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IF YOU WANT TO STUDY

IN THE U N I T E D S TAT E S

BOOK

GRADUATE AND 2
PROFESSIONAL STUDY
AND RESEARCH
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Editor: Rosalie Targonski

Design: Barbara Long
Cover Illustration: Lisa Henderling

Inclusion of a Web site or publication in this booklet does not indicate recommendation or approval by the
U.S. Department of State; it is for information purposes only. Listings of Web sites and publications are a
selection only and should not be considered a complete list of those available.
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IF YOU
WANT TO
STUDY
IN THE
UNITED
STATES
Booklet 2
Graduate and Professional Study
and Research
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ACKNOWLEDGMENTS

This four-booklet series, published under the title If You Want to Study in the
United States, was produced by the U.S. Department of State, Educational Infor-
mation and Resources Branch. The booklet series is also available on the World Wide
Web at http://exchanges.state.gov/education/educationusa/.
The Department of State wishes to thank the following individuals from around
the world who contributed their time, expertise, and talents as active members of
the If You Want to Study in the United States Advisory Committee:

Evelyn Levinson – Project Coordinator Sandarshi Gunawardena, former Educational

International Education Consultant and Adviser, U.S.-Sri Lanka Fulbright
former Director, Educational Information Commission, Colombo, Sri Lanka
Center, U.S.-Israel Educational Foundation,
Tel Aviv, Israel Linda Heaney, President, Linden Educational
Services, Washington, D.C.
Louise Cook – Associate Project Coordinator/
Editor, Booklet One Coordinator, and Lia Hutton, Associate Editor, The Advising
Contributing Author Quarterly, AMIDEAST
Former Director, Educational Advisory Service,
U.S.-U.K. Fulbright Commission, London; Nancy Keteku, U.S. Department of State
now Center Director, Kaplan Inc., London Regional Educational Advising Coordinator,
Africa
Diana Lopez – Booklet Two Coordinator
and Contributing Author Maria Lesser, former U.S. Department of
Director, Graduate Admissions and Records, State Regional Educational Advising
University of Tennessee, Knoxville Coordinator, Mexico/Caribbean

Roberta Paola – Booklet Three Coordinator Amy Lezberg, New England Resource Center
and Contributing Author for Higher Education, University of
Educational Adviser/Special Projects Officer Massachusetts, College of Education, Boston
for South Africa, U.S. Consulate General,
Durban, South Africa Martyn J. Miller, Director, Office of
International Services, Temple University,
Gaston Lacombe – Booklet Four Coordinator Philadelphia, Pennsylvania
and Contributing Author
Program Coordinator, Soros Foundation- Terhi Molsa, Deputy Director, The Fulbright
Latvia, Educational Advising Center Center, Helsinki, Finland

The Department of State also thanks the Laura R. Ruskaup, former Educational
following authors/editors/readers/consultants: Adviser, U.S.-U.K. Fulbright Commission

Kathleen Alam, U.S. Department of State Sohair Saad, Director, Educational Resource
Regional Educational Advising Coordinator, Center, AMIDEAST, Cairo, Egypt
South Asia
Jaylene Sarracino, Intellectual Property
Ellen Badger, Director, International Student Attorney and Internet Consultant,
and Scholar Services, Binghamton University Washington, D.C.
(SUNY), New York
Special appreciation is extended to the
Juleann Fallgatter, Editor, The Advising University of Denver (http://www.du.edu),
Quarterly, and Director, Advising and Testing whose support funded the publication series’
Services, AMIDEAST cover and promotional illustrations.

Nancy Gong, former Coordinator, American-

Indonesian Exchange Foundation-Educational
Advising Service, Jakarta, Indonesia

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PREFACE

Graduate and Professional Study and Research is one

of a series of four introductory booklets published by
the U.S. Department of State to provide objective and
practical advice to prospective international students and
scholars on studying in the United States. All four book-
lets may be downloaded from the World Wide Web at
http://exchanges.state.gov/education/educationusa/,
and print copies of Booklets One, Two, and Three are
available from U.S. educational information and
advising centers worldwide (see pages 11–12 for more
information about these centers).

The four booklets cover the following areas:

1
Undergraduate Study — how to choose and apply to
U.S. bachelor’s and associate degree programs, plus
information on technical and vocational educational
opportunities in the United States.

2
Graduate and Professional Study and Research — how to
research and apply to U.S. master’s, doctoral degree, and
postdoctoral programs, plus information on certification
and licensing procedures for professionals who wish to
further their education or practice in the United States.

3
Short-term Study, English Language Programs, Distance
Education, and Accreditation — information on
opportunities to study in the United States for up to
one year, plus an overview of studying towards a degree,
diploma, or certificate from outside the United States
through distance education programs. The booklet also
includes detailed information on accreditation of U.S.
higher education institutions.

4
Getting Ready to Go: Practical Information for Living
and Studying in the United States — help with planning
your move to the United States after you have been
accepted to a U.S. university or college. This booklet
provides invaluable advice on applying for a visa, moving
to the United States, and what to expect when you arrive
on campus. It is available only on the U.S. Department
of State’s Web site at http://exchanges.state.gov/
education/educationusa/.

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y
xt

e
The United St
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t a) tes of America
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CONTENTS

Introduction Why Study in the United States? 10

U.S. Educational Information and Advising Centers
Useful Web Sites

Chapter 1 Graduate Education in the United States 13

Graduate Degrees
Master’s Degrees
Doctoral Degrees
Academic Calendar
Course Load and Grading Systems
Types of Institutions
Colleges, Universities, and Institutes: The Distinction
Private and Public Institutions
Distance Education
Non-degree Study at a U.S. University
Useful Web Sites

Chapter 2 Choosing the Best Graduate Programs for You 24

Step 1 – Define Your Education and Career Goals
Step 2 – Consult a U.S. Educational Information or
Advising Center
Step 3 – Develop a Short List of Programs
Identify Universities That Offer Your Field of Study
Check Accreditation Status
Other Considerations
Step 4 – Decide Where to Apply
Useful Web Sites

Chapter 3 Funding Graduate Study 38

Planning Ahead
Calculating Your Expenses
Tuition and Fees
Living Costs
Financing Your Education
Assessing Personal Funds
Identifying Sources of Financial Assistance
Useful Web Sites

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CONTENTS

Chapter 4 Admission Requirements and Entrance Examinations 52

Academic Background
English Proficiency
Test of English as a Foreign Language (TOEFL)
Graduate Admissions Tests
Useful Web Sites

Chapter 5 Preparing Successful Applications 61

The Application Process
Requesting Application Materials
When to Send Your Inquiry
Where to Send Your Inquiry
What to Include
Registering for the Admissions Tests
Completing and Returning the Application Materials
Application Form
Application Fee
Academic Credentials
Test Score Reporting
Personal Statement or Statement of Purpose
Recommendations
Financial Statement
Deadlines and Submission
The Admissions Process
Interviews
Acceptance
Useful Web Sites

Chapter 6 The Application Process: A Timetable and Checklist 80

Chapter 7 Applying for a Student Visa 84

Visa Types
Procedures for Your Country
Applying for a Student Visa: A Step-by-Step Guide
Visa Refusals
Useful Web Sites

Chapter 8 American University Life 91

Arrival in the United States

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CONTENTS

Orientation
International Student Adviser (ISA)
University Housing
Money and Banking
Health Insurance
Social Life
Useful Web Sites

Chapter 9 Specialized Professional Study 96

Dentistry
First Professional Degree
Postgraduate Training
Short-term Educational Opportunities
Medicine
First Professional Degree
Postgraduate Training
Obtaining ECFMG Certification
Locating a Residency
Some Alternatives Not Requiring ECFMG
Certification
Nursing
Veterinary Medicine
Postgraduate Training
Law
First Professional Degree
Graduate Legal Education
Short-term Legal Education
Useful Web Sites

Chapter 10 Opportunities for Scholars 115

The Academic Environment in the United States
Faculty
Students
Research Institutions
Finding and Arranging Academic Opportunities
The Fulbright Visiting Scholars Program
The Hubert H. Humphrey Fellowship Program
College and University Affiliations Program
University Invitational Positions

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CONTENTS

Other Arrangements
Obtaining Funding
Other Considerations
Negotiating Terms for Your Academic Stay
Corresponding With the Office of
International Services
Professional Meetings, Conferences, and
Training Seminars
Useful Web Sites

Appendices Bibliography 127

Glossary of Terms 133

Index 146

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INTRODUCTION

M ore than 1,700 universities and other institu-

tions offer graduate degree programs in the United
States. This vast choice means there are programs avail-
able to meet everyone’s needs, but how can you find the
best program for you? This booklet aims to give you not
only the knowledge you need to make the right choices,
but also the confidence to prepare successful applica-
tions. Chapter 9, “Specialized Professional Study,” assists
those interested in pursuing careers in dentistry, medi-
cine, nursing, veterinary medicine, and law to under-
stand the application process for each field. Chapter 10
discusses opportunities for postdoctoral candidates and
scholars who wish to expand their opportunities with a
U.S. academic experience.

Why Study in the United States?

Here are just a few of the reasons why more than 500,0001
international students from around the world are fur-
thering their education in the United States:

Quality: U.S. universities are known worldwide for their

quality programs, faculty, facilities, and resources.

Choice: The U.S. education system offers an unrivalled

choice of institutions, academic and social environments,
entry requirements, degree programs, and subjects in
which you can specialize.

Value: As an investment in your future, a U.S. degree

offers excellent value for the money. A wide range of

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INTRODUCTION

tuition fees and living costs, plus financial help from

many departments within universities, have made study
in the United States affordable for thousands of students
before you.

Within this booklet you will also find help with prepar-
ing successful applications (chapter 5) and with the visa
application process (chapter 7). Once you have your offer
of admission, you will want to check out the tips on what
to expect when you arrive in the United States (chapter
8). At the end of the booklet, a glossary explains some of
the words and phrases you will come across frequently
when applying to study in the United States.

U.S. Educational Information and Advising Centers

“It is difficult to overestimate the help

and support I got from the advising cen-
ter. The center was my first and primary
source of information about the Ameri-
can educational system. The books,
magazines, and the Internet access at
the center proved extremely useful, and
the staff assisted me very much in
achieving my goals.”
— Business student from Russia

Choosing the best schools for you and preparing suc-

cessful applications will require commitment and care-
ful planning on your part, but in almost every country
there are specialized advisers who understand your needs
and can help you. Information and advice on study in the
United States is available to you from a network of over
450 U.S. educational information and advising centers
worldwide. Directories, guides, college catalogs, and
admissions test information are all available at the cen-
ters, as well as trained educational advisers who want to

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INTRODUCTION

“The educational help you and your family with the process of choosing and
advisers at the applying to U.S. universities. Some centers also run
center helped events such as college fairs or seminars. Introductory
me clarify many information in the form of video or group presentations,
matters regard- Web site access, and independent resource libraries is
ing studying available free of charge from information and advising
in the United centers, but payment may be required at some centers for
States and were additional services.
always ready to
lend a hand. All U.S. educational information and advising centers
I also learned a are supported by the U.S. Department of State, with
lot about the the goal of providing objective information on the
colleges and range of study opportunities available in the United
universities of States; however, the names of the centers and the
my choice organizations that run them vary from country to coun-
through the try. To locate the center nearest you, contact your clos-
excellent est U.S. embassy or consulate, or consult the list avail-
resources able on the U.S. Department of State’s Web site at
available.” http://exchanges.state.gov/education/educationusa/.
— Psychology student
from Malaysia Good luck with your applications!

Useful Web Sites

On-line Version of the If You Want to Study in the United

States Booklet Series
http://exchanges.state.gov/education/educationusa/

Directory of U.S. Educational Information and Advising

Centers Worldwide
http://exchanges.state.gov/education/educationusa/

1
Open Doors2000:Open Doorson theWeb, http://www.opendoorsweb.org/.
Institute of International Education, New York, N.Y.

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CHAPTER 1 GRADUATE EDUCATION IN THE U.S.

GRADUATE
EDUCATION
IN THE
UNITED STATES

Graduate education in the United States will

almost certainly be different from the system
offered in your country. This chapter gives you
an introduction to the graduate degrees avail-
able in the United States, the different types of
institutions that exist, and some key terms and
ideas you will come across if you want to study
at a U.S. university.

Graduate Degrees

The two graduate degrees offered in the Unit-

ed States are the master’s degree and the doc-
toral degree; both involve a combination of
research and coursework. Graduate education
differs from undergraduate education in that it offers a
greater depth of training, with increased specialization
and intensity of instruction. Study and learning are more
self-directed at the graduate level than at the under-
graduate level.

Graduate courses assume that students are well-prepared

in the basic elements of their field of study. Depending
on the subject, courses may be quite formal, consisting
primarily of lecture presentations by faculty members, or
they may be relatively informal, placing emphasis on dis-
cussion and exchange of ideas among faculty and stu-
dents. Seminars involve smaller groups of students than

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CHAPTER 1 GRADUATE EDUCATION IN THE U.S.

lecture courses, and students may be required to make

presentations as well as participate in discussions. Class
participation, research papers, and examinations are all
important.

Degree requirements are stated in terms of “credits”

(sometimes called “units” or “hours”), and each course
usually earns three or four credits, generally reflecting
the number of hours spent in the classroom and the
amount of other work involved. A student will usually
accumulate 24 credits per academic year if the universi-
ty operates on a traditional two-semester system.

Master’s Degrees

The master’s degree is designed to provide additional

education or training in the student’s specialized branch
of knowledge, well beyond the level of baccalaureate
study. Master’s degrees are offered in many different
fields, and there are two main types of programs: aca-
demic and professional.

Academic Master’s: The master of arts (M.A.) and mas-

ter of science (M.S.) degrees are usually awarded in the
traditional arts, sciences, and humanities disciplines.
The M.S. is also awarded in technical fields such as engi-
neering and agriculture. Original research, research
methodology, and field investigation are emphasized.
These programs usually require the completion of
between 30 and 60 credit hours and could reasonably be
completed in one or two academic years of full-time
study. They may lead directly to the doctoral level. (See
“Important Difference” below.)

Many master’s programs offer a thesis and a non-thesis

option. The degree is the same in both cases, but the
academic requirements are slightly different. Students in
non-thesis programs usually take more coursework in
place of researching and writing a thesis, and they take

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CHAPTER 1 GRADUATE EDUCATION IN THE U.S.

a written comprehensive examination after all course-

work is completed. Students in degree programs that
include a thesis component generally take a compre-
hensive examination that is an oral exam covering both
coursework and their thesis.

Professional Master’s: These degree programs are

designed to lead the student from the first degree to a
particular profession. Professional master’s degrees are
most often “terminal” master’s programs, meaning that
they do not lead to doctoral programs. Such master’s
degrees are often designated by specific descriptive titles,
such as master of business administration (M.B.A.), mas-
ter of social work (M.S.W.), master of education (M.Ed.),
or master of fine arts (M.F.A.). Other subjects of pro-
fessional master’s programs include journalism, inter-
national relations, architecture, and urban planning. Pro-
fessional master’s degrees are oriented more toward direct
application of knowledge than toward original research.
They are more structured than academic degree pro-
grams, and often require that every student take a simi-
lar or identical program of study that lasts from one to
three years, depending on the institution and the field of
study.

Professional degree programs usually require completion

of between 36 and 48 units (one to two years of full-time
study), and usually do not offer a thesis option. They do
not always require that the bachelor’s degree be in a spe-
cific field, but they may recommend a certain amount of
prior study or coursework in the subject area.

Important Difference: One main difference between

master’s programs is whether or not they are designed for
students who intend to continue toward a doctoral
degree. Those that specifically do not lead into doctor-
al programs are known as terminal master’s programs.
Most professional master’s degrees fall under this cate-
gory. Credits earned in terminal master’s programs may

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CHAPTER 1 GRADUATE EDUCATION IN THE U.S.

or may not be transferable or applicable in case you

decide to continue toward a doctoral degree later on.

Some institutions restrict admission to certain depart-

ments solely to potential doctoral candidates, although
they may award a terminal master’s degree to students
who complete a certain level of coursework but do not go
on to their doctoral work. Other departments require a
master’s degree as part of the requirements for admission
to their doctoral program.

Since policies vary from institution to institution and

within various departments of each institution, it is best
to check directly with individual graduate departments
to determine the structure and admissions policies for
their master’s and doctoral candidates.

Doctoral Degrees

The doctoral degree is designed to train research schol-

ars and, in many cases, future college and university fac-
ulty members. Receipt of a doctoral degree certifies that
the student has demonstrated capacity as a trained
research scholar in a specific discipline.

At the doctoral level, the Ph.D. (doctor of philosophy)

is the most common degree awarded in academic disci-
plines. Other doctoral degrees are awarded primarily in
professional fields, such as education (Ed.D. or doctor of
education) and business administration (D.B.A. or doc-
tor of business administration). Doctoral programs
involve advanced coursework, seminars, and the writing
of a dissertation that describes the student’s own origi-
nal research, completed under the supervision of a fac-
ulty adviser.

A comprehensive examination is given, usually after three

to five years of study and completion of all coursework,
and when the student and adviser agree that the stu-

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CHAPTER 1 GRADUATE EDUCATION IN THE U.S.

dent is ready. This exam is designed to test the student’s

ability to use knowledge gained through courses and
independent study in a creative and original way. Stu-
dents must demonstrate a comprehensive understanding
of their chosen field of study. Successful completion of
this examination marks the end of the student’s course-
work and the beginning of concentration on research.

The Ph.D. degree is awarded to those students who com-

plete an original piece of significant research, write a dis-
sertation describing that research, and successfully defend
their work before a panel of faculty members who spe-
cialize in the discipline. This may take an additional two
to three years. To earn a doctoral degree, therefore, may
take anywhere from five to eight years beyond the bach-
elor’s degree, depending on the field of study.

In the United States, you will find a variety of nontradi-

tional doctoral programs; these programs might have
very different types of requirements from the tradition-
al programs. Prospective students should be sure of what
is required to enter any program they are considering,
and what is required to obtain the degree. This infor-
mation is usually available from university catalogs and
Web sites or directly from individual departments.

Academic Calendar

The academic year in the United States generally lasts

nine months, from late August or early September until
the middle or end of May, and it may be divided into
two, three, or four academic terms depending on the
institution. If the year is divided into two terms, these are
called the fall and spring terms, or “semesters.” Short
breaks occur during both fall and spring terms, between
terms, and on public holidays. An optional summer term
is often available and provides the opportunity to con-
tinue courses if you wish to accelerate your program.

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CHAPTER 1 GRADUATE EDUCATION IN THE U.S.

It is best to start a program in the fall term (beginning

in August/September). Many courses must be taken in
sequence, and time may be lost in completing the degree
if you start in another term. It is also easier to become
accustomed to studying in the United States and to meet
other students in the department if you start at the begin-
ning of the academic year. Lastly, scholarship opportu-
nities may be more readily available to students starting
in the fall rather than midyear. (See chapter 3, “Funding
Graduate Study,” for further information.)

Course Load and Grading Systems

“Course load” refers to the number of courses students

take each term. The normal course load for a graduate
student is three or four courses, which equals approxi-
mately nine to 12 credits per term. The U.S. Immigration
and Naturalization Service requires that international
students take a course load that is considered full-time
by the institution.

Passing grades are typically awarded on a scale of “A”

through “D,” and “F” indicates a failing grade for a
course. An average grade of “B” is usually the minimum
required for completion of a graduate degree program.
Other grading systems may include a grade-point scale
from 0 to 3, 4, or 5; pass/fail; high pass/low pass; or other
variations.

Credit, course load, grading systems, and requirements

vary between institutions. Make sure you are aware of
the policies of an individual program and institution
before you apply.

Types of Institutions

Colleges, Universities, and Institutes: The Distinction

Degree-granting institutions in the United States can

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CHAPTER 1 GRADUATE EDUCATION IN THE U.S.

be called by any of these terms, and colleges and insti-

tutes are in no way inferior to universities. As a general
rule, colleges tend to be smaller than universities and
usually do not offer doctoral degrees, while a university
offers a wide range of graduate programs, including doc-
toral degrees. Universities emphasize research as well as
teaching (traditionally a strength of colleges), and uni-
versities that offer doctoral programs are usually referred
to as research universities. The words “school,” “college,”
and “university” will be used interchangeably through-
out this booklet.

An institute usually specializes in degree programs in a

group of closely related subject areas, so you will also
come across degree programs offered at institutes of tech-
nology, institutes of fashion, institutes of art and design,
and so on. Research centers offer graduate degrees or
research and training opportunities, and they may or
may not be affiliated with universities.

Within each institution you may find schools such as

the school of arts and sciences or school of business.
Each school is responsible for the degree programs offered
by the college or university in that area of study.

Private and Public Institutions

Both public and private universities offer degree pro-

grams. The terms “public” and “private” refer to the way
in which universities are financially supported.

Public universities may also be called state universities,

and some include the words “state university” in their
title or include a regional element such as “eastern” or
“northern.” State universities tend to be very large with
enrollments of 20,000 or more students. Since public
universities obtain a part of their support from the state
in which they are located, the tuition they charge is often
lower than that charged by private institutions. In addi-

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CHAPTER 1 GRADUATE EDUCATION IN THE U.S.

tion, public institutions generally charge lower tuition

to state residents (those who live and pay taxes in the
state) than to students coming from outside the state.
International students are considered out-of-state resi-
dents and therefore do not benefit from reduced tuition
at state institutions.

Private institutions are supported by student tuition,

investment income, research contracts, and private dona-
tions. Tuition fees tend to be higher at private universi-
ties than at state universities, and they charge the same
tuition to all students, both state and non-state resi-
dents. Colleges with a religious affiliation and single-sex
colleges are private. In general, private universities have
enrollments of fewer than 20,000 students, and private
colleges may have 2,000 or fewer students on their
campuses.

Except for financial considerations, the public or private

nature of a university should not be a factor in selecting
a graduate program. High quality programs exist in both
types of institutions. Of more importance is the institu-
tion’s commitment to the graduate program. This com-
mitment is found in its willingness to maintain a first-
class faculty and to provide excellent facilities for
advanced study, including libraries, laboratories, com-
puters, and other equipment. Another important factor
to consider in many disciplines is the presence of strong
departments in other fields relevant to your interests so
that you can have access to scholars and courses in dis-
ciplines related to your own. Choosing institutions for
graduate study is discussed in further detail in the next
chapter.

Distance Education

Distance education is an increasingly popular way to

study for everything from a short professional course to
a doctoral degree in the United States, and numerous

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CHAPTER 1 GRADUATE EDUCATION IN THE U.S.

institutions offer graduate degree programs using dis-

tance education teaching methods. Under the distance
education model, students do not attend classes in a
classroom on a campus; instead, classes are delivered
“from a distance” through the use of technologies such
as the Internet, satellite television, video conferencing,
and other means of electronic delivery. For internation-
al students this means that they can study for a U.S.
degree without leaving their home country, though they
may have to go to the United States for short periods of
face-to-face contact and study on the campus.

Studying for a degree using distance education requires

students to have special qualities such as self-discipline
and the ability to work on their own. If you are consid-
ering distance education, you should thoroughly research
the quality of the program, the accreditation of the
institution in the United States, and its recognition in
your home country to make sure this option is the appro-
priate one for your future goals. Further information
on distance education and accreditation are provided
in the third booklet of this series, Short-term Study,
English Language Programs, Distance Education, and
Accreditation.

Non-degree Study at a U.S. University

Do you want to study in the United States at a college

or university, but not for a full degree? Perhaps you want
to experience life on a U.S. campus, while improving
your knowledge of certain subjects. This is certainly a
useful addition to your educational experience, and U.S.
colleges welcome students such as you. You should write
to universities, explain your situation, and request infor-
mation on applying for “special student” or “non-degree
student” status. See Booklet Three in this series for more
information on short-term study opportunities in the
United States.

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CHAPTER 1 GRADUATE EDUCATION IN THE U.S.

Time for a Recap

✏ The two graduate degrees offered in the United States

are the master’s degree and the doctoral degree. Both
include coursework and independent research. The
length of time taken to complete the degree varies
considerably between programs: from 12 to 24 months
for a master’s degree and from five to eight years
beyond a bachelor’s degree for a doctoral program.

✏ Master’s degree programs can be either academic or

professional, and they may or may not be designed
to lead students to a doctoral degree. Check univer-
sity catalogs and departmental descriptions carefully
to determine the structure of the programs that inter-
est you.

✏ It is also possible to study at the graduate level in

the United States as a non-degree-seeking “special
student.”

✏ The academic year lasts nine months and is divided

into semesters, trimesters, or quarters.

✏ Coursework is measured in hours, credits, or units.

✏ Passing grades on courses are “A,” “B,” “C,” and “D,”

though sometimes a point system is used. Graduate
students are usually required to maintain a “B” grade
average to remain in the program and to receive their
degree.

✏ Institutions offering graduate degree programs in the

United States can be called colleges, universities, or
institutes. The main difference between them is usu-
ally the degree levels offered and the level of special-
ization in the subject areas offered.

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CHAPTER 1 GRADUATE EDUCATION IN THE U.S.

✏ Institutions vary considerably in size and location.

They may be private or public, designations that indi-
cate only the sources of funding for the institution
and not the quality or range of programs they offer.

Useful Web Sites

Overviews of the U.S. Education System

http://www.ed.gov/NLE/USNEI/
http://www.edupass.org

Distance Education
http://exchanges.state.gov/education/educationusa/ (Refer to
the “Useful Web Sites” listings in the on-line version of
Booklet Three of this series.)

Non-degree Study in the United States

http://exchanges.state.gov/education/educationusa/
(Refer to the “Useful Web Sites” listings in the on-line ver-
sion of Booklet Three of this series for short-term study and
English language programs.)

For information on university Web sites, see chapter 2 in this

booklet.

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CHAPTER 2 CHOOSING THE BEST PROGRAMS FOR YOU

CHOOSING
THE BEST
GRADUATE
PROGRAMS
FOR YOU
Choosing universities from thousands of
miles away presents some challenges — espe-
cially when there are so many outstanding uni-
versities to choose from in the United States.
However, careful planning and advance research
will help you come up with a manageable short
list of institutions that match your needs. Every
student is different, and it is very important to
consider the factors that are important to you in
both your education and your lifestyle.

This section will give you some ideas on where to

get further help and information and on what aca-
demic and lifestyle factors to consider in developing
a short list of universities. Finding the right academic
and personal match requires careful planning, research,
and networking on your part. No special formula or
answer applies to everyone. You should begin the process
of reflection and research 12 to 18 months before you
wish to start studying in the United States.

STEP 1
Define Your Education and Career Goals

Defining the goals for your education and career will

help you select the most appropriate graduate programs
and will help motivate you through the application
process. It will also assist you in writing the application

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CHAPTER 2 CHOOSING THE BEST PROGRAMS FOR YOU

essays in which you often will be asked to explain your

career goals and how they relate to your application for
graduate study. Lastly, defining your career goals will lead
you to find out exactly what qualifications are required
for that career and whether or not U.S. credentials are rec-
ognized in your home country.

To help define your education and career goals, ask your-

self these questions:

✏ What career do I want to pursue? Is employment

available in my country in this field? What advanced
degree is required to enter this profession?

Speak to people already working in the field and to

representatives of professional associations. Educa-
tional advisers or career advisers in your country may
also have information about the skills and background
required for various professions, as well as knowledge
of the need for professionals in different fields in your
country.

✏ How will study in the United States enhance my

career? Will a graduate degree help me earn a higher
salary?

Consult educators, government officials, and working

professionals in your country about the value of U.S.
study for you at this stage in your career, including any
increased earning potential. Take into account in your
planning any revalidation or certification require-
ments for employment in your particular field when
you return home.

✏ What is the system of recognition for U.S. degrees in

my country?

In many countries, a U.S. degree is highly valued, and

recognition of degrees is straightforward. However,

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CHAPTER 2 CHOOSING THE BEST PROGRAMS FOR YOU

in some countries, particularly those with educational

systems markedly different from that of the United
States, graduate degrees from the United States may
not be officially recognized, or they may be recog-
nized at a different level. If this is the case, you may
still wish to consider U.S. study to gain knowledge
and experience. Check on the situation in your coun-
try with your nearest U.S. educational information
or advising center or with the ministry of education
or other appropriate authority before you begin your
applications. Refer to the chapter on accreditation in
Booklet Three of this series. This step is especially
important if you are planning to undertake a profes-
sional program in the United States, because require-
ments for professional education usually are rigor-
ously upheld and vary greatly from country to country.

STEP 2
Consult a U.S. Educational Information or
Advising Center

“You can easily get information from

everywhere, but knowing how to select
the right program can be much harder.”
– Germanic languages and literature student from Hungary

Trained educational advisers in these offices provide

information and advice about study in the United States.
Advisers are available to assist you in answering ques-
tions about:

✏ equivalency between the educational system in your

country and the United States;
✏ entry requirements for study in your field;
✏ using reference materials to find institutions that are
appropriate for you;
✏ sources of financial assistance available in your home
country and in the United States;

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CHAPTER 2 CHOOSING THE BEST PROGRAMS FOR YOU

✏ testing and other application requirements;

✏ preparation of your applications;
✏ planning your education;
✏ adjusting to academic and cultural life in the United
States;
✏ using your education after you return to your home
country.

To find the information or advising center nearest you,

contact the American embassy or consulate in your coun-
try, or consult the list available on the U.S. Department
of State’s Web site at http://exchanges.state.gov/educa-
tion/educationusa/. U.S. educational information and
advising centers may be located in U.S. embassies, Ful-
bright Commissions, binational centers, American
libraries, or, in some countries, at AMIDEAST or Insti-
tute of International Education (IIE) offices.

When you contact the center, you should be able to pro-

vide the following information:

✏ the degree(s) you have already earned;

✏ your field of study;
✏ when you want to begin study in the United States;
✏ your English language proficiency;
✏ whether or not you need financial assistance.

In addition to educational advisers, graduates of U.S.

colleges and universities who have recently returned
home are excellent resources for advice about study in the
United States.

STEP 3
Develop a Short List of Programs

Deciding which institutions to apply to is one of the

most important decisions you will make. It requires seri-
ous consideration. Since there is a great deal of diversi-
ty in graduate programs, it is especially important to

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CHAPTER 2 CHOOSING THE BEST PROGRAMS FOR YOU

“Talk to someone clearly articulate what it is you wish to accomplish and

who has gone find out which institutions offer the kind of program
through the you are seeking.
process. They
can provide Identify Universities That Offer Your Field of Study
you with
information Your first and most important step is to identify institu-
you won’t find tions that offer your subject area and any specializations
in any school you wish to pursue within that subject area. Finding the
brochure.” right academic “match” between you, the department,
— Medical student and its faculty by using the various human, electronic,
from Ghana and printed resources below can be the key to a suc-
cessful graduate experience in the United States.

Printed Directories: There are several general directo-

ries that list institutions by degree program and include
helpful articles on graduate study (see the bibliography
at the end of this booklet). Professional associations for
different subject areas also publish directories of uni-
versity departments in the United States, including
information on different specializations and faculty
research interests. University catalogs provide the most
specific information about the institutions and their pro-
grams. You will find many of these directories and cata-
logs at U.S. educational information and advising centers
and in some university libraries.

Contacts: Discuss your plans with faculty members at

your institution and with students who have studied in
the United States. They are likely to have their own con-
tacts in the United States and suggestions of universities
to consider. Also, do not be afraid to contact universities
in the United States directly with questions about their
programs or to communicate with other international
students in the department you’re interested in.

College Web Sites and E-Mail: The United States leads

the world in using the World Wide Web. Almost every
U.S. university and college has a Web site that offers

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CHAPTER 2 CHOOSING THE BEST PROGRAMS FOR YOU

information about degree programs, application proce-

dures, academic departments, faculty members, facilities
on campus, and other topics. In many cases, you will also
find a copy of the college catalog that you can study on-
line or download to read later. Don’t forget that many
sites also give e-mail addresses for current students,
including international students, who often are happy
to answer your questions about applying to the school
and about campus life. Once you have narrowed down
the colleges and universities you are interested in, you
may wish to e-mail professors and admissions personnel
to have specific questions answered before you finally
decide where to apply.

College Searches on the Web: Some Web sites are inde-

pendent of colleges and universities and allow you to
search for institutions by the subject you are interested
in studying, by geographic preference, or by a range of
other criteria that you can specify. See the list at the end
of this chapter for Web sites offering university search-
es. Staff at U.S. educational information and advising
centers can assist you in the use of search sites on the
Internet and offer suggestions for locating information
on specific programs.

“Contact universities so that you can be

sure the program you are considering is
exactly what you wish it to be.”
— Logistics student from Portugal

Three additional sources of information are:

U.S. University Fairs and Visits: Representatives of U.S.

universities may come to visit your country. Your infor-
mation or advising center can tell you about upcoming
U.S. university fairs or other types of visits where you
can talk to admissions officers or faculty members face-
to-face. Since many fairs and tours will take place in the

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CHAPTER 2 CHOOSING THE BEST PROGRAMS FOR YOU

spring or the fall of the year before you intend to start

your studies, it is important to start your research early.

Visiting Campuses: If you are able to take a vacation to

the United States, this could be a great opportunity to
visit campuses that interest you. Many universities organ-
ize campus tours that are led by current students; check
with the admissions office for further information. Visit
“The Web is a the academic and housing facilities, the student union,
vital tool as the and the library to get a good sense of the campus. Amer-
USA is moving icans are famous for being friendly, so talk to the stu-
more and more dents to find out what U.S. university life is really like.
across to this as
their primary Educational Consultants and Recruiting Agents: In
communication many parts of the world, private agents or agencies work
method.” to recruit international students into U.S. colleges. There
— MBA student from are also private educational consultants who charge a fee
Great Britain for assisting you with the process of choosing U.S. uni-
versities and putting together your applications. Often
these educational consultants and private agents are
graduates of U.S. colleges or people who are dedicated to
promoting the benefits and advantages of the U.S. edu-
cation system. However, sometimes they are not, so it is
important to check the credentials and past perform-
ance of educational consultants or agents before using
their services.

If you have found a recruiting agent or a consultant who

is helpful, well informed, and dependable, she or he may
be very useful in helping you to select and apply to a
university in the United States. Be careful, however, to
look for verifiable signs of the agent or consultant’s past
success stories with students from your country. Ask the
agent or consultant for a list of names and addresses of
students presently studying in the United States who
are there because of his or her help. Write, e-mail, or tele-
phone some of these students to get their firsthand opin-
ion of the college where they study and the services they
received from the agent or consultant. Such precautions

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CHAPTER 2 CHOOSING THE BEST PROGRAMS FOR YOU

are especially important if the agent or consultant is ask-

ing for expensive fees for his or her services. Lastly, always
check with an unbiased source (such as a U.S. educa-
tional information or advising center) to ensure the legit-
imacy and accreditation status of the university being
represented to you.

Check Accreditation Status

One of the major indicators of the quality of any U.S. col-

lege or university is its accreditation status. It is impor-
tant to check that all institutions you are considering
are appropriately accredited. Unlike many other coun-
tries, the United States does not have a central govern-
mental body that approves educational institutions.
Instead, it relies on a system of voluntary accreditation
carried out by nongovernmental accrediting bodies to
ensure that schools meet standards.

While almost all U.S. universities hold widely recognized

forms of accreditation, it must be noted that accredita-
tion in the United States is a complex area; there are dif-
ferent types of accreditation (institutional and pro-
grammatic) and a large number of accrediting bodies.
There is also no legal requirement that degree-offering
institutions be accredited or hold a particular form of
accreditation. Because of this complexity, you should
check carefully whether a degree from the institutions
you are applying to will be recognized by your home-
country government and by any relevant professional
associations, ministries, and employers. Also talk to grad-
uates who have returned to your country to see if they
have been successful in applying degrees earned from
such institutions to their chosen professions.

U.S. educational information and advising centers can

advise you regarding recognition of U.S. degrees in your
country and tell you whether a particular U.S. degree-
offering institution is appropriately accredited. More

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CHAPTER 2 CHOOSING THE BEST PROGRAMS FOR YOU

detailed information on the topic of accreditation can be

found in the third booklet in this series, Short-term Study,
English Language Programs, Distance Education, and
Accreditation, and on the Web sites listed at the end of
this chapter.

Other Considerations

Rankings: There is no official list of the top 10, 20, 50, or

even 100 universities in the United States. The U.S. gov-
ernment does not rank universities. Rankings that you may
come across are usually produced by journalists and are
likely to be subjective. They generally are based on a wide
range of criteria that do not necessarily include academic
standards or general reputation as a primary factor. Be par-
ticularly wary of rankings that do not explain the criteria
on which the ranking is based. The more established rank-
ings may give you a starting point for your decision; how-
ever, the “best” college is the one that is right for you based
on factors such as those suggested in this chapter.

Internship or Overseas Study Programs: Many U.S. uni-

versities have incorporated into their curriculum intern-
ship (voluntary or paid work placements) or overseas
study (“study abroad”) programs that may be of interest
to you, particularly if you are undertaking a profession-
al master’s degree program.

Size: Some institutions are small and offer degrees in

one or two fields of study; some are very large and offer
degrees in many fields. When choosing where to apply,
you should consider the size of the institution, as well as
the size of the department and degree program. A large
institution may offer better academic facilities, while a
small institution may offer more personal services. The
same is true of the size of the degree program. A large pro-
gram that has many students may not provide the indi-
vidual attention you need; however, there may be more
diversity within the faculty and student body, and more

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CHAPTER 2 CHOOSING THE BEST PROGRAMS FOR YOU

assistance may be available from other students. A small

degree program may not expose you to as wide a range
of views in your chosen field.

Student populations on U.S. campuses can range in size

from 200 to 60,000 students. Some universities resemble
small cities with their own post offices, grocery stores, and
shopping centers. Other institutions may be in large,
densely populated urban areas but have a very small
enrollment. Determine what opportunities are impor-
tant to you, and read the university catalogs closely with
these in mind.

Location: Universities are located in all parts of the Unit-

ed States, from major cities where many institutions may
exist, to rural areas where one institution serves a large
area. Urban campuses offer a variety of eating, enter-
tainment, cultural, and shopping facilities. Cities are
usually more diverse in their populations than rural areas
and may have a significant number of residents from
particular countries. However, cities may also be more
expensive. A rural university may mean a quieter, more
college-centered environment. Climate is another pos-
sible consideration. From the four seasons in the North-
east to the desert in Arizona and a sub-tropical climate
in Florida, the variety is almost endless.

Student Services: U.S. universities offer students a vari-

ety of services such as international student advisers,
campus orientation programs, counseling services, legal
aid services, housing offices, day care facilities for stu-
dents with families, varied meal plans, health centers,
tutoring facilities, English as a Second Language pro-
grams, writing laboratories, career counseling, and more.
Prospective students can compare facilities among uni-
versities to find services tailored to their specific needs.

Services for Students With Disabilities: If you have spe-

cial needs, make sure that the university you choose can

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CHAPTER 2 CHOOSING THE BEST PROGRAMS FOR YOU

accommodate you. Allow plenty of time to correspond

with colleges. It is advisable to begin your inquiries at
least two years before you plan to leave for the United
States. When you write for information from universities,
give brief details of your disability and request informa-
tion about assistance they offer to students like yourself.
You may also want to contact the office on campus that
deals with the special needs of students with disabilities
to find out more about the services they provide. This
may be a specific office, such as the Office of Disabled
Student Services or the Office of Disability Services, or
services may be housed within a general student servic-
es office on campus.

Some universities offer comprehensive programs for stu-

dents with disabilities, while others make a number of
special services available to such students. You should
look at the services offered and compare them to your
needs. Find out which services are provided automatically
and free of charge and which services need to be pre-
arranged and incur a charge. When you apply you will
need to supply evidence to support the existence of your
disability. A campus visit is recommended. If possible, try
to contact a student at the college who has a similar dis-
ability to yours so you can gain a more personal per-
spective. Students with disabilities can, with proper doc-
umentation, request special facilities or extended time
to take the graduate school admissions tests and any
examinations during the academic year.

STEP 4
Decide Where to Apply

Once you have narrowed down your list to 10 to 20

accredited institutions that offer your field of study and
any relevant specializations, you will need to compare
the objective data among these institutions. Do not rely
solely on rankings or ratings of institutions to do this;
there is more to choosing the right department than

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CHAPTER 2 CHOOSING THE BEST PROGRAMS FOR YOU

choosing the most well-known or selective university.

For any particular discipline there will be at least five or
six schools that have excellent reputations. Keep in mind
that a department’s reputation relies heavily on the rep-
utation of its faculty. Sometimes it is more important to
study under a particular person than it is to study at a
university with a prestigious name. Remember too that
assistantships and fellowships are often based on the
right “match” between student and faculty research inter-
ests. Good advance research can help you find the schools
whose departments and faculty meet your academic and
professional goals, and it may enhance your chances for
obtaining financial assistance.

Make a comparison chart listing the differences among

universities with respect to:

✏ research programs and facilities, including libraries

and computer facilities;
✏ size of department (students and faculty) and size of
institution;
✏ qualifications of the faculty;
✏ accreditation of the institution and, if applicable, the
department or program;
✏ course and thesis requirements;
✏ length of time required to complete the degree;
✏ academic admission requirements, including required
test scores (see chapter 4 for further information),
degrees, and undergraduate grade average required;
✏ cost of tuition, fees, books, etc.;
✏ availability of financial assistance (see chapter 3 for
further information);
✏ location, housing options, campus setting, climate,
and cost of living;
✏ international student services and other needed serv-
ices available on campus.

Eliminate those institutions that you cannot afford and

that do not offer financial aid for which you qualify, that

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CHAPTER 2 CHOOSING THE BEST PROGRAMS FOR YOU

do not meet your individual needs, or that have admis-

sions requirements that do not match your qualifica-
tions. Narrow your choices to those that meet your per-
sonal and professional needs, that you can afford to
attend, and for which you are qualified for admission.
Develop a final short list of four to seven institutions to
which you plan to apply. See chapter 5, “Preparing Suc-
cessful Applications,” for further guidelines.

Time for a Recap

✏ First, define your educational and career goals to help

you select the most appropriate programs.

✏ U.S. educational information and advising centers

can provide information and advice not only on de-
gree programs, but also on all aspects of study in the
United States.

✏ Directories and Web sites are useful sources of infor-

mation, but you should also speak to faculty at your
institution and to students who have studied in the
United States. U.S. university fairs and campus visits
are useful tools to help you identify suitable programs.
Rankings may be helpful, but they should be used
with caution and in conjunction with other, more
objective, data.

✏ Always check the accreditation status of any degree

programs to which you are considering applying, and
find out if the degree will be recognized in your home
country.

✏ Once you have identified a short list of programs that

offer your subject area and specialization(s), make
comparisons between the programs in terms of finan-
cial costs and assistance available, admission and
degree requirements, the composition of the faculty
and student body, and campus services and facilities.

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Useful Web Sites

Directory of U.S. Educational Information and Advising

Centers
http://exchanges.state.gov/education/educationusa/

Links to University Homepages

http://www.siu.no/heir

University Search Sites

http://www.collegenet.com
http://www.collegeview.com
http://www.educationconnect.com
http://www.embark.com
http://www.gradschools.com
http://www.petersons.com
http://www.studyusa.com

Accreditation Information
http://www.chea.org
http://exchanges.state.gov/education/educationusa. (Refer to
chapter 4, “Accreditation,” in the on-line version of Booklet
Three of this series.)

Rankings of Schools
http://www.library.uiuc.edu/edx/rankings.htm

Information for Students With Disabilities

http://www.miusa.org

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CHAPTER 3 FUNDING GRADUATE STUDY

FUNDING
GRADUATE
STUDY
Education in the United States may seem expensive,
but you have probably already realized that it offers excel-
lent value for the money invested. This chapter looks in
more detail at the costs involved in U.S. graduate study
and ways in which you might cover your expenses, includ-
ing financial aid from universities and other sources.

Planning Ahead

It is a myth that international students can eas-

ily get the money they need for study after they
have been admitted to a college or university in
the United States. In fact, such an assumption
can lead to hardship and disappointment. Most
institutions have committed all their scholar-
ship and loan funds long before the academ-
ic year begins. Also, as part of the applica-
tion for a student visa, you must be able to
show proof to both the graduate school admis-
sions office and to your local U.S. embassy or
consulate that you have sufficient funds to
meet the total annual expenses. If you plan
to bring a spouse and/or children with you to
the United States, you will also need to prove
in advance that you have funds to support your
family.

The best time to arrange U.S.-based financial

assistance is before you leave home. Deadlines for
scholarship and grant programs can be as early
as one-and-a-half years before departure. Uni-
versities often require students to complete a

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CHAPTER 3 FUNDING GRADUATE STUDY

financial statement, specifying how they intend to cover

their expenses, as part of the application process.

Planning ahead will give you time to research inde-

pendent scholarships and to identify university programs
that have funding available. If possible, also try to make
personal contact with professors in your department of
interest at U.S. universities, since professors play an
important role in identifying grant and funding recipients
in their departments.

Calculating Your Expenses

The main types of costs involved in study in the United

States are tuition and fees, plus living costs. These vary
widely, which gives you some control over the costs
involved in your education. All U.S. universities publish
information on the costs for their institution and area.
Consider the points outlined below in calculating your
costs.

Tuition and Fees

Tuition is the cost of instruction, while fees are charged

for services such as the library, student activities, or the
health center. International graduate students are
required to pay both tuition and fees, unless covered by
financial assistance. Some universities also charge inter-
national students mandatory health insurance fees.

Although the range of tuition and fees may vary greatly

from school to school, there is no correlation between the
level of tuition and fees and the quality of an institu-
tion. The amount charged by a particular university
depends on many factors, the most significant of which
is what type of school it is. Tuition and fees are general-
ly higher for private universities than for state schools.
State universities charge out-of-state residents higher
tuition than state residents. In almost all instances, inter-

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CHAPTER 3 FUNDING GRADUATE STUDY

national students studying at state schools will have to

pay this higher rate throughout their study program since
they do not qualify for residents’ rates. It should be
remembered, too, that not all universities charging the
lowest tuition and fees have the lowest living costs; you
should examine both factors to get a more accurate esti-
mate of your annual expenses.

Since tuition and fees vary between institutions and rise

an average of 5 percent each year, it is best to consult
current university catalogs, Web sites, or reference mate-
rial available at your U.S. educational information or
advising center for the latest figures. Be sure to confirm
current costs with the institution at the time you apply.

Living Costs

Living costs vary widely and depend on individual

lifestyles. If you are bringing family members with you to
the United States, this will, of course, increase your
monthly expenses.

Living expenses are highest in the large cities, in Cali-

fornia, and in the Northeast. Costs can be much lower in
the South, the Midwest, and other areas. University cat-
alogs and Web sites are good sources of information on
current living costs. Within the total living costs they
quote, you will usually find an approximate breakdown of
costs for items such as room, board, books, medical insur-
ance, and personal expenses. Your U.S. educational infor-
mation or advising center may also have information on
the latest monthly living expenses by city or institution.

Your basic living expenses will include food and hous-

ing, of course, but don’t forget to allow for the following:

Books and Supplies: Universities estimate the cost for

books and supplies for the academic year. Students study-
ing in the United States must buy their textbooks, and

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CHAPTER 3 FUNDING GRADUATE STUDY

book costs can be quite expensive. Most institutions

have on-campus bookstores. Many of these stores allow
you to purchase used books at a lesser cost, or sell back
your books at the end of a semester at partial value. If you
are planning to study in a field that requires special sup-
plies, such as engineering, art, or architecture, your
expenses are likely to be greater than the average.

Transportation: The living costs quoted by most uni-

versities do not cover trips between the United States
and your home country. Be sure that your annual budg-
et includes expenses for return travel between your home
country and your school. If you plan to live off-campus
and commute to the university, you should add in your
commuting expenses.

Other Personal Expenses: Personal expenses include

items such as the cost of basic goods, clothing, and serv-
ices. Health insurance is required. If you have depend-
ents — a spouse and/or children — or if you have special
medical needs, substantial additional funds will be need-
ed to meet your living expenses.

Financing Your Education

It is important to start your financial planning at least 12

months before you intend to study in the United States.
Financing your college education consists of:

✏ assessing personal funds;

✏ identifying financial assistance for which you are
eligible;
✏ compiling effective applications (see chapter 5);
✏ reducing educational costs.

Assessing Personal Funds

Consider all the funds you have available, and how much
you can draw from each source. For example:

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✏ annual family income: the earnings per year of each

member of the immediate family who will provide
money toward your education;
✏ family assets: current holdings in bank accounts,
investments in stocks and bonds, business enterpris-
es, debts owed to the family, and any other assets from
which money could be obtained through sales or loans
in an emergency;
✏ your own earnings until departure: savings from earn-
ings, gifts, investments, or property;
✏ other sources: relatives in the United States or a spon-
sor (individual, government agency, or private organ-
ization) in your country who has agreed to pay all or
part of your educational expenses.

If you cannot pay the costs of your study through the

personal funds you have available, you will need to apply
for financial assistance.

Identifying Sources of Financial Assistance

You can apply for financial assistance from a variety of

sources; however, it is important to apply only for those
funds for which you are eligible.

Competition for grants is keen; an incomplete, tardy,

poorly written, or messy application could make the dif-
ference between you and another applicant. So plan
ahead, plan well, prepare carefully, and follow instruc-
tions. Give yourself plenty of time to put together a qual-
ity request for financial assistance and submit it well
ahead of all deadlines.

For further information about sources of financial aid, con-

sult the resources listed at the end of this chapter. Many of
the references and directories are available at U.S. educa-
tional information and advising centers, and advisers at
the centers may know of additional home-country sources.
Also visit the Web sites listed at the end of this chapter.

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Home-Country Sources: Ask at an information or advis-

ing center or consult local contacts about funding from
government scholarship programs, regional assistance
programs, local or third-country organizations or busi-
nesses, banks, or religious institutions that may offer aid
to graduate students from your country.

U.S. Government Assistance: The Fulbright Program,

founded to encourage mutual understanding between
the people of the United States and other countries,
offers awards for graduate study. There are many differ-
ent types of awards, from travel grants to grants that pay
maintenance and study costs; their availability varies
from country to country. Applicants must apply to and
be approved by appropriate agencies in the home coun-
try. If there is a Fulbright Commission in your country,
inquire about the types of grants available; if not, any
U.S. educational information or advising center can help
you get further information, or you can inquire at the
public affairs section of the U.S. embassy or consulate.

In some developing countries, support for short-term

graduate study or master’s level degree study may be
available through programs sponsored by the U.S.
Department of State. Eligibility for these programs varies,
but in general, local institutions nominate employees
for training or education that promotes a specified devel-
opment goal.

Some scholarship programs operate on a regional basis.

In sub-Saharan Africa, for example, the U.S. Agency for
International Development (USAID) funds a program
called ATLAS — Advanced Training for Leadership and
Skills. U.S. educational information and advising cen-
ters can tell you about other U.S. government-sponsored
programs functioning in your home country.

Note that U.S. Department of Education and state-based

financial aid are available only to U.S. citizens.

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CHAPTER 3 FUNDING GRADUATE STUDY

Private U.S. Sources and International Organizations:

Private U.S. agencies, foundations, business corpora-
tions, and professional associations often award finan-
cial aid in the interest of furthering international
exchange. International organizations such as the Unit-
ed Nations and the Organization of American States
(OAS) are other possible sources of financial aid. Since
these institutions are large and complex, writing to them
directly with general requests for financial aid will have
little effect. Use references available at information and
advising centers to find specific awards or grants for
which you are eligible, and address the office indicated.
Many awards and grants are directed toward particular
groups such as women, engineers, or journalists; read
carefully to see whether you fit into any of the categories.
Greater foundation support usually is available for stu-
dents in the social and natural sciences and in the
humanities. Apply only for awards for which you match
the criteria.

If an application requires that you write a research or

project proposal, pay particular attention to this step. If
possible, have the proposal checked by a professional in
your field who has worked in the United States. For more
information, see “Writing a Research Proposal” on page
48.

U.S. Universities: About one-third of international grad-

uate students finance their studies through financial aid
from U.S. universities. However, availability of financial
assistance varies by field of study, level of study, and type
of institution (research universities are likely to have the
most funds available). Also, some universities will give aid
to students only after they have successfully completed
their first semester or first year of study.

To identify universities that offer financial assistance,

consult university reference books or computer search
software at information and advising centers. You can

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CHAPTER 3 FUNDING GRADUATE STUDY

also find information on financial assistance directly from

university catalogs and Web sites. Some university ref-
erence books provide information on financial aid award-
ed to first-year graduate students, but these statistics
include U.S. students as well as international students.
Also, all students, including international students, are
required to pay U.S. income tax on certain forms of grad-
uate financial assistance. If you are awarded a grant by a
university, be sure to check with the institution to see if
you are subject to any type of taxation.

The main types of financial aid available from universi-

ties are:

✏ Fellowships: Departments and institutions award fel-

lowships on the basis of academic merit, normally
after the first year of study. Graduate fellowships may
be modest, covering only tuition and fees, or full
grants, providing the cost of tuition, fees, and month-
ly stipends for maintenance. Fellowships rarely cover
the total cost of living and studying.

✏ Assistantships: Assistantships are the most common

form of financial aid at the graduate level. Assistant-
ships are cash awards that require the performance of
services related to the field of study, usually about 20
hours per week. Sometimes an assistantship carries
with it a waiver (a remission or reduction) of tuition
and fees. Awards may range from as little as $500 to
as much as $30,000 (or higher, if high tuition costs
are waived) for an academic year, so it is important to
check what proportion of your costs the assistantship
will cover. There are several types of assistantships:

— Teaching assistantships may be available for the

first year of graduate study in university depart-
ments with large numbers of undergraduates in
introductory courses. Teaching assistants (TAs)
supervise undergraduate laboratory classes, lead

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CHAPTER 3 FUNDING GRADUATE STUDY

discussion groups, or teach small classes. Increas-

ingly, universities require that applicants achieve
a high score on the Test of Spoken English (TSE)
before receiving a teaching assistantship. Often
universities require teaching assistants to com-
plete training programs that prepare them to teach
in the U.S. educational milieu. If you are inter-
ested in applying for a teaching assistantship, be
sure to mention in your application any previous
teaching experience that you have had.

— Research assistantships involve performance of

research services related to the field of study. The
advantage of a research assistantship is that it can
be related to your thesis or long-term academic
interests. Research assistants (RAs) are chosen for
their demonstrated research and interpersonal
skills. Computer ability, writing skills, and experi-
ence working as part of a team are three essential
qualifications. Find institutions that have grants in
your field, and apply to these universities for
research assistantships. If you apply to institutions
whose research funding matches your interests,
professors who are the principal researchers for
grants in your area will often single out your appli-
cation for funding, especially if you have proven
research experience.

— Administrative assistantships usually require 10

to 20 hours per week working in administrative
offices of the university, such as the International
Student Office. You will need to contact each
office individually at most institutions, although
a few may have a central location for applications.
Read the material from each institution to learn
where to send applications.

Competition for all types of assistantships is intense,

since only limited numbers are available at any one

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CHAPTER 3 FUNDING GRADUATE STUDY

institution. International applicants must compete

with U.S. students. In general, doctoral students are
more likely to receive support than master’s candi-
dates. Although financial need is taken into consid-
eration, the most important factor in selection is aca-
demic achievement and promise in the field of study.
Practically all awards for graduate study are made one
year at a time. Renewal is not automatic and depends
on your performance and the availability of funds;
however, in general, departments will do all they can
to ensure you receive continued financial support.
Once enrolled at an institution, you should begin
seeking funding for the next academic year.

To apply for university funding, find out which offices are

responsible for the various programs and request appli-
cation materials. The graduate school may control the
funds, or the department or program may administer
them, or a combination of both. Read carefully all the
information pertaining to funding, since the application
process can be complex and time-consuming.

When an offer is made, compare the total award pack-

age, including tuition and fees, amount of stipend, length
of award, and work responsibilities. If you receive more
than one offer, you will have to weigh the benefits of
each award from each institution and make the best deci-
sion. The decision of which institution to attend should
never be based on the amount of an award alone, since
financial assistance has nothing to do with the quality of
the program. Selecting an institution is a complex and
important decision; be sure to take all factors into con-
sideration to make the choices that are best for you.

✏ Employment: Other types of aid for full-time stu-

dents include part-time employment on campus of
up to 20 hours per week. Present U.S. immigration
regulations restrict employment outside the university
for both international graduate students and their

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CHAPTER 3 FUNDING GRADUATE STUDY

spouses; in many instances, spouses cannot engage

in any kind of employment, on or off campus,
throughout the entire period of study. On-campus
employment is limited and competitive, and the rel-
atively low salaries do not cover the cost of tuition
and living expenses. In addition, graduate students
are often so involved with their academic work that
they do not have the time required for a part-time
job. Lastly, employment in the United States cannot
be used to demonstrate how you will pay the costs of
study when applying for a student visa.

✏ Loans: A few reputable agencies make loans available

to international students. Consult your information
or advising center for information on loans for stu-
dents from your country. Before taking a loan, make
certain you know how you are going to repay it and
how a loan will affect your plans for later study and for
returning home.

Writing a
Research Proposal
To receive funds for research or study in the United
States, some organizations require that you submit a
carefully designed plan for your proposed research. As a
rule, your proposal will be competing with those of other
excellent scholars. It is not enough to state your qualifi-
cations by simply citing your diploma, your position, or
your experience.

When a department committee or review board looks

at research proposals, they compare competing propos-
als with respect to several criteria:

Is the proposed institution appropriate? Does the insti-

tution have researchers who will be interested in the proj-
ect and able to supervise the work? If equipment is nec-

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CHAPTER 3 FUNDING GRADUATE STUDY

essary, is the right equipment available, or are funds

available for buying it? Are library or research collection
facilities adequate?

Does the applicant clearly show the necessary background

in education and experience to be able to do the research
successfully? Has he or she demonstrated research apti-
tude? Supporting documents or past papers are helpful.

Is the proposal carefully written and neatly presented?

The proposal should begin with a clear statement of goals
of the intended research project. It should include a sum-
mary of background information regarding the need for
the research, highlights of related research (with a bib-
liography), a step-by-step description of the research plan
with expected results or major theses, and a conclusion.
The proposal should be typed.

Is the proposed research significant, timely, and origi-

nal? Although creativity, originality, and substance are
usually the most important criteria in choosing among
proposals, disciplines differ. In some fields, such as med-
icine, proposals that have great promise of practical appli-
cation may have an advantage.

If you are applying for a grant or program that supports

development in your country, it may be helpful if the
research you propose can be applied to your work after
you return to your home country.

Time for a Recap

✏ Start your financial planning at the same time you

begin choosing programs of study – 12 to 18 months
before you wish to study in the United States.

✏ Tuition costs vary from one institution to another,

and cost is not an indication of the quality of an
institution.

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✏ Living expenses vary depending on your lifestyle and

location.

✏ You must carefully calculate the costs involved in U.S.

study and your possible sources of funds to cover these
costs. If you and your family cannot meet the costs,
you will need to apply for financial assistance.

✏ Possible sources of financial assistance include: home

government scholarships, U.S. government assistance,
private U.S. sources and international organizations,
U.S. universities, and loans.

✏ Many international students finance their studies

through financial assistance from universities; how-
ever, availability of such funding varies considerably by
field of study, level of study, and type of institution.
Some institutions also limit the funding they give to
international students.

✏ The main types of university financial assistance are

fellowships, teaching assistantships, research assist-
antships, and administrative assistantships. Students
offered such funding should fully investigate the
responsibilities involved and the level of funding being
offered before accepting an award.

Useful Web Sites

General Information on Financial Aid for International

Students
http://www.edupass.org/finaid
http://www.nafsa.org/ (Look under “Grants and Scholarships”)
http://www.bibl.u-szeged.hu/oseas/aid.html

Scholarship Search Site — Some Awards for International

Students
http://www.fastweb.com

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CHAPTER 3 FUNDING GRADUATE STUDY

Graduate Scholarship Awarding Bodies:

National Academy of Sciences, National Academy of

Engineering, Institute of Medicine and the National
Research Council
http://www.nas.edu

National Endowment for the Humanities

http://www.neh.fed.us/

National Science Foundation

http://www.nsf.gov

Woodrow Wilson International Center for Scholars

http://wwics.si.edu

Information on Grant-Awarding Bodies:

The Foundation Center

http://www.fdncenter.org/grantmaker/

Loan Information for International Students

http://www.edupass.org/finaid/loans.phtml

Tax Information for International Students

http://www.edupass.org/finaid/taxes.phtml
http://www.irs.ustreas.gov/

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CHAPTER 4 ADMISSION REQUIREMENTS

ADMISSION
REQUIREMENTS
AND ENTRANCE
EXAMINATIONS

The main requirements for admission to educational

institutions in the United States are:

✏ a strong academic background;

✏ demonstrated command of the English language;
✏ for many programs, scores on one or more standard-
ized admissions tests;
✏ adequate financial resources (see chapter 3).

Academic Background

To be eligible to apply for a graduate level program, you

should have completed, or be about to com-
plete, a first academic or professional
degree. In the United States this typi-
cally takes four years of university study
to complete, giving U.S. students 16
years in total at school and university.
If your first academic degree required
only three years of study, or if you
have completed only 14 or 15 years
of school and university study com-
bined, or if your degree study involved
courses in only a single technical field, check
with an educational adviser about whether you
will be eligible for admission to graduate
degree programs in the United
States. Note that although

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CHAPTER 4 ADMISSION REQUIREMENTS

all U.S. universities follow the same general guidelines,

they may differ in the level at which they recognize a
particular degree from your country.

Graduate school applicants should also have excellent

grades, particularly in the chosen field of study. Most
graduate departments require, at a minimum, the equiv-
alent of a U.S. “B” grade average in undergraduate work.
Staff at U.S. educational information and advising cen-
ters will be able to tell you the equivalent to this grade
average in your own educational system. Proven research
ability or relevant work experience also increases your
chances of admission at the graduate level.

English Proficiency

To complete graduate study in the United States suc-

cessfully, you will need to be able to read, write, and com-
municate orally in English with a high degree of profi-
ciency. English language proficiency will also help you
to achieve your academic and personal goals while in the
United States.

To determine your level of English language proficiency,

arrange to take the Test of English as a Foreign Language
(TOEFL) as early as possible — at least a year before you
plan to enroll. As with many areas of U.S. education, each
institution sets its own English language admission stan-
dard, but some guidelines on the standard required are
given in the section on TOEFL scores below. Some insti-
tutions accept English language examinations other than
TOEFL; check the information you receive from insti-
tutions to see which examinations they accept.

Even if you have a good basic level of English proficien-

cy and have met the minimum TOEFL requirements
for a university, some schools may require you to take
courses to improve your mastery of American English,
academic or research usage, and study skills. If you stud-

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CHAPTER 4 ADMISSION REQUIREMENTS

ied English under the British system, you may find that
U.S. vocabulary and usage are quite different.

If you are applying for a teaching assistantship, the uni-

versity may ask you to demonstrate your proficiency in
spoken English, which the TOEFL examination does
not test. The Test of Spoken English (TSE), often
required for this purpose, is offered less frequently and
at fewer centers than TOEFL. Allow several additional
months for the application process if you are applying for
a teaching assistantship.

TOEFL Waivers: If you are a non-U.S. citizen and non-

native speaker of English who has been educated in Eng-
lish for most of your school life, your TOEFL require-
ment may be waived. Allow time in the application
process to correspond with U.S. universities about this
issue. American universities are unlikely to accept sec-
ondary school English language examination results as
proof of your language ability.

Test of English as a Foreign Language (TOEFL)

“There are many great TOEFL preparation

books that can help you with exercises for
the test. You need to be familiar with the
structure of the TOEFL and prepare for it.”
— Literature student from Hungary

TOEFL is given on computer in almost all countries

worldwide, and the paper-based version is being phased
out. The test is offered on many days in the month, but
only at a limited number of computer-based testing cen-
ters. You may have to travel some distance to reach the
nearest test center.

Test Registration: Preregistration is required, and it is

NOT possible to go to the testing center and hope to

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CHAPTER 4 ADMISSION REQUIREMENTS

find space available that same day. Computer-based test-

ing registration deadlines vary. According to current
TOEFL instructions, mail-in registration deadlines are
three weeks ahead of your desired test date, one week
ahead of the test date for fax registrations, and two days
ahead of the test date for registration by telephone. Note
that a credit card is required to register by fax or tele-
phone. You can indicate the days when you would pre-
fer to take the test, and the test administrators will try to
accommodate your requests. However, at certain times
of the year, or in certain cities, centers may be very busy.
It is therefore advisable to register at least two to three
months in advance of your desired test date. For those
countries where paper-based testing is still offered, the
test is given on certain dates during the year, and regis-
tration deadlines are approximately six weeks ahead of
those dates.

TOEFL registration bulletins are available from either the

test administrators in the United States (see page 60), the
regional registration center for your country (see the
TOEFL Web site at http://www.toefl.org or the test reg-
istration bulletin for further details), or from U.S. edu-
cational information and advising centers. These cen-
ters may ask you to pay postage costs, and they may also
have test preparation materials for the TOEFL available
for reference use, loan, or purchase.

Content: The test uses a multiple choice and essay for-

mat to measure each examinee’s ability to understand
North American English. The test is divided into four sec-
tions: listening, structure, reading, and writing. The writ-
ing section requires the test taker to write an essay.
TOEFL is a computer-adaptive test, which means that
not all students answer exactly the same questions on
the test. Instead, depending on how the student per-
forms on each question, the computer determines
whether the level of the next question should be easier
or more difficult.

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CHAPTER 4 ADMISSION REQUIREMENTS

Scores: The total number of questions you answer cor-

rectly, together with your score on the essay, form the
raw scores for each section. Raw scores are then con-
verted to a scaled score for each section, which for the
computer-based test ranges from 0 to 30. From these a
total score is calculated, which ranges between 40 and 300
for the computer-based test. Each graduate department
within a university decides for itself what score is accept-
able. In general, colleges consider a total score of 250 or
above to be excellent and a score below 173 to be inad-
equate. Most institutions require a score of between 213
and 250 (550 and 600 on the paper-based test) for admis-
sion to a graduate program. A few accept scores as low as
173 (500 on the paper-based test).

Graduate Admissions Tests

Most graduate departments require scores on at least

one academic admissions test, either a general aptitude
test such as the Graduate Record Examination (GRE)
General Test or a demonstration of proficiency in your
field (GRE Subject Test), or sometimes both. The Grad-
uate Management Admission Test (GMAT) is required
almost without exception for applicants to business
schools. The Miller Analogy Tests (MAT) may also be
required in fields like education and psychology. These
tests are in addition to an English language proficiency
examination. They are sometimes referred to as stan-
dardized tests because all applicants are required to take
the same tests (including U.S. applicants), allowing
admissions officers to compare candidates by test score.
See page 60 for a listing of general academic tests that
may be required for admission. Professional schools such
as schools of law, medicine, dentistry, and veterinary med-
icine have special examinations; see chapter 9, “Spe-
cialized Professional Study,” for further information.

Usually, the faculty of each department within a univer-

sity determines the requirements for various admissions

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CHAPTER 4 ADMISSION REQUIREMENTS

tests, as well as the weight given to the results. Conse-

quently, there is no general rule to follow with respect to
test requirements.

To find out if you need to take one or more of these tests,

consult university catalogs and Web sites or look in uni-
versity reference books that are available at U.S. educa-
tional information and advising centers. The reference
books may also give the test score ranges of successful
applicants to the various programs. There are no passing
or failing scores on these examinations, but your score will
have an effect on the overall competitiveness of your
application.

Admissions tests are multiple-choice tests that require a

high degree of English proficiency. Some also require
mathematical skills or in-depth knowledge of content
related to the field of study. It is important to note, how-
ever, that test scores are only one of the factors used in
evaluating an international student’s application. Admis-
sions officers are aware that you may be taking the exam-
inations in a language other than your native tongue,
and they will take this into account.

In most parts of the world today, the GRE and GMAT

are computer-adaptive tests. As with the TOEFL, this
means that not all students will answer exactly the same
questions on the test. Depending on how the student per-
forms on each question, the computer will determine
whether the student should be asked a harder or an easi-
er question next. Test takers can view scores instantly
when they finish the exam (with the exception of essay
questions), and score reports are forwarded to university
recipients within two to three weeks after the student has
completed the test. In general, only very basic keyboard
skills are required; however, tests including essay compo-
nents require stronger typing skills. On the actual test day,
time is allowed at the beginning for a brief tutorial on
how to use a computer mouse in answering the questions.

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CHAPTER 4 ADMISSION REQUIREMENTS

You should plan to take the appropriate examinations

one year prior to when you hope to start your graduate
program. Contact your nearest information or advising
center for registration and test preparation materials,
and to obtain information about these examinations.
Also visit the Educational Testing Service Web site at
http://www.ets.org or contact the testing organization
directly (see page 60) for further information. Remem-
ber that at busy times of the year you may not be able to
take the test immediately; therefore, register well in
advance. In particular, since the GRE subject tests are
offered only two or three times each year, you must reg-
ister to take the tests up to eight weeks in advance. Test
scores can take several weeks to be mailed out, and it is
essential that they reach universities before the applica-
tion deadline date.

Time for a Recap

✏ To apply for a U.S. graduate degree program, you must

have completed, or be near to completing, a first aca-
demic or professional degree, and you must have
earned good grades.

✏ If English is not your first language, you need to take

the Test of English as a Foreign Language (TOEFL).
In certain cases, another English language proficien-
cy test may be acceptable.

✏ If you are applying for a teaching assistantship, some

graduate departments may require you to take the
Test of Spoken English (TSE).

✏ Many U.S. graduate degree programs require appli-

cants to submit scores from a standardized admis-
sions test, most commonly the Graduate Record
Examination (GRE) General Test for academic pro-
grams, and the Graduate Management Admission
Test (GMAT) for business programs. Some academ-

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CHAPTER 4 ADMISSION REQUIREMENTS

ic programs also require applicants to take a GRE Sub-

ject Test and/or the GRE Writing Assessment.

✏ Many of these tests are offered regularly at special test

centers as computer-based tests, although GRE Sub-
ject Tests are still paper-based tests and are offered
far less frequently than other admissions tests. Further
information is available from U.S. educational infor-
mation and advising centers or from the test admin-
istrators directly. Registration is often possible on the
Internet.

✏ Students should register well ahead of the date they

need to take the tests, and prepare for the tests at
least one to two months in advance.

Useful Web Sites

Standardized Admissions Tests

http://www.ets.org
http://www.toefl.org
http://www.gre.org
http://www.gmat.org

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CHAPTER 4 ADMISSION REQUIREMENTS

Academic and English Examinations That May Be

Required for Admission

Examination Contact for Information

GMAT GMAT
Graduate Management CN 6103
Admission Test Princeton, NJ 08541-6103
USA
http://www.gmat.org

GRE Educational Testing Service

Graduate Record Examination GRE Testing Program
CN 6000
Princeton, NJ 08541-6000
USA
http://www.gre.org

GRE Writing Assessment Educational Testing Service

c/o GRE Testing Program
CN 6000
Princeton, NJ 08541-6000
USA

MAT Psychological Corporation

Miller Analogy Tests 7500 Old Oak Road
Cleveland, Ohio 44130
USA
http://www.tpcweb.com/mat/index.htm

TOEFL TOEFL
Test of English as a CN 6152
Foreign Language Princeton, NJ 08541-6152
USA
http://www.toefl.org

TSE c/o TOEFL

Test of Spoken English CN 6152
Princeton, NJ 08541-6152
USA
http://www.toefl.org

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CHAPTER 5 P R E PA R I N G SUCCESSFUL A P P L I C AT I O N S

PREPARING
SUCCESSFUL
APPLICATIONS

You should now have a short list of degree pro-

grams that match your needs, interests, and abilities.
You should also feel confident that you have the
minimum entrance requirements for studying in
the United States, and that you can meet the costs
of a U.S. graduate education. Now it’s time to start
putting together your applications. This chapter
gives practical information and advice to help you
prepare successful applications to the programs of
your choice.

The Application Process

The entire application process, from obtaining initial

information to applying for your student visa, should
begin 12 to 18 months before you wish to start study-
ing in the United States. See chapter 6 for a summary
of the time frame for applying to U.S. universities to
make sure you understand what you need to do and when.
It may be possible to complete the process in less than 12
months, but late applicants usually find they have a much
more limited choice of institutions, and even more lim-
ited chances of receiving financial assistance.

Having a good understanding of the U.S. educational sys-

tem, starting early enough, and following the steps below
will make the application process as simple as possible.

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Requesting Application Materials

Because of the work, and the costs, involved in putting

together a good application, most students limit their
applications to between four and seven programs. How-
ever, you can request information from as many univer-
sities as you like, keeping in mind any postage costs and
charges for university materials that you may have to
pay. You may have a clear idea of exactly which schools
you will be applying to and request information only
from those. Or you may prefer to request information
from 10 or more schools that you believe meet your
needs, and then narrow down your list once you have
read through the catalog, application form, and other
information you receive.

If you have access to the Internet, you will find that many
U.S. universities put their catalogs on their Web sites,
and some have even stopped printing paper copies. Many
also have on-line application forms that can be com-
pleted on the computer and sent back to the university
electronically, or the forms can be downloaded and print-
ed. If there is an on-line application, you should use it.
This is the quickest method for submitting your appli-
cation. If you can download the application, appropriate
parts of the catalog, and other information from the Web
sites, you will not need to contact the university direct-
ly. Web sites increasingly offer other features, such as
video tours of campuses.

If you do not have access to the Internet and need print-

ed copies of application materials and catalogs, contact
each university by writing a letter or by sending a fax or
e-mail request separately to each school. Include the
information detailed in the section below, “What to
Include,” in your written request. Or, you may prefer to
submit a preliminary application form instead; contact
your nearest U.S. educational information or advising
center for copies of these forms.

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Due to the cost of mailing to other countries, you may

receive a shortened version of course listings, and you
may be asked to pay if you require the entire catalog.
Check to see if your information or advising center has
copies of catalogs you need. If you do not receive, or can-
not find, all the information you require, write or e-mail
the school again and ask the specific questions you wish
to have answered.

E-mail is an easy way to obtain an application and other

materials, and U.S. universities are usually quick to
respond. However, sometimes you may need to make a
telephone call to follow up on a particular item. In that
case, send a fax or e-mail ahead of time, telling the rel-
evant person that you will be telephoning, when you will
call, and what you wish to discuss.

When to Send Your Inquiry

If you plan to apply to highly competitive institutions or

to seek financial assistance, send your first inquiry 18
months before you plan to enroll. In other cases, send
your first inquiry 12 months before you plan to enroll.
Give yourself sufficient time for possible delays in inter-
national mail, especially if you are posting applications
or requesting information in November or December
when the high volume of holiday mail will often double
the length of time mail takes to reach its destination. Be
sure to send any letters by international airmail because
surface mail can take several months to arrive.

Where to Send Your Inquiry

Address your inquiry to the Director of Graduate

Admissions, using the address for the university given
in the reference books. Send a separate inquiry to the
Department Chair or Departmental Graduate Admis-
sions Committee Chair requesting information about
study and research in the department, and advise the

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CHAPTER 5 P R E PA R I N G SUCCESSFUL A P P L I C AT I O N S

department that you have also been in touch with the

Graduate Admissions Office of that school. Make sure
you clearly write the name of the appropriate office
or department on the envelope. Also be sure to include
the full zip (postal) code for the institution on the enve-
lope to ensure that your letter reaches its destination
as quickly as possible. You may also send these inquiries
by e-mail.

What to Include

If you wish to write or fax your request, carefully type or

print all items. Always keep a copy of everything you
send. Do not send any documents with the original
inquiry; wait until you file a formal application. A letter
or e-mail message should include the following:

✏ Your name, printed legibly or typed in exactly the

same form and spelling each time, clearly indicating
which of the names is the family name. In the Unit-
ed States, each person is identified primarily by a sin-
gle family name or “last name,” and it is customary to
use only the father’s family name as the son or daugh-
ter’s family name. It is best to use your name as it
appears on your passport.

✏ Your date of birth, printed or typed with the month

first, then the day and year as it corresponds to the
Gregorian calendar; for example, May 6, 1967, is
5/6/67. If a different calendar is used in your country,
convert it to the Gregorian calendar. Be sure to always
use the same birth date.

✏ Your mailing address. Make sure your return address

is written clearly on the letter and on the envelope.

✏ Your citizenship and the country that has issued your

passport.

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✏ Your past and present education in chronological order,

including technical programs, colleges, and universi-
ties or other institutions attended since secondary
school, with examination results, grades, and rank in
class, if known.

✏ The program of study you wish to apply for, using the

exact wording that that institution uses for the pro-
gram, as well as the month or term (fall or spring)
and year in which you hope to begin studying in the
United States.

✏ The total funds available to meet your educational

and living expenses during each year of study in the
United States, and the sources of these funds.

✏ Scores from English language proficiency tests and

required admissions tests, if available, or dates on
which you are registered to take these examinations.

✏ If you are not a native speaker of English, your num-

ber of years of English language study and where you
studied.

These items will enable admissions officers to judge

whether application at a particular level of study is suitable
for you and to indicate your chances for admission. Some-
times schools or departments will require this, and possi-
bly additional, information to be submitted in a more for-
mal way as a preliminary application. Again, this allows
the school to see if you are a suitable candidate for the pro-
gram before you go through the whole application process.

If you have conducted thorough research to identify

potentially suitable departments and programs, most or
all of the institutions will respond by inviting you to sub-
mit a full, formal application for admission. They will
send all the forms and instructions, and they may assign
you a temporary, or processing, identification (I.D.) num-

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ber. Be sure to use that number in all future correspon-

dence with that institution.

Registering for the Admissions Tests

If you are planning to enroll at a university in Septem-

ber (fall semester), take any relevant tests no later than
January in the same year, and preferably earlier. Find out
whether you need to take the GRE General Test, a GRE
Subject Test, the GRE Writing Assessment, the GMAT,
or some other admissions test. (See chapter 4 for fur-
ther information on these tests.)

If English is not your native language, register to take

the TOEFL. (See chapter 4.) As with the academic
admissions tests, make sure your test results reach uni-
versities before their deadline dates. If you believe that
you qualify for a TOEFL waiver, contact universities
directly and well in advance for further details. At least
one to two months before the test dates, find out about
test preparation materials and any other help you may
need. Your U.S. educational information or advising cen-
ter can give you further information.

Completing and Returning the

Application Materials

“Try to arrange references and transcripts

several months in advance of the dead-
line – it needs organization, especially
in countries where these things work in
a different way.”
– Literature student from Hungary

Once you have received information from the universi-

ties, read everything thoroughly. Most schools require
similar information but they may ask for it in different
ways. You will usually be asked to provide the following
items.

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Application Form
“Take your
Your application form should be neat and clear to create
time and do a
a good impression. Unless it specifically asks you to com-
thorough job of
plete the forms by hand, use a typewriter or word proces-
filling in the
sor. You should fit your information into the application
forms. Take a
form provided and only use additional pages where nec-
break when you
essary. Keep your personal information consistent and
need one. Start
always spell your name the same way on all documents.
early and mail
This will help schools keep track of your application
them early!”
materials more easily. Remember that large U.S. univer-
– Clinical psychology
student from Ghana sities handle thousands of student records annually.

Do not worry about providing a U.S. Social Security

Number — either leave the section blank or write “none,”
according to instructions. Avoid abbreviations; it is bet-
ter to write the names and addresses of your schools,
employers, examinations, and awards in full. Always pro-
vide information about your education or employment
experiences in a logical order that is either chronological
or reverse chronological order, as required. You will also
be asked when you want to start your studies and the
degree you hope to receive. The information you receive
from each institution should include a list of the exact
majors and degree programs offered by that school. Be
sure you list the major as stated in these materials.

Application Fee

Almost all universities charge a nonrefundable applica-

tion fee that covers the cost of processing your applica-
tion. It must be paid in U.S. dollars either by a dollar
cashier’s check drawn on a U.S. bank or by an interna-
tional money order. These are obtainable from banks or
American Express offices. Check the school’s applica-
tion form, Web site, or catalog for the current applica-
tion fee and possible methods of payment. Be sure to
submit the appropriate application fee with the appli-
cation. If someone in the United States or elsewhere is

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paying the fee for you, send the application to that per-
son and ask that the fee and application be mailed
together to the university.

Academic Credentials

Each university will specify the types of official records it

requires to document past education. In American terms,
these are called transcripts and include a list of courses
that students have taken, when they were taken, and
grades received for each course. Usually, the university
will require your entire scholastic record from secondary
school and/or university sources in a similar manner.

The U.S. school may furnish special forms on which

authorities at your school are asked to write your grades
and academic performance relative to other students in
your institution. If such forms are not provided, your
school still will be expected to submit official documents
that provide this kind of information on university let-
terhead with the school stamp. If the admissions officer
requests an explanation of the grading and class rank-
ing system or descriptions of courses that you have taken,
this information should be furnished by an official of
your school or university, if possible.

U.S. universities will either evaluate your grades and doc-

uments themselves, or they sometimes require interna-
tional applicants to pay an outside company, called a cre-
dential evaluator, to evaluate your documents.

As requested, send certified copies of the originals of

diplomas, degrees, or professional titles, and copies of
full records of your performance in any comprehensive
examinations administered in your home country. U.S.
admissions officers prefer that transcripts of previous
educational work be sent with your application in an
envelope sealed by your former school or sent directly
from the school. Do not send original documents unless

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there is no alternative; usually they cannot be returned.

Copies should be certified with an official seal from the
school or university, or certified by a public official
authorized to certify such documents.

If English translations are necessary, you may use the

services of a professional translator or translate the doc-
uments yourself. Such translations must also be certi-
fied by an acceptable agency. Some U.S. educational
information and advising centers translate and certify
documents to assist you with the application process.
There may be a charge for such services. Do not attempt
to convert your school results and courses into American
terms. Instead, try to provide as much background infor-
mation as possible on the grading system used and the
types of degrees awarded.

Test Score Reporting

When you apply to take the GRE, GMAT, MAT, TOEFL,

or other examinations, you should know which univer-
sities you wish to apply to. In this way, you will be able
to specify at that time that you wish your scores sent to
those universities. You will save time and money by send-
“Think about ing the scores at test time rather than requesting sepa-
what you want rate scores at a later date. When you submit an applica-
to achieve in tion, also include a photocopy of your test score reports,
the U.S. – you if possible. The admissions office can more easily match
can be sure the official scores with your application and, in some
that each instances, they may begin processing your application
college will with only the photocopy.
ask you this
question and Personal Statement or Statement of Purpose
a well thought
out answer is Almost all graduate programs ask applicants to submit a
critical.” personal statement, or statement of purpose, as part of
— M.B.A. student from
the application process. The personal statement gives
the United Kingdom universities a chance to get a glimpse of you as an indi-
vidual, an insight that is not possible in the grades and

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numbers that make up the rest of your application. The

goal is to write a clear, concise, and persuasive statement
that sincerely reflects your views and aspirations. The
admissions committee that reviews applications wants to
see if there is a good match between you and the depart-
ment or school and whether the degree program can
meet your needs.

“It is important that your dedication to

your field resonates in your application.
Be sure and explain any academic diffi-
culties you might have experienced and
what you did to correct them. Extracur-
ricular activities give the admissions
committee an idea as to the type of per-
son that you are.”
— Medical student from Ghana

The statement of purpose is an important part of the

application, and it is essential that you write the best
statement possible. It is an opportunity for you to dis-
tinguish yourself from other applicants. The personal
statement is not meant to be an autobiography in chrono-
logical order; instead, use your imagination to come up
with an interesting format and content that will main-
tain the reader’s interest.

Four important questions should be answered in the

statement of purpose:

✏ Why do you wish to pursue a graduate degree, and

why now? The university often will ask about your
career goals and how they relate to your past experi-
ences and your decision to apply for graduate study.

✏ What are your academic or research interests? The

admissions committee will be looking for a good
match between you and the department to ensure
that they can satisfy your interests. They are also look-

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ing for a demonstration of intellectual maturity and

understanding of your field.

✏ Why are you applying to this particular institution

and degree program? Tailor each statement of pur-
pose to the specific program and institution, includ-
ing, if possible, references to professors you wish to
work with, courses you wish to take, and unique facil-
ities available at the institution. Admissions officers
want to see that you have done careful research about
their program and that you are a serious candidate.

✏ What can you contribute to the department or pro-

gram in terms of your background, abilities, or other
special qualities and interests? Discuss any relevant
past experiences and achievements, as well as any spe-
cial qualities you feel you can bring to the program,
such as your international perspective.

Some general tips:

✏ Make sure you answer the question that has been

asked. Once you have done an outline for a statement,
go back and check that it answers the question, then
do the same with each draft of your essay.

“Remain truthful ✏ Stick to the word limit given. If a limit is not given,
not just because keep the statement to two or three sides of paper,
it is ethical, but typed or word processed, and double-spaced.
because it is
powerful.” ✏ Make sure that your statement is a true representation
– Management of yourself and your abilities — it is important that the
Information Systems essay be genuine and honest.
student from India

✏ Admissions officers read many essays. Since some pro-

grams are extremely competitive, try to have an inter-
esting first sentence that grabs the reader’s attention
and makes the essay more memorable.

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✏ Address any obvious gaps or weak points in your appli-

cation either in a separate cover note or in the appli-
cation essay, but always keep the explanation positive.
For example, state what you learned from a difficult
experience and how it has made you a better student.

✏ Get someone you trust to proofread each statement

of purpose for grammatical and spelling errors. Make
sure statements are clear, interesting, and logically
organized. The personal statement is an important
demonstration of your written communication skills.

Recommendations

“Anecdotes are much better than strings

of adjectives and adverbs.”
– Associate Dean of Admissions,
University of North Carolina at Chapel Hill

You will usually be asked for at least two recommenda-

tions. Your recommenders (or references or referees)
must be able to write about your work and be able to
assess your potential to do well in graduate school. Ide-
ally, they should be written by professors who have taught
you in the past, if you are applying for an academic degree
program; however, if you are not a recent graduate, one
recommendation can be from an employer. For profes-
sional programs, references from employers and profes-
sors are acceptable.

Some universities send recommendation forms with the

application; if so, ask your recommenders to use these
forms and to follow the instructions printed on them. If
there are no specific instructions, ask three or four pro-
fessors, administrators, or employers who know you well
to type letters on their own letterhead in English, and
either place them in a sealed envelope for you to send
with your application or send them directly to the
university.

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Recommendations should include:

✏ a statement about the type and amount of experi-
ence they have with your academic work or employ-
ment;
✏ an estimate of how your work compares with others in
the same field with whom they have experience;
✏ an assessment of your particular strengths;
✏ your rank in their class, department, or university, if
they know it;
✏ an assessment of your research experience and abili-
ty, if known.

U.S. universities expect letters of recommendation to

emphasize a student’s positive qualities and to be longer
and more detailed than might be customary in your home
country. It is important to understand these cultural dif-
ferences when choosing your recommenders. Poorly writ-
ten, negative, or late recommendations will reflect on
your judgment in picking referees. Recommendation
forms may ask a list of questions or just one general ques-
tion. Since recommendations carry considerable weight
in the admissions process, take the time to brief your
recommenders about your plans, where you would like to
study, and why.

A recommendation form may include a waiver where you

can relinquish your right to see what is written about you.
If this option is offered, most admissions officers prefer
you to waive your right so that recommenders may feel
more comfortable when writing their evaluations. Admis-
sions officers usually interpret waived recommendations
as more honest. If your recommendations must be sent
directly from your referees, it is common courtesy to give
them stamped, addressed envelopes. Also allow plenty of
time for your referees to write their recommendations.
Remind them to sign the sealed flap of each envelope
before mailing it to an institution. Check back with your
recommenders to confirm that the reference forms have
actually been sent to the United States.

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Financial Statement

Most universities include a form called a Declaration

and Certification of Finances or Affidavit of Financial
Support in their application packets. This document
must be signed by whomever is meeting your university
expenses. It may also have to be certified by a bank or
lawyer. Keep a copy of this form since you may also need
it to apply for your student visa. Schools usually need to
know that you have sufficient funds to cover at least the
first year’s expenses, although many may also ask you to
indicate your source of income for the entire period of
study. If you know when you apply that you will need
some form of assistance from the university or other
sources, such as scholarship programs, indicate how much
you plan to request or apply for. Please note, however, that
the university will issue the relevant certificate of eligi-
bility for a student visa only if you are able to document
fully your source(s) of income.

Some academic departments or schools operate a poli-

cy whereby your application for admission will be con-
sidered first, and then they will consider your need for
financial aid. Other schools and departments that have
limited or no financial aid available for their students
will give higher priority to applicants who do not need
financial support from the university.

Deadlines and Submission

Each graduate department within a university sets its

own deadline date, and it is usually firm about not
accepting applications after that time, particularly if a
program is very popular. For the fall semester, which
begins in late August or early September, deadlines are
usually between January and March, although they can
be as early as November or as late as June or July. If, how-
ever, an institution indicates that it operates “rolling
admissions,” late applicants may still have a fair chance

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of acceptance. In this case, a university will admit and

reject candidates until the program is filled. It is nonethe-
less a good idea to submit your application as early as
possible.

Some universities accept enrollment for any of their

terms, although many institutions prefer to enroll grad-
uate students for the fall term. For schools that operate
on a semester calendar, midyear admission is some time
in January. Universities that use the quarter system (three
terms) may offer admission both in the winter term (Jan-
uary) and the spring term (March). The precise date dif-
fers for each institution. Deadlines for midyear admis-
sions are usually six to nine months in advance of
enrollment. If you are applying for admission in Janu-
ary, take any admissions tests at least six months before-
hand.

It is your responsibility to ensure that all documents,

application forms, references, and official test score
reports reach the universities safely and on time. Often
the closing date for students from other countries is ear-
lier than for U.S. students. Usually applications for schol-
arships or fellowships must be submitted earlier than
applications for admission.

If at all possible, send all required documents together in

one envelope, including certified academic credentials
and letters of recommendation that have been placed
in sealed envelopes. (Some institutions require that all
materials arrive together.) Attach a note to any docu-
ments that bear a different name or different spelling
from the standard one that you are using, and give the
same first, second, and family name you used on your
application form. Again, use the name on your passport
if possible.

Send your application by registered mail or by courier, or

submit the electronic application and mail all support-

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ing documents. Keep copies of your application and doc-

uments just in case your material gets lost in the mail; you
will be relieved to know that you can supply another set
of information quickly, if this should happen.

After you have submitted all required documents, you

should confirm with the university that your application
is complete. Allow a reasonable amount of time before
following up, probably three to four weeks after submis-
sion of the documents. Do not correspond too often.
Remember that the admissions office is trying to process
a large number of applications, and the more corre-
spondence it has to answer, the slower the application
process. Allow at least six to eight weeks after completion
of the application for a decision to be made. Some pro-
grams and institutions may take as long as three to four
months, and many institutions review all completed
applications at the same time and issue acceptances
between March and May.

Throughout the application process, do your best to

comply with instructions. If some procedure is impossi-
ble for you to complete or some document is lost or can-
not be obtained, state the situation in a letter and send
it to the school along with a letter from the relevant
authorities who can support or authenticate your prob-
lem. Sometimes accommodations will be made for dif-
ficult circumstances.

The Admissions Process

No uniform procedure exists for graduate admissions in

the United States. The graduate admissions office almost
always shares the responsibility for admissions with the
academic departments, and most commonly there is a
graduate admissions committee for each department
made up of faculty members and graduate admissions
office staff. However, the roles and the relative authori-
ty of the graduate admissions office and the academic

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departments, as well as the relationship between them,

vary markedly from institution to institution. To make
your admissions experience more positive, it is a good
idea from the beginning of the process to network with
both the graduate admissions office and your specific
department of interest. Develop a clear understanding of
the institution’s general admission requirements and the
department’s academic and research objectives to see if
they match your personal and professional goals.

In addition to the match between the strength of your

application and the admissions standard of a school or
department, two other factors may influence your chances
of admission. First, graduate student research may be
highly specialized and dependent on the availability of a
faculty member who shares a student’s interest, and on
resources available in the department. A department may
suggest that you be admitted because your research inter-
ests match well with those of a particular faculty mem-
ber, or may advise against admission because faculty
members and resources for your research are lacking. Sec-
ondly, since faculty members review applications to decide
who should receive any available research or teaching
assistantships, departments often look for applicants who
can teach or do research in particular areas.

Interviews

It is rare that U.S. universities are able to interview can-

didates outside the United States, although business
schools or other professional programs occasionally send
admissions officers on international recruitment trips to
conduct interviews with applicants. International stu-
dents are not at a disadvantage because they are unable
to be interviewed. However, if you are offered the chance
to have an interview in your country, or if you can visit a
campus in the United States, do not refuse the oppor-
tunity; it is a good way to learn more about the school and
ask any questions you may have.

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Acceptance

If you plan to begin studies in September, you should

hear from the universities you applied to by mid-April of
that year. They will probably put a limitation on how
long they will keep the place open for you, and may ask
you to send a deposit if you wish to accept their offer. If
you receive more than one offer of acceptance, write to
the universities you turn down so that they can make
offers to those students still on waiting lists. It is also
recommended that you return unused student visa Cer-
tificates of Eligibility to those schools. Universities usu-
ally send information on housing, health insurance, and
orientation at this point.

Time for a Recap

✏ No uniform procedure exists for graduate admissions

in the United States. The admissions process may
vary between universities, and from department to
department within a particular university.

✏ Start the application process 12 to 18 months ahead

of when you wish to start your studies in the United
States.

✏ Request application materials from at least 10 uni-

versities that interest you. Write to both the graduate
admissions office and the academic department. Pro-
vide sufficient information about yourself to allow
the university to decide whether you are a suitable
candidate for the program.

✏ Read university responses carefully. Identify four to

seven institutions that best meet your needs and to
which you have a good chance of admission.

✏ Work back from the university application deadlines

to identify when you need to take admissions tests.

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✏ Allow plenty of time to prepare for tests, to write per-

sonal statements tailored to each university, to request
official transcripts from your undergraduate institu-
tion(s), and to brief your referees fully.

✏ Make sure your applications are complete and include

the correct application fee in U.S. dollars. Make copies
before sending applications to the United States.

✏ Well before the deadline, send applications to the

universities by courier or registered airmail, or com-
plete and submit the electronic application and mail
supporting documents. Check with each institution
that every part of the application has been received.

✏ By May, expect to hear whether you have been accept-

ed, put on a waiting list, or rejected.

✏ Send a letter of acceptance to the institution you wish

to attend and send letters of regret to those you turn
down. Return any official documents to institutions
that you will not attend.

Useful Web Sites

Many college search sites include tips for preparing successful

applications:
http://www.collegenet.com
http://www.educationconnect.com
http://www.embark.com
http://www.petersons.com
http://www.studyusa.com

Admissions Tests
See chapter 4

Credential Evaluation
http://www.naces.org

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CHAPTER 6 THE APPLICATION PROCESS

THE APPLICATION
PROCESS:
A TIMETABLE AND
CHECKLIST
Below is the recommended timetable
for applying to universities in
the United States. It is
sometimes possible to
complete the process
more quickly, but you
may have a much more
limited choice of schools.
Planning ahead gives you
sufficient time to make
successful applications to
the universities of your choice.

12 TO 18 MONTHS PRIOR
to the academic year in

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CHAPTER 6 THE APPLICATION PROCESS

which you hope to enroll, begin to consider, research,

and do the following:

✏ What are your reasons for wanting to study in the

United States?
✏ Which universities offer your subject and specialization?
✏ Will you need financial assistance?
✏ Begin narrowing down your choices of schools to
approximately 10 to 20 institutions, and make sure
they meet your academic, financial, lifestyle, and other
needs.
✏ Find out application deadlines. This will affect when
you take the standardized tests required for admis-
sion since test results must reach admissions offices
no later than these deadlines. The tests should be
taken in advance of submitting university application
forms.
✏ Register to take paper-based GRE Subject Tests if
required by the universities to which you are applying.

12 MONTHS PRIOR to enrollment, start to complete

the following (months indicated are estimates):

August
✏ Contact universities for application and financial aid
forms and catalogs.
✏ Register to take the TOEFL and the GRE General
Test, GRE Writing Assessment, GMAT, or other
admissions tests, as necessary.

September — December
✏ Request official transcripts from your undergraduate
institution.
✏ Brief your recommenders and request letters of ref-
erence from them.
✏ Draft personal statements or statements of purpose
and research proposals, if requested.
✏ Submit completed application forms (for admission
as well as financial aid).

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✏ Double check that transcripts and references have

been sent.
✏ Take the necessary admissions tests.

January — March
✏ University application deadlines must be met.

April — June
✏ Letters of acceptance or rejection arrive. Decide which
university to attend, notify the admissions office of your
decision, complete and return any forms they require.
✏ Send letters of regret to those universities you turn down.
✏ Organize finances (arrange to transfer funds to a U.S.
bank; make sure you have funds for travel and expens-
es on arrival).
✏ Finalize arrangements for housing and medical insur-
ance with your university.
✏ Notify any sponsoring organizations of your plans.

June — August
✏ Contact your nearest U.S. educational information
or advising center to let them know that you have
been accepted to a U.S. institution. (See “Getting
Ready to Go,” below.)
✏ Apply to your nearest U.S. embassy or consulate for a
visa upon receipt of your Certificate of Eligibility and
well in advance of your departure date. (See chapter
7, “Applying for a Student Visa.”)
✏ Make travel arrangements, planning to arrive in time
for the university’s orientation program.
✏ Contact the International Student Office at your uni-
versity with details of your arrival plans, and confirm
details of any orientation for new students held by
the university.

Getting Ready to Go

Once you know that you are going to study in the

United States, you will probably have many questions

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CHAPTER 6 THE APPLICATION PROCESS

about visas, accommodations, health insurance, bank-

ing, how to study, and other “predeparture” information.
See chapter 9 in this booklet for further information,
and refer to Booklet Four in this series, Getting Ready
to Go: Practical Information for Living and Studying in
the United States, located on the World Wide Web at
http://exchanges.state.gov/education/educationusa/.

Most U.S. educational information and advising centers

conduct predeparture orientation presentations in the
summer, and some may also offer sessions midyear. Con-
tact your nearest center for their schedule and to reserve
space for these popular events. Some centers may charge
a fee for this service.

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CHAPTER 7 APPLYING FOR A STUDENT VISA

APPLYING FOR A
STUDENT VISA

Congratulations — you have been accepted by the

university of your choice! You are thinking about the
courses you will take, the people you will meet, and
the exciting experiences that lie ahead, but now you
face one final task: applying for your student visa.

Visa Types

It is important to understand the differences between

the types of visas available to students before you
apply for yours. The F-1 visa category is the most
common student visa type and is designated for
undergraduate and graduate students in academic
and language study programs. The J-1 category is for
graduate or exchange students, teachers, scholars, and
researchers who come to the United States under
educational exchange programs such as the Ful-
bright Program. J-1 students must be financed, at least
partially, either by the U.S. government or their home
government, or by the U.S. institution that they will
attend. They may also be part of an exchange program.

One advantage of the J-1 visa for married students is

that it allows spouses (J-2 dependents) to apply for work
authorization after they arrive in the United States. The
F-1 does not allow F-2 dependents to work. F-2 or J-2
dependents may study full-time or part-time.

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Your tax obligations to the United States government

should not be affected by your choice of either the F-1 or
J-1 visa. However, you may find some differences in health
insurance requirements. Also, if you are traveling on a J-
1 visa, a “two-year rule” may apply. This means that after
you have finished your studies, you will be required to
spend two years back in your home country before you can
become eligible for immigrant status in the United States,
or for long-term employment as a nonimmigrant.

For more details on F-1 and J-1 visas, contact your near-
est U.S. educational information or advising center, or
check with the International Student Office at your U.S.
institution.

Procedures for Your Country

Procedures and requirements for applying for a student

visa vary from country to country, and they are more
complex and demanding in some countries than in oth-
ers. There are a number of places where you can obtain
more information on the visa application process in gen-
eral and the specific requirements for your country:

✏ U.S. educational information and advising centers

will be able to give you information on the application
procedures for your country. If at all possible, attend
one of their predeparture orientation programs; it will
almost certainly include information on applying for
a visa. Some centers may also produce written prede-
parture materials.

✏ U.S. embassies and consulates can provide applica-

tion forms and specific details of the application pro-
cedure. They often have telephone information lines
and Web sites that provide this information.

✏ Booklet Four in this series, Getting Ready to Go: Prac-

tical Information for Living and Studying in the United

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CHAPTER 7 APPLYING FOR A STUDENT VISA

States, covers the visa application in more detail. It is

available on the U.S. Department of State’s Web site
at http://exchanges.state.gov/education/educationusa/.

There are several things you can do to increase your

chances of a favorable visa decision:

✏ start the process at least two months in advance of

your departure date;
✏ assemble all the documentation that can help make
your case;
✏ make sure you are well-prepared if you are required
to attend an interview.

Applying for a Student Visa:

A Step-by-Step Guide

“Give the U.S. embassy no excuse to

question your academic standing and
show in as many ways as possible that
you will return home.”
– Computer science student from the United Kingdom

To apply for a student visa, you must have a valid Cer-

tificate of Eligibility: Form I-20 for an F-1 visa, Form
IAP-66 for a J-1 visa. (The IAP-66 form will become DS-
2019 in the future.) Your U.S. university will send you the
appropriate form after you have been admitted and after
you have certified your available finances. When your
form arrives, check the following:

✏ Is your name spelled correctly and in the same form

as it appears on your passport?
✏ Is the other information — date and country of birth,
degree program, reporting date, completion date, and
financial information — correct?
✏ Is the form signed by a university official?
✏ Has the reporting date (“student must report no later

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CHAPTER 7 APPLYING FOR A STUDENT VISA

than…”) passed? If so, the form has expired. It can-

not be used after the reporting date.

If your I-20 or IAP-66/DS-2019 is valid, you are ready to

apply for the visa.

If you are required to attend a visa interview, be aware

that they usually last an average of three minutes; there-
fore, you must be prepared to be brief yet convincing. Be
confident, do not hide the truth or lie — U.S. consular
section staff have a lot of experience and can easily iden-
tify when people are not being truthful about their visa
application.

To issue your visa, the consular officer must be satisfied

on three counts:

✏ First, are you a bona fide student? The officer will

look at your educational background and plans to
assess how likely you are to enroll and remain in the
program. If you are required to have an interview, be
prepared to discuss the reasons you chose a particu-
lar university, your subject, and your career plans.
Bring your transcripts, degree certificate, standard-
ized test scores, and anything else that demonstrates
your academic commitment.

✏ Second, are you capable of financing your education,

your living expenses, and the expenses of any depend-
ents who may be traveling with you? The U.S. gov-
ernment needs assurances that you will not drop out
of school or take a job illegally. Your I-20 or IAP-66/DS-
2019 form will list how you have shown the universi-
ty you will cover your expenses (and those of any fam-
ily members who will accompany you), at least for the
first year. Provide solid evidence of any scholarships,
grants, or loans you have been awarded, and of your
sponsor’s finances, especially sources and amounts of
income.

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✏ Third, are your ties to home so strong that you will not
want to remain permanently in the United States? Under
U.S. law, all applicants for nonimmigrant visas are
viewed as intending immigrants until they can con-
vince the consular officer that they are not. Note that
if you are traveling on a J-1 visa, a two-year rule usu-
ally applies, whereby after you have finished your stud-
ies in the United States you cannot apply for an immi-
grant visa for the United States until you have spent
two years back in your home country.

Overall, you must be able to show that your reasons for

returning home are stronger than those for remaining in
the United States. The law states that you must demon-
strate sufficient economic, family, and social ties to your
place of residence to ensure that your stay in the Unit-
ed States will be temporary.

Economic ties include your family’s economic position,

property you may own or stand to inherit, and your own
economic potential when you come home with a U.S.
education. The consular officer will be impressed to see
evidence of your career planning and your knowledge of
the local employment scene.

For family and social ties, the consular officer may ask
how many close family members live in your home coun-
try, compared to how many live in the United States. What
community activities have you participated in that
demonstrate a sincere connection to your town or coun-
try? What leadership, sports, work, or academic experi-
ence indicates that you are someone who wants to come
home and contribute your part?

Visa Refusals

If your application is refused, the consular officer is

required to give you an explanation in writing. Howev-
er, this is often a standardized reply and is unlikely to go

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CHAPTER 7 APPLYING FOR A STUDENT VISA

into the details of your specific case. You do have the

right to apply a second time, but if you reapply, make
sure to prepare much more carefully; the consular officer
will need to see fresh evidence sufficient to overcome
the reasons for the first denial.

If you have given careful thought to your educational

goals, and if you have realistic career plans, you will find
the visa application an opportunity to prove you are ready
to take the next big step in your education and your life:
university in the United States.

Time for a Recap

✏ Most students enter the United States on an F-1 visa,

but some graduate students may travel on a J-1 visa.
For more detailed information on the differences
between the F and J visas, contact your nearest U.S.
educational information or advising center or the
International Student Office at your U.S. university.

✏ You must familiarize yourself with the visa application

requirements for your country and prepare your appli-
cation thoroughly well in advance.

✏ Before applying for a student visa, check that the I-20

form for an F-1 visa (or IAP-66/DS-2019 form for a
J-1 visa) that you received from your university is valid.

✏ Once you are accepted, contact your information or

advising center to register for a predeparture orienta-
tion presentation and to find out more about local
visa application procedures.

✏ Make sure you can demonstrate to the consular offi-

cer that you are a bona fide student, that you can
finance your education, and that you have strong ties
to your home country.

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CHAPTER 7 APPLYING FOR A STUDENT VISA

✏ If your application is refused, you can apply again,

but you must provide fresh evidence to overcome the
reason for the first refusal.

Useful Web Sites

Information on Student Visas

http://www.travel.state.gov/visa_services.html

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CHAPTER 8 AMERICAN UNIVERSITY LIFE

AMERICAN UNIVERSITY
LIFE
“I have found the university’s concern
and provision for international students
first rate. Advice on academic and finan-
cial matters has been excellent.”
– Law student from the United Kingdom

Once you have secured your place at a U.S. university, it

is time to begin making plans for your new life as an
international student in the United States. Although
there are a few things you cannot do until you have
obtained your visa, much planning can be done ahead
of time to make the move to the United States run
more smoothly.

This chapter highlights a few of the main areas

to think about and what to expect when you
arrive in the United States. You should obtain
more detailed predeparture advice by contact-
ing your U.S. educational information or advis-
ing center or consulting Booklet Four of this
series, Getting Ready to Go: Practical Information
for Living and Studying in the United States,
on the U.S. Department of State’s Web site (see
page 95).

Arrival in the United States

Once you have been admitted to a univer-

sity and have notified them of your accept-
ance, you should receive further information
about your new school and procedures for your

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CHAPTER 8 AMERICAN UNIVERSITY LIFE

arrival on campus. These should include details of the

best way to reach the campus. Plan to arrive on a week-
day, if possible, when the school’s administrative offices
are open and campus activities are in full swing. Notify
the U.S. institution if you are traveling with dependents,
and be sure to ask about married student housing, day
“Take souvenirs care facilities, activities for spouses, schooling for your
from your home children, and any other questions that may be impor-
country as tant to you and your family.
there are always
occasions to Orientation
talk about your
country. Also U.S. universities hold arrival orientations for new inter-
take pictures of national students to familiarize them with the campus
family members and its facilities and to help with adjustment to life in the
and friends as United States. The orientation lasts up to one week and
sometimes you may be compulsory or optional, but you are strongly
really need to advised to attend. It will cover a variety of useful topics:
talk to them!” how to use the library, health center, and other universi-
– Public administration ty facilities; academic regulations, expectations, and sup-
student from Armenia port services; how to register for classes; U.S. culture and
social life, culture shock, and adjusting to life in the Unit-
ed States; local services, visa and legal regulations, and
so on. All of this information will help you integrate more
easily into life as a student in the United States. At the
orientation you will also get to know other internation-
al students on campus and the staff who handle any mat-
ters relating to international students at the university —
usually known as international student advisers (see
below).

International Student Adviser (ISA)

U.S. universities that regularly admit international stu-

dents have special staff assigned and trained to work
with them. They are usually called international student
advisers (ISAs) or foreign student advisers (FSAs). You
can go to these staff members to ask any questions relat-
ed to your status as an international student. They also

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CHAPTER 8 AMERICAN UNIVERSITY LIFE

are there to help if you have any problems or concerns.

Throughout the year, they and the International Stu-
dent Office usually organize social and cultural events for
international students and their families.

University Housing

When an applicant is accepted for admission, the uni-

versity housing office should automatically send out
information about what housing is available on campus
for graduate students and how to apply for it. Most uni-
versities have accommodations for graduate students,
including some for married students, though the latter
is often limited. Schools may place you on a waiting list
for on-campus family housing until space becomes avail-
able. It is recommended that you inquire well in advance
and compare the costs of living on or off campus to make
the best decisions for you and your family.

If you have not arranged housing in advance, or if you pre-

fer living off campus in the local community, you will
need to arrive at the university several weeks ahead of the
start of the term. The closer to the start of the term you
begin looking for housing, the more limited your options
will be.

Money and Banking

The United States has very few national banks and most
operate on a regional, state, or city basis. Some univer-
sities have their own credit unions or other banking serv-
ices. Before opening an account, find out which banks are
near to where you will be living and studying. It may also
be hard to open an account from overseas. Make sure
you bring enough money with you to live on until you can
open an account and arrange for funds to be transferred
from home.

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CHAPTER 8 AMERICAN UNIVERSITY LIFE

Health Insurance

As an international student you must have health insur-

ance coverage while in the United States. It is compul-
sory to take out health insurance at most U.S. universi-
ties, either through the university’s policy or by
purchasing your own policy that meets the university’s
requirements. Since health insurance policies vary, your
international student adviser can explain them to you
and help you decide on the best policy for you. Don’t
forget to make sure you are insured for the journey from
your home country to your campus in the United States.

Social Life

A variety of organizations and activities await you on

most campuses, and getting involved is a great way to
meet new friends, including Americans. You may find
student-run radio and TV stations, newspapers, sports
teams, and social clubs that are looking for new members.
U.S. universities usually have an international society
too. Most campuses have a Student Activities Office
that can tell you what is happening on campus. A lot of
information is also available on university Web sites.

Time for a Recap

✏ Once you have accepted the offer of a place at a U.S.

university, make sure you are properly prepared for
your move to the United States.

✏ Contact the university to confirm details of the ori-

entation for international students, making sure you
will arrive in time to attend. Inquire about health
insurance requirements.

✏ Make arrangements for accommodation, and plan to

arrive in plenty of time if you need to find family or
off-campus housing.

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CHAPTER 8 AMERICAN UNIVERSITY LIFE

✏ Ensure you will have enough funds available to last

until you can set up a bank account in the United
States and transfer funds from home.

✏ Check out the social, sports, and other facilities avail-

able on campus and identify activities in which you
would like to get involved.

Useful Web Sites

If You Want to Study in the United States, Booklet Four —

Getting Ready to Go: Practical Information for Living and
Studying in the United States
http://exchanges.state.gov/education/educationusa/.

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CHAPTER 9 SPECIALIZED PROFESSIONAL STUDY

SPECIALIZED
PROFESSIONAL
STUDY

The path for study and entry into many pro-

fessions in the United States differs sub-
stantially from the process in most other
parts of the world. This chapter gives an
overview of study requirements for den-
tistry, medicine, nursing, veterinary medi-
cine, and law. More details about these pro-
fessions, as well as information on other
fields with special requirements, can be
found at U.S. educational information and
advising centers and in the bibliography at
the end of this booklet.

Dentistry

In the United States, dental study usually

begins after four years of undergraduate
study. Universities do not have undergraduate
programs in dentistry; students planning to study
dentistry can major in any subject, but should have
a minimum number of prerequisite undergraduate cours-
es in the biological sciences, chemistry, physics, and math-
ematics, as well as in the humanities and the behavioral
and social sciences.

First Professional Degree

The first professional degree in dentistry, titled either

the doctor of dental surgery (D.D.S.) or the doctor of
dental medicine (D.M.D.) degree, requires four years of

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study — two years emphasizing the basic medical sci-

ences, and two years providing a clinical orientation. To
practice, graduates must also meet requirements of the
state in which they plan to see patients, including satis-
factory scores on the National Board Dental Examination
and a state clinical examination.

Admission to a U.S. dental school is highly competitive,

with about twice as many applicants as positions available.
Although anyone is eligible to apply, foreign nationals
rarely gain admission to a U.S. school of dentistry with-
out having completed at least two years of postsecondary
study at a U.S. institution. In one recent year, out of
4,268 first-year dental students, 342 were foreign nation-
als. Chances of obtaining admission to private dental
schools are somewhat higher than those of admission to
state-supported dental schools, because public institu-
tions generally give admissions preference to the state
residents whose taxes support their programs. The Amer-
ican Association of Dental Schools (Web site at
http://www.aads.jhu.org) publishes an annual guide to
dental schools that includes useful information and sta-
tistics on admission requirements. Your U.S. education-
al information or advising center may have this resource
and other reference material to help you get information
on particular schools and evaluate your qualifications.

Application requirements for dental school include a

strong undergraduate academic record, proficiency in
the English language, and a score on the Dental Admis-
sion Test (DAT) judged satisfactory by the individual
dental school. The DAT examines proficiency in math-
ematics, biology, chemistry, organic chemistry, reading,
and perceptual motor abilities. It is regularly offered in
the United States. Occasionally, it can be scheduled in
other countries — a U.S. admissions officer or pre-
dental adviser must request such administration at least
three months before a scheduled test date. For further
information, contact the Dental Admission Testing Pro-

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CHAPTER 9 SPECIALIZED PROFESSIONAL STUDY

gram, Department of Testing Services, American Den-

tal Association, 211 East Chicago Avenue, Suite 1846,
Chicago, IL 60611-2678, USA; Telephone: 312-440-2689,
extension 2689; E-mail: [email protected].

Postgraduate Training

After receiving the D.D.S. or equivalent, dentists may

apply for postgraduate training at hospitals or dental
schools. Some programs lead to a master’s degree, and
doctoral study may also be available. These degree pro-
grams typically prepare graduates for teaching or research
careers.

A university or a hospital may sponsor non-degree resi-

dency programs with a clinical focus. General practice
residencies are highly competitive, and typically only
about 4 percent of the students enrolled are foreign
nationals. Specialty residencies tend to admit a consid-
erably larger proportion of internationally educated den-
tists. These residencies offer training in dental public
health, endodontics, oral and maxillofacial pathology,
oral and maxillofacial surgery, orthodontics and dento-
facial orthopedics, pediatric dentistry, periodontics, or
prosthodontics.

No one process exists to qualify internationally trained

dentists seeking to study in the United States. One com-
mon requirement is that applicants must pass one or
both parts of the National Board Dental Examination.
Some specialty areas, such as oral surgery and periodon-
tics, require that dentists complete at least the last two
years of professional study at a U.S. university and earn
a first professional degree at a dental school accredited
by the American Dental Association. (About half of U.S.
dental schools offer admission at an advanced level for
internationally educated dentists wishing to complete a
U.S. first professional degree.) State licensure and nation-
al board certification may also be required in some cases.

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Dental schools are more likely than hospitals to consid-

er international applicants who do not have a U.S. license.

Short-term Educational Opportunities

Dental schools and hospitals frequently offer postgrad-

uate continuing education courses lasting from a few
days to a few weeks. These courses provide updates on
specific topics and are open to international dentists. A
few schools will arrange special programs for visiting
internationally-educated dentists.

Medicine

In the United States, medical study generally follows

completion of a bachelor’s degree. Admission to medical
study is very competitive. Less than half of U.S. citizen
applicants are accepted to medical school, and typically
less than 3 percent of international applicants are accept-
ed. In one recent year only 155 of the 16,221 students
who entered medical school were foreign nationals, and
most of them were individuals who had completed their
undergraduate education in the United States. Because
medical schools, particularly public medical schools, are
funded largely by taxes raised in the states where they are
located, admissions preference is usually given to resi-
dents of that state. Some state-supported schools will
consider only U.S. citizens and permanent residents for
admission.

First Professional Degree

Medical school usually lasts four years and students grad-

uate with the Doctor of Medicine (M.D.) degree. Study
combines classroom experience with observation and
clinical work. Admission requirements include an under-
graduate degree, preferably from a U.S.-accredited insti-
tution. Degrees in almost any discipline are acceptable
as long as the student’s course load includes the required

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minimum number of prerequisite courses in the biolog-

ical sciences, chemistry, mathematics, behavioral and
social sciences, and humanities. Additional requirements
include an excellent undergraduate academic record; flu-
ency in English; extracurricular activities such as work
experience and volunteer commitments; and a satisfac-
tory score on the Medical College Admission Test
(MCAT), a standardized entrance examination admin-
istered around the world on computer. More informa-
tion on the MCAT can be found by contacting the Asso-
ciation of American Medical Colleges (AAMC) at
http://www.aamc.org/stuapps/admiss/mcat/start.htm or
the American College Testing Program, MCAT Program
Office, P.O. Box 4056, Iowa City, IA 52243, USA; Tele-
phone: 319-337-1356; Fax: 319-337-1122.

Students interested in studying toward an M.D. degree

should carefully consider the level of difficulty of entrance
requirements, length of time involved (four years of
undergraduate study plus another four years of medical
school), and recognition of a U.S. medical degree and
licensing qualifications in their home country to deter-
mine if medical study is appropriate for them. The Asso-
ciation of American Medical Colleges (Web site at
http://www.aamc.org) publishes an annual guide to med-
ical schools that includes useful information and statis-
tics on admission requirements. Your U.S. educational
information or advising center may have this resource
and other reference material to help you get information
on particular schools and evaluate your qualifications.

Postgraduate Training

Many foreign nationals who receive their first degree in

medicine (M.D.) in their home country choose to contin-
ue their graduate medical education in the United States.
To be eligible to practice medicine in the United States, all
physicians, regardless of whether they were educated in
the United States or outside the United States, must:

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✏ receive the first professional medical degree from a

medical school accredited by the Liaison Committee
on Medical Education;
✏ complete a period of residency or graduate medical
education;
✏ pass state licensure examinations.

Obtaining ECFMG Certification

U.S. graduate training for physicians generally involves

completing a prescribed period of clinical training in a
chosen medical specialty, usually called a residency. The
Accreditation Council for Graduate Medical Education
(ACGME) accredits such programs. While entry to res-
idencies is quite competitive, international physicians
have better chances to pursue U.S. study at this level
than at the first professional level.

To obtain residency positions or other training involv-

ing patient contact, graduates of medical schools out-
side the United States must pass a certification program
administered by the Educational Commission for Foreign
Medical Graduates (ECFMG). This certification pro-
gram is designed to assure both the U.S. public and direc-
tors of residency programs that applicants from foreign
medical schools have qualifications comparable to U.S.
medical school graduates. All graduates of medical
schools outside the United States and Canada (includ-
ing U.S. citizens who have graduated from medical
schools not accredited by the Liaison Committee on
Medical Education) must meet ECFMG certification
requirements.

For ECFMG certification, you will have to:

✏ Submit documents showing graduation from a med-

ical school listed at the time of graduation in the then-
current edition of the World Directory of Medical
Colleges.

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✏ Submit documents showing completion of all edu-

cational requirements to practice medicine in the
country where your medical education was complet-
ed. Physicians who are nationals of the country where
they were educated must also have a license to prac-
tice medicine in that country.

✏ Pass both the basic medical science (Step 1) and clin-

ical science (Step 2) sections of the U.S. Medical
Licensing Examination (USMLE). These are com-
puter-based examinations administered at testing cen-
ters worldwide. Further information is available from
information and advising centers or from the USMLE
Web site at http://www.usmle.org.

✏ Pass the Clinical Skills Assessment (CSA), which is a

test evaluating spoken English ability and clinical pro-
ficiency. The CSA is currently administered at the
ECFMG Clinical Skills Assessment Center in
Philadelphia, Pennsylvania, in the United States.
Physicians are eligible to take the CSA only when they
have completed all other ECFMG testing require-
ments successfully.

✏ Achieve an acceptable score on the Test of English as

a Foreign Language (TOEFL), which is a computer-
based English language proficiency test administered
at testing centers worldwide. Further information is
available from information and advising centers or
from the TOEFL Web site at http://www.toefl.org.

ECFMG can provide an information booklet, updated

annually, that contains further details on the certification
process. Contact the Educational Commission for For-
eign Medical Graduates, 3624 Market Street, 4th floor,
Philadelphia, PA 19104-2685, USA; Telephone: 215-386-
5900; Fax: 215-387-9963; Web site: http://www.ecfmg.org.

In addition to ECFMG certification, some states require

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that foreign medical graduates pass a third medical licens-

ing examination, the USMLE Step 3, prior to taking part
in a residency. This test is administered only in the Unit-
ed States.

Locating a Residency

ECFMG certification does not guarantee placement in

a residency program. Indeed, in some years, only small
percentages of international medical graduates who
gained ECFMG certification have been placed in resi-
dency positions.

International medical graduates applying for residencies

must have ECFMG certification before beginning a res-
idency, but they may initiate correspondence with a pro-
gram before they receive certification. Information on
residency programs can be found on-line in the Ameri-
can Medical Association’s (AMA) Fellowship and Resi-
dency Electronic Interactive Database (FREIDA), locat-
ed at http://www.ama-assn.org/cgi-bin/freida/freida.cgi.
Information is also published by the AMA in print and
on CD-ROM annually as the Directory of Graduate Med-
ical Education. Many information and advising centers
have a copy of this book, or an order form may be request-
ed from the AMA, Order Dept. OP416798, P.O. Box 7046,
Dover, DE 19903-7046, USA; Fax: 312-464-5600.

When corresponding with residency programs, be sure to

obtain information on such issues as salary, length of
appointment, elements of the program, hours of duty
and responsibilities, and provision of health and profes-
sional liability insurance.

Application must be made to individual programs, and,

in addition, applicants must generally participate in the
National Resident Matching Program (NRMP) or one
of several other computerized application programs in
which residency programs in particular specialties par-

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ticipate. An increasing number of medical specialties are

requiring use of the Electronic Residency Application
System (ERAS), administered for international medical
graduates by ECFMG. To receive an ERAS application
form, applicants should contact the ECFMG ERAS Pro-
gram, P.O. Box 13467, Philadelphia, PA 19101-3467, USA;
E-mail: [email protected]; Telephone: 215-386-5900;
Fax: 215-222-5641.

To take part in the NRMP, physicians must pass all

ECFMG examinations by January 1 of the year in which
they plan to enter the residency. The NRMP allows each
applicant to submit a list of their preferred residencies,
which are then matched with the preferences submit-
ted by residency programs. For further information,
see ECFMG’s bulletin, or contact the NRMP, 2501
M Street, N.W., Suite One, Washington, DC 20037-
1307, USA; Telephone: 202-828-0566; Web site:
http://www.aamc.org/nrmp.

ECFMG-certified foreign physicians who are matched

with residency positions usually are eligible to receive spon-
sorship from the ECFMG for exchange visitor (J-1) visas.
The period for which J-1 status is valid varies with the
medical specialty chosen, with each specialty board deter-
mining the appropriate length of time for graduate clini-
cal training in that specialty. After completion of the stip-
ulated training period, exchange visitor physicians must
leave the United States. They are not eligible to petition
to apply to return to the United States in immigrant, tem-
porary worker, or trainee status, or as an intra-company
transferee, until they have resided in their home country,
or country of last permanent residence, for two years.

Some Alternatives Not Requiring ECFMG

Certification

Graduate Academic Education: Foreign medical grad-

uates can apply directly to graduate academic programs

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in medically related fields that do not involve patient

care. Such programs do not require ECFMG certification.
Application procedures are similar to those for graduate
programs in non-medical fields. A few examples of med-
ically related fields of study include radiology, immunol-
ogy, molecular biology, genetics, neuroscience, patholo-
gy, and physiology. Foreign medical graduates may also
apply for research grants in the health sciences. Hospi-
tals, universities, and independent research centers are
possible sites for research.

Short-term Opportunities: Medical centers, hospitals,

and medical associations frequently offer conferences or
short-term courses, lasting from a few days to a few weeks
to, occasionally, several months. Such opportunities are
open to foreign medical graduates without ECFMG cer-
tification as long as they do not involve direct patient
contact. Some medical centers, particularly larger
research and teaching institutions, may also be able to
arrange individual training for international physicians on
request. Such exchanges, again, cannot involve direct
patient contact but they can provide valuable opportu-
nities for consultation, observation, and comparison of
facilities. There are specific offices, called by a variety of
names, including International Services, at some medical
centers that arrange such visits. Visits may also be
arranged directly with U.S. colleagues.

ECFMG International Fellowships in Medical Edu-

cation: This program is sponsored by the Foundation for
Advancement of International Medical Education and
Research (FAIMER), a nonprofit foundation under the
aegis of ECFMG. Through FAIMERSM, the IFME
provides opportunies for faculty from international
medical schools to study aspects of medical education
that have the potential to improve the medical education
in their home country institutions and departments.
Further information on the IFME program is available
at http://www.ecfmg.org/faimer. For written informa-

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tion, please contact FAIMER - International Fellow-

ships in Medical Education, c/o Educational Commis-
sion for Foreign Medical Graduates (ECFMG), 3624
Market St., Philadelphia PA 19104-2685, USA;
Telephone: 215-823-2105; Fax 215-966-3121.

Nursing

Basic study for the nursing profession in the United

States takes place at the undergraduate level. The pro-
fessional-level “registered nurse” (R.N.) has a bachelor’s
degree in nursing and must fulfill state licensure require-
ments to practice. Each U.S. state has its own criteria and
regulations for licensure; however, every state uses the
same licensing examination, known as the NCLEX-RN,
which must be passed before a license is awarded. Most
states also require nurses educated outside the United
States to be certified by the Commission on Graduates
of Foreign Nursing Schools (CGFNS) before taking the
NCLEX-RN.

Certain graduate programs in nursing require state licen-

sure or CGFNS certification, depending on level of
patient contact and the laws of the state where the pro-
gram is offered. Another option in many states is a spe-
cial limited license for educational purposes. Check
licensing requirements carefully with individual programs
to see if you qualify for this option. CGFNS certification
will also be required if you apply for either a temporary
nonimmigrant visa (H-1A) or a permanent visa.

To obtain a CGFNS certificate involves a credential

review and an examination. You can be registered for the
CGFNS Exam if CGFNS determines that you:

✏ are currently registered as a first-level general nurse in

the country where you were educated;
✏ have completed an upper secondary school educa-
tion, separate from nursing education;

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✏ have graduated from a government-recognized general

nursing program lasting at least two years;
✏ have received theory and clinical practice instruction
in medical, surgical, obstetric, pediatric, and psychi-
atric nursing.

The CGFNS Exam tests nursing knowledge and is given

approximately three times a year at sites around the
world. Candidates for certification must also demon-
strate English language proficiency as measured by the
Test of English as a Foreign Language (TOEFL) (Web
site: http://toefl.org). For information on the CGFNS
certification program, contact your nearest U.S. educa-
tional information or advising center or CGFNS,
3600 Market Street, Suite 400, Philadelphia, PA 19104-
2651, USA; Telephone: 215-349-8767; Web site:
http://www.cgfns.org.

A variety of options for advanced, specialized nursing

education exist in the United States, including univer-
sity master’s and doctoral programs as well as non-degree
certificates and continuing education programs, which
are usually very brief, offered by universities, hospitals,
associations, and other sources. Specializations include
nursing administration, nursing education, nurse mid-
wifery, psychiatric nursing, gerontological nursing, pub-
lic health nursing, and many others.

Veterinary Medicine

Veterinary school is generally entered following completion

of a bachelor’s degree program. Admission to U.S. veteri-
nary schools is extremely difficult for students from other
countries to achieve because of intense competition for a
limited number of places. Competition for veterinary study
is even more rigorous than that for study in medicine.

Only 27 schools of veterinary medicine exist in the Unit-

ed States. Of these, 25 are largely state-financed, with tax

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money from state residents supporting the school. There-

fore, applicants from that state are generally given first
preference. Only about a third of all those applying to
U.S. veterinary schools are accepted by any one of the
schools that they apply to, and the number of interna-
tional applicants accepted is extremely small.

Most veterinary colleges participate in the Veterinary

Medical College Application Service (VMCAS), which
allows applicants to submit a common application for
multiple schools. The primary consideration for admis-
sion is the quality of the undergraduate record. More
than half of veterinary schools also require the Veteri-
nary Aptitude Test, with some schools accepting the
Medical College Admission Test or Graduate Record
Examination. For information on VMCAS, contact the
service at 1101 Vermont Avenue, N.W., Suite 411, Wash-
ington, DC 20005, U.S.A.; Telephone: 202-682-0750; E-
mail: [email protected].

One alternative to veterinary school is to enter a gradu-

ate program in animal sciences. Competition for these
programs is less intense. Graduates of animal science
programs are not certified for veterinary practice but may
be qualified for a range of positions in agricultural indus-
tries, government, or university research and teaching.

U.S. veterinary schools offer a four-year program. Grad-

uates receive the first professional degree, the doctor of
veterinary medicine (D.V.M. or V.M.D.).

Postgraduate Training

Several alternatives for postgraduate training in the Unit-

ed States exist for foreign-trained veterinarians with the
equivalent of the D.V.M. Veterinary schools offer post-
graduate academic programs leading to a master’s or
doctoral degree. These programs are not designed to lead
toward clinical practice but rather to teaching positions

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in veterinary schools or employment by pharmaceutical

companies or research careers.

Another postgraduate option is residency training lead-

ing toward board certification in a specialty such as vet-
erinary ophthalmology or veterinary pathology. Such res-
idency training, also affiliated with veterinary schools,
takes three years and involves a combination of academic
and clinical experience. Short-term training and
exchanges with U.S. veterinary schools and related organ-
izations may also be arranged in some cases.

To practice veterinary medicine in most of the United

States, internationally trained veterinarians must hold
certification from the American Veterinary Medical Asso-
ciation’s Educational Commission for Foreign Veteri-
nary Graduates (ECFVG). In all states, veterinarians
must also be licensed. For more information, contact
the American Veterinary Medical Association, 1931 North
Meacham Road, Suite 100, Schaumburg, IL 60173, USA;
Telephone: 847-925-8070; Fax: 847-925-1329; E-mail:
[email protected]; Web site: http://www.avma.org/.

Law

The legal system in the United States, on the federal

level and in almost all states, is based on the British sys-
tem of common law. One state, Louisiana, has a system
modeled on the French legal code.

First Professional Degree

The U.S. first professional degree, the juris doctor (J.D.),

provides an education strongly focused on preparation for
U.S. practice, with little opportunity for comparative or
specialty study. For this reason, and because preparation
in U.S. law will not easily transfer toward practice in
other countries, the J.D. is usually inappropriate for for-
eign nationals. Although law schools offer individual

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courses that emphasize particular subject areas such as

environmental law or taxation, there are no J.D. pro-
grams concentrating on any single specialty.

J.D. degree programs involve three years of study, and

are entered following four years of undergraduate study
in any major. Competition for admission is intense for
both U.S. and international students. Requirements gen-
erally include fluency in English, an excellent under-
graduate academic record, and a satisfactory score on
the Law School Admission Test (LSAT). (See
http://www.lsac.org for LSAT registration information.)
To practice in the United States, graduates must also
pass the bar examination and other requirements of the
state where they wish to work.

Graduate Legal Education

The master of comparative law (M.C.L.), also known as

the master of comparative jurisprudence (M.C.J.), is a
particularly appropriate degree program for internation-
al lawyers. Recognizing that legal systems in many coun-
tries differ from common law as practiced in the Unit-
ed States, these programs acquaint lawyers from other
countries with U.S. legal institutions and relevant spe-
cialties of U.S. law. Another graduate option is the
master of laws (L.L.M.), a degree offered in a variety of
specialties or as a self-designed program, with appropri-
ateness for the international practitioner varying from
program to program. Programs in international law or
international business law may also be of interest.

Almost all master’s programs in law last one year and

admit students only for the fall semester. Programs can
be planned according to the interests of the student.
During study, international lawyers have the opportuni-
ty to observe courts and government agencies in the
United States. Entrance requirements include a first
degree in law, a strong academic background, letters of

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CHAPTER 9 SPECIALIZED PROFESSIONAL STUDY

reference, a statement of purpose and/or writing sam-

ples, and a high level of English proficiency as demon-
strated by the Test of English as a Foreign Language
(TOEFL) for students whose law degree was not in the
English language. Most graduate law programs do not
require standardized admissions tests.

Doctoral programs in law also exist. They admit only a

small number of promising applicants, usually from
among those who have completed a master’s program
at a U.S. law school and who plan to enter a career as a
law school faculty member. Financial assistance may be
more readily available to law students intending to con-
tinue towards a doctoral degree than to those seeking
only a one-year master’s program.

Short-term Legal Education

Many U.S. law schools offer programs, particularly in the

summer, either designed for or appropriate for interna-
tional lawyers. These usually last between one week and
two months. Professional associations and private train-
ing organizations offer similar programs.

Your nearest U.S. educational information or advising

center may be able to provide information on other
options, such as tours to visit U.S. legal institutions.

Time for a Recap

✏ Entry to U.S. first professional degree programs in

dentistry is highly competitive. Graduate options
include academic degrees, residencies (particularly in
specialty areas), or short-term training and exchanges.

✏ Entry to the U.S. first professional degree in medi-

cine is extremely difficult, and a bachelor’s degree
from an accredited U.S. university is usually a mini-
mum requirement.

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✏ For any graduate medical study involving patient con-

tact, physicians educated outside the United States
must be certified by ECFMG. Other options not
requiring certification include a medically relevant
academic degree or training and exchanges not involv-
ing patient contact.

✏ A variety of educational options exist in the United

States for internationally educated nurses. In some
cases, and always in the case of nurses seeking to qual-
ify for U.S. practice, certification by CGFNS is
required.

✏ Entry to the U.S. first professional degree in veterinary

medicine is even more competitive and difficult than it
is for medicine. Graduate options include academic
degrees, residencies, or short-term training and
exchanges. U.S. licensure for veterinarians educated out-
side the United States requires certification by ECFVG.

✏ U.S. first professional degree programs in law (J.D.) are

generally not appropriate for individuals planning to
practice law outside the United States. However, a
variety of other degree and short-term options specif-
ically designed for international students exist at the
graduate level.

Useful Web Sites

Dentistry
American Dental Education Association (formerly American
Association of Dental Schools)
http://www.aads.jhu.edu

American Dental Association

http://www.ada.org

Medicine
American Medical Association – Fellowship and Residency
Database
http://www.ama-assn.org/cgi-bin/freida/freida.cgi

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Association of American Medical Colleges Academic Medicine

http://www.aamc.org (Also includes information on the
Medical College Admission Test, or MCAT, at
http://www.aamc.org/stuapps/admiss/mcat/start.htm)

Educational Commission for Foreign Medical Graduates

http://www.ecfmg.org (Also includes information on the
Electronic Residency Application Service for ECFMG
applicants at http://www.ecfmg.org/eras/index.html)

Federation of State Medical Boards

http://www.fsmb.org

National Board of Medical Examiners

http://www.nbme.org/

Test of English as a Foreign Language

http://www.toefl.org

United States Medical Licensing Examination

http://www.usmle.org

Nursing
Commission on Graduates of Foreign Nursing Schools
http://www.cgfns.org

National League for Nursing

http://www.nln.org

Veterinary Medicine
Association of American Veterinary Medical Colleges
http://www.aavmc.org

American Veterinary Medical Association

http://www.avma.org

National Board Examination Committee for Veterinary Medicine

http://www.nbec.org

Law
American Bar Association
http://www.abanet.org

Association of American Law Schools

http://www.aals.org

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Law School Admission Council

http://www.lsac.org

National Conference of Bar Examiners

http://www.ncbex.org

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CHAPTER 10 OPPORTUNITIES FOR SCHOLARS

OPPORTUNITIES FOR
SCHOLARS

In addition to individuals who are beginning graduate

or professional study, many mid-career scholars also trav-
el to the United States, whether to participate in post-
doctoral research, to lecture, to consult, or to gain addi-
tional training. This booklet concludes by providing some
information on the academic environment for such vis-
itors, as well as some of the options available for
exchanges and some things to consider if you are plan-
ning a stay.

The Academic Environment in the

United States

Academic and research institutions

in the United States differ in many
respects from those in other coun-
tries. If you will be working with fac-
ulty or researchers at universities in the
United States, you will need to be aware
of the constraints and pressures on aca-
demics as well as the underlying struc-
ture of the faculty system.

Faculty

In almost every academic institution, faculty mem-

bers are organized into departments based on aca-
demic fields. Each department operates independently
and is headed by a department chair. Faculty members
of a department usually choose their own chair from
among senior members of the department. In many

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CHAPTER 10 OPPORTUNITIES FOR SCHOLARS

cases, the position of department chair rotates from one

senior faculty member to another, changing every three
to four years. In other cases, the department chair
remains the same, subject to the approval of other fac-
ulty members.

The department operates as a more or less democratic

body, with all faculty members participating in important
decisions. The department acts within broad limits set
by the university to determine requirements for degrees,
admit graduate students, decide whether candidates
qualify for degrees, choose teaching assistants, deter-
mine the curriculum, and hire new faculty for that
department. In some departments, primary power lies
with the department as a whole. In others, the chair is
more powerful than the other members.

Faculty titles denote academic rank. In ascending order,

they are “lecturer” (or “instructor”), “assistant profes-
sor,” “associate professor,” and “professor.” Except in the
case of very distinguished senior professors, most facul-
ty members who know one another address each other by
first names and do not use these titles in conversation.

Lecturers and assistant professors have a full teaching

load — usually two classes that meet three times a week
with a laboratory, or perhaps three classes without a lab-
oratory. In addition, they may have one or more com-
mittee assignments (the curriculum committee, the hon-
ors committee, and so forth), which may take several
hours per week. To this schedule, add time needed for
grading papers and exams, for meetings and conferences,
and office hours for students, not to mention the many
hours of research and writing necessary to build a repu-
tation for scholarly research and to achieve “tenure.”

Tenure is a guarantee that a faculty member will remain

employed by the university until retirement except in
the case of very unusual circumstances such as the elim-

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CHAPTER 10 OPPORTUNITIES FOR SCHOLARS

ination of an entire department or extreme misconduct

on the part of the tenure holder. The purpose of the
tenure system is to preserve academic freedom, to pre-
vent an institution from firing a professor for making
unpopular or radical statements or for advocating
unorthodox ideas.

Lecturers, instructors, and visiting faculty are not con-

sidered for tenure. An assistant professor generally has
between five and seven years to gain tenure. At the end
of this time a committee of peers (other university fac-
ulty) votes on whether or not to recommend tenure. One
of the most important considerations is the faculty mem-
ber’s research and publication record.

What difference does this system make to visiting schol-

ars and researchers? You will generally be expected to
make commitments of time and to handle teaching loads
similar to those of individuals on the permanent facul-
ty. Also, if faculty members are working toward tenure,
they may have little time to spare for collaboration with
their visitors.

Faculty salaries are often lower than salaries at compa-

rable levels of business or industry. In the 1999-2000 aca-
demic year, they ranged from an average of approximately
$45,000 for an assistant professor to about $76,000 for a
full professor. Instructors and other temporary and
adjunct faculty generally earned an average of around
$35,000, based on the number of classes taught. Facul-
ty salaries in fields such as engineering and medicine
were considerably higher than the average.

Many faculty members serve as consultants to business,

industry, and government, both as a source of outside
income and as a stimulus for professional development.
Senior faculty members sometimes hold joint appoint-
ments whereby they have part-time teaching responsi-
bilities and part-time administrative responsibilities.

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CHAPTER 10 OPPORTUNITIES FOR SCHOLARS

Students

In the university setting, faculty interactions with stu-

dents tend to be informal. Often graduate students and
faculty become close friends and work together on an
almost equal basis.

Since U.S. educational philosophy stresses analysis and

critical thinking as well as mastery of information, class
formats are designed to stimulate exchange of ideas. Stu-
dents, whether graduate or undergraduate, do not hesi-
tate to challenge professors in class; in fact, most pro-
fessors encourage such challenges as a sign of intellectual
independence. Encouragement of questioning, howev-
er, does not mean that professors lack respect from stu-
dents. Despite informality, students and faculty maintain
a certain personal distance, with students deferring to
faculty members.

Faculty members usually construct their own examina-

tions, and students expect that examinations will be
given frequently. In most cases, faculty grade examina-
tions and papers for their courses themselves, unless the
course has a very high enrollment. In that case, they may
rely on teaching assistants to do at least some of the
grading.

Research Institutions

Universities differ greatly from one another in the level

of their dedication to research. Research and scholarly
activity also take place in many kinds of institutions
besides universities. Often visiting scholars, researchers,
and faculty come to the United States to work in pri-
vate or public research centers or in hospitals. Visiting
scholars may find they have fewer distractions from their
projects in institutions dedicated entirely to research as
compared with academic institutions.

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Most research institutions are organized by field, and

they include both an administrative and a scientific, or
technical, head for each department (in some cases, this
is the same person). Researchers may work together as
part of a team, or they may work alone; all have some
administrative tie to the department. Grants manage-
ment staff monitor expenses on any grant involved, and
the principal research investigator is usually responsible
for an annual grant report.

Quite often, an international researcher establishes an

arrangement with a particular research center that focus-
es on his or her area of research and then obtains a grant
from public or private sources (see “Obtaining Funding”
below) to work as the principal investigator for the grant.

Finding and Arranging Academic Opportunities

Many avenues exist for scholars, researchers, and facul-

ty to come to the United States as temporary academic
visitors. Those described below are some of the most
common.

The Fulbright Visiting Scholars Program

Under the auspices of the Fulbright Program, interna-

tional senior scholars come to the United States to do a
year of research or to lecture at U.S. academic institu-
tions. U.S. scholars also travel outside the United States
on this program. The U.S. Department of State funds
and administers the Fulbright Program; however, many
other countries also share in the funding. Approximate-
ly 120 countries around the world participate in the Ful-
bright Program, and the program operates differently in
each country. Check with the U.S. embassy or consulate
in your country to determine Fulbright opportunities.

The Fulbright Program is an open competition for which

scholars apply through the local Fulbright Commission,

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CHAPTER 10 OPPORTUNITIES FOR SCHOLARS

the U.S. Educational Foundation, the public affairs sec-

tion of the U.S. embassy, or other designated office. After
preliminary local selection, recommended applications
are forwarded to the U.S. Department of State and the
J. William Fulbright Foreign Scholarship Board in the
United States for final approval.

The Council for the International Exchange of Schol-

ars (CIES) in Washington, D.C., assists with the imple-
mentation of the program by arranging university affil-
iations for senior Fulbright scholars at U.S. academic
institutions. Once scholars are in the United States,
CIES assists in program administration and support.

The Hubert H. Humphrey Fellowship Program

The Hubert H. Humphrey Fellowship Program, also

administered by the U.S. Department of State, provides
opportunities for a year of study in the United States for
accomplished midlevel professionals from developing
countries around the world. The Humphrey Program
awards fellowships competitively in the fields of natural
resources and environmental management; public policy
analysis and administration; law and human rights; finance
and banking; economic development; agricultural devel-
opment/economics; human resource management; urban
and regional planning; public health policy and manage-
ment; technology policy and management; educational
planning; communications/journalism; and drug abuse
epidemiology, education, treatment, and prevention.

Fulbright Commissions, U.S. embassies, and binational

centers nominate candidates. The Institute of Interna-
tional Education (IIE) reviews nominations with the
assistance of independent selection committees and
makes recommendations to the J. William Fulbright For-
eign Scholarship Board, which approves final selections
and awards fellowships.

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In contrast to many fellowship opportunities, the

Humphrey Program does not have as its goal the attain-
ment of a degree. Rather, in cooperation with Humphrey
Program coordinators on college and university cam-
puses, fellows devise individually tailored plans for their
one-year program, combining academic work with pro-
fessional development and internship activities.

College and University Affiliations Program

The U.S. Department of State’s College and University

Affiliations Program provides three-year grants to part-
nerships formed by higher education institutions in the
United States and abroad to conduct exchanges of fac-
ulty members in the humanities and social sciences.

University Invitational Positions

University departments often have invitational positions,

usually to be held for one year, for visiting scholars,
researchers, or lecturers. If you have an outstanding rep-
utation as a researcher or have your own professional
contacts with U.S. faculty, you may be able to arrange a
special invitational position. The U.S. university nor-
mally provides a salary and, in addition, may provide
research facilities. In some countries, there are agencies
that claim to be able to find invitational positions for
scholars, but these are rarely effective.

Other Arrangements

Scholars and researchers anticipating a sabbatical or wish-

ing to conduct research in the United States often learn
of opportunities by speaking or corresponding with col-
leagues in the same field or by attending professional
meetings. Professors may also learn of colleagues with
similar research interests from former students who are
in the United States, from U.S. university faculty or
administrators who are visiting the country, through

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e-mail discussion lists in their academic area, or from

papers in scholarly journals. Sometimes scholars and
researchers negotiate directly with a department or
research center. The probability of arranging a research
sabbatical in the United States is higher in business, sci-
entific, and technological fields than in the humanities,
social sciences, and the arts.

Obtaining Funding

Take every step possible to secure adequate funding for

research. Arrangements for funding visiting researchers
and scholars vary greatly. Often the scholar’s home insti-
tution pays a regular salary while the scholar is on sab-
batical. Occasionally, scholars come to the United States
using their own funds.

Some foundations and organizations provide grants to

support scholarly research in the arts, sciences, human-
ities, and health-related fields. Although competition is
intense, foreign nationals as well as U.S. citizens are often
eligible to apply. Grant proposals are generally reviewed
by a committee of people active in the field, who are
selected by the donor organization. Usually the grant is
for a specific amount and supports research at a partic-
ular facility or center.

Many grant applications specify that you present not

only a research plan, but also an agreement with a
research institution before they will fund a grant. It is
your responsibility to find an institution that will agree
to provide research facilities, employ you, and monitor
grant expenditures if you are awarded a grant.

If you do receive a grant, determine whether the grant is

awarded to you as an individual, or to the institution, which
then agrees to employ you with the funds from the grant.
If you leave before the grant is completed and the grant is
to the institution, it will remain with the institution.

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Perhaps the ideal situation is to find an academic depart-

ment in the United States with a research grant allowing
employment of additional researchers. Usually such
arrangements arise through personal correspondence
between the people involved. There is no central source
for information of this type.

Other Considerations

Negotiating Terms for Your Academic Stay

In negotiating a position as a visiting scholar or researcher,

you can avoid many painful misunderstandings by
obtaining clear agreement, in writing, about a number of
important issues. If you are corresponding with a
researcher (and not an administrator), try to ascertain
diplomatically whether the key administrator who will
be responsible for your arrangements is aware of your
needs and interests and is willing to assist in meeting
them. In universities, this key administrator is usually
the department chair.

In your preliminary correspondence, find out how much

time the principal faculty contact person, as well as oth-
ers in the department, will actually be able to devote to
collaboration or consultation with you. Also, find out
how directly involved your faculty contact will be in the
specific research project in which you are interested.

Discuss what form the collaboration will take. Request

a copy of the curriculum vitae of the people you will be
working with and become familiar with their work’s scope
and background, as well as their individual educational
backgrounds, travel experience, and language abilities.
Make sure you share proficiency in at least one language
with these people. Finally, arrive at a mutual under-
standing about the length of time that you will be visit-
ing or working.

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U.S. university departments may extend courtesies to

visiting scholars such as an office, a university identifi-
cation card that may allow access to such facilities as the
university library and gymnasium, authorization to apply
for a parking permit, and perhaps services of university
support staff. These privileges are by no means guaran-
teed. You should make sure before you come that your
expectations match those of the department in detail, not
just in broad outlines.

Universities and research centers in the United States

are not as highly subsidized as they are in many other
countries. Funds for research must be carefully budget-
ed within the department or research program. If you
need access to a personal computer and particular soft-
ware, specific laboratory equipment, or time scheduled
to use specialized university facilities, negotiate with the
department or the key administrators regarding how
these resources will be provided and funded.

In a number of research areas, for reasons of national

security, there are government restrictions to informa-
tion access. If the research center with which you are
negotiating has been awarded sensitive U.S. government
contracts, the institution may require that its researchers
hold security clearances. If you are not a U.S. citizen,
this requirement may pose a problem.

Sometimes visiting scholars wish to attend classes. Some

universities extend this option as a courtesy without
charge; some do not. Demands on faculty time and the
tight budgets of many institutions can make this issue a
sensitive one. If you think that you might be interested in
taking courses, whether for credit or not, correspond with
the university before beginning your stay so that everyone
has a clear understanding, in writing, of the policy.

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Corresponding With the Office of International

Services

On some university campuses, particularly those of large

research universities, an Office of International Services
(which may use a slightly different name) offers a valu-
able liaison between visiting scholars, researchers, or fac-
ulty and the campus community. On other campuses,
such an office may exist primarily as a resource for stu-
dents, but even so, it may be a useful source of infor-
mation. For one thing, this office can provide informa-
tion about many aspects of living and working in the
United States and at the particular institution that you
have chosen. (In a research center or training hospital, a
training liaison officer often performs some of the func-
tions of an Office of International Services.)

Because these offices were originally established prima-

rily in response to the needs of international students, the
office that assists scholars, researchers, and visiting fac-
ulty may be called the International Student Office.
Such descriptions are not meant to belittle the status of
scholars and international faculty members; they are sim-
ply a historical remnant. Most campuses, in fact, have
been changing the names of these offices to reflect cur-
rent realities in international exchange.

Professional Meetings, Conferences, and Seminars

While making your plans for U.S. study, correspond with

professional associations in your areas of interest to deter-
mine dates and locations of meetings, seminars, confer-
ences, and other short-term professional development
programs in your field. Such events can be costly, but
the benefits in terms of keeping current in your field and
of having opportunities to make contacts with your peers
usually justify the expense. If you have a grant or fel-
lowship, ask if there is a provision for attending confer-
ences or for other professional development activities.

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CHAPTER 10 OPPORTUNITIES FOR SCHOLARS

Time for a Recap

✏ The U.S. academic environment and structure dif-

fers from that of other countries. Less senior faculty
members are likely to be extremely busy with the
demands of pursuing tenure. Interaction with stu-
dents tends to be relatively informal.

✏ Many paths exist for arranging an academic visit,

including participation in various government
exchange programs, a university invitational position,
or arrangements made with U.S. colleagues.

✏ Funding may be obtained from your home institution,

an exchange program, a U.S. government program,
organizational grants, or other means. Be sure to
review the terms of grants carefully.

✏ Obtain clear agreements in writing from the U.S. insti-

tution you are visiting regarding the terms of your
stay and what arrangements will be made.

✏ Seek out contacts such as the Office of Internation-

al Services that can provide advance information help-
ful for your stay.

✏ Look into additional professional development activ-

ities that may enhance your stay.

Useful Web Sites

Information on the Fulbright Program

http://www.iie.org
http://www.fulbright.org

Council for International Exchange of Scholars

http://www.cies.org

Woodrow Wilson International Center for Scholars

http://wwics.si.edu

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APPENDICES BIBLIOGRAPHY

BIBLIOGRAPHY
In addition to the general guides listed below, there are
many books available that provide information on indi-
vidual subject areas, colleges in different geographic areas
of the United States, and colleges with specific religious
or other affiliations. Consult your nearest U.S. educa-
tional information or advising center as to which books
they have available, or where else you can obtain more
specialized publications to meet your particular needs.

This list is only a sampling of available resources and

does not imply endorsement.

Graduate Education

Doctoral Education: Preparing for the Future. 1997.

Jules B. LaPidus. Council of Graduate Schools,
Washington, DC.
http://www.cgsnet.org

The Doctor of Philosophy Degree. 1990.

Council of Graduate Schools, Washington, DC.
http://www.cgsnet.org

Graduate School and You. 1999. Council

of Graduate Schools, Washington, DC.
http://www.cgsnet.org

Institution/Program Selection

The College Board International

Student Handbook. Published
annually. The College Board,
New York, NY.
http://www.collegeboard.com

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APPENDICES BIBLIOGRAPHY

GRE/CGS Directory of Graduate Programs.

Published biannually. Jointly published by the
Graduate Record Examinations Board and the
Council of Graduate Schools.
http://www.cgsnet.org
Volume A – Natural Sciences
Volume B – Engineering, Business
Volume C – Social Sciences, Education
Volume D – Arts, Humanities, Other Fields

Peterson’s Annual Guide to Graduate Study.

Published annually. Peterson’s, Princeton, NJ.
http://www.petersons.com
Book 1 – Graduate and Professional Programs
Book 2 – Graduate Programs in the Humanities, Arts
and Social Sciences
Book 3 – Graduate Programs in the Biological Sciences
Book 4 – Graduate Programs in the Physical Sciences,
Mathematics, Agricultural Sciences, the
Environment and Natural Resources
Book 5 – Graduate Programs in Engineering and
Applied Sciences
Book 6 – Graduate and Professional Programs in
Business, Education, Health, Information
Studies, Law and Social Work

Peterson’s Distance Learning Programs 2000.

1999. Peterson’s, Princeton, NJ.
http://www.petersons.com

Financial Assistance

The following directories are described above:

The College Board International Student Handbook

GRE/CGS Directory of Graduate Programs
Peterson’s Annual Guide to Graduate Study

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APPENDICES BIBLIOGRAPHY

Financing Graduate School.

1996. Patricia McWade. Peterson’s, Princeton, NJ.
http://www.petersons.com

Funding for U.S. Study: A Guide for Citizens of Other

Nations. 1996. IIE Books, Institute of International
Education, New York, NY.
http://www.iie.org.

Grants for Graduate and Postdoctoral Study.

1998. Peterson’s, Princeton, NJ.
http://www.petersons.com

Scholarships for Study in the USA and Canada.

1999. Peterson’s, Princeton, NJ.
http://www.petersons.com

Personal Statement Writing

Graduate Admissions Essays — What Works, What

Doesn’t and Why. Donald Asher. Ten-Speed Press,
Berkeley, CA.
http://www.tenspeed.com

Graduate Admissions Essays: Write Your Way Into the

Graduate School of Your Choice. 2000. Donald Asher.
Ten Speed Press, Berkeley, CA.
http://www.tenspeed.com

How to Write a Winning Personal Statement for Gradu-

ate and Professional School — 3rd edition. 1997.
Richard J. Stelzer. Peterson’s, Princeton, NJ.
http://www.petersons.com

Admissions Test Preparation

The following companies sell a range of test prepara-

tion books for the Graduate Record Examination
(GRE), the Graduate Management Admission Test

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APPENDICES BIBLIOGRAPHY

(GMAT), and the Test of English as a Foreign

Language (TOEFL):

Educational Testing Service (ETS)

http://www.ets.org

Peterson’s (Thomson Learning)

http://www.petersons.com

Princeton Review
http://www.PrincetonReview.com

Some U.S. educational information and advising

centers sell books by the publishers listed above and
others. In addition, test preparation materials are
available from these and similar companies for other
tests, including the Commission on Graduates of
Foreign Nursing Schools exam, the Dental Admission
Test, the Law School Admission Test, the Medical
College Admission Test, and the U.S. Medical
Licensing Examination.

English Language Programs

English Language and Orientation Programs. 1997.

Institute of International Education, New York, NY.
http://www.iie.org

Peterson’s English Language Programs. 1998.

Peterson’s, Princeton, NJ.
http://www.petersons.com

Professional Information

Graduate Medical Education Directory. Published

annually. American Medical Association, Dover, DE.
http://www.ama-assn.org/cgi-bin/freida/freida.cgi
(Look under “Medical Education Products.”)

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APPENDICES BIBLIOGRAPHY

Medical School Admission Requirements 2001-2002:

United States and Canada. 2000. Association of
American Medical Colleges, Washington, DC.
http://www.aamc.org

Occupational Outlook Handbook. Published annually.

U.S. Department of Labor. Bureau of Labor Statistics,
Publication Sales Center, PO Box 2145, Chicago, IL
60690, USA. Tel: 312-353-18810.
http://www.dol.gov

Official American Bar Association Guide to Approved

Law Schools, 2001 Edition. Rick L. Morgan and Kurt
Snyder (Editors). 2000. IDG Books Worldwide, Inc.
http://www.abanet.org/legaled/publications/pubs.html

Peterson’s MBA Programs. Published annually.

Peterson’s, Princeton, NJ.
http://www.petersons.com

Peterson’s Nursing Programs, 6th Edition.

2000. Peterson’s, Princeton, NJ.
http://www.petersons.com

Veterinary Medical School Admission Requirements in

the United States and Canada. 2000. Association of
American Veterinary Colleges. Purdue University Press,
West Lafayette, IN.
http://www.thepress.purdue.edu

Postdoctoral Research

Research Centers Directory. Edition 26. 2000.

Gale Group, Farmington Hills, MI.
http://www.gale.com

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APPENDICES BIBLIOGRAPHY

Predeparture Information

NAFSA’s International Student Handbook: The Essen-

tial Guide to University Study in the U.S.A. 1998.
NAFSA: Association of International Educators,
Washington, DC.
http://www.nafsa.org
(Available at U.S. educational information and
advising centers.)

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APPENDICES GLOSSARY OF TERMS

GLOSSARY
OF
TERMS
Academic adviser: Member of the faculty who helps
and advises students on academic matters. He or she
may also assist students during the registration
process.

Academic year: The period of formal academic

instruction, usually extending from September to May.
Depending on the institution, it may be divided into
terms of varying lengths: semesters, trimesters, or
quarters.

Accreditation: Approval of colleges, universities, and

secondary schools by nationally recognized professional
associations. Institutional accreditation affects the
transferability of credits from one institution to another
before a degree program is completed and the
continuation from one degree level to the next level.

Add/Drop: A process at the beginning of a term

whereby students can change their course schedules,
adding or dropping classes with the instructor’s
permission.

Assistantship: A study grant of financial assistance to

a graduate student that is offered in return for certain
services in teaching or laboratory supervision as a
teaching assistant, or for services in research as a
research assistant.

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APPENDICES GLOSSARY OF TERMS

Audit: To take a class without receiving a grade or

credit toward a degree.

Baccalaureate degree: The degree of “bachelor”

conferred upon graduates of most U.S. colleges and
universities.

Bachelor’s degree: Degree conferred by an institution

of higher learning after the student has accumulated a
certain number of undergraduate credits. Usually a
bachelor’s degree takes four years to earn, and it is a
prerequisite for studies in a graduate program.

Campus: The land on which the buildings of a college

or university are located.

Carrel: Individual study area usually reserved for grad-

uate students in a library; available on a first-come,
first-served basis (sometimes for a fee).

CGFNS: Commission on Graduates of Foreign Nurs-

ing Schools.

Class rank: A number or ratio indicating a student’s

academic standing in his or her graduating class. A stu-
dent who ranks first in a class of 100 students would
report his or her class rank as 1/100, while a student
ranking last would report 100/100. Class rank may also
be expressed in percentiles (for example, the top 25
percent, the lower 50 percent).

College: An institution of higher learning that offers

undergraduate programs, usually of a four-year
duration, that lead to the bachelor’s degree in the arts
or sciences (B.A. or B.S.). The term “college” is also
used in a general sense to refer to a postsecondary
institution. A college may also be a part of the organi-
zational structure of a university.

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APPENDICES GLOSSARY OF TERMS

College catalog: An official publication of a college or

university giving information about academic programs,
facilities (such as laboratories, dormitories, etc.),
entrance requirements, and student life.

Core requirements: Compulsory courses required for

completion of the degree.

Course: Regularly scheduled class sessions of one to

five (or more) hours per week during a term. A degree
program is made up of a specified number of required
and elective courses and varies from institution to
institution. The courses offered by an institution are
usually assigned a name and a number (such as
Mathematics 101) for identification purposes.

Credits: Units that institutions use to record the

completion of courses of instruction (with passing or
higher grades) that are required for an academic
degree. The catalog of a college or university defines
the number and the kinds of credits that are required
for its degrees and states the value in terms of degree
credit — “credit hours” or “credit units” — of each
course offered.

Cut: Unauthorized absence from a class.

DAT: Dental Admission Test required of applicants

to dental schools.

Dean: Director or highest authority within a certain

professional school or college of a university.

Degree: Diploma or title conferred by a college,

university, or professional school upon completion
of a prescribed program of studies.

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APPENDICES GLOSSARY OF TERMS

Department: Administrative subdivision of a school,

college, or university through which instruction in a
certain field of study is given (such as English
department, history department).

Dissertation: Thesis written on an original topic of

research, usually presented as one of the final
requirements for the doctorate (Ph.D.).

Doctorate (Ph.D.): The highest academic degree

conferred by a university on students who have
completed at least three years of graduate study
beyond the bachelor’s and/or master’s degree and who
have demonstrated their academic ability in oral and
written examinations and through original research
presented in the form of a dissertation.

Dormitories: Housing facilities on the campus of a

college or university reserved for students. A typical
dormitory would include student rooms, bathrooms,
common rooms, and possibly a cafeteria.

Drop: See “Withdrawal.”

ECFMG: Educational Commission for Foreign

Medical Graduates.

ECFVG: Educational Commission for Foreign

Veterinary Graduates.

Electives: Courses that students may “elect,” or

choose, to take for credit toward their intended degree,
as distinguished from courses that they are required to
take.

ERAS: Electronic Residency Application System for

obtaining a residency position in the field of medicine
in the United States.

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APPENDICES GLOSSARY OF TERMS

Faculty: The members of the teaching staff, and

occasionally the administrative staff, of an educational
institution. The faculty is responsible for designing the
plans of study offered by the institution.

Fees: An amount charged by schools, in addition to

tuition, to cover costs of institutional services.

Fellowship: A study grant of financial assistance,

usually awarded to a graduate student. Generally, no
service is required of the student in return.

Final exam: A cumulative exam, taken at the end of a

term, encompassing all material covered in a particular
course.

Financial assistance: A general term that includes all

types of money, loans, and part-time jobs offered to a
student.

Flunk: To fail an examination or a course.

Freshman: A first-year student at a high school,

college, or university.

Full-time student: One who is enrolled in an institu-

tion taking a full load of courses; the number of cours-
es and hours is specified by the institution.

GMAT: Graduate Management Admission Test, usual-

ly required for applicants to business or management
programs.

Grade: The evaluation of a student’s academic work.

Grade point average: A system of recording academic

achievement based on an average, calculated by multi-
plying the numerical grade received in each course by
the number of credit hours studied.

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APPENDICES GLOSSARY OF TERMS

Grading system: The type of scale — that is, letter

grade, pass/fail, percentage — used by schools,
colleges, and universities in the United States. Most
institutions commonly use letter grades to indicate the
quality of a student’s academic performance: “A”
(excellent), “B” (good), “C” (average), “D” (below
average), and “F” (failing). Work rated “C” or above is
usually required of an undergraduate student to
continue his or her studies; work rated “B” or higher is
usually required of a graduate student to continue.
Grades of “P” (pass), “S” (satisfactory), and “N” (no
credit) are also used. In percentage scales, 100 percent
is the highest mark, and 65 to 70 percent is usually the
lowest passing mark.

Graduate: A student who has completed a course of

study, either at the high school or college level. A
graduate program at a university is a study course for
students who hold bachelor’s degrees.

GRE: Graduate Record Examination, often required

of applicants to graduate schools in fields other than
professional programs such as medicine, dentistry, or
law. Both a GRE general test and subject tests for
specific fields are offered.

High school: The last three or four years of the twelve-

year school education program in the United States;
secondary school.

Higher education: Postsecondary education at

colleges, universities, junior or community colleges,
professional schools, technical institutes, and teacher-
training schools.

Institute of technology: An institution of higher

education that specializes in the sciences and
technology.

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APPENDICES GLOSSARY OF TERMS

International student adviser: The person associated

with a school, college, or university who is in charge of
providing information and guidance to international
students in such areas as U.S. government regulations,
student visas, academic regulations, social customs,
language, financial or housing problems, travel
arrangements, and insurance.

Junior: A third-year student at a high school, college,

or university.

Language requirement: A requirement of some

graduate programs that students must show basic
reading and writing proficiency in one other language
besides their own to receive their degree.

Lecture: Common method of instruction in college

and university courses; a professor lectures in classes
of 20 to several hundred students. Lectures may be
supplemented with regular small group discussions led
by teaching assistants.

Liberal arts (or “liberal arts and sciences,” or “arts

and sciences”): A term referring to academic studies
of subjects in the humanities (language, literature,
philosophy, the arts), the social sciences (economics,
sociology, anthropology, history, political science), and
the physical sciences (mathematics, physics, biology,
chemistry).

LSAT: Law School Admission Test required of

applicants to professional law programs and some
postgraduate law programs in American law schools.

Maintenance: Refers to the expenses of attending a

college or university, including room (living quarters),
board (meals), books, clothing, laundry, local
transportation, and miscellaneous expenses.

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APPENDICES GLOSSARY OF TERMS

Major: The subject or area of studies in which a

student concentrates. Undergraduates usually choose a
major after the first two years of general courses in the
arts and sciences.

Major professor/thesis adviser: For research degrees,

the professor who works closely with a student in
planning and choosing a research plan, in conducting
the research, and in presenting the results. The major
professor serves as the head of a committee of faculty
members who review progress and results.

Master’s degree: Degree conferred by an institution

of higher learning after students complete academic
requirements that usually include a minimum of one
year’s study beyond the bachelor’s degree.

MCAT: Medical College Admission Test required of

applicants to U.S. medical schools.

Midterm exam: An exam administered after half the

academic term has passed that covers all course
material studied up to that point.

NCLEX-RN: A licensing examination for registered

nurses. It is required by each state and must be passed
before a nurse can practice in that state.

Non-resident: Students who do not meet the residence

requirements of the state or city that has a public
college or university. Tuition fees and admissions
policies may differ for residents and non-residents.
Foreign students are usually classified as non-residents,
and there is little possibility of changing to resident
status at a later date for fee purposes. Most publicly
supported institutions will not permit a foreign
student to be classified as a resident student while on
a student visa.

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APPENDICES GLOSSARY OF TERMS

Notarization: The certification of a document, a

statement, or a signature as authentic and true by a
public official — known in the United States as a notary
public. Applicants in other countries should have their
documents certified or notarized in accordance with
instructions.

NRMP: National Resident Matching Program for

applicants to U.S. medical schools.

Placement test: An examination used to test a

student’s academic ability in a certain field so that he
or she may be placed in the appropriate courses in that
field. In some cases a student may be given academic
credit based on the results of a placement test.

Plan of study: A detailed description of the course of

study for which a candidate applies. The plan should
incorporate the objectives given in the student’s
“statement of purpose.”

Postdoctorate: Studies designed for those who have

completed their doctorate.

Postgraduate: Usually refers to studies for individuals

who have completed a graduate degree. May also be
used to refer to graduate education.

Prerequisite: Program or course that a student is

required to complete before being permitted to enroll
in a more advanced program or course.

President: The rector or highest administrative officer

of an academic institution.

Professional degree: Usually obtained after a

bachelor’s degree in fields such as medicine, dentistry,
veterinary medicine, or law.

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APPENDICES GLOSSARY OF TERMS

Qualifying examination: In many graduate

departments, an examination given to students who
have completed required coursework for a doctoral
degree, but who have not yet begun the dissertation
or thesis. A qualifying examination may be oral or
written, or both, and must be passed for the student
to continue.

Quarter: Period of study of approximately 10 to 12

weeks’ duration.

Quiz: Short written or oral test; a quiz is less formal

than an examination.

Recommendation, letter of (also called “personal

recommendation,” “personal endorsement,” or
“personal reference”): A letter appraising an applicant’s
qualifications, written by a professor or employer who
knows the applicant’s character and work.

Registration: Process through which students select

courses to be taken during a quarter, semester, or
trimester.

Residency: Clinical training in a chosen specialty.

R.N.: Registered nurse.

Sabbatical: Leave time with pay granted to a teacher

or professor after serving for six or seven years on the
same faculty. Its purpose is to give the faculty member
an extended period of time for concentrated study.

Scholarship: A study grant of financial assistance,

usually given at the undergraduate level, that may be
supplied in the form of a cancellation or remission of
tuition and/or fees.

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APPENDICES GLOSSARY OF TERMS

Semester: Period of study of approximately 15 to 16

weeks’ duration, usually half of an academic year.

Seminar: A form of small group instruction, combining

independent research and class discussions under the
guidance of a professor.

Senior: A fourth-year student at a high school, college,

or university.

Social Security Number: A number issued by the U.S.

government to jobholders for payroll deductions for
old age, survivors, and disability insurance. Anyone who
works regularly must obtain one. Many institutions use
the Social Security Number as a student identification
number.

Sophomore: A second-year student at a high school,

college, or university.

Special student: A student at a college or university

who is not enrolled as a candidate for a degree. Also
may be referred to as a non-degree, non-matriculating,
or visiting student.

Subject: Course in an academic discipline offered as

part of a curriculum of an institution of higher learning.

Survey course: A course that covers briefly the principal

topics of a broad field of knowledge.

Syllabus: An outline of topics to be covered in an

academic course.

Teachers’ college: Institution of higher learning that

confers degrees in teacher education and related areas,
or a college within a university that offers professional
preparation for teachers.

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APPENDICES GLOSSARY OF TERMS

Tenure: A position granted to senior faculty members

who have demonstrated a worthy research and
publication record. Its purpose is to preserve academic
freedom.

Test: Examination; any procedure measuring the

academic progress of a student.

Thesis: A written work containing the results of

research on a specific topic prepared by a candidate
for a bachelor’s or master’s degree.

TOEFL: Test of English as a Foreign Language,

required of graduate school applicants whose native
language is not English.

Transcript: A certified copy of a student’s educational

record containing titles of courses, the number of
credits, and the final grades in each course. An official
transcript also states the date a degree has been
conferred.

Trimester: Period of study consisting of approximately

three equal terms of 16 weeks during the academic
year.

Tuition: The money an institution charges for

instruction and training (does not include the cost
of books).

Undergraduate studies: Two- or four-year programs

in a college or university after high school graduation,
leading to the associate or bachelor’s degree.

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APPENDICES GLOSSARY OF TERMS

University: An educational institution that usually

maintains one or more four-year undergraduate colleges
(or schools) with programs leading to a bachelor’s
degree, a graduate school of arts and sciences awarding
master’s degrees and doctorates (Ph.D.s), and graduate
professional schools.

USMLE: U.S. Medical Licensing Examination.

VAT: Veterinary Aptitude Test, required of applicants

to most U.S. veterinary schools.

VMCAS: Veterinary Medical College Application

Service; a comprehensive service collecting data for
veterinary medical schools.

Withdrawal: The administrative procedure of

dropping a course or leaving an institution.

Zip code: A series of numbers in mailing addresses

that designate postal delivery districts in the United
States.

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APPENDICES INDEX

Academic background 52
Academic calendar 17
Acceptance 75, 76, 78-79, 82
Accreditation 3, 21, 26, 31-32, 35-37, 101, 133
Administrative assistantships 46, 50
Admission requirements 35, 52-60, 77,97, 99-100, 131
Admissions tests 52, 56-60, 65-66, 75, 78-79, 81-82, 111
Admissions office/officer 29, 30, 38, 56-57, 64-65, 68-69, 71, 73,
76-78, 81-82, 97
Application checklist 80-82
Application fee 67, 79
Application form 62, 67, 75, 81, 85, 104
Application materials 47, 62, 66-76
Application process 39, 47, 54, 61, 65, 69, 76, 78, 80, 85
Assistantships 35, 45-46, 50, 77, 133
Associate degree 3

Bachelor’s degree 3, 15, 17, 22, 99, 106-107, 111, 134, 138,
140-141, 144, 145
Bibliography 127-132

Catalog, college/university 11, 17, 28-29, 33, 40, 45, 57,

62-63, 67, 81, 135
Choosing universities 24-37
College and University Affiliations Program 121
College searches 29
Costs 11, 36, 38-51, 55, 61-62, 93, 137
Books and supplies 40-41
Living costs 11, 39-41
Personal expenses 40-41
Transportation 41, 139
Tuition and fees 39-40, 45, 47
Course load 18, 99-100

Deadlines 38, 42, 55, 74-75, 78, 81-82

Dentistry 10, 56, 96-98, 111-112, 138, 141
Disabilities, students with 33-34, 37
Distance education 3, 20-21, 23
Distance learning 128
Doctoral degree 3, 13, 15-17, 19-20, 22, 47, 108, 111, 142
DS-2019 form 86-87, 89

Educational consultant 30-31

E-mail 28-29, 30, 62-64, 122
Employment 25, 47-48, 67, 73, 85, 88, 109, 123

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APPENDICES INDEX

English proficiency 53, 57, 111

F-1 visa 84-86, 89
Fairs, college/university 12, 29, 36
Fees 11, 20, 31, 35, 39-40, 45, 47, 137, 140, 142
Fellowships 35, 45, 50, 75, 105-106, 120
Financial assistance 26, 27, 35, 38, 39, 41, 42-50, 61, 63, 81, 111,
128, 133, 137, 142
Assistantships 35, 45-50, 77, 133
Employment 47-48
Home-country sources 42-43
International organizations 44, 50
Loans 42, 48, 50-51, 87, 137
Private U.S. sources 44, 50
U.S. government 43, 50, 84, 87, 126
U.S. universities 32, 39, 44, 50
Financial statement 39, 74
Fulbright Commissions 27, 43, 119-120
Fulbright Program 43, 84, 119-120, 126
Funding graduate study 38-51

Glossary 133-145
Grading systems 18, 69, 138
Graduate degree 10, 13, 18-19, 21-22, 25-26, 52, 58, 70, 99, 141
Graduate Management Admission Test (GMAT) 56-60, 66,
69, 81, 130, 137
Graduate Record Examination (GRE) 56-60, 66, 69, 81,
128-129, 138
GRE Subject Tests 56-60, 66, 69, 81, 128-129, 138

Health insurance 39, 41, 78, 83, 85, 94

Housing 30, 33, 35, 40, 78, 82, 92-94, 136, 139
Hubert H. Humphrey Fellowship Program 120-121

I-20 form 86-87, 89

IAP-66 form 86, 89
Institutes 18-19, 22, 138
International student adviser 33, 92-94, 139
International Student Office 46, 82, 85, 89, 93, 125
Internship 32, 121
Interviews 77, 86-87

J-1 visa 84-89, 104

Law 10, 56, 88, 96, 109-114, 120, 128, 130-131,

138-139, 141

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APPENDICES INDEX

Loans 42, 48, 50-51, 87, 137

Location of institutions 23, 33, 35, 50

Major 67, 96, 110, 140

Master’s degree 3, 13-16, 22, 32, 43, 47, 98, 107, 108, 110-111,
136, 140, 144-145
Medicine 10, 56, 96, 99-100, 102, 107-109, 111-113, 117,
136, 138, 141
Miller Analogy Tests (MAT) 56, 60, 69
Money and banking 93

Non-degree study 21-23, 143

Nursing 10, 96, 106-107, 113, 130-131, 134

On-line applications 62
Orientation 33, 78, 82-83, 85, 89, 92, 94, 130

Personal statement (essay) 69-72, 79, 81, 129

Predeparture information 83, 85, 89, 91, 132
Private institutions 19-20, 23, 39
Professional master’s degree 15-16
Professional study 3, 10, 96-114
Public institutions 19-20

Rankings 32, 34, 36-37, 68, 134

Recommendations 72-73, 75, 142
Recruiting agent 30
References 72-73, 75, 82, 142
Research assistantships 46, 50

Scholars, funding 51, 122, 124

Scholars, invitational positions 121
Scholars, opportunities for 115-126
Size of institutions 23, 32-33, 35
Special student 21-22, 143
State universities 19-20, 39
Out-of-state tuition 20, 39
Statement of purpose 69-72, 111
Student services 33-35

Taxes, U.S. 45, 85

Teaching assistantships 45-46, 50, 54, 58, 77
Technical education 3, 14, 52, 65, 138

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APPENDICES INDEX

Test of English as a Foreign Language (TOEFL) 53-58, 60

66, 69, 81, 102, 107, 111, 113, 130, 144
Content 55
Registration 54-55
Scores 56
Test of Spoken English (TSE) 46, 54, 58, 60
Transcripts 68, 79, 81-82, 87, 144
Tuition 11, 19, 20, 35, 39-40, 45, 47, 137, 140, 142, 144
Types of institutions 13, 18, 20

U.S. educational information and advising centers 3, 11-12,

27-29, 31, 36-37, 42-44, 53, 55, 57, 59, 69, 83, 85, 96, 102, 103, 130

Veterinary medicine 10, 56, 96, 107-109, 112-113, 131, 136,

141, 145
Video tours 62
Visa application procedures 11, 85-87, 89
Visa refusals 88
Visa types 84
Visiting campuses 30
Vocational education 3

Web sites 12, 17, 23, 28, 29, 32, 36, 37, 40, 42, 45, 50, 57, 59, 62,
79, 85, 90, 94, 95, 112, 126
Working in the United States 125

IF YOU WANT TO STUDY IN THE UNITED STATES – GRADUATE STUDY

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Bureau of Educational & Cultural Affairs

U.S. Department of State