your advising center (a complete and current set may be available on microfiche), brochures and other publications to investigate the entire range of possibilities. Using a worksheet makes it easy to eliminate institutions that are too expensive, that do not meet your individual needs, or that have admissions requirements that are too high or too low. Gather as much data as possible about specific programs and institutions through research at the advising center and through correspondence.
Another alternative is to use computerized college search programs found in some advising centers. These programs-for which a fee may be charged-can compare programs and institutions quickly, with respect to your needs and preferences.
Not all institutions offer your field of study. To find institutions that do offer the program you are considering, consult books that cross-reference institutions by field of study (See "Sources for Further Information"). Advising centers often have files of information for each field. Advisers and students in your country who have studied in the United States can contribute information from their personal knowledge and experience. Please note that fields of study and specializations may be found in different departments from the ones you may be used to in your country, and not always in the same department in each institution.
A question that students often ask is, "How do I find the best institutions?" Unfortunately, there are no simple answers.
The first step is to define your academic and career goals, as well as personal preferences about the campus environment. Then find institutions whose goals and offerings most closely match your needs.
A second step is to check whether or not institutions are accredited by organizations/associations recognized by the Council on Postsecondary Accreditation (COPA). Each year the American Council on Education publishes for COPA a list of all accredited institutions in the United States, called Accredited Institutions of Postsecondary Education. While there may be institutions of high quality that have chosen not to participate in the COPA accrediting process, questions should be raised about the acceptance of degrees by, and transfer of credits to and from accredited institutions, and whether or not unaccredited institutions meet the minimum standards of a COPA-recognized institution. Caution should be exercised and considerably more information should be requested from such institutions before enrolling.
The United States does not have a Ministry of Education responsible for regulation of educational institutions. Instead, institutions agree to voluntary self-regulation in the process called accreditation. There are two types of accreditation: institutional and professional.
Institutional accreditation refers to the institution as a whole. For conferring institutional accreditation, COPA recognizes six regional accrediting agencies, as well as accrediting agencies for independent schools and religious colleges.
Professional accreditation exists only in fields or programs where professional or occupational competence in the field is a major concern, such as medicine, engineering, business and law. Professional accrediting associations usually require that the entire institution be accredited before they will accredit a particular program. The importance of professional accreditation varies from field to field. Often professional accreditation applies only to the first professional degree.
It is important to distinguish between accreditation and state authorization. State authorization or "state approval" may not involve regulation of quality at all, but simply indicate that an institution complies with financial and licensing regulations. Some states do not regulate educational institutions at all.
A third step in seeking quality is to avoid institutions that seem too anxious to enroll foreign students. Unfortunately, there are some institutions in the United States that are more interested in the dollars of foreign students than in providing a good education. These institutions are not numerous, but there are enough that caution is necessary.
Published rankings (assessments) of colleges and universities are available, but their usefulness varies. There is no "official" ranking of colleges and universities in the United States. Rankings according to competitiveness of admission (that is, the ratio of the number of students who apply to the number admitted) are useful in giving an idea of the chances for admission. For other rankings, it is necessary to define your goals carefully, and to make sure that the criteria on which a ranking is based match your criteria for choosing institutions.
Some rankings are based on the opinions of one person who has visited or interviewed people about a number of colleges and universities. Others may be based on an opinion survey of professionals in the field. Still others are based on funds allotted by the federal government for research grants. For undergraduates, a high ranking indicating emphasis on research may mean a lack of emphasis on undergraduate teaching.
In the final analysis, finding the "best" institutions means finding the institutions that best meet your individual needs and interests.
Compare your academic record and test scores with published admissions standards of the institutions you are considering. If you are interested in very competitive institutions, apply to them, but also select a few less competitive institutions as second choices. This is standard procedure for U.S. students as well.
The continental United States can be divided into several regions based on climate. In New England, the Middle Atlantic, the Midwest and eastern regions of the West, as well as Alaska to the north, winters can be cold, with extended periods in which the temperature stays below zero degrees centigrade. In these regions, summers are mild. In the South and Southwest regions, as well as Hawaii and Puerto Rico, summers may be hot, and winters mild. In the Northwest and Southwest year-round temperatures are more nearly uniform. Certain parts of the states of Washington and Oregon have a rainy season and a dry season.
Cost of living varies from region to region as well. In general (although exceptions are frequent), living costs are lowest in the South and Southwest regions and highest in large cities and in New England.
Urban, rural and suburban campuses offer different advantages and pose separate problems. Students from small countries or rural areas may appreciate the atmosphere of campuses far from large cities. Be sure to weigh advantages and disadvantages, and choose an area where you will feel most comfortable.
As an undergraduate student, the size of an institution may be a significant factor in your choice. In general, the smaller the institution, the more personal attention you receive from faculty and administrators. Classes are often smaller, and the faculty devote more time to teaching. Large institutions offer more diversity and usually have prominent researchers on the faculty. Research facilities and equipment are usually superior. The number of students in a large university, often as many as 30,000 to 40,000, reduces the amount of individual contact possible between students and professors and therefore increases the need for self-reliance on the part of students.
Institutions vary widely not only with respect to tuition charges, but in cost of living as well. In comparing costs, remember to use the "total" cost rather than "published" figures based on adding tuition, room and board, books and fees. A general rule is to add at least $6,000 (for a single student) to published totals.
Read catalogs and reference books carefully to locate institutions where financial aid may be available-for undergraduates usually in the form of partial scholarships. Colleges that seek an international flavor may offer unadvertised scholarships to encourage foreign students. Others have athletic scholarships open to foreign as well as to U.S. students.
If inexpensive housing is available in campus residence halls, costs can be reduced. Undergraduate students are usually advised to spend at least the first semester in campus housing. If off-campus housing takes a long time to find or is far from campus, additional expenses can be great.
If you are studying an applied field, look for programs that most nearly match requirements of your home country. For example, if you plan to study agriculture and you come from a desert country, look for programs in dry-land farming, such as those in Arizona and Texas, rather than tropical agricultural courses.
If you need further English language preparation, select colleges, community colleges or universities that offer English as a second language or make sure such programs exist at nearby institutions.
One of the most important factors for foreign students is the presence of a comprehensive program of international student services. An institution that provides services for foreign students is also more likely to be sensitive to the academic needs of students from other countries.
After selecting a group of 10 to 15 institutions that seem most appropriate, write to at least 10 of them for information and application materials. Always use the same spelling of your name, from the first inquiry through the entire application process. This is especially important if your name is transliterated from some other language into English.
In requesting information and application materials, use a preliminary application form provided by the nearest advising center, or write a letter containing information similar to that in the application form. if there are mail or currency restrictions in your home country, consult the nearest advising center for procedures.
When to send inquiries. Receiving a response to your first letter may take four to six weeks (See Table V, "Corresponding with American Educational institutions."). For selective institutions or for financial assistance, mail your first inquiry at least a year-and-a-half before you plan to enroll. in other cases, send your first inquiry at least a year before you plan to enroll (by August for the fall term of the next year).
How to send inquiries. Send inquiries by airmail, and request an airmail reply. Carefully type or print all items. Do not send any documents with the original inquiry; wait until you file a formal application. Some universities have facsimile (fax) numbers; if this is the case, you may be able to save time by making your first inquiry by fax. In most cases, for the application, however, the university will want actual documents rather than a facsimile transmission.
If you have conducted thorough research, most or all of the institutions will respond by inviting you to submit a full formal application for admission. They will send all the necessary forms and instructions. Sometimes a preliminary application will be necessary.
If you are applying to English as a second language programs you may find applications included in brochures available in the advising center. in such cases a preliminary letter is unnecessary.
You may lose valuable time by not including essential information in the first inquiry.
A letter or preliminary application should have the following:
These items will enable admissions officers to judge whether application at a particular level is suitable and to indicate chances for admission.
Although U.S. educational institutions vary in their procedures and requirements for
admission of students from other countries, formal applications usually include most of
the following:
As in the initial inquiry, be sure that you print and spell your name in exactly the same way in each part of the application. Use the same name order, and indicate the family name, either by underlining it or writing it in all capital letters, for example: Richard John SMITH. If different parts of the application arrive separately -- for example, test scores or recommendation letters -- they will be placed in separate files if the names are even slightly different. Admissions files do not become active unless they are complete, so unless all items arrive and are placed together, no action will be taken. To help admissions officers keep all documents together, attach a note to each document which bears a different name or different spelling, giving the same first, second and family name you used on your application form. Choose the name on the passport if possible.
Instructions for each application will differ. Follow them carefully, paying particular attention to closing dates or deadlines for receipt of completed applications. (See The College Board Handbook: Foreign Student Supplement.) Allow enough time for mail delivery. Often the closing date for students from other countries is earlier than for U.S. students. Usually applications for scholarships or fellowships must be submitted earlier than applications for admission.
Try to begin work on applications well before the deadline and submit completed applications two or three months before the closing date. This will allow the institutions time to evaluate the application before the peak of the selection period. If you are applying in a competitive field or to a selective institution, submit your application as early as possible. Many U.S. admissions counselors believe that early applications are apt to be considered more favorably than later ones.
If there are mail or currency restrictions in your home country, seek advice on effective application procedures from educational advising centers in your country.
Keep copies for your records of all documents and application forms submitted. Keep a record of when materials were mailed and where.
Throughout the application process, do the best that you can to comply with instructions, but if some procedure is impossible or some document is lost or cannot be obtained, state the situation in a letter with a cover letter from the advising office or the U.S. cultural affairs officer. Sometimes accommodations will be made for difficult circumstances.
The glossary at the back of this handbook defines the more common technical terms that may be included in application forms. Most institutions want to know the kind of career you plan, as well as plans for career preparation and educational background.
Each institution will specify the types of official records it requires to document past education. Usually they will require your entire scholastic record for secondary school and/or university sources. U.S. admissions officers prefer that transcripts of previous educational work be sent directly from your former schools. The institution may also furnish special forms on which school authorities are asked to write your grades and your academic performance relative to other students in your institution. If such forms are not provided, you or the school will be expected to submit official documents that provide this kind of information. if the admissions officer requests explanation of the grading and class ranking system or descriptions of courses that you have taken, this information should be furnished by an official of your school or university if possible.
As requested, send certified copies of the originals of diplomas, degrees or professional titles, or copies of full records of your performance in the comprehensive examinations administered in your home country. Do not send original documents unless there is no alternative; usually they cannot be returned. Copies should be certified with an official seal from the school or university or certified by a public official authorized to certify documents. In some countries these officials are called notaries public. If English translations are necessary, you may use the services of a professional translator or translate the document yourself. Such translations must also be certified by a notary public or another acceptable agency. U.S. embassies and consulates no longer certify documents, copies or translations.
If you have taken courses in the United States, or at an institution in your home country, and you feel that these courses might apply toward the degree you are seeking, include certified transcripts for these courses. in most cases, admissions offices cannot give, in advance of admission, an estimate of credit that will be accepted. This is because, in most cases, awarding credit toward a degree at a particular institution involves making sure that each course is roughly equivalent to a course at that institution. An estimate of transfer credit usually will not be made until a student has been enrolled for several months. No credit will be awarded for courses which have been applied to a previous degree, nor will academic credit be awarded for courses designed to fulfill requirements for a technical/vocational program.
Most applications include a space for an essay detailing your purpose in seeking an education in your chosen field, your strengths in that field and your plans for the future. Be sure to take this task seriously. It is one of the most important parts of your application. Think through your essay before you present it and make sure you organize your answer clearly, neatly and in a well-written manner. The essay may also be used as a sample of how well you write in English.
The Test of English As A Foreign Language (TOEFL) is almost always required of non-native speakers of English for full academic admission. This applies to all students from countries where English is not the first language, even those whose education may have been in English. Generally a score of 500 to 550 is the minimum accepted. The TOEFL score required by institutions varies according to the availability of English as a second language programs on their campuses. In addition to reading and listening sections for all test administrations, TOEFL now includes a written component on three test dates. This component is required by some institutions.
For general information about requesting that scores be sent officially to institutions, see instructions in the TOEFL bulletin. The test score will be mailed automatically within about a month after you take TOEFL, if you request it on the answer sheet at the examination. After the test, TOEFL also offers a Rush Reporting Service for a higher fee. Score results will be mailed within two working days after the TOEFL office in Princeton, New Jersey, receives the special request and fee.
Most institutions routinely test students for English language proficiency after they arrive, even though TOEFL is required for admission.
Look in the reference books at your advising center to see whether or not you need to have the Scholastic Aptitude Test (SAT), one of the in Achievement Tests, or the American College Test (ACT) for admission your field (See Table I.). if they are required, these tests are only one of the factors in the evaluation of a foreign student's record.
Admissions officers are aware that you may be taking examinations in a language other than your native tongue and will take this into account when evaluating your application. Before taking the examinations, it is a good idea to practice with standardized tests using the multiple choice format, since this type of test may be unfamiliar. Your adviser can often suggest books that contain sample tests with the bulletin of information and application form. The programs may also offer additional study materials for a fee.
Bulletins of information about these tests are usually available free of charge from advising centers. it is a good idea to keep bulletins throughout the entire period you are applying to institutions (not just until you have taken the test), since they include information about score reporting and what to do if your scores do not arrive.
Academic admissions examinations are offered in many locations worldwide. Test administrations are frequent in some locations and less frequent in others, depending on the number of applicants. To find the location of the nearest test center, or to establish a special test center where none is available, see instructions in the bulletin, or write to the testing agency which administers the test. (See Table I.)
Start inquiry at least a year before intended enrollment in order to be in time for those tests which are given infrequently. The closing, or deadline date, is often the date by which applications must be received, not the date by which they must be sent, Mail applications by airmail two to four weeks before the closing date.
About one month after the examination, score results are sent directly to the institutions requested on the test application form. The test fee usually includes the cost of sending score reports to three or four institutions. Additional score reports require payment of an additional charge. Receiving a personal record of the score can take up to six or eight weeks after the test date, depending on the speed of international mail delivery. Waiting to see a score before sending it to an institution can cause a significant delay.
If institutions request letters of recommendation, the college or university will specify the number of letters to be submitted. Those you ask to serve as references should be people who hold respected positions and who know you and your academic work well.
For recommendation letters to be effective, they should contain insights into your seriousness of purpose, academic promise, motivation, adaptability, personality and character. Recommendations which give an honest appraisal of your capabilities-weak points as well as strong points-are much more convincing to U.S. admissions officers (and therefore more valuable) than general letters of extreme praise or checklists for rating students. Letters should be in English, or accompanied by a translation. If the college or university provides a form with the application, use it for the recommendation.
To guarantee candor and confidentiality, you must arrange for the writer to mail your recommendation directly to the university without your reading it. As a courtesy, give each person a stamped airmail envelope addressed to the institution. Write in the lower left hand corner of the envelope "Re: Application of (your name)."
Admissions officers will not issue the certificates needed to request a visa for study in the United States until they are satisfied that you have enough money, from whatever sources, to cover all expenses during the period of your stay in the United States. Most institutions require that you submit statements of detailed information on the amounts and sources of funds available to pay your educational and living expenses while in the United States.
Many institutions ask that you fill out a copy of the College Board Scholarship Service "Foreign Student's Certification of Finances" as part of the application. Others simply ask for a list of sources and amounts. Usually this information must be confirmed or witnessed by a responsible individual, such as an officer of the bank where the listed funds are on deposit. If a sponsor or parent is contributing, they may be asked to attest to the availability of funds. In some cases, notarization (see Glossary), may be required.
First, investigate the availability of loans, grants or scholarships from sources in your own country. Possibilities may include government ministries that provide support for study abroad in certain specific fields; non-governmental sources, such as private individuals, foundations and trust funds that give to charitable causes; business corporations, churches and religious groups; or schools and universities (especially those with U.S. affiliations), In some Latin American countries, educational credit organizations help students who wish to study abroad in certain fields and at certain levels which have been determined to be important to national economic development. The educational advising center often has information about local sources of support. Because contacts are easier to make and the number of applicants may be lower relative to the number of awards, you may be able to obtain financial aid more easily from home-country sources than from international organizations or from U.S. sources. U.S. government aid is seldom available at the undergraduate level.
A few private U.S. agencies, foundations, business corporations and professional associations award financial aid in the interest of furthering international exchange. International organizations such as the United Nations and the Organization of American States (OAS) may also offer financial awards. Competition for these awards, which apply almost exclusively to graduate students, is very intense. For information, consult references available at educational advising centers, especially for partial awards in your field of study. Do not write to these organizations unless you have found a listing of a particular award for which you might be eligible; these organizations cannot answer general requests for financial aid.
Most of the limited financial aid for undergraduates from U.S. sources comes from colleges and universities themselves. In some cases, students from abroad compete with American students for limited financial aid. Below are some questions that you can ask yourself in order to locate universities that might be able to give you at least partial financial support:
Are you an exceptionally good student?
If you have an excellent grade average and class ranking in your secondary work, if you
have high scores on the SAT and a TOEFL score of at least 600, you may be able to qualify
for admission to a school with very high admissions standards that will offer funding to
students who meet their admissions requirements but are unable to pay the total cost of
their education. If you think you can qualify for admission to one of these universities,
read about applying for admission to highly competitive colleges in books at the advising
center. You may require some special tactics to make your application stand out from all
the other excellent students who apply.
Are you an exceptionally good athlete, or do you excel at another skill?
To take advantage of this strategy, you first need to know which universities or colleges
have varsity teams in your sports, and you need to consult references to see which
universities actually give athletic scholarships. This may also apply to other special
skills you may have, such as dancing or art. Opinions differ about how you should
demonstrate your skill; a visit from a scout is best, but not always possible. If you send
a video, be sure it is professionally made and of high quality.
Do you know of a college or university that hopes to internationalize its campus but
has low representation from your part of the world?
Usually colleges and universities that offer any financial aid to international students
do so because they want superior students who will provide international breadth to the
campus. Find such universities by consulting with students and professionals who have
studied recently in the U.S. and by discussing this with your educational adviser. (These
are usually small liberal arts colleges or colleges with religious affiliations.) Apply to
the college or university that might be a good prospect and request financial aid with the
application. Your academic record, however, must be excellent for this to be successful.
No financial aid is available for English as a second language study; so you must have
excellent English skills (TOEFL 550 to 600) to be considered.
What institutions have given at lest partial aid to first year foreign students in
the past?
You can answer this question by looking through reference books. If an institution says
"No," however, don't apply for financial aid. That means that the institution
really has none to offer.
Are you willing to study at a community college for the first two years in order to
establish your aptitude and reduce your costs, or are you willing to study at a less
expensive university or college?
Choosing an institution whose total costs are less than $12,000 rather than one that costs
$24,000 represents an effective $12,000 scholarship. In general, you can stretch available
funds much farther if you plan to spend at least the first two years at a less expensive
institution (but be sure your credit will transfer).
Can you reduce the number of courses you need to take by taking advanced placement
examinations or transferring courses from home-country institutions?
If previous education enables you to get U.S. college credit for advanced placement
examinations, you can reduce the time you need to spend in the United States.
Although U.S. universities represent only a possible source of last resort for financial aid, you should not hesitate to apply for aid. Application for aid will not prejudice your chances of admission to a chosen program of study. On the other hand, since almost all scholarships cover only a part of the tuition, state the amount you do have available for study rather than asking for a full scholarship. it will greatly increase your chances of support. Do not understate the amount of funds needed in the expectation of later obtaining additional aid, however. opportunities for financial aid (including employment) are severely limited once you are already in the United States.
Many colleges and universities have unadvertised possibilities for at least partial funding of students who qualify for academic admission but need financial support; go ahead and apply for financial aid unless the institution lists itself in reference books as not offering financial aid. Make your request for financial assistance on the basis of merit, stating your need as a secondary factor. Universities get many, many letters stating the adverse circumstances and good character of applicants; this may move the admissions officer personally, but only a superior application with documented financial need will actually be effective.
Sometimes the international Student Services Office can help foreign students find jobs on campus consisting of up to 20 hours per week. The position must not displace a U.S. citizen or permanent resident. After the first year, part-time employment off-campus may be possible. However, neither on- nor off-campus jobs will pay high wages.
Some community, technical and junior colleges, four-year colleges and universities have cooperative education programs, in which students alternate periods of full-time study with periods of employment. When a period of employment is required for the degree, foreign students (except M-1 visa holders) can work legally to defray part of their expenses by participating in such a program. Cooperative programs that incorporate several short periods of employment alternating with periods of study usually do not admit foreign students; look for programs with one or two extended periods of employment. Whether or not cooperative work assignments actually pay a significant part of study cost varies from program to program.
For further information about sources of financial aid, consult sources listed at the end of this booklet, "Sources for Additional Information". Many of the references will be available in your advising center, and the educational adviser may know of additional home-country sources.
STRATEGIES FOR EFFECTIVE APPLICATION TO U.S. INSTITUTIONS
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Several months will pass while institutions review applications. During this period, test scores, letters of recommendation and other documents arrive, and the admissions file is finally completed. Consult the advising center if you encounter difficulties such as inability to obtain particular documents.
Many institutions review all completed applications at the same time and issue acceptances between March and May. Some institutions have rolling admissions; that is, they continue to accept applications throughout the academic year. The advantage of this for a foreign student is that delays often caused by long distances are less serious; acceptance may still be possible as late as June or even July before the academic year begins in September.
If you are accepted by an institution, you will receive a letter of admission and the form you need to apply for a visa, the "Certificate of Eligibility for Non-Immigrant F-I Status," Form 1-20 A-B. (See Step 13.)
The letter of admission will probably ask that you make a decision within a specified period. You may also be requested to confirm your intention to enroll by sending in a deposit of $50 to $ 100. If you accept, write a letter to the admissions officer, stating your intention to enroll. Fill out and return any additional forms by airmail. If university-sponsored housing applications are included, process them as soon as possible, and return them by airmail with a check or money order for any deposit that may be required. (See Step 12)
Alternatives for housing may include residential halls on campus, rented rooms, or furnished or unfurnished apartments on or off-campus. Occasionally students are able to arrange accommodations with a family. Except for on-campus housing, however, most of these options must be arranged after you arrive. (See the booklet, Predeparture Orientation.)
Sometimes separate residence halls are provided for men and for women; in other cases, the residence halls are "co-ed" -- that is men and women live in the same housing unit but do not share rooms. Usually two students share a room; single rooms are scarce. Generally, rooms have a bed, a desk, a chair, a closet and sometimes draperies. Students must provide bed linens, draperies, decorations and accessories. Contracts for residence halls usually cover the entire academic year. Often you must pay non-refundable fees in full at the beginning of the year -- so you will need to have a large portion of your funds available immediately on arrival-if you have not already paid them with your admissions cost. "Room and board" contracts cover the cost of housing as well as a specified number of meals in the campus dining hall or cafeteria.
If you choose to live off-campus, you will probably have to wait until after you arrive to arrange housing. The international Student office may be able to help in locating housing, but it is wise to plan to take this responsibility yourself. Some cities have apartment locator services that charge a fee for locating apartments with your specifications.
Options include single rented rooms, with or without kitchens; rooms in "boarding houses" with meals provided at extra cost; shared houses for rent; and furnished or unfurnished rented apartments. "Furnished" in the United States means that basic furniture and sometimes floor coverings and draperies are provided. Bed linens, towels, kitchen equipment and dishes are not provided. Public transportation may be scarce. if you need a car to get to campus, costs will increase dramatically.
The ease of arranging homestays with families in the U.S. varies from location to location. If this service is available, the cost is usually about the same as that of a rented private room with added meals. The International Student Services Office can sometimes offer information about homestays. The Experiment in international Living is one of a number of organizations that sponsor group programs and one-month homestays for students who would like to live with an American family before beginning their studies.
Consult the consular section at the nearest United States embassy or consulate as early
as possible to determine the specific procedures and documents necessary to apply for a
non-immigrant (F-1) student visa. These may differ from country to country. Below are the
usual requirements:
To apply for an F-1 student visa, present the above documents to a U.S. consular officer. The consular officer usually interviews applicants and will examine your documents and review your educational plans. Although the visa application process normally is not time-consuming, it is a good idea to apply early. Any questions that might arise about your qualification to receive a visa can be dealt with without delaying your departure.
Note: The Form I-20 is not a visa, nor does it guarantee a visa. Be sure that you have read the form before you go to the interview and have completed any statements required of you.
For entry into the United States, the institution endorsed on the visa and the institution you plan to attend must be the same.
Your advising center may offer programs to give you information about what to expect regarding the academic system, the climate, the culture and other aspects of your life in the United States. Arrange to attend such a program, and obtain the booklet in this series, Predeparture Orientation, which gives further information.
The following references may be available in your advising center or USIS library. This is only a sampling of available resources and does not imply endorsement.
Diversity, Accessibility and Quality -- A Brief Introduction to American Education for
Non-Americans. 1990. College Board Publications, P.O. Box 886, New York, NY 10101.
Examines the philosophical assumptions underlying American education, the organization and
control of American education, descriptions of different types of institutions and the
programs they offer, methods of measuring student performance and quality control
mechanisms.
English Language and Orientation Programs. 1991-92. Published annually. Institute
of International Education, 809 U.N. Plaza, New York, NY 10017. State by state, lists and
describes intensive programs in English as a second language, both university-affiliated
and private. Also includes part-time ESL programs and orientation programs.
Entering Higher Education in the United States: A Guide for Students From Other
Countries. 1990. College Board Publications, P.O. Box 886, New York, NY 10101. A
useful booklet covering all aspects of higher education in the United States as it applies
to foreign students: selection, application, ordering TOEFL bulletins, the Foreign Student
Information Clearinghouse and financial concerns.
Funding for U.S. Study: A Guide for Foreign Nationals. 1989. IIE Books, Institute
of International Education, 809 U.N. Plaza, New York, NY 10017. Contains 600 entries on
grants, scholarships, fellowships and paid internships that accept applications from or
are specifically intended for foreign students. The most complete and up-to-date reference
for international students seeking financial aid.
Peterson's Annual Guide to Undergraduate Study, 1991-92. Published annually.
Peterson's Guides, Princeton, NJ 08540. Volume 1: Peterson's Annual Guide to
Undergraduate Study: Four Year Colleges, 1991-92 contains profiles of over 2,600
colleges with concise information about application requirements and deadlines, SAT and
ACT score ranges of freshmen, major fields of study, expenses, financial aid and other
information. Volume 2: Peterson's Annual Guide to Undergraduate Study: Two Year
Colleges, 1991-92 contains profiles of over 1,450 accredited institutions that grant
associate degrees, with directories of schools by geographical area and by major.
Peterson's Guide to Certificate Programs at American Colleges and Universities, 1991-92.
Peterson's Guides, Princeton, NJ 08540. Gives basic information about more than 1,500
certificate programs and structured non-degree programs that span all academic
disciplines, that include evaluation such as examinations and grades and that require the
sponsoring institution to keep a permanent record or transcript.
Academic adviser: Members of the faculty who helps and advises the student on academic matters. He or she may also assist the student during the registration process.
Academic year: The period of formal academic instruction, usually September to June. Depending on the institution, it may be divided into terms of varying lengths-semesters, trimesters or quarters.
Accreditation: Approval of colleges, universities and secondary schools by nationally recognized professional associations. institutional accreditation affects the transferability of credits from one institution to another before a degree program is completed.
Advanced placement or advanced standing: A waiver of some of the studies normally required for an undergraduate degree, granted to a student on the basis of prior study or experience (often as indicated by the student's performance on special examinations).
Baccalaureate degree: The degree of "bachelor" conferred upon graduates of most U.S. colleges and universities.
Bachelor's degree: Degree conferred by an institution of higher learning after the student has accumulated a certain number of undergraduate credits. Usually a bachelor's degree takes four years to earn, and it is a prerequisite for studies in a graduate program.
Campus: The land on which the buildings of a college or university are located.
Class rank: A number or ratio indicating a student's academic standing in his or her graduating class. A student who ranks first in a class of 100 students would report his or her class rank as 1/100. Class rank may also be expressed in percentiles (i.e., the top 25 percent, the lower 50 percent).
College: An institution of higher learning that offers undergraduate programs, usually of a four-year duration, which lead to the bachelor's degree in the arts or sciences (B.A. or B.S.). The term "college" is also used in a general sense to refer to a postsecondary institution.
College catalog: An official publication of a college or university giving information about academic programs, facilities (such as laboratories, dormitories, etc.), entrance requirements and student life.
Community, technical or junior college: An institution of higher learning that offers programs of up to two years' duration leading to an associate degree in the arts or sciences (A.A. or A.S.) or to a technical degree. Credits earned at a community or junior college are usually transferable to a four-year institution with programs leading to a bachelor's degree. Students on a two-year program prepare for semi-professional or technical employment. Community and junior colleges usually require a secondary school diploma or its equivalent for admission.
Course: Regularly scheduled class sessions of one to five (or more) hours per week during a term. A degree program is made up of a specified number of required and elective courses and varies from institution to institution. The courses offered by an institution are usually assigned a name and number ("Mathematics 101," for example) for identification purposes.
Credits: Units institutions use to record the completion of courses of instruction (with passing or higher grades) that are required for an academic degree. The catalog of a college or university defines the amounts and kinds of credits that are required for its degrees and states the value in terms of degree credit -- or "credit hours" or "credit points" -- of each course offered.
Cut: Unauthorized absence from a class.
Dean: Director or highest authority within a certain professional school or college of a university.?h)'0*0*0*?? ?��Degree: Diploma or title conferred by a college, university or professional school upon completion of a prescribed program of studies.
Department: Administrative subdivision of a school, college or university through which instruction in a certain field of study is given (such as English department, history department).
Dormitories: Housing facilities on the campus of a college or university reserved for students. A typical dormitory would include student rooms, bathrooms, common rooms and possibly a cafeteria.
Drop: See "Withdrawal."
Electives: Courses that students may "elect" (choose freely) to take for credit toward their intended degree as distinguished from courses that they are required to take.
Faculty: The members of the teaching staff, and occasionally the administrative staff, of an educational institution. The faculty is responsible for designing the plans of study offered by the institution.
Fees: An amount charged by schools, in addition to tuition, to cover costs of institutional services.
Financial aid: A general term that includes all types of money, loans and part-time jobs offered to a student.
Flunk: To fail an examination or course.
Foreign Student Adviser: The person associated with a school, college or university who is in charge of providing information and guidance to foreign students in such areas as U.S. government regulations, student visas, academic regulations, social customs, language, financial or housing problems, travel plans, insurance and certain legal matters.
Freshman: A first-year student at a high school, college or university.
Full-time student: One who is enrolled in an institution and taking a full load of courses; the number of courses and hours is specified by the institution.
Grade: The evaluation of a student's academic work.
Grade point average: A system of recording academic achievement based on an average calculated by multiplying the numerical grade received in each course by the number of credit hours studied.
Grading system: Schools, colleges and universities in the United States commonly use letter grades to indicate the quality of a student's academic performance: A (excellent), B (good), C (average), D (below average), and E or F (failing). Work rated C or above is usually required of an undergraduate student to continue his or her studies. Grades of P (pass), S (satisfactory), and N (no credit) are also used. In percentage scales, 100 percent is the highest mark, and 65-70 percent is usually the lowest passing mark.
Graduate: A student who has completed a course of study, either at the high school or college level. A graduate program at a university is a study course for students who hold a bachelor's degree.
High school: The last three or four years of the 12-year public education program in the United States.
Higher education: Postsecondary education at colleges, universities, junior or community colleges, professional schools, technical institutes and teacher-training schools.
Institute of technology: An institution of higher education which specializes in the sciences and technology, such as the Massachusetts Institute of Technology (MIT).
Junior: A third-year student at a high school, college or university.
Lecture: Common method of instruction in college and university courses; a professor lectures in classes of 20 to several hundred students. Lectures may be supplemented with regular small group discussions led by teaching assistants.
Liberal arts: A term referring to academic studies of subjects in the humanities (language, literature, philosophy, the arts), the social sciences (economics, sociology, anthropology, history, political science) and the sciences (mathematics, physics, chemistry). Also called "liberal arts and sciences," or "arts and sciences."
Maintenance: Referring to the expenses of attending a college or university, including room (living quarters), board (meals), books, clothing, laundry, local transportation and miscellaneous expenses.
Major: The subject or area of studies in which students concentrate. Undergraduates usually choose a major after the first two years of general courses in the arts and sciences.
Minor: The subject or area of studies in which students concentrate their studies to a lesser extent than in their majors.
Non resident: Students who do not meet the residence requirements of the state or city that has a public college or university. Tuition fees and admissions policies may differ for residents and non-residents. Foreign students are usually classified as non-residents, and there is little possibility of changing to resident status at a later date for fee purposes. Most publicly supported institutions will not permit a foreign student to be classified as a resident student while on a student visa.
Notarization: The certification of a document, a statement or a signature, as authentic and true by a public official-known in the United States as a "notary public." Applicants in other countries should have their documents certified or notarized in accordance with instructions.
Placement test: An examination used to test a student's academic ability in a certain field so that he or she may be placed in the appropriate courses in that field. In some cases a student may be given academic credit based on the results of a placement test.
Plan of study: A detailed description of the course of study for which a candidate applies. The plan should incorporate the objective given in the student's "statement of purpose.
Prerequisites: Programs or courses that a student is required to complete before being permitted to enroll in a more advanced program or course.
President: The rector or highest administrative officer of an academic institution.
Quarter: Period of study of approximately 10 to 12 weeks' duration.
Quiz: Short written or oral test, less formal than an examination.
Recommendation, Letter of: A letter appraising an applicant's qualifications, written by a professor or employer who knows the applicant's character and work. Also called "personal recommendation," "personal endorsement," or "personal reference."
Registration: Selection of courses to be taken during a quarter, semester or trimester.
Scholarship: A study grant of financial aid, usually given at the undergraduate level, which may be supplied in the form of a cancellation of tuition and/or fees.
Semester: Period of study of approximately 15 to 16 weeks' duration, usually half of an academic year.
Seminar: A form of small group instruction, combining independent research and class discussions under the guidance of a professor. Seminars are usually open to undergraduate seniors and graduate students.
Senior: A fourth-year student at a high school, college or university.
Social Security number: A number issued by the U.S. government to job-holders for payroll deductions for old age, survivors and disability insurance. Anyone who works regularly must obtain one. Many institutions use the Social Security number as a student identification number.
Sophomore: A second-year student at a high school, college or university.
Special student: A student at a college or university who is not enrolled as a candidate for a degree.
Subjects: Courses in an academic discipline offered as part of a curriculum of an institution of higher learning.
Survey course: A course which covers briefly the principal topics of a broad field of knowledge.
Syllabus: An outline of topics to be covered in an academic course.
Teacher's college: institution of higher learning that confers degrees, especially in teacher education, or a college within a university which offers professional preparation for teachers.
Test: Examination. Any procedure measuring the academic progress of a student.
Transcript: A certified copy of a student's educational record containing titles of courses, the number of credits and the final grades in each course. An official transcript will also state the date a degree has been conferred.
Trimester: Period of study consisting of approximately three equal terms of 16 weeks during the academic year.
Tuition: The money an institution charges for instruction and training (does not include the cost of books or supplies).
Undergraduate studies: Two- or four-year programs in a college or university after high school graduation, leading to the associate or bachelor's degree.
University: An educational institution that usually maintains one or more four-year undergraduate colleges (or schools) with programs leading to a bachelor's degree; a graduate school of arts and science awarding master's degrees and doctorates (Ph.D's); and graduate professional schools.
Vocational schools: Institutions which prepare students for semi-professional or technical employment.
Withdrawal: The administrative procedure of dropping a course or leaving an institution.
Zip code: A series of numbers in mailing addresses that designate postal delivery districts in the United States.
The entire series of five booklets published under the title, If You Want to Study in the United States, is produced by the United States Information Agency, Office of Academic Programs. In addition to the booklet series, If You Want to Study in the United States is available as a series of videotapes.
The author, Dr. Martina S. Davies, is the former director, AMIDEAST, West Bank & Gaza.
People from many organizations have offered constructive ideas for the present revision. Educational advisors in the field contributed valuable information, particularly Ellen Mashiko, formerly of the Japan-U.S. Educational Commission (JUSEC), and Dr. Marti Thomson from the Malaysian-American Commission on Educational Exchange (MACEE).
The author also acknowledges the assistance of:
American-Mideast Educational and Training Services (AMIDEAST) American Association of
Community and Junior Colleges (AACJC) American Association of Collegiate Registrars and
Admissions Officers (AACRAO) Council on Post-Secondary Accreditation (COPA) Educational
Testing Service (ETS) Rene S. Greenwald, Institute of International Education's
Educational Counseling Center, Mexico City (author of the original handbook.) Institute of
International Education (IIE) NAFSA: Association of International Educators National
Association of Trade and Technical Schools (NATTS) The National Liaison Committee on
Foreign Student Admissions: The College Board (Office of International Education) Kenneth
A. Rogers, Indiana University (author of the original handbook.) Deborah Triol, Institute
of International Education's Educational Counseling Center, Mexico City (author of the
original handbook.) U.S. Department of State, Visa Section USIS Educational Advising
Center, Bonn
The fifth booklet in the series, Predeparture Orientation, is revised from the Predeparture Orientation Handbook for Foreign Students and Scholars Planning to Study in the United States, originally written by Margo Ernst of Stockton, California.
November 1991