APPLYING TO COLLEGES AND UNIVERSITIES IN THE UNITED STATES:

AN INTRODUCTION

Through this introduction, you will get information about colleges and universities in the United States that have indicated they are interested in enrolling international students. The introduction will tell you about the system of higher education in the United States and explain the process of applying to colleges and universities. The glossary that follows the introduction provides definitions for many of the educational terms used in this book and in the U.S. education system in general.

This publication suggests many resources that can provide information and American higher education. U.S. government representatives in your country, U.S. college and university alumni who are living in your country, various higher education organisations that are active in international student affairs, and especially teachers and administrators in your own school who may have knowledge of the United States. It is important for you to read this guide carefully and investigate every source of information available to you about the specific colleges and universities that interest you. With accurate information and careful inquiry, you will be successful in choosing colleges or universities that will provide you with an excellent and happy educational experience in the United States.

Higher Education in the United States
More that 480,000 international students now study in more than 2,700 of the 3,700 colleges and universities in the United States. The opportunity to choose from such a large range of institutions and programs is one of the greatest advantages of the U.S educational system. American schools range from large research universities with more than 20,000 students to small colleges with fewer than 1,000 students; from universities with graduate and professional studies in medicine, law, and many other fields to schools offering only the two-year associate degree; from urban schools in large cities to rural institutions located far from metropolitan areas.

Admission to a college or university typically follows satisfactory completion of twelve years f elementary and secondary education for students educated in the United States. The twelve-year cycle is usually broken down as follows:-
• A five-year primary program beginning at about age six, generally called elementary school
• A three-year intermediate program generally called middle school
• A four-year secondary program, generally called high school

The admission requirements for students educated outside the U.S. educational system will vary from school to school. The educational preparation that is required to apply to a university in your own country will usually enable you to apply to a U.S. college or university.

A number of secondary-level programs in other countries are seen as being at a “higher level” than the typical secondary-level program in the U.S. Colleges and universities will give advanced-standing credit toward an undergraduate academic degree for these programs. Since U.S. colleges and universities have the authority to determine their own admission and advanced-standing policies, you should always ask each school what specific educational qualifications they require from students educated in your country.

Types of U.S. Institutions of Higher Education
Two year institutions, which are sometimes referred to as community or junior colleges, award the associate degree-Associate of Arts (A.A.) or Associate of Science (A.S.) – following successful completion of a specific two year full-time program. There are tow basic types of programs at typical institutions. Some programs are strictly adhered to and designed to prepare students for transfer on the four-year institutions with bachelor’s degree programs. Others are more practical or applied and provide career training in specific areas. This second type does not usually prepare students for transfer to a four-year institution, though some of the credits earned may still be accepted by a four-year institution. A small number of two-year institutions offer the final two years of the undergraduate program only, awarding the bachelor’s degree rather than the associate degree. Most two-year institutions are publicly supported by the state and local communities, although some are private. Some private two-year colleges are proprietary or run for a profit.
The college or university (sometimes called an institute when it emphasizes engineering or other technical courses) awards the bachelor’s degree. The Bachelor of Arts (B.A) and Bachelor of Science (B.S) degrees are the two most frequently awarded, but a variety of bachelor’s degrees by other names are also granted. Bachelor’s degrees are typically awarded following successful completion of a four-year, full time program. Bachelor’s degree programs in some fields of study or at some institutions can be longer than four years. There are both public and private colleges and universities I the United States, and some have an affiliation with a religious denomination.

Characteristics of U.S. Colleges
Publicly supported schools are generally state colleges or universities or two-year community colleges. These institutions receive most of their funding from the states they are located in. Students who are residents of the sponsoring state can usually attend these schools for lower fees then students coming from other states or from outside the United States.
Private schools generally have higher costs because they do not receive the same primary funding from the state and federal government. All students at private institutions pay similar fees no matter where they are from.
Colleges and universities with religious affiliations are private. Most of them are Christian (Roman Catholic and Protestant), although there are a small number of Jewish and Islamic institutions. Many of these colleges have very active relationships with the religious institution that sponsor them, and religious life may play a large role on the campus at these schools. Others have a much looser historical affiliation, rather than an active relationship with a specific religion. You do not need to be a member of a particular church or religious group to attend a religiously affiliated college in the United States. Enrollment in these institutions will not usually interfere with different religious views.
There are a few exceptions: Some colleges inspite of size in their literature that they are Christian are organised according to fundamentalist principles. Students from a Christian fundamentalist or evangelical background will be very comfortable on a campus where Bible study may be required and social life is strictly regulated. Read the literature of these colleges very carefully. They may offer the setting you seek, but they may not.
The only way that proprietary institutions are different from the other types of schools is that they are privately owned and run for a profit. They are “educational businesses” that offered services and courses similar to those at other institutions. Their programs tend to be technical and pre-professional courses of study.
Almost all the colleges in the United States are now coeducational, which means that both men and women attend. There are also a small number of single-sex schools, some for men and some for women. Faculty, administration, and staff members will likely be of both sexes at any college.
The U.S. educational system is flexible in many ways. The first one to two years of most undergraduate degree programs focus primarily on basic introductory course work and general education in the arts and sciences. This exposes students to a variety of academic disciplines and shows them how these fields are related. Students entering the U.S. system from educational systems in other countries may feel that they have completed these general education requirements at home through previous study at the secondary level. However, general and liberal arts studies at the undergraduate level in the U.S. provide international students with an understanding of the bases and values of U.S. society, a perspective that is likely missing in similar courses taught in another culture. The final two years of most undergraduate programs focus on the major subject of concentration.
In summary, the structure of the U.S. system of higher education provides students with an opportunity to take a wide variety of courses and explore different interests, but also includes in-depth study in a specific field. These choices and the broadly-based education they result in are seen as one of the most attractive reasons for studying in the United States.

The Academic Calendar
American colleges operate on three main types of calendars that divide the year into terms: the semester, trimester, and quarter systems. The academic year is approximately nine months long no matter how it is divided. The semester system divides that nine months in half, resulting in fail and spring semesters. It is used by 73 percent of U.S. colleges. Schools that use the trimester and quarter systems divide the same nine months into three 3-months terms. The summer term is the fourth quarter in the quarter system, and enrollment in classes in optional. For most institutions the academic year runs from late August or September to May or June. Many schools operate all year long, and students can often take courses over the summer term for an additional fee.
There are usually two examination periods in each term, one in the middle and one again at the end. Holiday schedules vary with each school, but there are usually a number of short holidays in each term, a longer break in December and January, and a weeklong vacation period in the early spring. International students who want or need to stay on campus during holiday periods should find out from the housing office if this is possible and if there is any additional charge.

Faculty Members and Methods of Instruction
Students and faculty members typically interact less formally in U.S. undergraduate programs than they do elsewhere in the world. They often develop close relationships or friendships. The size of the institution and the size of the class will be important factors. Professors sometimes ask students to join them for lunch, or participate with them in community activities. Each professor has his or her own personality and style, but, in general, faculty members at U.S. schools are more accessible than faculty members in many other countries.
The classroom experience is frequently characterized by discussion between the professor and the students. A portion of a student’s grade for a course is often determined by the quality of participation in class discussion. It is unusual to find a course where the entire grade is based on one examination at the end of the term. International students should be prepared to participate in class discussions since classmates and professors will expect it. Most faculty members are aware that cultural factors and English language skills may initially make participation difficult for international students. With time, most international students find that this participation adds a great deal to the learning process.
There are three basic methods in instruction. Large introductory-level courses are usually taught through lectures at which several hundred students gather to hear a professor speak. The small class seminar is used with a smaller grouped of 5 to 30 students. This method is generally used in more advanced courses and allows for more interaction between the students and the professor. Laboratory sections are similar to seminars and are usually required with courses in the science or applied fields like computer science or engineering.
Almost all colleges offer opportunities for students to work individually with professors in tutorials or independent study courses.

Academic and Personal Advising Systems
An attractive feature of U.S. higher education is the support and counseling that students receive. The following is a list of resources that a student may turn to:
International or Foreign Student Adviser. Most U.S. colleges and universities have an international office with trained professionals available to counsel students from other countries on a broad range of matters, including:
• Orientation to campus and community life in the U.S.
• Immigration and visa matters
• Employment and practical training
• Off-campus and social activities and opportunities
• Personal and health concerns
• General academic planning
• Financial problems
Faculty Adviser. At most schools, each student is assigned a faculty adviser. The assignment is usually based on the student’s field of study. Faculty advising includes the following areas:
• Requirements for degrees
• Selection of academic courses
• Academic performance and progress
Peer Counselor. Many colleges have developed a system of peer counseling for students. This is conducted by upper-class students and provides the student viewpoint on academic and personal matters.

Outside the Classroom
An important part of your educational experience in the U.S. will be participation in nonacademic, social, and “extracurricular” activities on campus. Many opportunities are available for students to become involved in sports, student government, music, drama, and other organised and individual activities. Such activities are designed to contribute to your personal growth, provide recreation, create opportunities to meet new people with similar interests, and help prepare you for future leadership roles upon graduation. Participation in these activities is not required to obtain a U.S. degree. It is an optional activity, but it is mentioned here because of the central role it plays in campus life at U.S. colleges and universities.

How to Determine Which Colleges Are Best for You
Choosing which colleges and universities to apply to is a difficult task when you are not familiar with the U.S. and its system of education. With so many institutions to choose from, it is necessary to approach your choice in a logical way to arrive at a list of schools that would be best for you.

Cost
Look for the total of tuition, fees, room, and board. You will need additional funds for books and other living expenses. If you need financial aid, are grants available? Compare the number of international students enrolled to the number of awards given and the average amount granted. This will give you an idea about the possibility of receiving one of these awards and how much it might help you to meet your need.

Enrollment
Look at the total and undergraduate enrollments. Is this the right size school for you? Find the percentage of international students and how many countries are represented. Does it have the blend of U.S. and international students you are looking for?

Entrance difficulty
Find the entrance difficulty for U.S. students. Compare the number of international students who applied to the number accepted. This will tell you how difficult it is to gain admission.

Location
Consider where the institution is located. What is the climate in that area of the country? Is the campus setting urban, suburban, small-town, or rural? Would you be happy living in this type of area?

Housing
Is on campus housing available and guaranteed? Is staying on campus during the summer and during breaks allowed? Is staying on campus affordable?

Library holdings and facilities
Refer to the information on library holdings and other facilities such as laboratories, computer labs, and athletic facilities to make certain they meet your needs.

Type of institution
Is it a two-year or four-year institution? Is it public or private? Is it religious or proprietary? These are all important factors to consider in the decision making process.

English as a second language (ESL) program
Is there an intensive English language program available (if needed)?
Decided what you want and need concerning each of the items listed above. Review the profiles of the institutions on your first list. Eliminate those that do not meet the criteria that are important to you. For example, if you cannot afford more that $10,000 each year, eliminate those institutions with combined tuition and fees, room, and board that come close to that amount, unless you are especially interested in that institution and it offers financial aid that you are confident you will qualify for. If you want to attend an institution in a particular state or area of the United States, eliminate those schools that do not fit that category. If you are sure that you want to attend a large public institution, you can eliminate the schools that do not match this criterion. You will now have a much shorter list of colleges that may be good choices for you.
Select seven to ten institutions that seem to meet your needs the best. This is your second list. If there are things that are important to you that are not listed on the form, make certain to request this information on the bottom of the form or on an attached seet of paper if necessary. Be sure to request application materials as early as possible. It is best to start this process sixteen months before the date you intend to enter college.
While you wait for the answers to your requests for further information, check the College and University Profiles for the institutions you have written to and determine which standardized admission tests you need to take. Take the steps necessary to register for them by writing to the addresses given. Most schools require the College Board’s SAT I or American College Testing’s ACT Assessment (ACT). A few require the College Board’s SAT II Subject Tests. In addition, the Test of English as a Foreign Language (TOEFL) is generally required for international students who do not speak English as a native language. You will want to avoid having to take additional tests after receiving application materials from individual institutions because it will slow down the application process.
Review the materials that you receive and any information on these schools that is available in the advising office in your school or the center where you received this publication. Reduce your list to three to five colleges and universities by reviewing the following information.
• Detailed description of the overall academic program
• Specific course offerings and faculty information
• Academic facilities (libraries, computer, laboratory facilities)
• Detailed description of the campus and surrounding community
• Housing, financial aid, and ESL (if needed)
• Extracurricular, cultural, and religious activities that are important to you
This is your third and final list for application purposes.

Applying
Once again, be sure to request application materials as early as possible. It is best to start this process sixteen months before the date you intend to enter college. In addition, the way you complete your application and present yourself if very important and will play a big part in determining the outcome of your efforts to gain admission. If you want to find a college or university that is able to meet your needs, it is very important for you to be completely honest and sincere in the information you provide to them.
Carefully read the application and information that you have received from each school. It will tell you how the school sees itself and its mission, philosophy, and educational goals. Once you know what a specific college values and emphasizes, you will have some idea of what aspects of your own background and goals to emphasize as you prepare your application. More important, getting a broad sense of the school will help you determine if it is a place where you would it in and be comfortable and happy. Admission officers will be doing exactly what you did to prepare for applying. They will attempt to determine how your abilities, goals, and interests match with what they have to offer, and what kind of contributions you might be able to make to the college and its students. You should present yourself to your best advantage, but do not give incorrect information. Admission officers can usually tell when an application statement does not sound like the truth. In addition the legal implications of giving false information about yourself can be very serious.
There is one final suggestion about presenting yourself to a U.S. college or university. Most colleges are looking for a varied student population that comes from many backgrounds and represents many different academic interests and personal qualities. Don’t forget to street the unique experience you will bring to the school by being an international student.

Preliminary Applications
Some colleges require international applicants to complete a preliminary application with the materials they send to you. The preliminary application helps admission officers determine whether or not you will be a likely candidate before you go through the more complicated process of completing the final application form.
The preliminary application will request basic information about you and may also ask for a brief statement of your goals. Your statement should indicate the reasons why you feel the school would be a good place for you and what contributions you can make to life on campus. Return the preliminary application as quickly as possible.
If the admission officer finds that your goals, abilities, and general background are compatible with what that particular college is looking for you will be sent the final application to complete. If it is determined that you are not a competitive candidate, you will be notified of this decision and can then focus your attention and energy on the other schools you have selected.

Final Applications
It is important to complete the final application and provide all the required information and documents the college has requested as quickly as possible. The sooner the college receives your application and all the required supporting documents, the sooner they will be reviewed and evaluated. An application submitted early can only help your chance of being offered admission and will give you extra time to supply additional information it is requested.

Personal Information
The personal information requested on an application form is an important part of the complete application package. You will likely be asked to answer variety of questions about yourself-your abilities, goals, special talents, and why you wish to attend that particular college. Many international applicants have wonderfully rich backgrounds and experiences they can share. Most admission officers will take into account that you are from other culture and, if applicable, that English is not your native language. Share your experiences and your enthusiasm as clearly as you can. Samples of yur writing, artwork, or tapes of musical performances, as applicable to the program of study you wish to pursue, may be included if you wish. If any portion of the application does not describe you, note that on the form, along with an explanation. For example, many secondary schools in other countries have fewer school-sponsored activities than U.S. high schools. Some schools do not award academic honors. These situations should be explained.
Keep in mind that the personal information asked for on the application will provide admission officers with the information they need to get to know you as a person, not just yur academic achievements and test results. Make the most of this opportunity.

Teacher Recommendations
Policies regarding teacher recommendations vary from college to college but you should be prepared to have at least one teacher provide a reference for you. Select someone who knows you well and has taught you in a subject that is related to the course of study your are thinking of following at college. If you are undecided about a specific course of study, then it is wise to select a teacher who knows you well and has a high regard for you academically and personally.
You have the option of making these recommendations confidential between the letter writer and the college. Many teachers, headmasters, principals, and tutors feel freer to write a more open recommendation if they know it will be confidential.

Secondary School Reports and Transcripts
The school report and the transcript of your academic record are essential to the evaluation of your academic abilities. The report form should be filled out by the official in your school who is responsible for college placement. This is usually a conselor principal, headmaster, or careers master.
This form should introduce you in the context of your whole school experience in relationship to the other students in your class. Admission committees will be interested in learning how you have performed in your own education system. The school report should talk about your accomplishments and provide a prediction of your chances for success in university-level studies.
Your official transcript or academic record is the objective part of your application. Academic record is the objective part of your application. Academic records vary greatly one education system to the next. Systems of evaluation or grading and the formats used to present this information also differ widely. Ask your school to include a guide to the grading standards used in the educational system in your country and for your school specifically. If your school ranks students by their level of academic achievement, make certain the ranking is included with the information they send. It will provide an easily understood picture of how well you have done. If your school does not rank students, an estimate of your rank, for example top 10 percent, would be helpful. Admission officers will want to know how you have performed over time, so be sure to have records sent that describe your academic performance for the past three to four years. If there is a national school-leaving certificate examination at the end of secondary school education in your country (such as British GCSE’s or British-based O and A Levels, French Baccalaureat, German Abitur, Hong Kong Certificate of Education, etc.), have official results sent as soon as they are available.
If your transcripts, academic records, and leaving-certificate examination results are not in English, make sure that you have officially certified literal English translations of all documents sent along with the official documents in the original language.

English Proficiency
Your ability to speak, write and understand English is an absolute requirement to be considered for direct admission to most degree programs in the U.S. if English is not your native language, language proficiency can be demonstrated in several ways. The Test of English as a Foreign Language (TOEFL) is the most widely accepted test of proficiency. If English is not your native language but most of your formal schooling has been in English-speaking schools, you may not be required to take an examination. The policies regarding English language proficiency vary from institution to institution. Be sure that you know the policies and requirements of each school that you are considering.