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to Studyin the United States

S H O R T - T E R M S

T U D Y , E N G L I S H

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N G U A G E P R O G R A M S ,

D I S T A N C E E D U C A T I O N , A N D

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EducationUSA

Bureau o Educational and Cultural Afairs

U.S. Department o State

I f Y o uW an t t o S t u d yi n t h e U ni t e d S t a t e s : S h or t -T er m

S t u d y



Editor: Coleen Gatehouse

Cover Design: Rolando Ribera

NOTE: Inclusion of a website or publication in this booklet does not indicate recommendation or approval by theU.S. Department of State; it is for information purposes only. Listings of websites and publications are a

selection only and should not be considered a complete list of those available.



States

Booklet 3

Short-Term Study, English Lnguage Programs,

Distance Education, and Accreditation

If YouWant

toStudyin the

United



2 If You Want to Study in the United States: Short-Term Study

Acknowledgments

This four-booklet series, published under the title If YouWant to Study in the United States, was produced by the U.S.

Department of State’s Educational Information and

Resources Branch. The booklets are also available on the

Internet at http://www.educationusa.state.gov. This cur-

rent edition is an updated version of the original project

coordinated by Evelyn Levinson in 2000-2001. The up-

date project was administered by the College Board Office

of International Education through a cooperative agree-ment with the U.S. Department of State. Carol Blythe and

Janine Farhat thank Coleen Gatehouse for her organiza-

tion and editing and Rolando Ribera for his cover design.

The Department of State wishes to thank the following

individuals from around the world who contributed their

time, expertise, and talents to this series:

Kathleen Alam Evelyn LevinsonEllen Badger Amy Lezberg

Martin Bennett Diana Lopez

Louise Cook Ted Mashima

Juleann Fallgatter Michael McCarry

Julia Findlay Beryl Meiron

Judy Freudenberger Martyn J. Miller

Coleen Gatehouse Terhi Molsa

Nancy Gong Barbara Nichols

Joanna Graham Roberta Paola

Sharon Grodzielanek Dawn Piacentino

Sandarshi Gunawardena Rohayma Rateb

Linda Heaney Laura R. Ruskaup

Lisa Henderling Sohair Saad

Lia Hutton Jaylene Sarrasino

Judith Irwin Bethany Shaw

Michelle Johnson Sharon Snyder

Rekha Kalle Karen Solinski

Nancy Keteku Peter Storandt

Ann Kuhlman Rosalie Targonski

Gaston Lacombe James Vaseleck

Carolyn Lantz JoAnn deArmas Wallace

Maria Lesser Harold Woodley



If You Want to Study in the United States: Short-Term Study 3

Preface

Short-Term Study, English Language Programs, Distance Edu-cation, and Accreditation is one o a series o our introduc-tory booklets produced by the U.S. Department o Stateto provide objective and practical advice to prospective in-ternational students and scholars on studying in the UnitedStates. The booklets may be downloaded rom the Internet at www.educationusa.state.gov, and print copies are avail-able at EducationUSA advising centers worldwide. To nd

the center nearest you, contact a U.S. embassy or consulate,or consult the list available on the EducationUSA website.The our booklets cover the ollowing areas:

Undergraduate Study

How to choose and apply to U.S. bachelor’s and associatedegree programs, plus inormation on technical and voca-tional educational opportunities in the United States.

Graduate and Proessional Study and Research

How to research and apply to U.S. master’s, doctoral de-gree, and postdoctoral programs, plus inormation on certi-cation and licensing procedures or proessionals who wishto urther their education or practice in the United States.

Short-Term Study, English Language Programs,

Distance Education, and AccreditationInormation on opportunities to study in the United Statesor up to one year, plus an overview o studying toward adegree, diploma, or certicate rom outside the UnitedStates through distance education programs. The booklet also includes detailed inormation on accreditation o U.S.higher education institutions.

Getting Ready to Go: Practical Inormation orLiving and Studying in the United States

Help with planning your move to the United States ater you have been accepted to a U.S. university or college. Thisbooklet provides advice on applying or a visa, moving tothe United States, and what to expect when you arrive oncampus.




The United Sta




tes of America




Contents

Introduction 8

Why Study in the United States?EducationUSA Advising CentersUseul Websites

Chapter 1 Short-Term Study in the United States 11

Choosing a ProgramFactors to ConsiderAccreditationCostsFunding

High School ExchangesGovernment Supported ExchangesOther ExchangesDirect Enrollment Exchange Programs Providing

Proessional ExperienceSponsor OrganizationsVocational and Technical ProgramsShort-Term University Study University Exchange ProgramsNon-Degree or “Special Student” Study Summer Study Visiting Fellows and ScholarsProessional Short-Term Study Useul Websites

Chapter 2 English Language Programs 23

Choosing an English Language ProgramProgram TypesAccreditationProgram Quality CurriculumLength o Study Location and SettingClass Structure

Cost Admission RequirementsAdmission to Academic ProgramsStudent VisasUseul Websites




Contents

Chapter 3 Distance Education 29

What is Distance Education?

Why Choose Distance Education?Skills Needed to SucceedChoosing a Distance Education ProgramWhat Types o Programs Are Available?What Types o Institutions Oer

Distance Education?How Much Does Distance Education

Cost?

Admission RequirementsOther Things to ConsiderQuality o the ProgramAccreditationSecurity o the ProgramUseul Websites

Chapter 4 Accreditation 37

Maintaining Educational Standards

in the United StatesWhy Accreditation is Important Recognized Accrediting BodiesWhat Accreditation SigniesTypes o AccreditationInstitutional AccreditationProgrammatic AccreditationInstitutions Not Holding Recognized

AccreditationUseul Websites

Appendices Glossary o Terms 45

Additional Resources 55

Index 57




Introduction

U.S. institutions oer a variety o alternative opportuni-

ties to pursue your academic and proessional goals in theUnited States. These include short-term exchanges, Englishlanguage programs, distance education courses and degrees,and specialized proessional education.

Why Study in the United States?

Here are just a ew o the reasons why more than 600,000

international students rom around the world are urtheringtheir education in the United States:

Quality: U.S. higher education institutions are knownworldwide or the quality o their acilities, resources, andteachers. Accreditation systems ensure that institutionscontinue to maintain these standards. High school exchangesponsors throughout the United States must also adhere to

standards or quality set by the government.

Choice: The U.S. education system is unrivaled in thechoice it oers in types o institutions, academic and socialenvironments, entry requirements, degree programs, andsubjects in which to specialize.

Diversity: You can nd a mix o people rom all dierent

backgrounds and all corners o the globe on U.S. campuses;more than 600,000 international students come to study inthe United States each year.

Value: As an investment in your uture, a U.S. degree oersexcellent value or the money. A wide range o tuition eesand living costs, plus some nancial help rom universities,make study in the United States aordable or thousandso students.

Flexibility: Students in the United States may choose rommany courses within their university and have the option tomove rom one institution to another.




Introduction

EducationUSA Advising Centers

“It is difcult to overestimate the help and support I got rom the advising center. The center was my frst and primary source o inormation about the American edu-cational system. The books, magazines, and the Internetaccess at the center proved extremely useul, and the sta assisted me very much in achieving my goals.”

— Business student rom Russia

Choosing the best program or you will require commit-ment and careul planning on your part, but nearly 450 Ed-ucationUSA advising centers worldwide are ready to help you with inormation and advice. These centers have direc-tories, program guides, and admissions test inormation, aswell as trained educational advisers who want to help you

and your amily with the process o choosing and applyingto programs. Some centers run events like college airs orseminars. Introductory inormation in the orm o video orgroup presentations, website access, and independent re-source libraries is available ree o charge, but payment may be required at some centers or additional services.

All EducationUSA advising centers are supported by the

U.S. Department o State, with the goal o providing objec-tive inormation on the range o study opportunities avail-able in the United States; however, the names o the centersand the organizations that run them vary rom country tocountry. To locate the center nearest you, contact your clos-est U.S. embassy or consulate, or consult the list availableon the EducationUSA website (http://www.educationusa.state.gov).

Good luck!




Introduction

Useul Websites

EducationUSA

http://www.educationusa.state.gov

I You Want to Study in the United States (online version)

http://www.educationusa.state.gov

(Click on the “I You Want to Study” link.)

Directory o EducationUSA Advising Centershttp://www.educationusa.state.gov

(Click on the “Find an Advising Center” link.)



Chapter 1 Short-Term Study in the United States


“Don’t try to choose based onlyon one aspect or criterion; lookat the program as a whole.”

— Business student rom Sri Lanka

The United States oers a widerange o study programs last-ing 12 months or less, includinghigh school exchange programs,work and proessional exchangeprograms, vocational and techni-

cal programs, short-term univer-sity study, and proessional study.This chapter gives an overview o some things you need to think about when applying to short-term study programs in the Unit-ed States.

Choosing a Program

Doing your “homework” is thebest way to succeed in any edu-

Short-Term Studyin the

United States





cational program. Your relatively

short time o study in the UnitedStates will be enhanced by careulplanning and advance prepara-tion. Dene your goals and beginresearching programs 12 to 18months prior to the date you wishto begin a program.

Begin your search by consultingthe reerence materials at yournearest EducationUSA advisingcenter. You can also nd inorma-tion on the Internet. See “UseulWebsites” at the end o this chap-ter and “Additional Resources”at the end o the book or more

inormation.

Identiy several programs that meet your personal and proes-sional requirements. Then con-tact the organizations or institu-tions that run the programs andrequest detailed inormation, be-ing sure to let them know yourspecic needs.

Factors to Consider

Compare the programs that in-terest you by considering:

• application deadlines;

• eligibility and admissionrequirements;

• accreditation o the programsor institutions;

• costs;

• availability o and/or assistancending housing;

• local environment (includinggeographic location, climate,and access to public transporta-tion); and

• other benets (such as orien-tation programs and socialactivities).

You should also consider the his-tory o the program: How longhas the program existed, who are

the typical participants, and, i ap-plicable, what careers or jobs havepast participants ound ater com-pleting the program? I it is not aninternational exchange program,how experienced are the pro-gram administrators in dealingwith participants rom outside theUnited States?

I you are considering short-termstudy at a college or university, you may wish to consult BookletsOne and Two in this series, whichcontain more inormation on ac-tors to consider when choosing aU.S. college or university.

Accreditation

An important indicator o thequality o any U.S. university orprogram is its accreditation sta-





tus. Unlike many other countries,

the United States does not havea central government oce that approves educational institutions.Instead, it relies on a system o voluntary accreditation carriedout by non-governmental accred-iting bodies to ensure that schoolsmeet standards.

Check careully whether a pro-gram you are applying to will berecognized by your home coun-try government and any relevant proessional associations, minis-tries, or employers. Talk to par-ticipants who have returned to

your country to see i they havebeen successul in applying theirU.S. experiences and credentialsto their chosen proessions back home.

For more detailed inormation,please see chapter 4, “Accreditation.”

Costs

The cost o short-term study inthe United States varies consid-erably. Costs are determined by the institution’s tuition chargesand other ees, as well as by theprogram type and length andby the materials you will be re-quired to purchase to completethe program. Inormation about the costs o each program is avail-able in program brochures, cata-logs, application materials, and

websites. Remember to include

the cost o traveling to and romthe United States, living expens-es such as room and board, andhealth insurance as you prepare your budget.

Funding

Funding rom universities, schol-arship organizations, or grant-giving bodies is dicult to obtainor short-term study in the UnitedStates. Much o this type o und-ing is given to degree-seeking stu-dents or to researchers.

High School Exchanges

In the United States, “highschool” is the term used to de-note the three or our years o education that precede college oruniversity study. High school isequivalent to secondary school inmany countries.

Each year approximately 30,000students rom around the worldtravel to the United States orhigh school exchanges. The vast majority o these students comeor a ull academic year, livingwith a volunteer American host amily and attending an Ameri-can high school. Others come ora single semester. Students enterthe United States or these pro-grams on a J-1 (exchange visitor) visa.





Students may also travel to the

United States or shorter ex-change programs ranging rom aew weeks to a ew months. Theseexchanges do not include atten-dance at a U.S. high school, but oten include home stays and cul-tural activities.

Participants in these exchangesare generally sel-unded, andscholarships are rare. Contact local exchange organizations ormore inormation about undingavailable to students rom yourcountry.

Government SupportedExchanges

The U.S. government undssome high school exchanges: theFuture Leaders Exchange Pro-gram (FLEX), or students inthe republics o the ormer So- viet Union; the Youth Exchangeand Study Program (YES), orstudents rom countries with sig-nicant Muslim populations; theAmerican Serbia and Montene-gro Youth Leadership Exchange(A-SMYLE), or students romSerbia and Montenegro; andthe Congress-Bundestag YouthExchange Program, or studentsrom the United States and Ger-many. Admission to these pro-grams is competitive. Check thewebsite o the nearest U.S. em-bassy or consulate or contact your

EducationUSA advising center

to determine i one o these pro-grams is available in your country.

Other Exchanges

Many private organizations o-er programs as well. TheseU.S. sponsors, which all have lo-

cal chapters or partners in othercountries, screen and select stu-dents, provide the documentsneeded to apply or a student visa, identiy appropriate homeand school placements in theUnited States, and support stu-dents ater their arrival. Sponsor

organizations charge a ee ortheir services.

Picking an appropriate sponsoris an important decision. Com-pare several sponsors in terms o the services they oer, includingthe support they provide stu-dents while in the United States,as well as their price. Ask orrecommendations rom studentswho have already completed in-dividual programs to learn about their experiences. Do not base your decision solely on price. Ahigh school exchange program isa major event in a student’s lie,and it is important to nd a highquality program.

Sponsors that have been approvedto issue the appropriate visa docu-mentation or high school ex-





changes are listed on the State

Department website at http://eca.state.gov/jexchanges/index.cm. In addition, the Council onStandards or International Edu-cational Travel (CSIET), whichsets standards or organizationsoering high school exchanges,provides a list o programs on its

website (http://www.csiet.org).

Direct Enrollment

Another exchange option is to ar-range or your own attendance at a U.S. high school. I you wouldlike to do this, a good starting

point is to contact the department o education or the state where you wish to study and request in-ormation on schools within that state or in a particular section o the state.

Unless you plan to live with rela-tives or participate in an orga-nized program, you will be re-sponsible or arranging your ownaccommodations in the UnitedStates. Under current visa regu-lations, i you make your own ar-rangements to attend a U.S. highschool, you must enter the UnitedStates on an F-1 visa, not a tourist visa. To get the visa, you will needdocumentation rom the U.S.school stating that it has accepted you as a student. I you will attenda public high school, you must show proo that you have paid

or your educational expenses

beore an F-1 visa will be issued.The maximum length o time you can attend a U.S. public highschool is one year. I you attenda private high school there is noprepayment requirement or timelimitation.

Exchange ProgramsProviding ProessionalExperience

Short-term proessional exchang-es in the United States vary widely in nature; some allow participantsto accept a wide range o work,

while others restrict them to ex-periences related to their chosencareer, or even to a specic job,such as being an au pair. Eachprogram has dierent eligibil-ity requirements. Since the par-ticipants in this type o exchangemust travel to the United Stateson a J-1 visa, these programs areoten known as J-1 proessionalexchange programs.

J-1 proessional exchange pro-grams include:

Summer Work/Travel: permitspostsecondary students to work in the U.S. during their summer vacations. Most jobs are casualin nature, including working inresort areas or at U.S. nationalparks. Maximum program dura-tion is our months.





Camp Counselor: allows or-

eign nationals to work at U.S.summer camps or up to ourmonths.

Intern: allows matriculateduniversity students and recent graduates to pursue an internshipwith a U.S. business or non-prot

organization or periods o up to12 months. This program is de-signed to oer participants train-ing to develop their skills and toexpose them to American proes-sional practices.

Trainee: allows eligible oreign

participants the opportunity todevelop proessional skills witha U.S. business or organization.Participants are generally a bit older than interns and already have some proessional experi-ence. Programs in this category may be as long as 18 months.

Teacher: allows qualied, experi-enced teachers to teach ull timein U.S. primary or secondary ac-credited schools or up to three years.

Au Pair: allows oreign partici-pants ages 18-26 to live with anAmerican amily and provide upto 45 hours per week o childcarein the home. The program alsoincludes a mandatory educationalcomponent conducted outside thehome.

Sponsor Organizations

All participants in J-1 ex-change programs must cometo the United States througha designated sponsoring orga-nization. Sponsors that havebeen approved to issue the ap-propriate visa documentation

(Certicate o Eligibility: FormDS-2019) are listed on the StateDepartment website at http://eca.state.gov/jexchanges/index.cm. In addition to issuing theDS-2019 orm required to apply or a visa, sponsors assist withplacements and provide support

to participants. Further inor-mation on the J-1 Exchange Vis-itor Program is available on theDepartment o State’s websiteat http://exchanges.state.gov/jexchanges/.

You may also wish to consult thewebsite o the Alliance or Inter-national Educational and CulturalExchange (www.alliance-exchange.org), an association o sponsors,which includes links to more than70 member organizations.

Plan your participation in a pro-essional exchange program as arin advance as possible. Most ex-change programs require you tond a specic work placement inthe United States beore you ap-ply to the sponsor organization/exchange program. Programs may





have application deadlines, or they

may require that you apply a cer-tain number o weeks or monthsbeore you intend to leave or theUnited States. Ask the individualsponsor organization how longthe whole process will take. Allow time to apply or and obtain your visa. I possible, do not purchase

a plane ticket beore you are in-ormed that your visa applicationhas been successul.

The inormation above servesonly as a brie introduction toprograms that provide proes-sional experience. Contact an

EducationUSA advising centeror more inormation and to ndout which programs are availablein your country.

Vocational and TechnicalPrograms

I you are interested in learning anew skill or updating an existingone, consider a short-term pro-gram oered at a two-year com-munity or junior college, a voca-tional or technical institution, ora private training center.

Ranging in length rom severaldays to more than a year, theseprograms are designed to meet specic, practical training re-quirements to prepare studentsor immediate employment.Hands-on learning activities are

a major component o vocational

and technical education. Com-mon elds o study include dataprocessing, computer program-ming, construction, automotivemechanics, drating, and secre-tarial services.

Technical education requires stu-

dents to learn concepts, theory,and design in addition to prac-tical skills. These programs areound not only at community andjunior colleges, but also at someour-year colleges and universi-ties. See Booklet One in thisseries, Undergraduate Study, or

more inormation about commu-nity colleges and universities.

Technical and vocational pro-grams lead to certicates o completion or diplomas, not touniversity degrees. Beore you apply to a technical or voca-tional training program, check to make sure that your trainingprogram and any certicate ordiploma you might earn will berecognized upon return to yourhome country and that the insti-tution you are considering holdsthe appropriate type o U.S. ac-creditation. Accreditation o technical and vocational schoolsis carried out by national bodies,such as the Career College As-sociation, or by the relevant divi-sions o institutional accreditingbodies. Specialized accrediting





bodies also exist or some voca-

tional elds such as allied healthareas. See chapter 4 in this book-let or inormation on the signi-cance o accreditation and a de-tailed explanation o institutionalaccrediting bodies and special-ized accreditation.

Short-Term University Study

Would you like to study at a U.S.university, but cannot commit tostudying or a ull degree in theUnited States? University ex-change programs, non-degree or“special student” study, and sum-

mer study oer the opportunity to spend a summer, a semester,or an academic year at a univer-sity in the United States without enrolling in a degree program.With careul planning this study could be part o your degree pro-gram in your home country. You could also take just a ew coursesat a U.S. university — at the un-dergraduate or graduate level— or personal or proessionalenrichment.

University Exchange Programs

Many U.S. universities have or-mal links with universities out-side the United States and oerstudent exchange programs withthese partners. Under such pro-grams, U.S. students and studentsrom another country trade plac-

es and experience living in each

other’s countries and studying at each other’s universities. Most o these programs last either a se-mester or an academic year. Theadvantage o this arrangement is that students rom outside theUnited States generally pay theamount o tuition charged by

their home university rather thanthe tuition and ees o the U.S.university, which can be consider-ably higher.

Contact the oce responsible orinternational programs and link-ages at your institution to ask i

your school has exchange agree-ments with any U.S. universi-ties. I it does, nd out how theexchange program operates andwhether you are eligible to takepart. I you are applying to study at universities and colleges in your home country and know you would like to spend some timestudying in the United States,nd out whether they operate any U.S. exchange programs.

Funding rom U.S. institutionsor short-term study is very lim-ited. I you are not eligible toreceive unding rom your ownschool or rom the U.S. institu-tion, you might try to obtainunding rom social, welare, orcommunity organizations, rommultinational companies, or romlocal businesses.





Non-Degree or “Special

Student” Study

Many U.S. universities allow stu-dents to take degree-level courseswithout enrolling in a ull degreeprogram. Under this arrange-ment, you might be able to takeclasses in a specic department,

in several departments through-out a university, or possibly at several universities in a local area.Be sure to ask the institution towhich you are applying, as well asthe nearest U.S. embassy or con-sulate, about visa requirementsor your particular situation.

Non-degree students who takedegree-level classes may be calledspecial students. Many universi-ties impose a time limit on thenumber o semesters or which you can be registered as a non-degree or special student. Fordetailed inormation on how tochoose and apply to U.S. universities, see Booklets One andTwo in this series, UndergraduateStudy and Graduate and Proes-sional Study and Research.

General inormation on the op-portunities and requirements orspecial student study should beavailable in most universities’ on-line catalogs. For specic inorma-tion and application proceduresor schools and programs that interest you, contact university

admissions oces. For postgradu-

ate study, contact the individualdepartments concerned, explain-ing that you wish to do short-termstudy as a special student.

Special students are usually,though not always, ineligible toreceive university-sponsored -

nancial assistance such as schol-arships or assistantships. Fundingmay be available rom indepen-dent oundations and organiza-tions, such as Fulbright Com-missions, that award scholarshipsor postgraduate study. Furtherinormation is available at the

nearest EducationUSA advis-ing center, your local university’sstudy abroad oce or careerplacement center, and perhaps at the local public library.

Summer Study

Some universities in the UnitedStates oer classes during thesummer break between May and August. They may oerone or two “summer sessions,”and each session usually lasts be-tween six and ten weeks. Be sureto ask the institution to which you are applying, as well as thenearest U.S. embassy or consul-ate, about visa requirements or your particular program. The visa application process can beas long as several months, so besure to plan ahead.





Many universities open summer

session classes to the public, andthey sometimes make on-campusdormitory accommodations avail-able. Students who are enrolled ina degree program at the univer-sity may also take classes duringthe summer to nish their degreeaster or to catch up on classes

they missed or in which they want to improve their grades.

Some summer programs will not accept students under 18 yearso age or those who have not nished secondary school. How-ever, a ew universities may al-

low students who are in the nal years o their high school studiesto attend. Deadlines or enroll-ing are oten one to two monthsin advance o the start date o theclass. Check the school’s summersession brochure or website oreligibility requirements and ap-plication procedures.

Another way to study in theUnited States during thesummer months is to attend asummer school or institute. Sum-mer schools and institutes oera range o courses aimed at per-sonal enrichment and proes-sional development rather thanthe attainment o a degree. They are available at some English lan-guage centers (see chapter 2 inthis booklet), as well as at insti-tutes oering classes in cooking,

ashion, music, the arts, and other

topics.

Visiting Fellows and Scholars

Many U.S universities oer op-portunities or those who already hold a doctoral degree to pursueurther research. They may also

allow visiting ellows to audit graduate-level courses while hav-ing access to academic acilitiesor personal research. For spe-cic inormation and applicationprocedures, contact the university admissions oce and the appro-priate department directly.

Booklet Two in this series, Grad-uate and Proessional Study andResearch, contains more detailedinormation on opportunitiesor visiting scholars at U.S. universities and institutes, includingthe U.S. Department o State’sHubert H. Humphrey Fellow-ship Program. Since most visitingellows are sel-unded or havesupport rom an outside source,we recommend that you consult the unding directories availableor reerence at EducationUSAadvising centers worldwide.

Proessional Short-TermStudy

A number o public, and many private, training institutions inthe United States oer short-





term, intensive training programs

designed or proessionals; someare specically designed to meet the needs o proessionals romoutside the United States. Theseprograms do not lead to a degree,but instead provide a certicate veriying the proessional knowl-edge and skills gained by complet-

ing the program.

Proessional short-term programslast between a ew days and anacademic year, and meet daily orsix to eight hours. They are prac-tical and experiential in orienta-tion, with an emphasis on case

studies and activities outside theclassroom. A program might in-clude hands-on work experience,site visits, opportunities to net-work with U.S. counterparts, andapplication o theory to your ownproessional situation.

Proessional short-term trainingis expensive but cost-eective.For example, the number o class-room hours in a one-week, short-term training program is ap-proximately equal to the numbero classroom hours in a 14-week course that meets or a ew hoursper week.

Because o the range o organi-zations that oer training andthe variety o programs oered,nding inormation about pro-essional training programs oten

requires more research than oth-

er types o short-term study. Thenearest EducationUSA advisingcenter is a good place to start.Other possible sources o inor-mation and advice include youremployer, proessional associa-tions, and home country govern-ment agencies. As appropriate,

you can also contact suppliers o computer or technical equipment or your eld, teaching/researchhospitals, or, or public serviceelds, U.S. government organi-zations and oces.

Review

• Begin planning short-termstudy in the United States12 to 18 months in advance,and identiy several programsthat meet your requirements.Make sure that the programs you choose are accredited, andcheck in advance that they willbe recognized in your homecountry upon your return.

• High school exchange programslast rom a ew weeks to anacademic year, and many allow participants to live with a U.S.amily.

• Vocational and technical pro-grams meet specic, practicaltraining requirements and pre-pare students or immediateemployment. They lead to cer-





ticates o completion or diplo-

mas, not degrees.

• Opportunities or short-termstudy at U.S. universities includesemester- or year-long universi-ty-to-university exchange pro-grams, non-degree or specialstudent study, summer study,

and opportunities or scholarsand ellows.

• Summer schools and institutesin the United States oer thechance to take courses orpersonal enrichment or gen-eral proessional development,

rather than to earn a degree.

• Colleges, universities, and train-ing institutions throughout the

United States oer intensive

programs designed to meet thespecic training needs o pro-essionals. They last rom a ew days to an academic year.

Useul Websites

Alliance or International Educational

and Cultural Exchangehttp://www.alliance-exchange.org

Council on Standards or International

Educational Travel (CSIET)

http://www.csiet.org

Fulbright Program

http://ulbright.state.gov

J-1 Exchange Visitor Programs

http://exchanges.state.gov/jexchanges/




Chapter 2 English Language Programs

EnglishLanguage

Programs

“I studied English in the UnitedStates or our months in 2007.The EducationUSA adviser andI spent lots o time investigat-

ing programs and departments,accommodations, and visaarrangements. EducationUSAadvising centers can help youmake the most o U.S. executiveeducation programs.”

— Intensive English student rom Colombia

The United States is the most popular destination or interna-tional students seeking to learnEnglish or to improve their Eng-lish skills. Hundreds o U.S. edu-cational institutions oer Eng-

lish language programs. Theseprograms provide a variety o courses, rom academic Englishor university-bound students tolanguage and culture courses ortravelers. This chapter includesinormation on how to choosethe best program or you andwhere to nd additional sourceso inormation.

Choosing an EnglishLanguage Program

High-quality English languageprograms have proessionally trained teachers, an excellent cur-riculum, and superior study a-cilities. Such acilities may include





classrooms, libraries, laboratories,

computers, and other equipment.As a prospective student, you should examine the ollowing cri-teria careully to help you decidewhether a program is appropriateor you: program type, accredita-tion, program quality, curriculum,length o study, location and set-

ting, class structure, cost, and ad-mission requirements.

Program Types

There are three main types o English language programs avail-able in the United States:

Intensive English Programs(IEPs): These programs gener-ally require 20 to 30 hours perweek in the classroom and in-clude classroom instruction, smallgroup discussions, language labs,and out-o-class work. Some in-tensive courses allow students toattend regular academic classesin subjects outside the English-as-a-second-language curriculum.Most programs are developedas pre-academic preparatory courses, designed to prepare stu-dents or admission into a U.S.college or university.

Semi-intensive English Pro-grams: Like IEPs, semi-intensivecourses include classroom instruc-tion, small group work, languagelabs, and out-o-class work, but

students usually also take academ-

ic courses in subjects other thanEnglish. Some schools require stu-dents to take semi-intensive Eng-lish-as-a-second-language (ESL)courses to improve their Englishprociency i their Test o Englishas a Foreign Language (TOEFL)or International English Lan-

guage Testing System (IELTS)scores were sucient or admis-sion but not high enough to en-able them to complete advancedcoursework and ully engage withother students and aculty.

Proessional English Programs:

Many private English languageprograms, and some university-based programs, are tailored to t the needs o proessionals. Thesemay include programs in busi-ness English or special certicateprograms in elds such as law,engineering, education, medicine,architecture, computer science,aerospace, hospitality manage-ment, or travel. Internships withU.S. businesses are available withsome programs.

This chapter will ocus on Inten-sive English Programs (IEPs).

Accreditation

There are two specialized accred-iting bodies or Intensive EnglishPrograms in the United States:the Accrediting Council or





Continuing Education and Train-

ing (ACCET) and the Commis-sion on English Language Pro-gram Accreditation (CEA). Thenearest EducationUSA advisingcenter can tell you more about recognition o English languageprogram certicates in your coun-try and whether the programs in

which you are interested are ap-propriately accredited. See chap-ter 4 or more detailed inorma-tion on accreditation.

Program Quality

Two proessional organizations

or Intensive English Programshave established standards that all member programs must meet:the Consortium o University and College Intensive EnglishPrograms (UCIEP) and theAmerican Association o Inten-sive English Programs (AAIEP).Make sure the programs you areconsidering are members o UC-IEP or AAIEP. The UCIEP andAAIEP websites include inor-mation about their member insti-tutions and programs.

It is also important to know theacademic standing o your pro-spective teachers. Check programbrochures, catalogs, or websites tosee what degrees the teachers o aparticular program have earned.Look or institutions whoseteachers have degrees in English

as a second language (ESL) or ap-

plied linguistics. You can also ask about teachers’ involvement withproessional associations ocusedon English as a second languageor international education.

Curriculum

Most language program curriculaare divided into levels, startingwith courses or beginners whohave never studied English andprogressing to courses or advanced students who are ren-ing their skills in preparation orbeginning studies at a university

or college in the United States.A typical language program cur-riculum is designed to improvestudents’ understanding and useo English in reading, writing, lis-tening, and speaking. Some lan-guage programs ocus exclusively on English or academic purposes,while others concentrate on prep-aration or such examinations asthe Test o English as a ForeignLanguage (TOEFL), the Interna-tional English Language TestingSystem (IELTS), and the Test o Spoken English (TSE).

Length o Study

How long will it take to achievethe language skills you need?It is dicult to determine how long a student will need to spendin an IEP. At the beginning o





each program, all students take a

placement exam so they can start their studies at the appropriatelevel. Some students reach thelevel they need in as little as oneor two terms/semesters, whileothers take longer.

Location and Setting

In addition to the geographic lo-cation, you should consider thesetting in which a program is o-ered and nd out what servicesare available. There are threecommon models:

• programs run within a depart-ment o a university or college,such as the English language de-partment;

• privately owned languageschools associated with a univer-sity or college and located on ornear the campus; and

• private schools not connectedwith a college or university.

Find out whether a program hasa connection with an academicinstitution, what student servicesare available, and how the pro-gram will meet your academic advising, housing, health, and socialneeds. IEP students who attenda program on a traditional U.S.college or university campus aretypically oered use o the insti-

tution’s dormitory housing, advis-

ing, and health services. Privatelanguage schools usually oerstudents a variety o housing op-tions, provide academic advisingand orientation counseling, andarrange health services or theirstudents. A good-quality IEP, re-gardless o its setting, will clearly

state what services it provides —either by a university or by thelanguage school itsel.

Class Structure

Beore choosing a program, con-sider the ollowing:

• What is the average class size?

• How many students are thereper teacher?

• Is there a standard policy con-cerning the number o studentswith the same native languagewho are placed in one class?

Class size and student-to-teacherratio can indicate the level o per-sonal attention students receive.Having classmates rom many language backgrounds (not just their own) usually helps studentslearn English more quickly.

Cost

Besides tuition, programs may require payment or student ees,





housing, board (meals), books,

health insurance (mandatory or most programs), and othermiscellaneous expenses. Many programs require an applicationee, which is oten nonreundable.Some programs also require atuition deposit. Find out the to-tal cost o a program beore you

apply.

Admission Requirements

Admission requirements vary rom program to program, but most IEPs require students tohave completed secondary school

and to be able to prove they canpay the ull cost o the program.Some programs ask or additionalinormation such as educationaltranscripts and documentationo English prociency, and oth-ers require students to agree todevote the majority o their timeto language studies while in theprogram.

Admission to AcademicPrograms

Some institutions in the UnitedStates oer conditional or provisional admission to academicprograms to applicants whoseacademic or proessional quali-cations are very good, but whoseEnglish language skills need im-provement. This does not auto-matically mean you have been

accepted into other academic

programs oered by a university or college.

For international students, con-ditional or provisional admissionmost oten means that a student has demonstrated sucient aca-demic or proessional qualica-

tions, but must complete addi-tional English language coursesor submit an acceptable scorerom a standardized English lan-guage prociency test such as theTOEFL, IELTS, or TSE beoreenrolling in regular courses. Sinceit may be more dicult to obtain

a visa based on conditional orprovisional admission, be sure toread the documents you receiverom the admissions oce care-ully and be prepared to explainthe conditions o admission dur-ing your visa interview.

Some institutions require inter-national students to take Englishlanguage placement tests aterthey arrive on campus. Studentsthen enroll in regular programs o study and/or additional Englishlanguage courses based on the re-sults o the placement tests.

Student Visas

The nal step toward studyingEnglish in the United States is ob-taining a visa. You will most likely need to apply or an F-1 student





visa rom your local U.S. consul-

ate or embassy. Booklet Four inthis series, Getting Ready to Go: Practical Inormation or Livingand Studying in the United States,covers the visa application pro-cess in detail. It is available on theEducationUSA website at http://www.educationusa.state.gov.

Review

• Intensive English Programs(IEPs) range rom beginner toadvanced in level. The length o time needed in a program var-ies depending on students’ goals

and English skills at the start o the program.

• Programs may be run by a university department, a privateorganization at or near an aca-demic institution, or by a privateschool not connected with a col-lege or university.

• Find out about class size, stu-dent-to-teacher ratio, and how many students with the samelanguage are placed in eachclass.

• Admission to an English lan-

guage program at a university or college does not mean that you have been granted admis-sion to an academic program at that same institution.

•AnF-1studentvisawillalmost

always be required or study in

an English language program.Consult the program’s spon-sors and an EducationUSA advising center or more inorma-tion on visa requirements andprocedures.

Useul Websites

American Association o Intensive

English Programs

http://www.aaiep.org

Commission on English Language

Program Accreditation

http://www.cea-accredit.org

University and College Intensive

English Programs

http://www.uciep.org

Teachers o English to Speakers o

Other Languages

http://www.tesol.org




Chapter 3 Distance Education

DistanceEducation

This chapter provides inorma-tion on distance education, how to choose the most appropriateprogram, and where and how tolocate more inormation.

What is Distance Education?

Distance education is a type o ormal learning in which the stu-dent and the instructor are not inthe same place at the same time.It may be synchronous or asyn-chronous. I distance educationis synchronous, students receiveinstruction at a particular timeand, usually, at specic locations.

I distance education is asynchro-nous, students receive instructionwherever and whenever they de-sire, as long as they have accessto a computer with the requiredspecications and a high-speedbroadband Internet connection.

Distance education can be ac-complished through one or moreo the ollowing means:

• voicemail;

• one-way or interactive radio,television, satellite, audio/videotransmission/conerencing;





• audio/video recording;

• computer-aided instruction;and/or

• the Internet.

Many distance education pro-grams also require occasional

attendance by the student onthe campus o the college/university oering the program.Others simulate the classroomexperience through Internet chat-rooms, video-conerencing,and “net meetings” in which stu-dents can discuss topics and get

immediate eedback rom theinstructor.

Whatever orm o distance edu-cation you choose, it is important to nd out how the materials willbe delivered so you can plan how you will ulll the requirementsor participating in class and orcompleting and returning thecoursework.

Why Choose DistanceEducation?

Students enroll in distance educa-tion programs or many reasons:

• logistical: they cannot attend acampus away rom their home;

• amilial: they have child-care orelder-care obligations;

• proessional: they may want to

develop or upgrade skills andknowledge to stay competitive,but they cannot get away romtheir current job to enhancetheir uture possibilities;

• fnancial: they cannot aord topay high tuition and ees; or

• geographic: the program may be oered at a location that isnot easible to attend or eco-nomic, cultural, or politicalreasons.

Skills Needed to Succeed

Experience shows that those most likely to succeed in a distanceeducation program are sel-disci-plined students who like to work independently and have some de-gree o privacy. Because o theirheavy reliance on computers andthe Internet, distance educationprograms also require certaintechnical skills. In act, many students ail to complete theirdistance education programsor transer to more traditionalcampus-based degree programsbecause they lack the necessary skills or do not have access to aworking environment suitable ordistance learning.

Ask yoursel the ollowingquestions beore enrolling in adistance education program:





• Am I sel-motivated and an in-

dependent learner?

• Does my schedule permit meto devote the necessary hoursto study?

• Do I have a place at homeor at work that I can claim as

my own or extended periodso study and communicationwith the program? Will amily members or others around merespect my need to spend timeon my own?

• Do I have the required English

language skills?

• Do I have the necessary com-puter/technical skills to com-plete the program successully,or do I need training?

• Do I have someone to assist mei I experience technical prob-lems? (Accredited distance ed-ucation programs in the UnitedStates should be able to extendsupport through their “helpdesks” electronically or by toll-ree phone.)

Choosing a DistanceEducation Program

Most successul distance educa-tion students have done plenty o research to nd the programthat is right or them. Some o

the points you need to consider

beore applying to a program in-clude the ollowing:

• What are the specic educa-tional outcomes o the program?Is earning a degree important tome, or do I want to take just aew classes to learn a new skill

or to complete a certicate pro-gram to increase my proession-al status?

• What is the value o distanceeducation in my home country?

• What are the total costs o the

program? Are there any addi-tional expenses I might incur? Isthere nancial aid available?

• Is occasional on-campus atten-dance in the United States pos-sible or me, or do I require aprogram that can be completedentirely rom my home country without traveling to the UnitedStates?

• Is the program asynchronous(any time) or synchronous (realtime)? I the latter, would thetime dierence between my country and the campus in theUnited States prevent me romtaking part?

• How is the program inorma-tion delivered, and what type o equipment will I need? Does my





equipment meet the required

technical specications?

• What academic or technical as-sistance is provided?

What Types o Programs areAvailable?

Whether you are looking to im-prove a particular skill, improve your general knowledge, earn acerticate, or earn an undergrad-uate or graduate degree, thereare programs that could serve your needs.

Distance education is expandingand evolving, and many institu-tions see it as a orm o educa-tion that can be adapted to suit many o their programs and de-gree oerings.

What Types o Institutions

Oer Distance Education?

The institutions that oer dis-tance education programs arealmost as varied as the programsthemselves. Programs are avail-able through traditional U.S. col-leges and universities, “virtual”universities, two-year junior orcommunity colleges, and proes-sional bodies, as well as throughprivate corporations and otherorganizations. Virtual universi-ties oer no campus-based pro-grams at all; every program they

run is a distance education pro-

gram. The number o virtual universities is increasing all the time,and most hold the same kind o accreditation as traditional, cam-pus-based institutions. (See the“Accreditation” section later inthis chapter.)

How Much Does DistanceEducation Cost?

Costs or distance education vary considerably depending on thetype o program. Distance edu-cation can save you the expenseso travel, room, and board, but

the academic ees are usually thesame as those o traditional on-campus programs.

I a period o on-campus residen-cy is required during the courseo the program, include the cost o travel and accommodations in your budget. You should also in-quire about the costs o learningmaterials needed to complete eachcourse, and actor in courier/ship-ping charges, as applicable. Forurther inormation on calculat-ing the costs o studying or a U.S.degree, see Booklets One andTwo in this series, UndergraduateStudy and Graduate and Proes-sional Study and Research. Both areavailable on the Internet at http://www.educationusa.state.gov andat your nearest EducationUSAadvising center.





I there is a campus residency

requirement or your program, you will probably need a stu-dent visa to travel to the UnitedStates. Conrm what type o visa is required with the institu-tion you are interested in attend-ing. Contact an EducationUSAadvising center and a U.S. con-

sulate or embassy in your homecountry to nd out about therequirements or applying or aU.S. visa in your country and any costs involved. For urther inor-mation, read the section on ap-plying or a visa in Booklet Fouro this series, Getting Ready to

Go: Practical Inormation or Liv-ing and Studying in the UnitedStates.

Admission Requirements

Some people believe that distanceeducation programs have no re-quirements or admission or that there are no prerequisites or anonline degree program. Althoughthis might be true in some cases,application procedures or en-rollment into a quality distanceeducation program are usually the same as those or traditionalcampuses.

For admission into distance edu-cation programs, many institu-tions require satisactory scoreson standardized tests such asthe SAT, the ACT University-

Entrance Exam (The ACT), the

Graduate Record Examination(GRE), the Graduate Manage-ment Admission Test (GMAT),the Test o English as a ForeignLanguage (TOEFL), and/or theInternational English LanguageTesting System (IELTS). Appli-cation orms, similar to the ones

you would ll out or an on-siteprogram, are oten required,along with transcripts showingpast educational perormance.Letters o recommendation, ap-plication essays, statements o purpose, plus some other re-quirements, which vary rom

program to program, are otenmandatory.

Many programs require appli-cants to complete surveys andexercises in computer literacy.Students need to acquire a certainlevel o technological fuency oractive participation in this learn-ing environment.

Once you are accepted into a dis-tance education program, nd out how you will receive course mate-rials and what the requirementsare or promotion to the next level. Depending on the numbero credits you transer into thedistance education program, it will probably take you at least aslong to complete the program asit would to complete a campus-based program.





Other Things to Consider

Quality o the Program

Research the history and qual-ity o the program. Consider theollowing:

• How long has the institution

been enrolling students in thisprogram?

• Review the vision, mission,goals and objectives o theschool; consider its history andtrack record.

• Find out whether the institu-tion oers eective 24/7 web-based student support with on-line help desk services. Schoolscommitted to excellence inonline learning delivery havesound rameworks o academicand administrative support.

• The admission requirements,standards or selection, andexpected level o achievement should be the same or dis-tance education and tradition-al students.

• How does the variety o cours-es oered compare with similarprograms at other institutions?

• What is the average length o time it takes or a student tocomplete this program?

• What have graduates o this

program gone on to do, par-ticularly in terms o transer-ring to other degree programsor nding employment?

• How can I contact some o these graduates and their em-ployers to talk about their

learning experiences and theirpreparation or a career?

• Where can I nd evaluationso this program?

• Will this program be recog-nized in my home country?

Accreditation

Check the accreditation statusbeore enrolling in a distance ed-ucation program to be sure that your degree will be recognized by employers, government entitiesin the United States and in yourhome country, or other institu-tions o higher learning. Inorma-tion specic to the accreditationo distance learning programs ison the next page. Chapter 4 provides urther inormation on ac-creditation in general.

The U.S. Department o Edu-cation and the Council onHigher Education Accreditation(CHEA) recognize a number o national and regional bodies asaccreditors o higher education





programs, including distance ed-

ucation programs.

Distance education programsoered by an accredited collegeor university are included in theinstitution’s overall accredita-tion. There is no such thing asa “partially accredited” institu-

tion, and distance education pro-grams must meet the same stan-dards and requirements as otherprograms.

“Regional accreditation” is themost commonly held type o in-stitutional accreditation in the

United States; it is carried out by six regional accrediting bod-ies, which have adopted regula-tions to ensure that students whoearn degrees through distanceeducation programs receive aneducation equivalent to the edu-cation they would receive on-siteat a U.S. campus. Regional ac-creditation is possible even or virtual universities that have nophysical library, campus, or ull-time aculty. These universitiesmust demonstrate that their o-erings are comparable to thoseo a traditional campus, that theacademic qualications o coursedesigners are appropriate totheir eld, and that students haveguaranteed access to inormationresources beyond those generally available to the public through theInternet.

I the institution oering a dis-

tance education program is not regionally accredited, ask or a list o universities or employers that recognize degrees or credits romthe institution and veriy any in-ormation you receive. Find out what provisions have been madein case the program is discon-

tinued beore you complete yourstudies. Keep in mind that many government agencies and public/private employers will not accept degrees rom institutions not ac-credited by a recognized body.

Security o the Program

Academic dishonesty and ethi-cal behavior are major concernsin an online learning environ-ment. Gauging whether the stu-dent completing the exam is thesame person who took a courseor whether the person taking acourse is a bona de student canbe a challenge in distance edu-cation. Proponents o distanceeducation believe that trained andexperienced aculty who are a-miliar with their students’ abilitiesand learning/writing styles candetect inconsistencies.

A variety o methods are avail-able to maintain checks andtighten security. Some courses useplagiarism prevention and detec-tion sotware or tools, and othersutilize biometric measures such





as retina scans or thumbprints to

make sure that the people takingtests are indeed the people whosign up or courses. Still others re-quire students to take proctoredexams at approved locations inthe United States.

Review

• Distance education is a type o ormal learning in which the stu-dent and the instructor are not inthe same place at the same time.

• There is a wide range o dis-tance education programs and

o institutions that oer theseprograms in the United States.

• The cost o tuition or distanceeducation programs is similarto on-site programs. Applica-tion procedures are also usually the same as or campus-basedprograms.

• Be sure to ask where recent graduates are employed andnd out i the degree, certi-cate, or diploma will be recog-nized in your home country.Students attending institutionsthat are not accredited by arecognized body will nd it dicult to have their degrees

accepted by U.S. and home

country government agencies,other educational institutions,and many private employers.

Useul Websites

GetEducated.com — Adult

Education and Distance Learner’s

Resource Centerhttp://www.geteducated.com

Degree.net — The Online Degree

Guide Center

http://www.degree.net

Distance Education and Training

Council (DETC) — RecognizedAccrediting Body or Postsecondary

Distance Education Institutions

http://detc.org

United States Distance Learning

Association

http://www.usdla.org

The American Journal o Distance

Education

http://www.ajde.com

The Sloan Consortium (Sloan-C) —

Consortium o Individuals, Institutions

and Organizations Committed to

Quality Online Education

www.sloan-c.org




Chapter 4 Accreditation

Accreditation is the system o rec-ognition and quality assurance orinstitutions and programs o high-er education in the United States.When deciding on a program o study, one o your main concernsshould be whether the program isproperly accredited. This chapterexplains what accreditation is,how it happens, who carries it out,and why it matters to you.

Maintaining EducationalStandards in theUnited States

In most countries, the centralgovernment is responsible ormaintaining the quality standardso institutions o higher educa-tion. In the United States, eachU.S. state has its own system o li-censing public and private institu-

Accreditation





tions o higher education. Licens-

ing requirements vary greatly rom state to state, so licensing by a state education department isnot a reliable indicator o wheth-er an institution has met the samestandards as other schools in theregion or in the country.

How can you know i a U.S. in-stitution or program has met certain standards or quality? Inthe United States, institutionsand programs may demonstratethat they meet and maintaincertain educational standards by becoming “accredited.” Accredi-

tation is carried out by private,non-governmental organizationscalled accrediting bodies or ac-crediting associations, which de-termine and regulate educationalstandards. To be an accreditedinstitution o higher education inthe United States, an institutionhas to meet and adhere to thestandards o a particular body orassociation. Being licensed in aparticular state is not the same asbeing accredited.

Why Accreditation IsImportant

I the school you attend is not properly accredited, you may ndthat your degree is not recognizedin the United States or othercountries, or by other universities,proessional associations, employ-

ers, and government ministries

and departments.

Beore you apply to study in theUnited States, check with yourhome country’s department or ministry o education about whether there are any restric-tions on the recognition o U.S.

degrees or courses completed at U.S. universities. In particular,ask i there are specic require-ments concerning the accredi-tation o U.S. institutions orprograms. Once you have iden-tied institutions in the UnitedStates to which you intend to ap-

ply, check again with your homecountry’s department or ministry o education to determine wheth-er a degree or academic creditsrom those institutions will berecognized.

Recognized AccreditingBodies

There is no legal restrictionon the use o the words “ac-credited,” “accrediting body,”or “accrediting association” inthe United States. As a result,it is important that you check whether an institution and itsprograms hold accreditationrom a “recognized” accreditingbody or bodies. To be consideredrecognized, an accrediting body should meet one or both o theollowing criteria:





• It is a member o the Council

or Higher Education Accredi-tation (CHEA) or the Associa-tion o Specialized and Proes-sional Accreditors (ASPA). Tond out, consult the CHEAand ASPA websites or look in Accredited Institutions o Post-secondary Education (see “Ad-

ditional Resources” at the endo this booklet). Copies o thisdirectory are available at Edu-cationUSA advising centersworldwide.

• It is recognized by the U.S. De-partment o Education. While

the department is not involvedin the process o accreditinginstitutions, it does publish a da-tabase o accredited programsand institutions at http://ope.ed.gov/accreditation.

What Accreditation Signifes

Specic requirements and stan-dards vary between accreditingbodies. However, any institutionor program accredited by a recog-nized accrediting body must:

• have an overall stated purpose(oten called a mission) that de-nes the students it serves andthe objectives o the institution’sor program’s activities;

• control the resources necessary to achieve its purposes; that is,

the institution must control its

own nancial resources, employ adequately prepared aculty andinstructional sta, admit only those students whose qualica-tions make them able to benet rom the programs oered, andpresent educational programs ina coherent and current manner;

• be eective in achieving its im-mediate objectives; and

• give evidence that it will con-tinue to achieve those objectivesor the near uture.

Accrediting associations assessthe perormance o an institu-tion or program compared to itsstated mission and the accreditingbody’s standards.

Recognized accrediting bodiesollow a three-step process to en-sure quality:

• The institution carries out asel-study and submits a report to the accrediting body. Thesel-study and report address theinstitution’s mission, academicprograms, aculty, nancial,and other tangible resources,inormation resources, student services, physical acilities, andsystem o governance.

• An outside group o academics visits the institution to validate





what the institution has report-

ed in its sel-study, determinewhether the institution or pro-gram meets the accreditationstandards o the agency, makesuggestions or the improve-ment o the institution or pro-gram, and submit a report orconsideration by the accrediting

association’s governing body.

• The governing body decideswhether or not to grant accredi-tation. Accreditation is neverpartial, and there is no dier-ence between the terms “ully accredited” and “accredited.”

The process does not end once aninstitution has successully had anaccreditation visit and decision.Institutions or programs must leannual reports, reply to rulingsmade by the accrediting body,and undergo regular visits at least once every ve to ten years. They must also notiy their accreditorsi they undergo any signicant change — or example, in own-ership, mission, location o cam-puses, or oering o a degree at ahigher level.

Accreditation is not a way to rank member institutions. Rather, it isa process that validates the integ-rity o an educational institution.For the student, it is an indicationthat the institution or programmeets certain standards o excel-

lence. Accrediting associations

require institutions to engage inconstant sel-assessment in orderto keep their programs as current as possible. Such assessment en-sures that the institution’s gradu-ates are prepared or the current needs o society, and that they have developed the capacity or

continued learning.

Types o Accreditation

There are two types o accredi-tation or degree-granting in-stitutions in the United States:institutional and programmatic.

Institutional accreditation reviewsand accredits the whole institu-tion. Programmatic accreditation,sometimes called proessionalaccreditation or specialized ac-creditation, deals with programs,departments, or schools within aninstitution; or example, a physi-cal therapy program, a businessschool, or a school o engineering.Several accrediting associationsor bodies carry out each o thesetypes o accreditation. A singleinstitution may be accredited by both types o accreditors and by multiple institutional or program-matic accreditors.

Institutional Accreditation

There are two types o institu-tional accreditation: regional (theprimary type used) and national.





Six organizations, which cover

dierent geographic regions o the country, carry out the region-al accreditation process. Anothersix, which cover career-relatedand aith-related programs, carry out national accreditation. Fora complete list please visit theCHEA or U.S. Department o

Education websites.

While the requirements or re-gional accreditation vary betweendierent areas o the UnitedStates, they are generally consid-ered more stringent than thoseor national accreditation. Some

institutions hold national ratherthan regional accreditation be-cause they are unwilling or unableto meet the standards o regionalaccreditation. For example, re-gional accrediting bodies requirethat between one-quarter andone-third o the institution’s cur-riculum be allocated to courses ingeneral education (humanities,social sciences, and physical sci-ences); this is a problem or somespecialized institutions. Anotherexample involves colleges that arecontrolled by religious denomi-nations that require that certainconcepts (or example, creation)be taken on aith; since regionalaccrediting associations typically require that institutions allow aculty and students the academicreedom to pursue all ideas, theseinstitutions may not be able to

meet the standards o regional

accreditation.

I you are considering a U.S. insti-tution that holds national accredi-tation but not regional accredita-tion, be sure to ask the ollowingquestions:

• Will my home country’s gov-ernment, proessional associa-tions, and employers recognizea degree rom an institutionaccredited by a national accred-iting body but not a regional ac-crediting body?

• Will educational institutions inother countries recognize a de-gree rom a nationally accred-ited U.S. institution?

• Have graduates o this U.S. in-stitution been able to use theirdegrees to do what I want to dowith my degree? For example,how many have gained entry to a particular eld o employ-ment or were accepted into amore advanced degree programoered at another institution?

Note that many regionally ac-credited U.S. institutions donot recognize credits or degreesearned at other institutions that are nationally accredited or ac-credited in another region. Besure to check about this i you decide to transer rom one U.S.





institution to another part way

through a degree program, or i you plan to pursue degrees at di-erent U.S. institutions; or ex-ample, a bachelor’s degree romone school and a master’s degreerom another.

Programmatic Accreditation

Programmatic accrediting bodiesaccredit specialized and proes-sional degree programs or depart-ments rather than whole institu-tions. Very oten, such programsor departments are oered, or arebased, at institutions that already

have institutional accreditation,so you can be assured o their le-gitimacy and general quality.

For a list o the recognized pro-grammatic accrediting bodies inthe United States, please visit theCHEA and/or ASPA websites.The U.S. Department o Educa-tion recognizes national and re-gional accrediting bodies and only a limited number o programmat-ic accreditation agencies.

For some proessions, includingthose dealing with health (orexample, medicine or dentistry)or saety (or example, engineer-ing), you must be a graduate o aprogram with programmatic ac-creditation in order to practicein a specic eld. I you are con-sidering working in a particular

proession, check with the licens-

ing body in your home country orwhere you intend to practice todetermine whether programmaticaccreditation is a prerequisite orpractice beore enrolling in a de-gree program.

Even i programmatic accredita-

tion is not required or licensure,specialized accreditation oers aguarantee that both the programand the aculty are qualied andcurrent in their proession, asjudged by the accrediting body.

Institutions Not Holding

Recognized Accreditation

Students at institutions that donot hold some orm o recognizedregional or national accreditationare likely to encounter dicultiesin the ollowing areas:

• They may be ineligible or many loans and scholarships, as wellas some other academic honors.For example, many oreign gov-ernments will grant educationalloans only to students who areattending a regionally accred-ited institution.

• It may be dicult to trans-er credits to, or to have theirdegrees recognized by, otherU.S. institutions that do holdaccepted regional or nationalaccreditation.





• Governments o other coun-

tries will oten not recognize de-grees rom U.S. institutions that do not hold regional or nationalaccreditation.

• Many private employers willnot recognize credits and de-grees earned at an institution

that is not regionally accredited.

In considering institutions that do not hold accreditation rom arecognized body, you need to beaware o two additional actors:

• Recognized accrediting bod-

ies have strict policies to avoidany confict o interest betweenthe institution being evalu-ated and those who are doingthe evaluating. For example,evaluators cannot be students,alumni, owners, or employeeso the institution undergoingthe evaluation. This integrity inthe accrediting process cannot be guaranteed i the accreditingbody is not recognized.

• I you attend an institution that does not hold accreditationrom a recognized accreditingbody, not only may employersand governments not accept your credits and degree, but you also may not receive as current or comprehensive an educationas that oered by institutions ac-credited by recognized bodies.

I you are considering studying at

an institution that does not haveproper accreditation, ask or thenames o alumni who have usedtheir degrees to do somethingsimilar to what you plan to do with yours. Then contact the alumni toask about their experiences.

I you have any doubt about theaccreditation status o a U.S.institution or a U.S. degree pro-gram oered in your home coun-try, contact the accrediting body o the institution in the UnitedStates directly, or speak to anEducationUSA adviser or ur-

ther inormation.

Review

• Accreditation is the system o recognition and quality assur-ance or institutions and pro-grams in the United States.

• Accreditation is a voluntary process in the United States andis not carried out by a centralgoverning body such as the U.S.Department o Education. Li-censing o higher education in-stitutions by state departmentso education is not the same asaccreditation.

• Recognition o a U.S. degree inthe United States and in othercountries is oten determined by the accreditation status o the





institution or program o study.

International students shouldcheck with their home country ministry o education, council o higher education, or other regu-latory body regarding restrictionson recognition o U.S. degrees.

• The process o accreditation

requires institutions: to have anappropriate mission; to controlthe resources to achieve that mission; to meet that missioneectively; and to give evidencethat they will continue to meet the mission or the oreseeableuture.

• Accrediting bodies require insti-tutions or programs to carry out a detailed sel-study and submit a report on that study or ap-proval by the accrediting body.The process o accreditation isongoing and includes periodicreports and inspections to en-sure standards are maintained.

• Accreditation can be institution-al, covering the whole institution,or programmatic (sometimescalled proessional or special-ized), covering a program or de-partment within an institution.

• Institutional accreditation may be either regional or national(less common). I an institutionholds national accreditation,

students should investigate by

whom their degrees, or any credits they earn, will be recog-nized, as recognition can vary considerably.

• Programmatic accrediting bod-ies are recognized by either theCouncil or Higher Education

Accreditation (CHEA) orthe Association o Specializedand Proessional Accreditors(ASPA). Programmatic accred-itation o a degree program,department, or school may bea requirement or practicing incertain proessions.

Useul Websites

Association o Specialized and

Proessional Accreditors (ASPA)

http://www.aspa-usa.org

Council or Higher Education Accredi-

tation (CHEA)

http://www.chea.org

U.S. Department o Education

Database o Accredited Postsecondary

Institutions and Programs

http://ope.ed.gov/accreditation

* See the CHEA and/or ASPA

websites or links to regional, national

aith-related, national career-related, and

programmatic accrediting organizations.




Glossary o Terms

Glossaryof

Terms

Academic Adviser (AA): A member o a college aculty who helps and advises students on academic matters.

Academic Year: The period o ormal instruction, usually September to May; may be divided into terms o varyinglengths — semesters, trimesters, or quarters.

Accreditation: System o recognition and quality assur-ance or institutions and programs o higher education inthe United States.

ACT University-Entrance Exam: A multiple-choice test o English, math, reading, and science reasoning (plus anoptional writing component) used or admission into under-graduate programs.

Add/Drop: A process at the beginning o a term where-by students can delete and add classes with an instructor’spermission.

Advance Registration: A process o choosing classes inadvance o other students.

Afdavit o Support: An ocial document proving apromise o unding rom an individual or organization.




Glossary o Terms

Assistantship: A study grant o nancial assistance to a

graduate student that is oered in return or certain services in teaching or laboratory supervision as a teaching as-sistant, or or services in research as a research assistant.

Associate Degree: The degree awarded ater a two-yearperiod o study; it can be either terminal (vocational) ortranser (the rst two years o a bachelor’s degree).

Attestation: Ocial armation that a degree or tran-script is genuine. Usually signed by a recognized expert orwitness.

Audit: To take a class without receiving credit toward adegree.

Authentication: Process o determining whether some-

thing is, in act, what it is declared to be. Incoming studentsare oten required to provide a document o authenticationor academic transcripts or previous degrees when applyingto a program o study in the United States.

Bachelor’s Degree: Degree awarded upon completion o approximately our years o ull-time study in the liberal artsand sciences or proessional subjects.

Class Rank: A number or ratio indicating a student’s ac-ademic standing in his or her graduating class. A student who ranks rst in a class o 100 students would report hisor her class rank as 1/100, while a student ranking last would report 100/100. Class rank may also be expressedin percentiles (or example, the top 25 percent, the lower50 percent).

Coed: A college or university that admits both men andwomen; also reers to a dormitory that houses both men andwomen.

College: A postsecondary institution that provides an un-dergraduate education and, in some cases, master’s level




Glossary o Terms

degrees. College, in a separate sense, is a division o a uni-

versity; or example, College o Business.

College Catalog: An ocial publication giving inorma-tion about a university’s academic programs, acilities, en-trance requirements, and student lie.

Core Requirements: Mandatory courses required orcompletion o the degree.

Course: Regularly scheduled class sessions o one to vehours (or more) per week during a term. A degree programis made up o a specied number o required and electivecourses and varies rom institution to institution.

Credits: Units that universities use to record the comple-tion o courses (with passing grades) that are required or an

academic degree. The catalog denes the number and kindso credits that are required or the university’s degrees andstates the value o each course oered in terms o “credit hours” or “units.”

Day Student: A student who lives in accommodations not administered by the college and o the campus grounds. Heor she travels to campus every day or classes.

Degree: Diploma or title conerred by a college, university,or proessional school upon completion o a prescribed pro-gram o studies.

Department: Administrative subdivision o a school, col-lege, or university through which instruction in a certaineld o study is given (such as English department or his-tory department).

Designated School Ofcial (DSO): A DesignatedSchool Ocial (DSO) is the person on campus who gath-ers and reports inormation on international students tothe Student and Exchange Visitor Inormation System(SEVIS) and assists international students in the visa and




Glossary o Terms

employment authorization process. Your DSO’s name will

be listed on your I-20 or DS-2019.

Dissertation: Thesis written on an original topic o re-search, usually presented as one o the nal requirementsor a doctoral degree (Ph.D.).

Distance Education: A type o ormal learning in whichthe student and the instructor are not in the same place at

the same time. It may be accomplished via telephone, ra-dio, television, audio-video recordings, computer programs,and/or the Internet.

Doctorate (Ph.D.): The highest academic degree con-erred by a university to students who have completed at least three years o graduate study beyond the bachelor’sand/or master’s degree and who have demonstrated

their academic ability in oral and written examinationsand through original research presented in the orm o a dissertation.

Dormitories: Housing acilities on the campus o a col-lege or university reserved or students. A typical dormi-tory would include student rooms, bathrooms, commonrooms, and possibly a caeteria. Also known as “dorms”

or short.

Electives: Courses that students choose to take or credit toward their intended degree, as distinguished rom coursesthat they are required to take.

Extracurricular Activities: Nonacademic activities un-dertaken outside university courses.

Faculty: People who teach courses at U.S. colleges and universities. Faculty members may include proessors, associ-ate proessors, assistant proessors, and instructors.

Fees: An amount charged by universities, in addition totuition, to cover costs o institutional services.




Glossary o Terms

Fellowship: A orm o nancial assistance, usually awarded

to a graduate student. Generally, no service is required o the student in return.

Final Exam: Oten reerred to as a “nal,” a nal exam is acumulative exam on a particular course subject encompassingall material covered throughout the duration o the course.

Financial aid: A general term that includes all types o

money, loans, and work/study programs oered to a stu-dent to help pay tuition, ees, and living expenses.

Fraternities: Male social, academic, and philanthropic or-ganizations ound on many U.S. campuses.

Freshman: A rst-year student at a secondary school, col-lege, or university.

GMAT: Graduate Management Admission Test, usu-ally required or applicants to business or management programs.

Grade Point Average: A system o recording academicachievement based on the numerical grade received in eachcourse and the number o credit hours studied.

GRE: Graduate Record Examination; primarily multi-ple-choice test o verbal and quantitative reasoning, criti-cal thinking, and analytical writing used or admission intograduate programs.

High School: The U.S. term or secondary school.

Higher Education: Postsecondary education at colleges,universities, proessional schools, technical institutes, etc.Education beyond high school.

Honors Program: A challenging program or studentswith high grades.




Glossary o Terms

International English Language Testing System

(IELTS): An English language prociency examination o applicants whose native language is not English.

International Student Adviser (ISA): The person at auniversity who is in charge o providing inormation andguidance to oreign students in areas o government regula-tion, visas, academic regulations, social customs, language,nancial or housing problems, travel plans, insurance, and

legal matters.

Junior: A third-year student at a secondary school, college,or university.

Liberal Arts: A term reerring to academic studies o subjects in the humanities, the social sciences, and the physi-cal sciences, with the goal o developing students’ verbal,

writing, and reasoning skills.

LSAT: Law School Admission Test required o applicantsto proessional law programs and some postgraduate law programs in American law schools.

Major: The subject in which a student wishes toconcentrate.

Master’s Degree: Degree awarded upon completion o academic requirements that usually include a minimum o one year’s study beyond the bachelor’s degree.

MCAT: Medical College Admission Test required o ap-plicants to U.S. medical schools.

Midterm Exam: An exam administered ater hal the aca-demic term has passed that covers all class material up untilthat point.

Miller Analogies Test: Test o analytical thinking some-times required or admission to graduate programs in eldssuch as education and psychology.




Glossary o Terms

Minor: A subject in which the student takes the second

greatest concentration o courses.

Non-resident Student: A student who does not meet theresidence requirements o the state. Tuition ees and admis-sion policies may dier or residents and non-residents. In-ternational students are usually classied as non-residents,and there is little possibility o changing to resident statusat a later date or tuition purposes. Also reerred to as an

“out o state” student.

Notarization: The certication o a document (or a state-ment or signature) as authentic and true by a public ocial(known in the United States as a “notary public”) or a law- yer who is also a commissioner o oaths.

Placement Test: An examination used to test a student’s

academic ability in a certain eld so that he or she may be placed in the appropriate courses in that eld. In somecases, a student may be given academic credit based on theresults o a placement test.

Postdoctorate: Studies designed or those who have com-pleted their doctorate.

Postgraduate: Usually reers to studies or individuals whohave completed a graduate degree. May also be used to re-er to graduate education.

Proessional degree: Usually obtained ater completing abachelor’s degree; degree designed to lead into a specicproession such as medicine, dentistry, veterinary medicine,or law.

Prerequisites: Programs or courses that a student is re-quired to complete beore being permitted to enroll in amore advanced program or course.

Registration: Process through which students select cours-es to be taken during a quarter, semester, or trimester.




Glossary o Terms

Resident Assistant (RA): A person who assists the resi-

dence hall director in campus dormitories and is usually therst point o contact or students with problems or queriesregarding dorm lie. RAs are usually students at the col-lege who receive ree accommodation and other benets inreturn or their services.

Responsible Ofcer (RO): A Responsible Ocer isthe exchange program sta person who gathers and re-

ports inormation on exchange visitors to the Student andExchange Visitor Inormation System (SEVIS) and as-sists in the visa process. The RO’s name is listed on theDS-2019.

Sabbatical: Leave with pay granted to give a aculty mem-ber an extended period o time or concentrated study.

Scholarship: A study grant o nancial aid, usually given at the undergraduate level, that may take the orm o a waivero tuition and/or ees.

SAT: A primarily multiple-choice test o mathematics andEnglish that is used or admission into an undergraduateprogram.

School: A term that usually reers to elementary, middle,or secondary school. Also used in place o the words “col-lege,” “university,” or “institution,” or as a general term orany place o education; or example, law school, or graduateschool.

Semester: Period o study lasting approximately 15 to 16weeks or one-hal the academic year.

Seminar: A orm o small group instruction, combiningindependent research and class discussions under the guid-ance o a proessor.

Senior: A ourth-year student at a secondary school, col-lege, or university.




Glossary o Terms

Social Security Number (SSN): A number issued to peo-

ple by the U.S. government or payroll deductions or oldage, survivors, and disability insurance. Anyone who worksregularly must obtain a Social Security Number. Many institutions use this number as the student identicationnumber.

Sophomore: A second-year student at a secondary school,college, or university.

Sororities: Female social, academic, and philanthropic or-ganizations ound on many U.S. campuses.

Special student: A student who is taking classes but is not enrolled in a degree program.

Student and Exchange Visitor Inormation System

(SEVIS): An Internet-based system that maintains data onoreign students and exchange visitors beore and duringtheir stay in the United States. It is part o the Student andExchange Visitor Program (SEVP) managed by the U.S.Department o Homeland Security.

Syllabus: An outline o topics covered in an academiccourse.

Teaching Assistant (TA): A graduate student who acts asinstructor or an undergraduate course in his or her eld, inreturn or some orm o nancial aid rom the university.

Tenure: A guarantee that a aculty member will remainemployed by a college or university until retirement except in the case o very unusual circumstances. Tenure is grantedto senior aculty members who have demonstrated a worthy research and publication record. Its purpose is to preserveacademic reedom.

Test o English as a Foreign Language (TOEFL): AnEnglish language prociency examination o applicantswhose native language is not English.




Glossary o Terms

Thesis: A written work containing the results o research

on a specic topic prepared by a candidate or a bachelor’sor master’s degree.

Transcripts: A certied copy (see “Notarization”) o astudent’s educational record.

Transer: The process o moving rom one university toanother to complete a degree.

Tuition: The money an institution charges or instructionand training (does not include the cost o books).

University: A postsecondary institution that oers bothundergraduate and graduate degree programs.

Zip Code: A series o numbers in mailing addresses that

designates postal delivery districts in the United States.



Additional Resources


Contact your nearest EducationUSA advising center tond out more about these and other resources.

Short-term Study

Advisory List o International Educational Travel andExchange Programs. Published annually. Council onStandards or International Educational Travel (CSIET),Alexandria, VA.

Bricker’s International Directory: Executive Education andDevelopment Programs. Published annually. Peterson’s,Princeton, NJ.

Funding or United States Study: A Guide or International Students and Proessionals. Published annually. Institute o International Education, New York, NY.

Peterson’s Two-Year Colleges. Published annually. Peterson’s,Princeton, NJ.

Peterson’s Vocational and Technical Schools Set. Publishedannually. Peterson’s, Princeton, NJ.

Additional

Resources



Additional Reaources


English Language Programs

Intensive English USA. Published annually. Institute o International Education, New York, NY.

A Year In the Lie o an ESL (English as a Second Language)Student: Idioms and Vocabulary You Can’t Live Without,Edward J. Francis. 2006. Traord Publishing, Blooming-ton, IN.

Distance Education

Bear’s Guide to Earning Degrees by Distance Learning,Mariah Bear with Thomas Nixon. 2006. Ten Speed Press,Berkeley, CA.

Campus-Free College Degrees: Thorson’s Guide to Accredited

College Degrees through Distance Learning, Marcie KisnerThorson. 2000. Thorson Guides, Tulsa, OK.

Peterson’s Guide to Online Learning. 2006. Peterson’s,Princeton, NJ.

Virtual College, Pam Dixon. 1996. Peterson’s, Princeton,NJ.

Accreditation

Accredited Institutions o Postsecondary Education. PublishedAnnually. American Council on Education, Washington,DC.

An Overview o U.S. Accreditation, Judith S. Eaton. 2009.Council on Higher Education Accreditation, Washington,DC. PDF available at http://chea.org/Research/index.asp#overview



Index

If You Want to Study in the United States:Short-Term Study 57

Index

Accreditation 37-44

Accreditation process 39-40

Degree recognition 38, 41, 43

Institutional 40-41

Licensing 37-38, 42

National 41

Proessional 40

Programmatic 40, 42

Regional 41

ACT University-Entrance Exam (The ACT) 33, 45

American Association o Intensive English Programs(AAIEP) 25, 30

Association o Specialized and Proessional Accreditors(ASPA) 39, 42, 44

Bachelor’s degree 42

Certicate o Completion 17, 20, 21, 22, 25, 32

Certicate o Eligibility (I-20, DS-2019) 16

Community College 17, 32

Consortium o University and College Intensive EnglishPrograms (UCIEP) 25, 28

Council or Higher Education Accreditation(CHEA) 34, 39, 41, 42, 44, 56

Designated School Ocial (DSO) 47, 48

Distance education 3, 8, 29-36, 48, 56



Index


Accreditation 34-35

Admission requirements 33-34Costs 32-33

Skills needed 30 Types o institutions 32

Types o programs 32

Doctoral degree 3, 20

DS-2019 16, 48, 52

EducationUSA Advising Centers 3, 9, 10, 12, 14, 17, 19,

20, 21, 23, 25, 28, 32, 33, 39, 55English language programs 23-28

Admission requirements 27

Admission to academic programs 27

Choosing a program 23-24 Class structure 26

Costs 26-27

Curriculum 25

Length o study 25-26

Program setting 26

Standards or quality 25

Visas 27-28

Graduate Management Admission Test (GMAT) 33, 49

Graduate Record Examination (GRE) 33, 49

High school exchanges 13-15

Housing 12, 26, 27, 48

I-20 Form 48

Institutional accreditation 17, 18, 40-42, 44

International English Language Testing System(IELTS) 24, 25, 27, 31, 50

Intensive English Program (IEP) 24-28

National accreditation 40, 41-42, 43, 44

Non-degree study 18, 19, 22

Ph.D. degree 48

Proessional accreditation 40

Programmatic accreditation 40, 42

Regional accreditation 41

Responsible Ocer (RO) 52

Scholarships 14, 19, 42, 52

The SAT 33, 52

Short-term study 11-22



Index

If You Want to Study in the United States:Short-Term Study 59

Choosing a program 11-13

Costs 13Short-term university study 18-20

Non-degree study 19

Scholars and ellows 20

Special student 19

Summer study 19-20

University exchange programs 18

Special student 19

Student and Exchange Visitor Inormation System(SEVIS) 47, 52, 53

Summer session 19-20, 22

Technical education 3, 11, 17, 21

Teachers o English to Speakers o Other Languages(TESOL) 28

Test o English as a Foreign Language(TOEFL) 24, 25, 27, 33, 53

Test o Spoken English (TSE) 25, 27

UCIEP (Consortium o University andCollege Intensive English Programs) 25, 28

Unaccredited institutions 42-43

University exchange programs 18

Visas 3, 13, 14, 15, 16, 17, 19, 23, 27, 28, 33, 47, 50, 52

F-1 student visa 15, 27

J-1 exchange visitor visa 13, 15, 16, 22

Visiting ellows and scholars 20 Vocational education 11, 17, 21, 46



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