College and University Education in Us

��
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SOCIETY & VALUES Values—that examine major issues facing the United States and the international
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needed.
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Society & Values / November 2005 eJOURNAL USA

WELCOME
Under Secretary of State Karen Hughes
W
elcome to this issue of eJournal USA. Thank studied on U.S. campuses during the 2004-5 academic
you for your interest in exploring higher year. Many American universities also encourage their
education in the United States—it’s a great students to broaden their horizons and experience the
place to study and learn! My own son started college last richness of other cultures through travel and study abroad
fall, so I know what an exciting time this is for students programs.
and their families. Whatever your academic interest, We hope this issue of eJournal will help you make a
whether you want a large, small or medium-size school, decision to become one of the next generation of inter-
you’ll find virtually unlimited options in the United States. national students to study in the United States – we look
We hope this journal will help you begin to explore. forward to welcoming you!
Academic opportunity is only one reason to consider
studying in the United States. Students here enjoy the Sincerely,
freedoms of intellectual inquiry, political debate and open
religious and artistic expression. Attending school here also
fosters friendship and understanding among students of Karen Hughes
different countries and cultures. Under Secretary of State for Public Diplomacy and Public
Nearly all of the colleges and universities in the United Affairs
States benefit from the contributions of international

students. More than 565,000 students from 190 countries
eJOURNAL USA i Society & Values / November 2005

INTRODUCTION
Margaret Spellings
Secretary of Education
Secretary of Education Margaret Spellings
I
want to thank you for your interest in America’s one of the proudest moments of my life. I want all parents
system of higher education. We are proud of our to have the chance to feel that same sense of pride. At the
universities and colleges. They are educating the next U.S. Department of Education, one of our top priorities
generation of world leaders. is expanding opportunity. We are committed to help-
Each year, hundreds of thousands of students from ing more students realize the dream of higher education
all over the world come to the United States to study. In- through financial aid.
ternational students bring a special perspective, enriching I recently created a new commission to help us
college life for all students. develop a national strategy for expanding opportunity in
Higher education in America works differently from higher education. In today’s global economy, the best jobs
systems in other countries. The United States has a highly go to the most skilled workers. Around 80 percent of the
decentralized system that gives students a wide range of fastest-growing jobs require some postsecondary educa-
educational options, from large universities to commu- tion. As a result, a college education is more important
nity colleges to vocational and technical schools. While than ever.
the U.S. Department of Education provides support and This journal will provide you with an overview of the
funding for higher education, we do not act as a central many opportunities for higher education in the United
authority. Colleges and universities are mostly self-govern- States. I hope you will find it helpful, and if you have
ing and have significant independence and freedom. more questions, I encourage you to visit http://www.
Earlier this year, my oldest daughter started her first educationusa.state.gov.
year of college. I was sad to see her leave home, but it was
Society & Values / November 2005 ii eJOURNAL USA

ABOUT THIS ISSUE
F
rom the many types of institutions to the virtually present information about resources for students seeking
unlimited array of programs and majors, the guidance in navigating the selection, application, and
universities and colleges in the United States reflect financial aspects of the U.S. system. EducationUSA’s
the diversity, tolerance, and pursuit of excellence that educational Advising Centers and their Web site [http://
characterize the best of the country as a whole. Through educationusa.state.gov/] are among the most useful of these
this journal, prospective international students and their resources. Potential international enrollees are advised to
parents and advisors will learn about the American system begin the application process at least one year prior to the
of higher education and academic and student life at U.S. application deadline in order to obtain and submit all the
colleges and universities. necessary academic records and to arrange to take required
Whether following a rigorous program in chemistry, tests.
gaining workplace experience through internships, In putting together this issue of eJournal USA: Society
enriching the educational experience through distance & Values, we were reminded of how important the college
learning and the expanded course and resource offerings experience is to the student. Without exception, everyone
of the World Wide Web, or pursuing artistic excellence, we spoke to suggested we cover his or her college, or the
students in the United States can find programs and one a family member attends or did attend. This sense
institutions that will allow them to realize their full of connection, even after many years in some cases, is
potential. an important reminder of the role the college experience
The U.S. system of higher education is unlike plays during a time of personal development, intellectual
most others in that there is no national system. The challenge, and the search for community.
U.S. Constitution reserves for the states all government We greatly appreciate the enthusiastic support this
functions not specifically described as federal. The project received from the dozens of colleges, universities,
states are, therefore, principally responsible for the and educational organizations that supplied information,
establishment, governance, and regulation of universities photographs, and articles in order to help us present as
and other institutions of higher learning. full a picture as possible of higher education in the United
The states license institutions, but they neither States. Our use of their information or photographs
accredit nor guarantee the quality of these schools. should not, however, be construed as an endorsement of
Instead, the system of accreditation is operated by private, any school or organization.
nonprofit organizations. One of our sidebars is dedicated The journal was prepared to coincide with
to this topic. International Education Week, a joint initiative of the
The journal includes descriptions of various types U.S. Department of State and the U.S. Department of
of U.S. institutions of higher learning, followed by Education to promote programs that prepare Americans
articles that feature more detailed information about for a global environment and attract future leaders from
individual university programs, as well as articles about abroad to study, learn, and exchange experiences in the
the concept of a “major,” college life, and the American United States. International Education Week 2005 is
styles of instruction. Numerous photos and a video are November 14-19.
included to enhance the written descriptions. We also The Editors
eJOURNAL USA iii Society & Values / November 2005

SOCIETY & VALUES
U.S. DEPARTMENT OF STATE / NOVEMBER 2005 / VOLUME 10 / NUMBER 2
www.usinfo.state.gov/journals/journals.htm
College and University Education in the United States
i Welcome INDEPENDENT COLLEGES

KAREN P. HUGHES, UNDER SECRETARY OF STATE Small private colleges focus on teaching and on
FOR PUBLIC DIPLOMACY AND PUBLIC AFFAIRS
interaction between students and faculty.
ii Introduction
12 Minority Serving Institutions
MARGARET SPELLINGS, SECRETARY OF EDUCATION
Organizations place special emphasis on minority
students, including African Americans, Hispanics,
iii About this Issue and American Indians.
Types of Institutions
14 50 Years After Brown: Why Historically
Black Colleges and Universities (HBCUs)
4 Public Universities in the United States
ROBERT H. BRUININKS, PRESIDENT OF THE Remain Relevant
UNIVERSITY OF MINNESOTA BEVERLY DANIEL TATUM, PRESIDENT OF SPELMAN
COLLEGE
A typical state university enrolls tens of thousands of
An educator discusses the unique role of HBCUs in
students and offers hundreds of courses of study.
affirming identity among African American students.
6 What Is a Large, Private Research
16 Religiously Affiliated Colleges
University? VERY REVEREND DAVID M. O’CONNELL, C.M.,
JAMES W. WAGNER, PRESIDENT OF EMORY PRESIDENT OF THE CATHOLIC UNIVERSITY OF
UNIVERSITY AMERICA
The availability of private funding enables private Religious institutions believe their tradition of
universities to step off in bold new directions of learning through faith is “value added” to higher
inquiry. education.
8 U.S. Community Colleges: A Gateway 18 Specialty Institutions

to Higher Education for Many MICHAEL JAY FRIEDMAN, STAFF WRITER, BUREAU
GEORGE R. BOGGS, PRESIDENT OF THE AMERICAN OF INTERNATIONAL INFORMATION PROGRAMS, U.S.
ASSOCIATION OF COMMUNITY COLLEGES DEPARTMENT OF STATE
Two-year colleges are an attractive alternative for Colleges that concentrate on teaching the arts,
students seeking a hometown environment and lower business, or military studies are just a few examples of
costs. schools with focused curricula.
Sidebars: College Rankings, America’s “Top” Schools,
10 Strength Out of Diversity: The Leading Programs in Business and Engineering, Ivy
Independent Sector of U.S. Higher League Schools, EducationUSA, A Celebration of
Education International Education
RICHARD EKMAN, PRESIDENT OF THE COUNCIL OF
Society & Values / November 2005 eJOURNAL USA

23 Photo Display: College Life
ONLINE VIDEO
A Closer Look THE ALIENS: BEING A FOREIGN
STUDENT
28 International Relations at the University Excerpts from a video produced by
of Pennsylvania Dartmouth College to describe the
MICHAEL JAY FRIEDMAN, STAFF WRITER, BUREAU experiences of international students
OF INTERNATIONAL INFORMATION PROGRAMS, U.S.
DEPARTMENT OF STATE
during their first months in the United
An interdisciplinary program prepares students for the
States.
global workplace.
http://www.usinfo.state.gov/journals/
Sidebar: An Overview of U.S. Accreditation
itsv/1105/ijse/ijse1105.htm
30 International Students Find a Home and
a Global Purpose
RICHARD HOLDEN, RETIRED DIRECTOR OF PUBLIC 47 The Undergraduate Classroom
INFORMATION AT EARLHAM COLLEGE
Experience
Students from Afghanistan and Kenya describe their LINDA TOBASH, DIRECTOR OF UNIVERSITY PLACEMENT
experiences and aspirations. SERVICES, INSTITUTE OF INTERNATIONAL EDUCATION
The author outlines what is expected of college
32 Community Service students and the types of courses they will encounter.
ROBIN L. YEAGER, STAFF WRITER, BUREAU OF Sidebar: Grading
INTERNATIONAL INFORMATION PROGRAMS, U.S.
DEPARTMENT OF STATE
50 The Cost of College in the United States
Many colleges provide students with service learning INFORMATION RESOURCES ARE AVAILABLE FOR
and other volunteer opportunities—providing INTERNATIONAL STUDENTS SEEKING TO FINANCE A
practical learning for students, support for the local U.S. EDUCATION.
community, and encouraging the ethic of service. Sidebar: Tuition and Fees Versus Total Costs for
College
35 Seven Snapshots: A Sampling of Graphic: Sample College Budget
Educational Opportunities
This article is a summary of the report by a group of 53 Possible Sources of Financial Aid
MARTINA SCHULZE, CULTURAL AFFAIRS SPECIALIST,
foreign national employees of the State Department, U.S. CONSULATE GENERAL, HAMBURG, GERMANY
assessing opportunities for foreign students at seven Aid is more widely available to graduate students than
U.S. colleges. to undergraduates.
How the System Works 54 The United States Welcomes Foreign

Students to Community Colleges
JENNIFER BURCHAM, COMMUNITY COLLEGE TIMES,
39 Choosing a College Major AMERICAN ASSOCIATION OF COMMUNITY COLLEGES
LINDA TOBASH, DIRECTOR OF UNIVERSITY PLACEMENT
SERVICES, INSTITUTE OF INTERNATIONAL EDUCATION This article, a reprint of a piece written for the
An expert gives practical advice for college students in Community College Times, naturally focuses on
selecting the right area of study for them. community colleges, but the message of “Welcome” is
Sidebars: Major Choice Versus Career Choice,The extended to all foreign students at all U.S. institutions
Academic Year, Bachelor’s Degree Requirements, of higher learning.
Websites of Interest Sidebar: What Is a Foreign Student Advisor?
56 Bibliography
58 Internet Resources
eJOURNAL USA Society & Values / November 2005

TYPES OF INSTITUTIONS
PUBLIC UNIVERSITIES IN THE

UNITED STATES
Robert H. Bruininks
Elliott Minor, AP/WWP

University of Arizona engineering students work on their award-winning robotic
airplane.
Public, or state, universities typically enroll tens of thousands of academic programs. To use my own institution as an
of students and offer degrees in hundreds of subject areas. example, the University of Minnesota Twin Cities campus
Robert H. Bruininks outlines the makeup and financing has 50,000 students, offers hundreds of degrees, and is
structure of large state universities and the opportunities for a leader in fields as varied as neurology and transplant
international students and scholars. He has been president of surgery, economics and political science, material
the University of Minnesota since 2002 and is a member of sciences and nanotechnology, and agriculture and natural
the J. William Fulbright Foreign Scholarship Board. resources.
Public universities play a critical role in regional
L
arge public universities in the United States, economic, cultural, and civic development, and many,
also referred to as state universities, are closely such as the University of Minnesota, are deeply involved
identified with and supported by the states in in advancing knowledge and technology through
which they are located. They are exciting, dynamic, research. These universities are among the major research
and highly regarded centers for higher education, with universities in the United States and frequently have
unique traditions and connections to their communities. major involvement in international programs around
They are also major magnets for talent from all over the the world. A series of federal actions in the second half
country and the world. of the 19th century provided resources to states to help
Typically, universities of this type enroll tens of establish and build universities. Public universities that
thousands of students. They produce the majority of arose from this federal largesse have a mandate to provide
graduate and professional degrees in the country, as well outreach and community engagement to the state in
as a significant number of undergraduate degrees. Also which they are located (e.g., technology transfer, support
common to large public universities are a wide range to agriculture, interaction with primary and secondary
Society & Values / November 2005 4 eJOURNAL USA

state government. Unlike in many other countries, these
U.S. universities don’t report to a federal-level education
minister, and higher education policy is largely delegated
to the states, with the important exceptions of federal
student financial aid and research funding through federal
agencies such as the National Science Foundation, the
National Institutes of Health, and many other federal
agencies.
Some traditions of public universities in the United
States are quite different from those in other countries.
Even at these state-supported institutions, students have
traditionally paid for part of their education through
tuition and fees, and these costs to students are increasing.
Today the average student takes out loans in order to
Janet Hostetter, AP/WWP
help pay for his or her education. Private fundraising
Ice hockey is one of many sports at the University of Minnesota.
plays an increasingly important role in funding projects,
scholarships, and positions at public universities. Finally,
intercollegiate athletics attract intense interest from
schools, and interaction with state and local policy students, alumni, and members of the general public, and
makers). athletic events generate additional revenue.
The level of research intensity varies greatly Among all U.S. universities, large state universities
among state universities. Competitive research grants often include the largest percentage of international
and contracts awarded to the most prestigious public students and scholars. At the University of Minnesota,
universities typically amount to hundreds of millions of our community includes more than 4,500 international
dollars each year. There is also great variation in the level students and scholars from about 130 countries. The
of support from the states. State universities with large University of Minnesota provides support services such as
research budgets typically receive 10 to 30 percent of their counseling and advising on personal and academic issues,
budgets from the state in which they are located. The orientation to U.S. and university culture, immigration
remaining portion of their budget comes from tuition and and visa advising, and English as a second language
fees, grants/contracts, and gifts. courses, as well as programs and workshops on a variety
As a result of the financing structure of large state of topics including intercultural understanding and
universities, many graduate students receive financial aid communication. Many state universities have similar
through research assistantships associated with research programs in place to help students navigate what can
grants and contracts received by the university. Although sometimes be a confusing system of administration and
many public universities are seeking increased funding academic regulation, although the scope of these services
to support international exchanges and study, access to varies from institution to institution.
financial aid for international students is very limited With growing competition from other countries,
outside of the aforementioned research/grant funding. no major university in the United States can afford to
Since undergraduates do not generally hold research take the interest of foreign students for granted. As a
assistantships, scholarship support for international result, public universities are increasingly focused on
students seeking undergraduate degrees is quite limited at attracting top students from around the world. If you
these public universities. are a motivated and self-directed student looking for
Large state universities are located in a variety of exposure to the cutting edge of knowledge and creative
communities, from modest towns to large metropolitan work, I encourage you to investigate the rich opportunities
areas. Many universities also have multiple campuses at available among large public universities in the United
locations throughout their state, and many states also have States. 
more than one public university system.
Public universities are governed by boards of trustees
The opinions expressed in this article do not necessarily reflect the views or
or regents, with varying reporting responsibility to the policies of the U.S. government.
eJOURNAL USA 5 Society & Values / November 2005

WHAT IS A LARGE, PRIVATE RESEARCH
UNIVERSITY?
James W. Wagner
Linda A. Cicero/Stanford News Service

A student conducts research in a dermatology laboratory at Stanford University Medical School in California..
James W. Wagner, president of Emory University in Atlanta, most in the end is the appropriateness of the school to the
Georgia, says that private research universities enjoy greater aspirations of the student.
financial flexibility than their public counterparts. Thus, In the United States, 92 of the 100 largest universities
private institutions are more able to create distinctive are public or “state-supported” (i.e., supported by one of
programs. the 50 individual states, not the federal government), and
77 percent of the nation’s college students receive their
O
ne of the strengths of the American system of education at public institutions. Still, the major private
higher education is its great variety. From small universities occupy all but three or four of the top 25 slots
colleges with only several hundred students to in most rankings. Thus, the private research university
large state-supported universities with tens of thousands appears to be held in especially high regard in the United
of students, and from two-year community colleges States and around the world.
with vocational programs to privately funded research But what do we mean when we speak of a “private
universities, American higher education meets a wide research university,” and what makes this type of
variety of needs. For students, the right choice has much institution so attractive?
to do with possible career paths, financial constraints, and Private research universities offer professional training
geography. In other words, it has to do with what they feel (for instance, in law, medicine, and engineering), as
called to do and to study, how much they can afford, and well as education leading to the Ph.D. degree. Besides
whether or not they want to leave home. What matters teaching, the faculty members spend a great deal of their

alumni, philanthropic foundations, and scientific and
other professional organizations, all of which support
the universities by funding programs, scholarships,
buildings, and professorships. These sources of funding,
although increasing at public universities as well, now
provide private universities with the ability to be more
nimble and more able to step off in bold new directions
of inquiry, creating specialized centers of study and
distinctive programs. For students, this flexibility often
translates into opportunity to stay in fields where they
might otherwise expect to find little encouragement.
Similarly, private universities’ independence from
public coffers has made them more able to establish
“points of presence” in other countries. The citizens of
Georgia, for instance, are unlikely to approve the use of
Adam Hunger, AP/WWP
At the Massachusetts Institute of Technology, international students work their tax dollars to establish a study center in London.
on a robotics project, testing for strength and agility. But they probably would welcome the establishment of
such a center by privately controlled Emory University.
In general, private universities can more easily open
international portals for research, service, and teaching.
Emory University, for example, has programs in global
health throughout Africa, in the Caucasus region, and in
Asia. It has business programs throughout Europe and
Asia. Such activities provide opportunities for American
students and professors to engage, whether in the United
States or abroad, with the best minds and talent from
other countries.
Finally, most research universities are somewhat
smaller than their public counterparts, offering a
favorable mixture of rich resources and human scale.
While the potential for learning and research is great at
any of our nation’s fine universities, public or private,
the smaller scale of private campuses makes possible the
easy interaction of scholars across disciplines, since the
schools and departments generally are at most a short
walk across campus. In a world where the most important
John Bazemore, AP/WWP discoveries are being made through collaboration across
A student at Emory University in Atlanta, Georgia, combines study with
fresh air.
boundaries, the capacity of the private university to foster
and intensify collaborations both within the confines of
the campus and beyond, to the far reaches of the globe,
time in research. In fact, in these institutions, the quality may be the private university’s greatest attraction. 
of faculty, scholarship, and research is as important in
determining compensation and promotion as is the
quality of teaching. But public universities also offer
policies of the U.S. government.
professional training, Ph.D. education, and an emphasis
on scholarship and research. So what makes private
universities different?
For one thing, private universities generally enjoy
greater financial flexibility. They do not depend on state
legislatures for funding, but draw their resources from

U.S. COMMUNITY COLLEGES:
A Gateway to Higher Education for Many
George R. Boggs
Michael Lehmkuhle, AP/WWP

A student at Owens Community College in Ohio works on a drawing of house plans for an art class.
Two-year colleges offer students an opportunity to begin their allow students to access training for associate-degree or
higher education in a small, community-based environment, nondegree careers, and they offer continuing education
often at lower cost than a four-year institution. George R. and personal development classes for the broad spectrum
Boggs, president and chief executive officer of the American of adult learners.
Association of Community Colleges, outlines the qualities that Community colleges are the largest and fastest-
make community colleges an attractive alternative. growing sector of higher education in the United
States. There are now nearly 1,200 regionally accredited
C
ommunity colleges are the gateway to higher community colleges located throughout the country,
education in the United States for a growing serving more than 11 million students (approximately 46
number of students. These colleges provide percent of all U.S. undergraduates).
students with an opportunity to earn credits for the first U.S. community colleges offer international students
two years of a four-year bachelor’s degree at high-quality, numerous benefits, including opportunities to improve
accredited institutions. With their lower tuition costs, English language skills and to build an understanding of
community colleges give students a way to save money American culture in a U.S. community.
while learning in a supportive environment. They also Among the benefits of community colleges are:

at multiple levels and an array of support services to
ensure that students with different language proficiencies
succeed.
A Supportive Learning Environment. Community
colleges offer small class sizes, averaging fewer than
30 students, allowing personal attention and ongoing
support from professors. The focus is on individual
student success within an environment designed to
support students’ learning patterns and needs. Support
services for students include tutoring, advising, writing
labs, international student clubs, and international
student service centers.
Diversity. U.S. community college students come
from diverse cultural heritages and ethnicities. The
colleges offer a wide spectrum of clubs and activities that
celebrate and support the diversity that describes society
in the United States.
Access to U.S. Culture. Because they are reflective of
and responsive to their communities, community colleges
tend to have strong local ties. This relationship provides
international students with extensive opportunities to
interact with Americans and to experience American
culture.
Courtesy Central Piedmont Community College Variety of Locations and Campus Sizes.
These Central Piedmont Community College students are enthusiastic
Community colleges, like other educational institutions
about their community college experience in North Carolina.
in the United States, differ widely. Some are large,
multicampus institutions located in big cities, while
others are much smaller schools located in rural
Lower Cost. Tuition costs are significantly lower settings and serving small student populations.
than four-year colleges and universities (about $5,000 per There is a community college conveniently located
year as compared to $12,000 to $20,000 or more for a within commuting distance of 90 percent of the U.S.
four-year institution). population.
Easy Transfer to a University. A “2+2” system in the Distinguished Alumni. Alumni of U.S.
United States refers to an efficient system of “articulation” community colleges include California Governor Arnold
between a two-year college and a four-year college or Schwarzenegger and former Maryland Governor Parris
university. Most community colleges have articulation Glendening, NASA space shuttle commander Eileen
agreements with four-year colleges and universities, Collins, Star Wars movie series producer/director George
ensuring that credits earned at the community college will Lucas, film actors Tom Hanks and Clint Eastwood,
count toward the four-year degree program. fashion designer Calvin Klein, human genome scientist
Accredited Institutions. American community Craig Venter, and U.S. Surgeon General Richard
colleges, four-year colleges, and major universities are all Carmona.
accredited by the same agencies. That is why universities For more information about studying at a U.S.
accept course credits obtained at community colleges. community college, go to http://www.CC-USA.org or read A
Wide Variety of Programs. Community colleges Guide to Studying at U.S. Community Colleges, available at
have hundreds of majors from which to choose, including local EducationUSA advising centers. 
popular areas such as business management, computer
science, engineering, and health sciences-related
programs. The opinions expressed in this article do not necessarily reflect the views or
English as a Second Language. Most community
colleges offer a wide range of English course offerings

STRENGTH OUT OF DIVERSITY:
The Independent Sector of
U.S. Higher Education
Richard Ekman
Nancy Palmieri, AP/WWP

A student from Zimbabwe celebrates her graduation from Mount Holyoke
College in Massachusetts.
Private, four-year colleges provide diverse educational an important part of the college’s educational philosophy;
experiences, primarily to undergraduate students. Richard Northland College in Wisconsin goes to extreme lengths
Ekman, president of the Council of Independent Colleges, to operate in ways that are sensitive to the environment;
describes what makes private, or independent, colleges Alderson-Broaddus College in West Virginia draws most
different from their counterparts in the public sector. of its students from very small towns in the West Virginia
hills and leads many of them to careers in science and
T
he most remarkable feature of U.S. higher educa- medicine; Earlham College, which was founded by Quak-
tion is its diversity. The national government does ers, is located in Indiana and continues to use consensus
not control the curriculum at U.S. colleges and among all members of the campus community as its main
universities or the methods of teaching, and state govern- form of decision-making; Cedar Crest College in Pennsyl-
ments also exercise a fairly light touch. But it is in the “in- vania, a college for women, counters the stereotype that
dependent” or “private” sector of higher education where women do not excel at science by producing large numbers
diversity of educational philosophies, programs, and tradi- of science graduates.
tions is greatest. Some 600 smaller colleges and universities These 600 or so independent colleges and universities
make up this sector and include many of the United States’ have, despite their differences, a number of characteristics
most venerable institutions. in common:
Consider these diverse features: Ursinus College in • They are fairly small, with enrollments rarely exceeding
Pennsylvania offers an interdisciplinary freshman-year 3,000 students.
program that exposes students to a wide variety of texts in • They are mainly or entirely undergraduate-oriented,
the humanities and social sciences; Warren Wilson College with very few graduate programs.
in North Carolina requires all students to share in the • All faculty members are committed to teaching.
manual labor of running the institution and treats this as Although most also conduct research, they view it as

the “work colleges” such as Warren Wilson College or
Berea College in Kentucky, where, in addition to their
studies, students have assigned duties that help support
the school.
• These institutions view study of the liberal arts as es-
sential for responsible citizenship after graduation, no
matter what professional training is also acquired.
The format of higher education represented by these
schools works exceptionally well. Statistics on degree-
completion, for example, show that small, private colleges
have higher degree-completion rates than bigger state-
run universities. Moreover, this difference holds true not
only among the most talented students, but also among
Patricia McDonnell, AP/WWP those that enter with poorer secondary school grades or
Students at Wellesley College in Massachusetts join their professor in a 24-
hour Shakespeare reading event.. SAT [http://www.collegeboard.com] scores. Higher degree-
completion rates also apply to socioeconomic groups that
are sometimes associated with low college participation
rates, such as students who are the first generation in their
family to go to college, students who must work full-time
in addition to attending class, or students from various
minority groups.
The explanation for the comparative effectiveness
of the smaller private institutions can be found in the
“engaged learning” that takes place at these institutions.
George Kuh, the founder of the National Survey of
Student Engagement (in which hundreds of colleges and
universities participate), notes that success in college is
Kevin G. Reeves, AP/WWP closely correlated with getting to know a professor; getting
Music students of Oberlin College in Ohio work with performers from
Argentina to prepare for an opera performance. Noted for its music involved in an extracurricular activity; working at a
program, the college is also famous for being among the first to accept community-based internship; and being enrolled in classes
and graduate women and African-American students.
in which active pedagogies dominate, such as classes that
require oral reports and frequent written papers. These
secondary to their teaching duties, and they spend long characteristics are more likely to be found at smaller
hours with students in and out of the classroom. institutions than at large ones.
• The methods of teaching are highly interactive and Smaller, independent institutions can be found
engaged. throughout the United States, in major cities, smaller
• Because these institutions understand that much of towns and cities, and rural areas. These colleges welcome
the educational process takes place outside the class- students from many different backgrounds and those who
room, opportunities for interaction among students bring different talents and perspectives to campus discus-
and between students and faculty abound, and these are sions. Students who have grown up in other countries are
understood to be important parts of the cocurricular highly valued (although instruction is almost always in
dimension of education. English).
• These institutions are explicit about their underlying Additional information about any of these institu-
values. Sometimes these are the values of the religious tions is readily available on their Web sites. The Council
denomination that founded the college (or some echo of Independent Colleges has, from its Web site [http:
of those values if that denomination now is less deeply //www.cic.org/], links to most of these institutions. 
involved). Sometimes these values reflect a distinc-
tive educational philosophy, such as the “great books”
colleges—of which St. John’s College, with campuses policies of the U.S. government.
in Maryland and New Mexico, is the best known—or

MINORITY SERVING INSTITUTIONS
Ted S. Warren, AP/WWP

Louisiana’s Grambling State University marching band has a
national reputation for exhilarating performances.
This article, compiled from the indicated Web sites and HISTORICALLY BLACK COLLEGES AND UNIVERSITIES
other sources, provides information about colleges that
According to the text of the White House Initiative
serve students from three minority populations: African
on Historically Black Colleges and Universities:
Americans, Hispanics, and American Indians.
HBCUs are a source of accomplishment and
M
inority Serving Institutions are colleges and great pride for the African American commu-
universities from the other categories (state nity as well as the entire nation. The Higher
colleges, private schools, religiously affiliated Education Act of 1965, as amended, defines an
colleges, liberal arts colleges, and community colleges) HBCU as: “...any historically Black college or
that have a special focus on serving the needs of a minor- university that was established prior to 1964,
ity audience. These universities have a historical tradition whose principal mission was, and is, the educa-
or mandate to serve a specific demographic of student, tion of Black Americans, and that is accredited
but often serve non-minority students as well. They have by a nationally recognized accrediting agency
formed organizations of common interest and concern. or association determined by the Secretary [of
Three groups whose members fit into this category are Education] to be a reliable authority as to the
Historically Black Colleges and Universities (HBCUs); quality of training offered or is, according to
the Hispanic Association of Colleges and Universities such an agency or association, making reason-
(HACU); and the American Indian Higher Education able progress toward accreditation.”
Consortium (AIHEC), the association of tribal colleges
and universities. There are many other groups that also In his September 2005 presidential proclamation
work to help colleges and universities serve minority naming September 11-17, 2005, as National Historically
audiences. Black Colleges and Universities Week, President George

W. Bush praised the nation’s HBCUs for their high stan- WHITE HOUSE INITIATIVE ON TRIBAL COLLEGES
dards of excellence, for preparing rising generations for AND UNIVERSITIES
success, and for helping to fulfill the nation’s commitment
President Bush recognized the important role tribal
to equal education. He said, “By upholding high standards
colleges and universities play in American Indian commu-
of excellence and providing equal educational opportuni-
nities and on July 3, 2002, signed Executive Order 13270
ties to all Americans, these valued institutions help ensure
on Tribal Colleges and Universities. The executive order
that all our citizens can realize their full potential and look
established the President’s Board of Advisors on Tribal
forward to a prosperous and hopeful future.” He went on
Colleges and Universities and the White House Initiative
to say, “We continue to strive toward a society in which
on Tribal Colleges and Universities. The president said:
every person can realize the great promise of America.”
The majority of the 105 HBCUs are located in the South- Tribal Colleges and Universities help preserve
eastern states, the District of Columbia, and the Virgin irreplaceable language and cultural tradi-
Islands. They include 40 public four-year, 11 public two- tions. At the same time, of course, they offer a
year, 49 private four-year, and five private two-year insti- high-quality college education to thousands of
tutions. Additional information is available in a special students, and provide much needed job train-
feature article on HBCU Week at http://usinfo.state.gov/ ing and other means of economic development
scv/Archive/2005/Sep/26-256508.html. in Indian country. …All Americans deserve an
excellent education, including those who attend
THE HISPANIC ASSOCIATION OF COLLEGES Tribal Colleges and Universities.
AND UNIVERSITIES
There are 34 federally recognized tribal colleges and
universities in the United States. Located mainly in the
Midwest and Southwest, tribal colleges and universities
serve approximately 30,000 full- and part-time students.
They offer two-year associate degrees in more than 200
disciplines with some providing bachelor’s and master’s
degrees. They also offer 200 vocational certificate
programs. Although these tribal schools accept only Native
American students, they provide insight into a special
aspect of U.S. higher education. Additional information
at: http://www.whitehouse.gov/news/releases/2002/07/
20020703-16.html.
Courtesy College of Sante Fe
Students work with a fitness instructor at the College of Santa Fe, an
Hispanic Serving Institution in New Mexico.
The Hispanic Association of Colleges and Universi-

ties (HACU) was established in 1986 with a founding
membership of 18 institutions. Today, HACU represents
more than 400 colleges and universities committed to
Hispanic higher education success in the United States,
Puerto Rico, Latin America, and Spain. Although HACU
member institutions in the United States represent less
than 10 percent of all higher education institutions
nationwide, together they are home to more than three-
fourths of all Hispanic college students. HACU is the only
national educational association that represents Hispanic
Courtesy Office of the President, Haskell Indian Nation University
Serving Institutions (HSIs). At the 205 HSIs, Hispanic Students from Haskell Indian Nation University in Kansas decorate a
students make up 25 percent or more of the student body. vehicle for a parade.
At the other member colleges fewer than 25 percent of the
students are Hispanic. See: http://www.hacu.net/hacu/ The opinions expressed in this article do not necessarily reflect the views or
Default_EN.asp.

50 YEARS AFTER BROWN:
Why Historically Black Colleges and Universities
Remain Relevant
Beverly Daniel Tatum
Courtesy Spelman College

A student makes a point during class discussion.
Beverly Daniel Tatum writes about the role of historically his train fare to Pennsylvania, and in 1957 he completed
Black colleges in affirming the identity of African-American his degree at Penn State University. A year later he became
students, while at the same time giving them the opportunity the first Black professor at Bridgewater State College in
to meet students with diverse backgrounds and perspectives. Bridgewater, Massachusetts, the community where I grew
She is the president of Spelman College in Atlanta, Georgia, up. Today Bridgewater State College has its first president
and the author of “Why Are All the Black Kids Sitting of color, and in February 2004, I, a Black woman, deliv-
Together in the Cafeteria?” and Other Conversations ered the opening speech at a higher education conference
about Race (Basic Books, 2003). hosted at Florida State. Neither event was imaginable in
1954.
I
was born in 1954, just four months after the Brown v. As an educator with many years of experience teach-
Board of Education Supreme Court decision outlawed ing about racism in predominantly white institutions and
the “separate but equal” doctrine of school segrega- now as the ninth president of Spelman College, the oldest
tion. I entered the world in Tallahassee, Florida, where historically Black college for women, I have a new lens
my father taught in the art department at Florida A&M through which to understand the meaning of Brown v.
University. He wanted to attend Florida State University Board of Education. Like many HBCUs (Historically Black
to earn a doctorate, but in 1954 the state of Florida still Colleges and Universities), Spelman faced new competi-
denied access to black graduate students. Instead they paid tion for its students from those predominantly white col-

inclusive environments that will maximize
the intellectual and leadership potential of all
of their students. Those ABCs are affirming
identity, building community, and cultivating
leadership, three critical dimensions of effec-
tive learning environments through all levels
of education.
Translating the ABCs into action requires
us to routinely ask each other important
questions: Who is reflected in our environ-
ment? Who is missing from the picture?
What opportunities exist for building com-
munity, for encouraging dialogue across
difference? How are students involved so that
they are honing leadership skills in a diverse
context?
These Spelman students are relaxing with friends in a dormitory room. Courtesy Spelman College As a race relations expert, I am often
asked why I would choose to lead an institution as
leges and universities that had previously excluded them. “homogeneous” as Spelman College. Of course, the
But increased competition spurred important improve- question is based on a flawed assumption. Though 97
ments at Spelman. During the post-Brown era, professors percent of our students are racially categorized as “Black,”
were actively encouraged to increase their research and the student body is quite diverse. Spelman students come
publication efforts, and new resources for scholarships were from all regions of the United States and many foreign
created. Successful fundraising efforts to increase the en- countries, from white suburban and rural communities
dowment provided financial stability and fueled construc- as well as urban Black ones. All parts of the African
tion of new residence halls and academic buildings—creat- Diaspora are represented, and the variety of experience
ing an environment that now attracts approximately 4,000 and perspectives among the women who attend the
talented young women annually to compete for 525 spaces college creates many opportunities for dialogue. There is
in our first-year class. a developmental moment in the lives of young people of
Why are historically Black colleges like Spelman color when “within group” dialogue can be as important,
not only still relevant but the preferred choice for many or perhaps even sometimes more important, than “between
talented Black students? College choice is a reflection of group” dialogue. And, even in the context of an HBCU, it
identity—a statement about how you see yourself, who is possible to create opportunities for both.
you are now, and who you hope to become. Students are Many of us have a vision of colleges where all students
drawn to environments where they see themselves reflected have the opportunity and the encouragement to achieve at
in powerful ways, places where they see themselves as cen- a high standard. It is a vision of multiethnic communities
tral to the educational enterprise. characterized by equitable and just group relations. It is a
Several years ago, as part of my research of racial iden- vision of education that should not only foster intellectual
tity development among Black college students raised in development by providing students the tools of critical
predominantly white communities, I interviewed students thinking, speaking, writing, and quantitative reasoning,
who had chosen to go to a historically Black university. but should also provide all students the skills and experi-
One young woman commented on her Black college expe- ences necessary for effective participation in a diverse
rience, saying, “You know, it really makes me happy when society. Such an ideal educational environment has never
I walk across the campus to know ‘This place was built for existed on a broad scale in American society—or to my
me.’” There are not many places in America where a Black knowledge, anywhere else. But the vision is a blueprint. 
woman can say that. The importance of affirmation of
identity in college choice cannot be underestimated.
Though most college campuses are considerably more
diverse today than they were in 1954, institutions are still The opinions expressed in this article do not necessarily reflect the views or policies
of the U.S. government.
struggling to understand the ABCs of creating truly

RELIGIOUSLY AFFILIATED COLLEGES
Very Reverend David M. O’Connell, C.M.
Chris Greenberg/Catholic University of America

This student has found a peaceful place to study at The Catholic University of America in Washington, D.C.
Religiously affiliated colleges and universities in the discipline to be sure, but is there something else that can
United States all have their own manner of combining the demonstrate a “mark of difference”? Religious institutions,
religious and the academic. In this essay, Father David M. in contrast to secular colleges, believe that mark to be the
O’Connell, president of The Catholic University of America dimension of faith.
and presenter at the Harvard University Conference on For a college to be directly influenced by a particular
the Future of Religious Colleges, discusses his view of the religion or faith communicates to the secular academic
“value added” to higher education by religious colleges. world that the religious institution possesses (1) a sense of
Following this essay, we also feature several statements from its own distinctiveness and difference within the academy,
other religiously affiliated schools to illustrate some of the and (2) a conviction that it makes a purposeful contribu-
other approaches.Those interested in the specific policies or tion to higher learning through faith.
philosophy of any particular school should contact that school Education sheds light on human experience through
directly for the most complete information. Inclusion of reason. It enlightens the mind. Religious education does
this information in this journal is meant to provide readers so in a way that identifies human experience in terms of
with sources of information, not to promote or endorse any the God of both reason and faith. It enlightens the mind
particular doctrine or program. and the soul. Through religious education, we encounter
truth, intelligible to the reasoning mind but also accessible
I
n the midst of what has become rather aggressive on a deeper level and meaningful to the believing heart
competition for students, colleges and universities in and the soul. I read once that “religion is not primarily a
the United States must demonstrate to their potential matter of facts but a matter of meanings.”
clientele what makes them unique and worthy of special Religious colleges attempt to present both reason
consideration. Every institution will lay claim to “aca- and faith, not separately but as two distinct yet related
demic excellence” and the “best program” in this or that components of one integrated truth. It is interesting to

note that some of the most and staff should be committed to that mission and not
accomplished and widely merely tolerant of it as though it offered little real value to
recognized institutions the academic enterprise. If an academic institution is truly
of higher learning in the religious, it will be clear to everyone on and off campus
United States identify their that there is “value added” to higher education by the
origins in some religious religious college and its mission, and that this value added
faith confession. For some is something that interests people, that draws them to the
reason, however, these reli- institution in such a way that what they perceive as being
gious affiliations grew less uniquely provided is something that they really want. It
important to participation will make a difference in their education and in their lives.
in the academic enter- The ability of religious colleges to market themselves as
prise with the passage of both religious and academically superior to an audience
Darron Cummings, AP/WWP time, and so two different that wants what they have to offer will ensure their long-
During practice at the U.S. national
models of and approaches term survival and ability to fulfill their mission which, in
women’s basketball tournament, a
Baylor University student from St. to higher education devel- the end, will serve to advance the true diversity that is the
Vincent, West Indies, pauses to talk oped: the purely secular hallmark of American higher education.
to her teammates from the Southern model/approach and the This is certainly the philosophy at work in The
Baptist-affiliated Texas school.
religious model/approach. Catholic University of America in Washington, D.C., the
When a student and national university of the Catholic Church in the United
his or her parents choose a religious college or university, States. 
they are choosing an institution that has a distinctive
identity and mission rooted in a distinctive religious The opinions expressed in this article do not necessarily reflect the views or
tradition. That tradition should permeate the institution policies of the U.S. government.
and its operations and activities. It should be evident in

the classroom as well as in student life on campus. Faculty
Campbell University, a Southern Baptist (Protestant) school in North Carolina, explains its goal as helping students
develop an integrated Christian personality characterized by a wholeness of body, mind, and spirit that includes a method of
critical judgment; an appreciation of the intellectual, cultural, and religious heritage; stewardship of the body; and a sensitive
awareness of the world and society in which they live and work with persons. The university sees the human vocation as living
by faith under grace, with no conflict between the life of faith and the life of inquiry.
Brandeis University in Massachusetts is one of the youngest private research universities, as well as the only nonsectarian
Jewish-sponsored college or university in the country. According to the Brandeis University Mission Statement, Brandeis was
founded in 1948 as a nonsectarian university under the sponsorship of the American Jewish community to embody its high-
est ethical and cultural values and to express its gratitude to the United States through the traditional Jewish commitment to
education. By being a nonsectarian university that welcomes students, teachers, and staff of every nation, religion, and political
orientation, Brandeis renews the American heritage of cultural diversity, equal access to opportunity, and freedom of expression.
Pacific Lutheran College in the state of Washington was founded by settlers of the Protestant Lutheran denomination.
Pacific Lutheran College cherishes its dedication to educating for lives of service, as well as its distinguished and distinctive
academic program that emphasizes curricular integration and active learning.
The Hartford Seminary in Connecticut was founded by the Protestant Christian Congregationalist denomination.
Today, in addition to Christian education programs, the seminary includes the Duncan Black Macdonald Center for the Study
of Islam and Christian-Muslim Relations, and its master’s-level Islamic chaplaincy program. The mission of the seminary is to
serve God by preparing leaders, students, scholars, and religious institutions to understand and live faithfully in today’s multi-
faith and pluralistic world; by teaching, research, informing the public, and engaging persons in dialogue; and by affirming the
particularities of faith and social context while openly exploring differences and commonalities.

SPECIALTY INSTITUTIONS
Michael Jay Friedman
Matthew S. Gunby, AP/WWP

Members of a satellite design course at the U.S. Naval Academy in Maryland work with their
instructor. The program now has two satellites in orbit.
Colleges dedicated to a particular area of study are available Perlman, Yo-Yo Ma, and Pinchas Zukerman; seminal jazz
in the United States. The author profiles a few schools that figures like Thelonious Monk and Wynton Marsalis; and
focus on the arts, business, or military training. Michael Jay vocalists from the classical soprano Leontyne Price to the
Friedman is a staff writer in the Bureau of International deep-voiced jazz vocalist Nina Simone. Since 1971, the
Information Programs of the U.S. Department of State. school has been located in Manhattan’s Lincoln Center,
considered by many the nation’s premier arts complex and
W
hile most American universities offer a broad home, in addition to Juilliard, of the Metropolitan Opera,
range of studies, others feature more focused New York Philharmonic, Jazz at Lincoln Center, and eight
curricula. Specializing in distinct areas, such as other resident artistic organizations.
the fine and performing arts, business and technological A relatively new school, the Savannah College of
skills, or military training, these schools of special focus Art and Design (SCAD), headquartered in Savannah,
afford students the prospect of concentrating their studies Georgia, prepares students for careers in the visual and
in a particular area. This approach is not ideal for every performing arts, design, the building arts, and the history
student, but for some the right specialty school nurtures of art and architecture. This focus allows Savannah to
exceptional talents, hones particular skills, and affords offer majors not commonly found at research or liberal
the chance to interact with similarly inclined peers. The arts institutions. Students earn degrees in advertising
institutions profiled here represent only a few of the design, animation, commercial photography, and dozens
available opportunities. of other specialties. Many undergraduates aiming at a
Located in New York City, the highly selective career in one of these fields highly value the opportunity
Juilliard School offers its students pre-professional to concentrate their studies. In the words of college
training in music, dance, and drama. It draws students President Paula S. Wallace, “SCAD students are weaving
from 43 U.S. states and 43 other nations, and it includes creative vision with technical mastery to transform artistic
among its many notable alumni the classical artists Itzhak vision into professional expertise and rewarding futures.”

The federal government, however, runs the nation’s
military academies, including the U.S. Military Academy,
affiliated with the Army; the Air Force and Naval
Academies; and the Coast Guard and Merchant Marine
Academies.
Admission to the U.S. Naval Academy in Annapolis,
Peter Schaaf/The Julliard School

Maryland, to offer one example, is highly selective, with
students (known as midshipmen) appointed to the school
by each member of Congress, the president and vice
president of the United States, and the secretary of the
Navy. Midshipmen must meet age, physical conditioning,
New York’s Juilliard School College Division Jazz Band is led by and academic requirements and must be unmarried. U.S.
Artistic Director Victor Goines. citizenship is also required, although up to 60 students
from foreign countries designated by the secretary of
Students seeking careers in design and the arts are
attracted to schools like SCAD and Juilliard. Many others
seek skills to help them advance in the business world or
in the growing technological sector. Often these students
are older and already employed. A number of for-profit
“proprietary institutions” serve their needs. Schools
like DeVry University, which holds classes online and
at more than 70 campuses, offer practical instruction,
often through part-time or adjunct faculty who also hold
Steve Matteo, AP/WWP

full-time professional employment outside the university.
Proprietary schools typically accommodate the busy
schedules of parents and working students by holding
many classes on nights and weekends and by encouraging
part-time study. Computer science and programming, A student at DeVry University’s Addison, Illinois, campus works on a tele-
communications project.
business, and other technology-related fields of study are
popular. Some American employers offer full or partial defense may be admitted in the interest of international
tuition reimbursement for employees pursuing continuing and navy-to-navy relations. Women have been eligible for
admission since 1976, and about one-fifth of the entering
class of 2009 is female.
Each midshipman receives free tuition and board,
plus a monthly stipend. The academic program stresses
Courtesy Savannah College of Art and Design
mathematics, engineering, and naval skills, and many

midshipmen choose nautical-related majors like
oceanography, aerospace engineering, or naval architecture.
Others focus their studies on history, economics, or other
available disciplines. Graduates receive commissions either
as U.S. Navy ensigns or Marine second lieutenants and are
obliged to serve a minimum of six years active duty.
This brief account only suggests the variety of
At the Savannah College of Art and Design in Georgia, a professor
and student enjoy a model and virtual character during an animation postsecondary education available in the United States.
class. Specialty institutions complement research and liberal arts
schools by catering to nontraditional students like part-
studies, with the master’s degree in business administration
timers, parents, and the already-employed. Also, their often
a popular option.
more-focused curricula can help gifted and purpose-driven
Most U.S. universities are either private institutions or
students develop their talents and pursue their professional
are sponsored by state or, sometimes, local governments.
objectives. 

COLLEGE RANKINGS
C ounselors consistently advise prospective students

to choose a college with the best combination of
programs, size, style, price, and location. Among the many
undergraduate programs with more than 50 percent of
the students studying something outside of the liberal arts
(ranked in regional lists).
materials available to help prospective students sort the A final resource is a Web site provided by the
thousands of colleges and universities in the United States, Education and Social Science Library of the University
there are several rating instruments. of Illinois at Urbana-Champaign. The site gives links
• Peterson’s and Kaplan are two companies that to many on line ranking services, other sources of
produce many different products about education. information about colleges and universities, and even
Peterson’s guide is called Peterson’s Guide to Competitive some sites discussing the relative value of rankings. [http:
Colleges. Kaplan publishes Kaplan Publishing’s Most //www.library.uiuc.edu/edx/rankings.htm]
Interesting Colleges, and 2005—The Unofficial Unbiased
Guide to the 331 Most Interesting Colleges.
• Education writers of major newspapers have also
AMERICA’S “TOP” SCHOOLS
developed their list of recommended schools. Loren
Pope, long-time education writer for the New York Times,
has produced Loren Pope’s Colleges That Change Lives,
A ccording to U.S. News and World Report magazine,
of the hundred universities often called the “top”
universities in the United States, some are public, or state,
40 Schools You Should Know About Even if You’re Not a
universities; the others are private. As a group, the schools
Straight-A Student, and Edward B. Fiske, former New
are noteworthy for the quality of their academic offerings;
York Times education editor, produced the Fiske Guide to
the resources available, such as high-caliber laboratories and
Colleges. Washington Post education writer Jay Matthews
has a list of top 10 colleges that deserve a second look in libraries; and the wide network of alumni and supporters
his Harvard Schmarvard: Getting Beyond the Ivy League to associated with the schools. These universities offer a wide
the College That Is Best for You. range of undergraduate majors, as well as master’s and
• The Templeton Foundation, in Pennsylvania, doctoral degrees; many strongly emphasize research. The
produces The Templeton Guide: Colleges That Encourage U.S. News & World Report 2006 top 20 national universities
Character Development. are:
• Frederick E. Rugg, a veteran college counselor, wrote 1/2 (tie) Harvard University and Princeton University
Rugg’s Recommendations on the Colleges, which goes beyond 3 Yale University
recommending colleges to listing outstanding departments 4 University of Pennsylvania
at quality schools. 5/6 (tie) Duke University and Stanford University
• The Yale Daily News’s The Insider’s Guide to the 7/8 (tie) California Institute of Technology and
Colleges 2005 looks at life at more than 300 colleges, using Massachusetts Institute of Technology
student interviews, rather than administrators’ reports, to 9/10 (tie) Columbia University and Dartmouth College
develop the ratings. 11 Washington University in St. Louis
Major magazines also weigh in. Several produce 12 Northwestern University
college-rating issues that receive great attention. One of the 13/14 (tie) Cornell University and Johns Hopkins
most influential and widely quoted of these is U.S. News University
and World Report’s “America’s Best Colleges” and “America’s 15/16 (tie) Brown University and University of
Best Graduate Schools” [http://www.usnews.com/usnews/ Chicago
home.htm]. 17 Rice University
U.S. News gives its rankings and key information 18/19 (tie) University of Notre Dame and Vanderbilt
for colleges in a number of categories: national universities University
(a nation-wide listing); master’s universities (listed by 20/21 (tie) Emory University and University of
region); best business programs; best liberal arts colleges; California—Berkeley.
top engineering programs; and top comprehensive [http://www.usnews.com/usnews/edu/college/rankings/
universities, a national list of colleges that have strong rankindex_brief.php]

LEADING PROGRAMS IN BUSINESS AND ENGINEERING
M any organizations rank, rate, or review U.S. colleges

and universities. Unfortunately for anyone trying
to find a consensus among the various lists, they are
University of Illinois at Urbana-Champaign, Illinois
Virginia Polytechnic Institute and State University,
Virginia
seldom organized along the same divisions of schools, use
the same type of sources (for example, administrators’
reports), or espouse the same definition of excellent or
best. For example, below are two lists of top schools in two
fields. These lists were developed by comparing rankings
by different organizations and listing the schools that
appeared in the top 20 of all the lists. The lists are arranged
alphabetically since the rankings did not agree regarding UNDERGRADUATE BUSINESS PROGRAMS
order.
The list was developed using rankings from the news
magazine U.S. News and World Report’s “Best Colleges
UNDERGRADUATE ENGINEERING PROGRAMS
2005,” Business Week “Best Business Schools” 2004 (this
The list was developed from rankings by the news list is produced every two years), and Forbes magazine’s
magazine U.S. News and World Report “Best Colleges business school ranking from 2003, which looks for the
2005” and StudentsReview.com, which is compiled best return on the investment made by attending the school
by graduate students of the Massachusetts Institute of in question.
Technology to answer “questions students wish they had Carnegie Mellon University, Pennsylvania
known enough to ask.” Cornell University, New York
Emory University, Georgia
Cornell University, New York Massachusetts Institute of Technology, Massachusetts
Johns Hopkins University, Maryland New York University, New York
Massachusetts Institute of Technology, Massachusetts University of Michigan, Michigan
Pennsylvania State University, Pennsylvania University of North Carolina at Chapel Hill, North
Purdue University, Indiana Carolina
Rensselear Polytechnic Institute, New York University of Pennsylvania, Pennsylvania
Rice University, Texas University of Texas at Austin, Texas
Stanford University, California University of Virginia, Virginia
Texas A&M University at College Station, Texas
IVY LEAGUE SCHOOLS

“Ivy League” refers to eight of the most historic and prestigious universities
in the United States. The schools have an agreement to play sports in the same
league and to have similar expectations for athletes’ academic performance.
Since the colleges were among the first established in the United States, most
have distinguished and historic campuses featuring old, ivy-covered buildings;
their league, and the member colleges, became known as the Ivy League.
All eight schools are among the top schools in the United States; they are Brown University, Columbia University,
Cornell University, Dartmouth College, Harvard University, University of Pennsylvania, Princeton University, and Yale
University. The names of the schools and the name Ivy League continue to evoke the image of excellence in American
higher education.

A CELEBRATION OF
INTERNATIONAL
EDUCATION
E ducationUSA is a global network of more than 450

advising and information centers in 170 countries
supported by the Bureau of Educational and Cultural
I nternational Education Week is an opportunity to
celebrate the benefits of international education and
exchange worldwide. This joint initiative of the U.S.
Affairs at the U.S. Department of State. These centers ac- Department of State and the U.S. Department of Educa-
tively promote U.S. higher education around the world by tion is part of our effort to promote programs that prepare
offering accurate, comprehensive, objective, and timely in- Americans for a global environment and attract future
formation about educational opportunities in the United leaders from abroad to study, learn, and exchange experi-
States and guidance to qualified individuals on how best ences in the United States.
to access those opportunities. We encourage the participation of all individuals
EducationUSA advising centers are staffed by profes- and institutions interested in international education and
sional advisers, many of whom have first-hand experience exchange activities, including schools, colleges and univer-
having studied in the United States themselves, and/or sities, embassies, international organizations, businesses,
having received State Department-approved training associations, and community organizations.
about U.S. higher education and the advising process. [http://iew.state.gov/]
They assist roughly 25 million prospective international
students each year, either in person, by telephone, through
e-mail, or on the Internet.
EducationUSA advisers provide a wealth of informa-
tion and services for international students at all stages of
the college search, free of charge. They know the differ-
ences among the many types of U.S. colleges and universi-
ties and can provide information on how to identify the
institution that best meets ones educational and profes-
sional needs. They know how the admissions process
works; can advise on issues such as testing, essay writing,
and letters of reference; and can often assist in identifying
financial aid opportunities as well.
Since EducationUSA advisers receive constant
updates about U.S. immigration law and security
requirements, they can also provide guidance on the
student visa application process and the interview. Many
EducationUSA centers provide specialized services, such
as essay and resume writing workshops, pre-departure
preparation, and translation and document verification.
Find the center nearest you at http://
educationusa.state.gov/.

COLLEGE LIFE
College assignments are easier to take if you find
a pleasant place to work. These Spelman College
students enjoy the nice weather in Georgia.
Courtesy Spelman College
Jon Chase, AP/WWP
First-year students at Harvard University in Massachusetts

enjoy eating in this grand dining hall.

COLLEGE LIFE
Savannah College of Art and Design students,

left, participate in a “Living Art” project
during the Georgia school’s annual Sidewalk
Art Festival.
Stephen Morton, AP/WWP
Sri Lankan sisters Tharanga and Eranga

Goonetilleke, right, are shown on the set of La
Boheme at Converse College in South Carolina.
At the time of the production, less than a
month after the tsunami, they had raised $8,000
to help victims, and they hoped to raise more
through the opera production.
Mary Ann Chastain, AP/WWP
Left, women’s football championship brings

out the competitive spirit in players from
Notre Dame University and the University of
Sara D. Davis, AP/WWP
California—Los Angeles (UCLA).

COLLEGE LIFE
The Ballet Folklorico de Stanford, left, and the annual student-run

Stanford Powwow, below, are examples of cultural events, begun in the
1970s, that are designed to help members of this California university
community learn more about each other. The Ballet promotes
Mexican culture. The powwow, which is organized by the Stanford

American Indian Organization, draws more than 30,000 participants
from across the country.
These University of Texas football players just won the Rose Bowl,
Courtesy Davidson College

one of college football’s most prestigious contests.
This student is practicing Chinese

calligraphy at Davidson College in North
Carolina.
Paul Sakuma, AP/WWP

COLLEGE LIFE
Ed Andrieski, AP/WWP
Cadets celebrate graduation at the Air Force Academy

Daymon J. Hartley, AP/WWP
in Colorado.
Central Michigan University undergraduate

political science students, above, address members
of the Michigan State Senate, offering a serious
proposal to revamp the much-debated Merit
Award scholarship program.
Nati Harnik, AP/WWP
Students study in a lounge area at Metropolitan Community College

in Omaha, Nebraska.

COLLEGE LIFE
Gene Blythe, AP/WWP Matt Houston, AP/WWP

University of Georgia band members add their energy to a Above, a University of Maryland student works
basketball tournament. on part of a house her team is designing for the
national Solar Decathlon during which new
technology was demonstrated for crowds on the
National Mall in nearby Washington, D.C.
Fred Faulk, AP/WWP
Mississippi State University students gather for a memorial for victims of the
September 11, 2001, terrorist attacks.

A CLOSER LOOK
INTERNATIONAL RELATIONS AT THE

UNIVERSITY OF PENNSYLVANIA
Michael Jay Friedman
Frank Plantan
Livia Rurarz-Huygens, Mohammad al-Ali, and Matthew Frisch (left to right) are
students in the University of Pennsylvania’s International Relations Program.
This interdisciplinary program at one of our leading Admission to the major is selective. Applicants must
universities offers students with an interest in world affairs have compiled a 2.8 grade point average (on a 4.0 scale)
the opportunity to tailor their studies to specific goals, and completed prerequisite classes in political science,
while it prepares them for careers in business, government, western civilization, and micro- and macroeconomics.
academia, and other fields at home and abroad. Michael Once admitted, students complete a core curriculum that
Jay Friedman is a staff writer in the Bureau of International focuses on international relations theory, international
Information Programs of the U.S. Department of State. economics, diplomatic history, and international politics.
Majors also choose electives from an approved course list
U
ndergraduates at U.S. universities typically culled from offerings throughout the College of Arts and
declare their “major” field of study by the end Sciences and the Wharton School of Business. This affords
of their second (sophomore) year. As economic, students the opportunity to tailor their studies in any
political, and cultural globalization has increased, inter- number of ways, from East Asian studies to anthropology
national relations (“IR”) has become one of the most to international finance. The wide variety of choices also
popular majors at the University of Pennsylvania, located makes IR a popular “double major,” with students obtain-
in Philadelphia. IR is an interdisciplinary program that ing degrees in both international relations and another
requires students to complete coursework in a number field, often history, political science, or economics.
of different fields and to submit a 30- to 40-page thesis Each international relations major completes an un-
under the supervision of an assigned instructor. dergraduate thesis on a chosen IR-related subject. Recent

topics have ranged from “The Role of Historical Memo- U.S.-Belgium dual citizen whose family received political
ries in Bilateral Relations: Japan-China and Japan-South asylum in America, IR is the best major to train her for a
Korea” to “The Challenge of Multinational Corporations planned career in international refugee law.
to International Business Law.” IR majors participate in numerous academic, social,
Matthew Frisch, a senior from Toronto, Canada, and pre-professional activities, many sponsored through
declared an IR major because it allowed him to explore the student-run International Relations Undergradu-
a wide range of subjects, a process he calls “diversify- ate Student Association (IRUSA). Rurarz-Huygens, the
ing your knowledge base.” He praises highly an elective current IRUSA president, notes that the organization
course he took in the university’s Annenberg School of sponsors annual trips to New York City and Washington,
Communication. Entitled “Communications and the D.C., where students interact with faculty at leading law
Presidency,” it awarded each student a research grant to and international relations graduate schools.
visit the presidential library of his choice. Frisch traveled Penn IR graduates do many things after college. IR
to the John F. Kennedy Library and Museum in Boston, Program Co-Director Frank Plantan observes that “there
where he did research for a seminar paper on the interplay is great demand for people with knowledge of internation-
between Kennedy’s Cold War and civil rights policies. His al affairs and the research, writing, and other skills needed
paper was later published in the student-run Penn History to evaluate changes in the world. These people are needed
Review. in business, in government, in the academy, and in a host
Third-year student Mohammad al-Ali, a U.S.-Kuwait of other fields at home and abroad.” 
dual citizen and international relations-economics double
major, adds that IR helps him “bridge the gap” between
his two cultures and environments. For international The opinions expressed in this article do not necessarily reflect the views or
relations-French double major Livia Rurarz-Huygens, a
AN OVERVIEW OF U.S. ACCREDITATION

“Accreditation is a process of external quality review used by higher education to scrutinize colleges,
universities, and higher education programs for quality assurance and quality improvement. Accreditation in
the United States is more than 100 years old, emerging from concerns to protect public health and safety and
to serve the public interest.
In the United States, accreditation is carried out by private, nonprofit organizations designed for this
specific purpose. External quality review of higher education is a non-governmental enterprise. In other
countries, accreditation and quality assurance activities are typically carried out by government. …
Accreditors review colleges and universities in 50 states and a number of other countries. They review
many thousands of programs in a range of professions and specialties including, law, medicine, business,
nursing, social work and pharmacy, arts and journalism.”
According to the above document, there are three types of accreditors: regional, national, and those
serving a specialized profession. Accreditation serves the following purposes: assuring quality, determining
qualification for access to federal funds, easing transfer from one school to another, and engendering employ-
er confidence in the degree or license granted by an institution.
[http://www.chea.org/pdf/overview_US_accred_8-03.pdf]
Judith S. Eaton
President, Council for Higher Education Accreditation

INTERNATIONAL STUDENTS FIND A
HOME AND A GLOBAL PURPOSE
Richard Holden
Tom Strickland
The service and activism aspects of Earlham College’s
Quaker approach attracted Afghani student Jawad Joya
and Kenya’s Yvette Issar to the college in Richmond,
Indiana.
Earlham College in Richmond, Indiana, is an independent, are Jawad Sepehri Joya of Afghanistan and Yvette Issar
liberal arts college committed to providing the highest-quality from Kenya. Both students are already finding many ways
education in the context of a Quaker (Religious Society of to apply their academic expertise to social and political
Friends) institution. With an emphasis on learning and troubles around the globe.
respecting the truth, the college encourages students to be Often, international students have personal experi-
active, questioning learners and to combine their intellectual ences with injustice in their homelands that drive their
pursuits with a life stressing global education, peaceful dedication. Jawad is a living example of how hope and
resolution of conflict, equality of persons, and high moral hard work can overcome seemingly impossible circum-
standards of personal conduct, both while in college and stances. Living in the chaos of Kabul and confined to
later in life. Richard Holden is the retired director of public a wheelchair because of polio, this son of illiterate and
information at Earlham College. impoverished Shiite Muslims faced a bleak future in the
late 1990s. The ruling Taliban discouraged education
T
ap the shoulder of any international student at generally, especially for girls or the handicapped. An
Earlham College and you can be certain you are Italian doctor working at a Red Cross facility recognized
touching a visionary. The small liberal arts school Jawad’s potential and arranged a series of clandestine tu-
tends to attract students committed to finding just and tors for him. Languages came easily for Jawad and so did
peaceful solutions for the world’s upheavals. And most computer skills. By the time he was 13, he was working in
aren’t waiting to finish their degrees before engaging the the Red Cross facility as a programmer and beginning to
problematic world. Two who feel this compulsion keenly envision a fulfilling life for himself.

His friendship with the doctor and with an Italian and social justice.” Yvette was born and raised in Nairobi,
journalist he was to meet in 2002, following the fall of the Kenya, to Indian parents. “I see myself as being from both
Taliban, led to Jawad’s liberation from war-torn Afghani- places, although perhaps I identify more with India,” she
stan and admission to a school in Trieste, Italy. As he was says. “When I came [to Earlham], I thought I would hate
finishing his international baccalaureate diploma there, living in a small Midwestern town,” she admits, “but I’ve
he applied for admission to colleges in the United States found it’s a wonderful place. The community of learning
and Canada. Earlham was one of the academically rigor- here is incredible, and there is such a sense of commit-
ous institutions that accepted him and offered him a full ment among the people around you.”
scholarship. At Earlham, Yvette has organized a chapter of Ameri-
“I couldn’t be more pleased to be here,” says Jawad cans for Informed Democracy (AID), which arranges face-
with his broad, ever-ready grin. “Here I am able to work to-face videoconferences with college students around the
on things I believe in much more than I would at a large world to discuss global problems and seek consensus for
university, I think.” Now in his second year at Earlham, solutions. Today there are 70 student-run AID chapters in
he is concentrating his studies in the sciences, with ad- the United States and abroad. “It all started when I went
ditional coursework in the humanities and social sciences. to an AID retreat and met people who had amazing ideas
“Given the experiences I have gone through, I’ve been in- on how to better represent other countries to ordinary
creasingly interested in studying peace from a naturalistic Americans, and at the same time make average Americans
point of view,” he explains. “In biology, there is the issue more accessible to people in other countries.”
of competition among the species. Since human beings So far this year, Yvette has organized four conferences,
are one of those species, I’m looking at the question from engaging students in the United States with their coun-
different angles—looking for ways we can be competi- terparts in places like Pakistan, Australia, the Philippines,
tive in a human way.” He plans to pursue that interest in Honduras, Sri Lanka, and many other countries. Among
graduate school, which he hopes will lead to an eventual topics the students explore have been “Global Responses
appointment with a university, foundation, or think tank. to Natural Disasters” and “Should the United States Pur-
Ever active in the extracurricular and social life of sue Democracy Overseas?”
the campus community, Jawad participates in the Model Like Jawad, Yvette has been deeply involved with
U.N. (United Nations), the Peace and Global Studies the Model U.N. Last year she represented Lebanon at
Club, Amnesty International, and the Asian Student a regional Model U.N. session in Chicago. “It’s putting
Union. To augment his scholarship, he has a paid intern- yourself in other people’s shoes to represent the interests
ship with Earlham’s Peace and Global Studies (PAGS) of another country,” she says. “But beyond that it’s about
program, researching how the PAGS curriculum can be learning how to work with other people in coordinating
made more effective. efforts, to make compromises for a global good.”
Last summer he was one of 40 delegates from colleges Yvette also finds time to enjoy her passion for music
in the United States to the Japan-America Conference at as a member of the Earlham Concert Choir. Last spring,
Stanford University in Stanford, California, then went on she participated in the College’s Vienna Choral Semester.
to work for the Society of Afghan Professionals in North “It was an incredible experience,” she attests, “to be able
America, based in Fremont, California. This year, Jawad’s to go into the heart of Europe and sing in those glorious
work earned him the National Peace and Justice Associa- cathedrals. I’ll never forget it.”
tion’s top student prize “for contributions in peacemaking Asked to express the most important lessons she has
and justice seeking on campus, in the community, and learned at college in the United States, Yvette rolls her eyes
around the world.” The honor accompanies a similar thoughtfully at the ceiling. “It’s that community is one
award from the Plowshares Student Peace Conference held of the most important things a person can have. Without
at Goshen College in Goshen, Indiana. connections to others, and love, you are just an island in
Now with Afghani, Italian, and American back- an unhappy situation. I’ve learned that people should take
grounds under his belt, the 20-year-old Jawad calls himself care of each other, to look after your neighbors. Perhaps
“a global citizen,” adding, “Now all I need is a global I’ve always known that, but in the United States I really
visa.” learned it.” 
Yvette Issar is a third-year international studies
major at Earlham. She was drawn to the college’s Quaker The opinions expressed in this article do not necessarily reflect the views or
heritage and expressed ethos of “non-violence, simplicity,

COMMUNITY SERVICE
Robin L. Yeager
Rogelio Solis, AP/WWP

Students from the University of Southern Mississippi and the University of Illinois scramble to finish
work on a home for Habitat for Humanity being built in Jackson, Mississippi.
Robin Yeager, a staff writer in the Bureau of International Service Learning (OCSL) at the University of Southern
Information Programs of the U.S. Department of State, Mississippi in Hattiesburg, Mississippi, has served as the
describes how American colleges and universities encourage volunteer resource center and service hub for commu-
students to serve their communities. nity service and service learning for all members of the
university community. More than 20,000 hours annually
T
he United States has a strong tradition of vol- are served in the community and on the campus. Aca-
unteerism. Young people are encouraged, from demic excellence, service to the community, and student
a young age, to find ways to help their com- success are at the heart of the program, which encourages
munities. Across the United States, colleges and univer- participants to become part of the service movement lo-
sities provide opportunities for students to participate cally, nationally, and globally. The University of Southern
in voluntary service projects. Sometimes students get Mississippi is one of six institutions of higher learning
academic credit for their work, but quite often their currently partnering with Eastern Michigan University to
reward is simply the satisfaction of helping someone—and adapt a model for academic service learning. The univer-
of realizing that, even as young people, they can make sity also serves as the host institution for the Mississippi
a difference. This concept is personified by the Cam- Center for Community and Civic Engagement [http:
pus Compact, which is described on its Web site [http: //www.usm.edu/ocsl].
//www.compact.org] as “a national coalition of more than The University of Illinois at Urbana-Champaign
950 college and university presidents—representing some explains service learning this way:
5 million students—dedicated to promoting community
A major purpose of a liberal education is to pre-
service, civic engagement, and service-learning in higher
pare students for citizenship. We do this in part
education.”
by linking student engagement with classroom
Since its founding in 1992, the Office of Community

Ted S. Warren, AP/WWP
A Seattle University student teaches American Sign Language to a hearing-impaired resident of a tent city for homeless people that was hosted on the
university’s Seattle, Washington, campus.
experiences. A liberal education is one that helps University, Champlain College, and Castleton State
students cultivate an attitude—intellectual and College have paired with myriad local governmental
social—that is at once playful and responsible. and nongovernmental agencies to create the DREAM
It is playful in its willingness to play with ideas, (Directing Through Recreation, Education, Adventure,
to imagine different worlds, and to resist habits and Mentoring ) program, providing long-term mentors
of thought; responsible in its fundamental to children from low-income neighborhoods. The
worldly connections. program started at Dartmouth in 1999 and now has
locations and services throughout the state, serving
That is why connecting our students to society
children in many communities. The program combines
through public engagement is so important. For
youth development and community development
example, over a two-semester period, students
principles, regular weekly meetings with long-term
in an architectural design studio undertook a
mentors, and recreation, including trips, sports, summer
challenge to design a low-cost yet energy-ef-
camps, and interactions with sports heroes and local
ficient home for the Habitat for Humanity. The
leaders. Partners include housing authorities, the Girl
driving force for creating this unique home was
Scouts, and Ben and Jerry’s Ice Cream company [http:
a complex set of values and choices rooted in
//www.dreamprogram.org/].
civic responsibility to make homes affordable
Seattle University in Seattle, Washington, hosted a
for low-income families and yet use sufficiently
national conference on homelessness in November 2005.
sophisticated technology to ensure energy con-
They were invited to host the fifth annual conference
servation [http://www.union.uiuc.edu/ovp/sle/].
because in February 2005 the university had hosted
In the New England region, Dartmouth College, the Tent City 3, a mobile encampment of 100 homeless
University of Vermont, St. Michael’s College, Norwich men and women, for a month. Seattle University was

project directly or through a
local agency or organization.
Some students serve as
individual volunteers; others
participate with fellow
members of a campus group,
such as a club or fraternal
organization. Wofford
students serve at soup
kitchens (preparing and
serving food to the hungry)
and homeless shelters.
They tutor at local schools
and work at a local free
medical clinic. They give
Christmas presents to needy
children and help with
campus and community
Courtesy Wofford College
beautification programs
A Wofford College student helps youngsters with an acting exercise in South Carolina.
[http://www.wofford.edu/
the first university ever to host a homeless community serviceLearning/default.asp].
in this way. The national conference was organized All types of colleges offer service learning programs.
locally by Seattle University students and members of According to the American Association of Community
the Washington Campus Compact, a statewide coalition Colleges, over half of the community colleges in the
of college and university presidents formed to promote United States have incorporated some level of service
civic responsibility in higher education. For additional learning into their programs. AACC has published a
conference information, see http://www.studentsagainsth number of publications on the subject; two of interest are
unger.org. the eight-page Sustaining Service Learning: The Role of
One nationally recognized program is at Furman Uni- Chief Academic Officers and the 86-page A Practical Guide
versity in Greenville, South Carolina. According to their for Integrating Civic Responsibility Into the Curriculum.
Web site’s information for prospective students: Both can be found at http://www.aacc.nche.edu/Content/
“Many of our classes incorporate service learning NavigationMenu/ResourceCenter/Projects_Partnerships/
right into the curriculum, including religion, education, Current/HorizonsServiceLearningProject/Publications/
art, philosophy, sociology, and political science. Whether Publications.htm.
it’s teaching reading to disadvantaged youth, planning a The Albuquerque Technical and Vocational Institute
marketing event for a local non-profit organization, or (ATVI) in New Mexico provides an outstanding example
helping an entrepreneur with a business plan, you will of service learning at the community-college level. It
find yourself working in the community for many of your received a Corporation for National and Community
classes.” Service Grant, as well as the 1999 National Bellwether
Service learning doesn’t stop at the classroom door. and the 2004 Community College National Center
Each year 800 Furman students volunteer through the for Community Engagement Service Learning and
student-run Max and Trude Heller Collegiate Educational Civic Engagement awards. At more than 50 local
Service Corps, providing assistance to 45 Greenville agencies, ATVI students can choose to work with youth
agencies ranging from the Salvation Army and the Meyer programs, health services, social and legal services, the
Center for Special Children to Hispanic Affairs and the forest service, Special Olympics, two congressional
Girl Scouts [http://www.furman.edu/main/community.htm]. offices, or the humane society [http://planet.tvi.cc.nm.us/
Nearby Wofford College, in Spartanburg, South experientiallearning/]. 
Carolina, also has a service learning program. Students The opinions expressed in this article do not necessarily reflect the views or
of the small liberal arts college choose to volunteer for a policies of the U.S. government.

SEVEN SNAPSHOTS:
A Sampling of Educational Opportunities
U. S. Embassies and Consulates employ foreign national employees to assist with many aspects of their work, including
designing and running educational and cultural programs that enhance mutual understanding. In April 2005, the
Department of State brought 18 of these employees to the United States for training, which included visits to several colleges
in and around Charlotte, North Carolina, to look at the international student experience on those campuses. This article
summarizes the group’s report and provides an idea of the variety of educational opportunities available in the United States.
C
harlotte was chosen because it is a major banking, media, business, cultural, and transportation center in the
Southeast and is home to a wide variety of respected educational institutions. The 18 participants were divided
into teams, each of which visited one campus to meet students, observe classes, discuss the resources and chal-
lenges for students who attend that school, and get a feel for the international student experience. All of these schools
are very interested in attracting international students and they maintain up-to-date and easy-to-use Web sites to make
information accessible for them. An excerpt from the Davidson College Web site typifies the colleges’ shared interest in
international students:
International awareness and concern for global issues are an important part of the Davidson
education. As a student who has lived and studied in an international environment, you
have much to share with the members of our college community. We look forward to learn-
ing more about you and your experiences through the application process.
THE SEVEN SCHOOLS
Courtesy Belmont Abbey College
Belmont Abbey College is a small, liberal arts college of 1,000 students, noted for its “family-oriented” environ-
ment and its dedication to developing the whole person—mind, body, and spirit. The college is located in Belmont,
North Carolina, just minutes west of Charlotte, and is affiliated with Belmont Abbey, a Benedictine monastery
[http://www.belmontabbeycollege.edu/].

Central Piedmont Community College (CPCC) is the largest community college in North Carolina, with more
than 70,000 students participating in more than 100 programs on several campuses. President George W. Bush chose
Central Piedmont Community College for his April 5, 2005, announcement of workforce development initiatives. The
college proudly claims international students from well over 100 countries [http://www.cpcc.edu].
Courtesy Central Piedmont Community College

A professor helps a student in a computer class at CPCC.
Davidson College is located about 30 minutes north

of Charlotte in Davidson, North Carolina; population,
8,000. The college is an independent, liberal arts school
with 1,600 students. Since its founding by Presbyterians
in 1837, the college has graduated 23 Rhodes Scholars.
The Dean Rusk International Studies Program, founded
20 years ago and named for the Davidson alumnus who
served as secretary of state, is just one of the outstanding
Courtesy Davidson College
program offerings. Founded as a men’s school, David-

son today has about equal numbers of male and female
students [http://www.davidson.edu].
Davidson College students have begun a monthly dinner program featuring

the foods, music, and décor of a specific country. Here student volunteers
help prepare bread.
Johnson & Wales University calls itself “America’s Ca-

reer University.” The university has campuses in four states;
the Charlotte campus opened in 2004. The university offers
both associate (two-year) and bachelor’s (four-year) degrees,
with majors in business, hospitality (hotel and restaurant),
and culinary arts. The Web site has information in 17 lan-
guages [http://www.jwu.edu/charlotte].
Victoria Arocho, AP/WWP
Johnson & Wales students prepare for a decorative bread demonstration
at the National Bread Summit.

Johnson C. Smith University is a historically Black university. The
1,400 students enjoy a spacious residential campus, only one mile from
the center of Charlotte, and a friendly atmosphere in which students are
stimulated and nurtured by dedicated and caring faculty and staff. The
college requires students to perform community service in order to gradu-
ate, and it offers study abroad opportunities in nine foreign countries and
internships or other practical educational experiences in conjunction with
more than 90 companies [http://www.jcsu.edu/].
Courtesy Johnson C. Smith University

The Johnson C. Smith University Service Learning
program pairs college students with local children who
need tutoring in a program called the Saturday Academy.
Through this program many children have progressed
Courtesy Queens University of Charlotte
from poor math or reading test scores to surpassing the Students prepare for the graduation ceremony at Queens University.
state average for their class.
Queens University of Charlotte began as a women’s seminary. Today, male students make up almost 30 percent of
the undergraduate program at this private, comprehensive master’s-level school, which is affiliated with the Presbyterian
Church. Located in a lovely residential section of the city, Queens has a core program in liberal arts with an undergradu-
ate program offering 24 majors. Queens has an enrollment of about 2,200 students and a 13:1 ratio of students to faculty
[http://www.queens.edu/].
University of North Carolina at Charlotte

(UNCC) has more than 19,500 students and grants
bachelor’s, master’s, and doctoral degrees. It is housed
on a modern campus about 10 miles from downtown
Charlotte and has become an important regional busi-
ness and research center. Students come to UNCC
from throughout the United States and about 80
foreign countries [http://www.uncc.edu/].
Self-Made Man, a campus landmark, provides a good photo back-

drop for these UNCC students.
Wade Bruton/UNC Charlotte

FINDINGS tional House, a local nonprofit organization that affords
them a chance to meet others in the city.
Admissions and Applications. Admission require-
Religion. When the State Department visitors
ments vary. Davidson and Queens describe themselves
asked about religion, they were assured by the students
as highly selective. Belmont Abbey focuses on academic
they met, and by the international student advisors, that
and spiritual development, and Johnson C. Smith is very
students of all religions are welcome and respected at each
interested in applicants’ character and personality, as well
of the campuses, whether public, private, or religiously
as their grades. Central Piedmont has programs for almost
affiliated.
everyone, but not everyone is right for every program.
The two largest schools, UNCC and CPCC, both have
CONCLUSION
extensive resources but are large enough to be somewhat
intimidating. It really is true that finding the right match The team members found that even a short visit
makes all the difference in the application process and in helped bring to life many points they had read or heard
the student’s academic performance and personal satisfac- before coming, but now understood more fully. The most
tion after enrolling. Each of the schools has a Web site important lesson was that there are many different but
that gives information about admissions, financial aid, great ways to study in the United States.
and, in most cases, specifics for international students. The contributors (pictured below) were Mohamed
Housing, Food, Resources, Health, and Security. Ahmed Abdalla Ahmed, Doha, Qatar; Vivian Abdallah,
Central Piedmont does not have campus housing, but Jerusalem; Paraskevi Vivien Allimonos, Melbourne, Aus-
the other schools discussed here do, and they can provide tralia; Nada A. Al-Soze, Baghdad, Iraq; Majka Brzostek,
students with application information. Food and meal Krakow, Poland; Borie Bendezu-Velez, Lima, Peru;
programs, as well as style of housing vary from campus Josita Ekouevi-Amavi, Lome, Togo; Alejandra Escobosa,
to campus, but most offer a variety of choices, especially Hermosillo, Mexico; Usawadee Katpichai, Bangkok,
after the first year. All of the schools have libraries and Thailand; Pamela Kuwali, Lilongwe, Malawi; Ratna
computer access for students, and all post information Mukherjee, Chennai, India; Maria Paola Pierini, Rome,
about campus security. All the schools require students to Italy; Dana Polcikova, Bratislava, Slovak Republic; Karin
carry health insurance, but each also has a health service Rosnizek, Munich, Germany; Luisa Maria Viau, Guate-
available for students. Counseling may be available for mala City, Guatemala;Beatrice GP Vilain, Port-au-Prince,
students who need support in adjusting to the college Haiti; Cornelia Vlaicu, Bucharest, Romania; and Zhou
experience. Costs and policies vary from school to school. Hong, Guangzhou, China. 
Each college’s academic schedule is different and will vary
some from year to year, so prospective students should
check the Web sites or other information source for dates
of classes, paperwork deadlines, and holidays.
Academic Support. Several of the schools help
students through English tutoring or writing programs.
Most libraries will help students learn how to utilize the
resources and how to conduct research. All the schools
help organize career fairs or other placement services for
jobs after graduation.
International Students’ Services and Organizations.
The colleges have offices with organized events and/or
associations and clubs that bring together international
students, or internationally minded foreign and U.S. stu-
dents. Several feature a number of organizations founded
Robert Kaiser/U.S. Department of State
by ethnically or geographically related students. Some in-
ternational student services also help pair foreign students
with local students and families, especially for holidays.
In some cases, students from more than one school will be The opinions expressed in this article do not necessarily reflect the views or
associated with a local group, such as Charlotte’s Interna- policies of the U.S. government.

HOW THE SYSTEM WORKS
CHOOSING A COLLEGE MAJOR

Linda Tobash
Stew Milne, AP/WWP

Classes can be large or small, formal or informal. This
Brown University professor instructs his class at the
campus in Rhode Island.
The author defines “major” and “minor” in the academic to study? For some, the first decision is where—at a large
sense and presents helpful tips for students who are deciding comprehensive university, or a small liberal arts college, or
which area of study is right for them. Linda Tobash is the a specialized institution offering programs in engineering
director of University Placement Services at the Institute of or technology or computer science, for example; in a city
International Education. or the country; near the beach or in the mountains; near
family or far away; at a school providing financial aid; or at
“Like most people, I remember very well the year I chose my a school that offers specific extracurricular activities, such
major. In fact, I made the decision three times.” as the opportunity to play on a soccer team, or to work
Dr. David Brownlee, Professor of Art History, University on the campus radio or television station, newspaper, or
of Pennsylvania drama, or film productions. But for many others, the col-
[http://www.college.upenn.edu/curriculum/major_ lege search begins with what they might want to study and
choosing.html] where the best places to study that subject might be.
Unlike other national educational systems, where
W
ith hundreds of majors and thousands of col- someone’s college major is determined by what was studied
leges and universities from which to choose, in secondary school or scores received on college entrance
how does one begin to decide what and where exams, undergraduate applicants to U.S. colleges and

Pat Little, AP/WWP
Small adjustments make a giant engine work at the Pennsylvania College of Technology. The student received a scholarship that was initially funded through
money left in Benjamin Franklin’s will.
universities often can choose from the full range of schools to show your capability in grasping a subject from the
and academic majors. Of course, at highly selective insti- fundamentals through advanced study. What you study is
tutions, competition for admission is very strong and only an important personal decision.” [http://www.stanford.edu/
a small number of outstanding students gain entrance. Even ~susanz/Majors.html]
at institutions that are less selective, some majors—nursing When a student chooses a major, he or she enters
or engineering, for example—will have stricter and more into a contract with a college to complete a prescribed
competitive admission requirements. But, generally speak- course of study that consists of both general education
ing, the array of choices for prospective students is quite requirements (i.e., university requirements) and
broad. academic major requirements. In other words, the college
curriculum will consist not only of courses in the major
WHAT EXACTLY IS A COLLEGE MAJOR? field of study. In fact, as much as 50 to 60 percent of
coursework might consist of general education and
Stanford University’s Web site states, “A major
elective courses, i.e., courses that the student chooses
is the field in which you choose to specialize during
from a broad range of options both within and outside of
your undergraduate study. Your choice determines the
the major. The percentage of general education courses,
academic discipline that will absorb a significant portion
as compared to major courses, varies depending on the
of your academic time and energy. Upon successful
school and the major, but all institutions require some
completion of the major requirements and University
general education courses. The U.S. undergraduate
requirements, you receive a bachelor’s degree. Your major
education is rooted in a liberal arts tradition, with general
offers an opportunity to develop your intellectual skill,

education seen as their degree requirements. Most institutions also provide
very important. tools to help students, such as program or degree require-
The goal of all ment checklists.
undergraduate
baccalaureate WHEN DOES ONE CHOOSE A COLLEGE MAJOR?
degrees is to
Some students enter college knowing exactly what
develop in each
they want to study, some think they know, and some have
student critical
no idea. Most will change majors at least once.
thinking skills
Courtesy Savannah College of Art and Design

Since nearly two-thirds of undergraduate students in
and the ability
the United States change majors before graduating and
to learn how to
might consider up to four or five majors before finally
learn, as well as
deciding on one, a number of institutions actually prefer
proficiency in a
that students not declare a major until after they have
specific academic
started their college education. Even at those institutions
area.
that require prospective students to identify a major when
At many
they apply, students can usually select an “undecided” or
institutions, stu-
“undeclared” major option.
An art student makes anatomy notes at Georgia’s dents can choose
Savannah College of Art and Design. While students do not have an unlimited amount of
both a major and
time to choose a major—most baccalaureate degrees are
a minor area of
designed to be completed in four years with 120 semester
study. A minor, or concentration, is usually closely related
to the academic major; e.g., a student might major in Eng-
lish and minor in theater, or major in history and minor in
political science, or vice versa. A small number of courses
in the minor will be required for graduation and will
frequently “count” (i.e., be applicable) toward the major
degree requirements as well.
At some institutions, students, working closely with
an academic advisor, can design their own individualized
majors. A growing number of undergraduate students
choose dual majors. In other words, they graduate having
met the requirements for two majors. The majors can be
related—for example, two majors in the social sciences,
such as history and sociology. Or they can be completely
Courtesy University of Mary Washington
different—biology and literature, for instance. Often stu- “Practice, practice” is the life of a music major at Virginia’s University of
dents will choose more than one major in order to better Mary Washington.
prepare for a career or to make themselves more competi-
tive for graduate school. But sometimes they choose a
double major because of personal passion. At some institu- credits (see sidebars)—students often have until the end of
tions, double majors can be taken simultaneously, and at their sophomore year to decide and still be able to com-
others dual majors must be taken sequentially. Generally plete their degree on time. Of course, students choosing to
speaking, the length of time to earn a degree will be a bit enter community colleges (two-year institutions that award
longer, but students are not starting with each major from associate’s degrees) must choose a major much sooner. And
the beginning. A good number of the general education it is better for students to decide early if they choose a ma-
and even elective courses in one major will count toward jor for which a large percentage of the required coursework
the degree requirements for the second major. is in the major field (e.g., highly technical fields or some
All institutions clearly define the expectations and health fields) or if there are a large number of prerequisites
course requirements that students must fulfill to graduate. (basic courses that must be taken before one is allowed to
Students generally meet each term with an academic advi- register for a more advanced course).
sor who helps them choose courses that will count toward

post on their Web sites a wealth of information and tools
to help prospective and current students select majors.
While some Web sites focus entirely on the programs and
services offered at that institution, many others post help-
ful information that can be applied to any college setting
(see sidebar).
The most frequently cited advice includes:
• Learn more about yourself. What are your academic
strengths and weaknesses? What do you enjoy? What
are your interests? What are your values? What are your
immediate goals after graduating—getting a job or going
to graduate school?
• Take a personality or an interest inventory or
assessment. If such inventory or assessment
opportunities are not available in your secondary school
or town, you can check at a U.S. Educational Advising/
Information Center in your home country. Through its
EducationUSA program, the U.S. Department of State
operates more than 450 of these centers in 170 countries
[http://www.educationusa.state.gov].
• Visit Web sites of university departments. Look at the
majors offered. Analyze the courses offered and the
degree requirements. Some college faculty members post
their course syllabi, a full description of the courses, on-
line. The more you can learn about the types of courses
and work required for a major, the better.
• Once you are in the United States, go to departmen-
Damian Dovarganes, AP/WWP tal offices on campus and talk with staff, faculty, and
A Carnegie-Mellon University student pins a medal on the award-winning students.
unmanned vehicle his team brought from Pennsylvania to a competition in
Nevada. • Visit college career centers and look for reports that list
jobs recent graduates have found, as well as the subject
area in which the graduate majored.
HOW DOES ONE CHOOSE A MAJOR? • After you enroll, try out different courses in different
departments. Learn about the faculty members who
Some have a passion for a subject. Some have an area teach the major courses and about what kind of students
in which they excelled in high school. Some have a career enroll.
goal that will dictate the major they must take; for ex- • If you find yourself in the wrong major, don’t worry.
ample, nursing, teaching, studio art, or engineering. But Most students in U.S. colleges change their majors. Do
many students just don’t know. While they may have an not stay in a major you don’t like or that is not challeng-
idea of what they want to do after college, they might not ing and stimulating.
have a clear idea what area of study will best help them • Don’t confuse a career choice with a major choice.
reach that career goal. Nor is there usually only one major Any major can prepare you for a number of different
that leads to a specific career. In fact, many schools cau- job possibilities. As the University of Washington states
tion that choosing a career and choosing a major are two on its Web site, “A college education helps prepare you
distinctly different processes. for the job market but doesn’t limit you to a specific
Most educators agree that in choosing a major, career” [www.washington.edu/students/ugrad/advising/
students should consider what they like to do, what their majchoos.html].
abilities are, and how they like to learn. Some of the best
resources for helping choose a major come from colleges The opinions expressed in this article do not necessarily reflect the views or policies
and universities themselves. A large number of institutions

MAJOR CHOICE VS. CAREER CHOICE
C hoosing a major can be a challenging

task. The College Board’s Book of Majors
describes more than 900 majors offered at
Non-Vocationally Specific
The non-specific major is not oriented toward
employment in a specific career or a particular
3,600 colleges and universities. While there are field. When combined with related experience
a number of books that can help you search for and internships, such a program results in a
the major that is right for you, colleges’ Web career-oriented degree. Some good examples
sites are worth a visit because they also provide are history, political science, and sociology. For
very useful information at no charge. some, these types of majors are preparation
All colleges and universities publish in for advanced training, either on the job or in
their college catalogues and on their Web sites graduate school.
complete listings of the majors and degrees Vocationally Oriented
offered by their institutions. They often Vocationally oriented majors are aimed at a
provide a great deal of information, tools, and specific field of employment but not at a par-
resources that deal with understanding and ticular job. With this major, you’ll be ready for
choosing majors. For example, the University entry employment at a trainee level. Degrees in
of Minnesota’s Web site provides the following journalism, management, or mathematics are
information on the relation of college majors good examples.
to careers in a section entitled “A Workbook Vocationally Ready
for Choosing and Changing Your Major” [http: The vocationally ready major involves specific
//ucs1.ucs.umn.edu/www/majorworkbook.html] preparation for a particular job or occupation.
These programs are often designed to meet
Different Kinds of Majors the educational requirements of licensure or
certification in a profession. Examples include
Some majors strongly correlate to career
education, nursing, or engineering.
options, while others are less directly related.
From a career development perspective, majors
can be placed into three categories:
Typical List of Major Fields of Study
Agriculture Data Processing Senior High Education

Agricultural Sciences Information Management Art, Music, & Drama Education
Animal Sciences Sciences & Systems Home Economics Education
Plant & Soil Sciences Computer Mathematics Physical/Health/Fitness Education
Agricultural Business & Library Science Science Education
Management Museums & Preservation Vocational/Industrial Education
Range Management Business Education
Agricultural Mechanization Education Foreign Language Teacher
Horticulture Bilingual/Crosscultural Education Education
Veterinary Sciences Special Education Liberal Arts Education
Counseling Social Science Education
Computer Sciences Adult & Continuing Education Mathematics Education
Computer & Information Elementary Education Computer Science Education
Sciences Pre-School Education Religious Education
Computer Programming Junior Education

Engineering Linguistics Applied Mathematics
Aerospace Aeronautical Engineering American Literature Statistics
Astronautical Engineering English Literature
Agricultural Engineering Speech & Rhetorical Studies Military Science & Protective
Architectural Engineering Technical and Business Writing Services
Bioengineering Military Sciences
Biomedical Engineering Ethnic Studies Criminal Justice & Law
Ceramic Engineering African Studies Enforcement
Chemical Engineering American Studies Fire Protection & Security
Civil Engineering Asian & Pacific Area Studies
Communications Engineering European Studies Parks & Recreation Resources
Computer Engineering Latin American Studies Parks Administration
Electrical Engineering Middle Eastern Studies Sports, Recreation, & Leisure
Electronics Engineering Afro-American (Black) Studies Studies
Geological Engineering Native American Studies Equestrian Studies
Geophysical Engineering Hispanic-American Studies Conservation Management &
Industrial Engineering & Design Islamic Studies Protection
Materials Engineering Judaism & Jewish Studies Forestry Production & Processing
Mechanical Engineering Forestry
Metallurgical Engineering Foreign Languages Wildlife & Fish Management
Mining & Mineral Engineering Foreign Languages/Literature Ecology Sciences
Marine Engineering Chinese Environmental Sciences
Naval Architecture Japanese
Nuclear Engineering Asian Languages Philosophy, Religion, & Theology
Petroleum Engineering German Philosophy
Surveying & Mapping Sciences Scandinavian Religion & Theology
Systems Analysis & Engineering French Philosophy & Religion
Italian Biblical Languages
Engineering-Related Technology Spanish Bible Studies
Drafting Portuguese Religious Education
Automotive Engineering & Latin Religious Music
Technology Greek Ministry & Church Administration
Electrical Technology Hebrew
Electromechanical Technology Middle Eastern Languages Public Affairs & Law
Environmental/Energy Control Russian Criminal Justice & Law
Technology Slavic (other than Russian) Enforcement
Engineering Mechanics Public Affairs/Administration
Occupational Safety & Health General & Interdisciplinary Social Work & Social Services
Technology Studies Pre-Law
Construction & Building Humanities Legal Assisting
Technology Conflict Resolution/Peace Studies
Aviation & Air Transportation Women’s Studies Sciences
Transportation/Logistics Liberal/General Studies Biology
Multi/Interdisciplinary Studies Biochemistry
English & Literature Individualized Majors Biophysics
English Language Botany
Classics & Classical Studies Mathematics Cell & Molecular Biology
Comparative Literature Mathematics Microbiology/Bacteriology
Creative Writing Actuarial Sciences Zoology

Marine Biology Social Sciences Visual & Performing Arts
Biological Specializations Anthropology Crafts & Artisanry
Physical Sciences Archaeology Dance
Astronomy Criminology Design
Astrophysics Economics Photography
Atmospheric Sciences & Geography Dramatic Arts
Meteorology Government Film Arts
Chemistry History Fine Arts
Geological Sciences International Affairs/Relations Music
Physics Political Science Interior Design
Earth & Space Sciences Psychology
Science Technologies Sociology
Urban Studies
(List compiled by A2zcolleges.com.)
THE ACADEMIC YEAR
M ost baccalaureate degrees are designed to be

completed in four academic years of full-time
study. Bachelor’s degrees lead to work or further study
“Years”
Freshman: 1st year
Sophomore: 2nd year
at the graduate level. Associate’s degrees, generally Junior: 3rd year
awarded by community colleges (or junior colleges), Senior: 4th year
are designed to be completed in two years of full-time
study. Associate’s degrees lead to work or ongoing
undergraduate study at a four-year institution.
Most academic years consist of two 15-week *Other common calendars include the “trimester”
semesters.* system of three equal terms running from 10 to 12
The academic year usually begins in August or weeks each and the “quarter” system of four equal terms
September and finishes in May or June with a short running 10 weeks each. A student must attend three of
“winter” break, usually in December or January. A the four quarters to be considered full-time.
summer term in June, July, and/or August might be
held, but summer enrollment at the undergraduate level
is usually not mandatory.

BACHELOR’S DEGREE REQUIREMENTS
M ost bachelor’s degrees consist of 120 credits (180

if on a quarter system). Margaret Schatzman
of Educational Credential Evaluation Services in
a three-credit course. Most undergraduate students
take five courses for a total of 15 credits. So, students
should expect to be in classes about 15 hours per
Milwaukee, Wisconsin, has developed the following week. Preparation time, which can include reading,
credit descriptions. homework, library research, and preparing for quizzes
Undergraduate students enrolled full-time would and tests, is in addition to the class contact time.
generally be engaged in a minimum of 15 semester
hours of credit per term, i.e., 30 credits per year. LABORATORY, PRACTICAL, OR STUDIO (ART,
DRAWING, PAINTING, ETC.) COURSE
Freshman (1st year): 1 to 30 credits
One credit is equal to two to four 50 minutes of
Sophomore (2nd year): 31 to 60 credits
contact (class or lab time) per week for one semester.
Junior (3rd year): 61 to 90 credits
In other words, students should expect to be in lab,
Senior (4th year): 91 to 120 credits
practical, or studio courses two to four times more per
credit than for a theory course. Outside preparation
THEORY COURSE
and work is either not required or at a minimum.
One credit is equal to 50 minutes of contact (time For example, for a two-credit lab course, students
spent in class) per week for one semester (15 weeks). should expect to be in the lab at least twice a week for
Most undergraduate theory courses carry three or four a minimum of two 50-minute credit hours at each
credits each. Therefore, students should expect to be meeting.
in class three times per week for 50 minutes each for
WEB SITES OF INTEREST
T hese are a few of the many U.S. university sites that

provide useful information to prospective under-
graduate students (sites recommended by author).
Oklahoma State University [http://home.okstate.edu/
homepages.nsf/toc/chp15_1] has developed a “College Prep
101” resource that includes extensive advice on what stu-
dents should do before they begin college and what they
The University of California at Berkeley [http://ls- need to know after they start their studies. It includes a
advise.berkeley.edu/choosingmajor/intro.html] defines what section on choosing a major.
a major is, describes how to prepare for and declare a ma-
jor by the end of the second year, explores some myths Pennsylvania State University [http://www.psu.edu/dus/
about majors and career directions, and provides tips on md/mdmisper.htm] discusses common misperceptions
setting personal goals. about majors; e.g., how picking a major and a career are
not same thing and how choosing one major does not
The University of Minnesota [http://ucs1.ucs.umn.edu/ mean giving up all others.
www/majorworkbook.html] has an online workbook that
includes an inventory of interests, skills, values, and University of Pennsylvania [http://
personal characteristic “types” developed by Dr. John www.college.upenn.edu/curriculum/major_factors.html]
Holland, that can help students better understand their provides a checklist to help students identify their inter-
own “type” and what majors might work best. ests, motivations, and goals.

THE UNDERGRADUATE CLASSROOM
EXPERIENCE
Linda Tobash
Michael Conroy, AP/WWP

Students are expected to participate in classroom discussions.
Different courses and professors have different requirements syllabus will be posted. This syllabus outlines the objec-
for students, but in general, U.S. colleges require students tives for the course, the reading and work assignments,
to participate in class discussions and activities, and the grading policy, the attendance policy, and frequently
to do assignments throughout the course. Final grades the instructor’s approach or philosophy. Some common
are often based on a combination of interim and final expectations that professors will most likely hold include
examinations, as well as this other coursework. The author the following:
explains some of the various practices. Linda Tobash is the
director of University Placement Services at the Institute of • The learner is expected to attend class. At many
International Education. institutions, the professor sets the attendance policy.
At others there may be an institution-wide attendance
T
he U.S. undergraduate classroom environment is policy established; e.g., students are expected not to
generally one where students are expected to ac- miss more than three classes. It is not uncommon—and
tively participate in the learning experience. While at some institutions it is mandatory—for attendance
each professor will have his or her own teaching style and to be monitored. Often poor attendance will affect the
expectations for students, most often students are expect- final grade (see sidebar) a student receives. Also, some
ed to be active learners. Usually during the first class, the professors give “pop” (i.e., unannounced) quizzes. If a
professor will provide students with a course syllabus—or student is not there, he or she misses the quiz, which
direct the students to the course Web site on which the can also hurt the student’s final grade.

GRADING
T he most common grading scale in the United

States is the A – F / 0 – 4 scale:
A=4
B=3
C=2
D = 1 (U.S. concept)
F = 0 (failure) [sometimes called E]
Courtesy Eastern Mennonite University
Students work in a laboratory at Eastern Mennonite University in Virginia.
Other common grades:
I = incomplete
• The learner is expected to be prepared for class. In W= withdrawal
the course syllabus, the professor generally will identify WU = unofficial withdrawal
all assignments. Students are expected to come to class Audit = take course for no credit, no grade, attend
having read the material to be covered and to be ready and complete assignments
to discuss it. Sometimes students are expected to form Pass/Fail = take course for either Pass or Fail, no
study groups and to work together on projects. Most specific passing grade
college guides stress the importance of keeping up with Pass/No Credit = take course for either Pass or
the work and of not getting behind. The volume of work No Credit, no negative points
can be high, and usually it is impossible for the student Each professor establishes the criteria that he
to “catch up” once he or she falls behind. So the key is or she will use to evaluate work and assign a final
to “keep up.” grade for the course. Professors generally inform
• The learner is expected to turn in all assignments students of the grading criteria on the first day
on time. Assignments, e.g., papers or projects, turned of class by including it on the course syllabus.
in late usually will result in a lower grade. Some profes- Often professors will explain how they grade tests
sors may refuse to accept a late assignment under any and how they grade research papers. Very rarely
circumstance. will one’s final grade depend on just one paper
• The learner is expected to participate in class. In or test. Usually there is a range of items that will
large lecture classes, where there may be well over 200 be evaluated. Some combination of the following
students, discussion among professors and students criteria might be used:
might be limited. However, many of an individual’s • % class participation
classes will be much smaller, and the ability to partici- • % quizzes or interim tests
pate in discussions frequently will be part of the grade. • % midterm exam
Students are expected not only to answer questions but • % final exam
to ask questions as well. The goal in most classes is for • % final research paper
students to synthesize the material being learned and
formulate their own opinions. In other words, students
are expected not just to be able to master the material
but also to develop, articulate, and defend their own
opinions around a subject, theme, or content area.
But what should the undergraduate student expect in

terms of the types of classes he or she might take? There
might be any number of different types of courses in
which the undergraduate student will be engaged. It is not
unusual during the first year to be enrolled in large lecture

courses with 100 or more students. These large-lecture
style formats generally cover a large amount of material,
and students are expected to take comprehensive notes.
There might be frequent quizzes or tests. Students might
be required to meet with a smaller number of students
in study groups—either in a face-to-face (F2F) mode or
through a Web-based study program.
Most courses, though, will be smaller in size, with up
to 30 or 40 students in a class and where student interac-
tion is critical. As one takes more advanced classes, the
class size often becomes smaller, with some courses being
held as seminars—sometimes with 10 or fewer students.
Again, being prepared for class and able to participate
Wade Bruton/UNC Charlotte

These business students at the University of North Carolina at Charlotte are
attending a lecture in an amphitheater-style hall, one of many types of classrooms
at U.S. colleges.
and assignments, as well as direct students to additional re-

sources. It is, therefore, important to get used to the Web-
based course functionality implemented at the institution.
Some students will be engaged in internships as part
of their degree study. The goal is to supplement their
study with real-world experience and also to give students
Courtesy Johnson C. Smith University a chance to see if this field is really where they want to be.
A student’s dormitory room is the place for sleep, study, and relaxation at
Usually students are employed in companies or businesses
Johnson C. Smith University in North Carolina.
closely related to their major. If offered for degree credit,
students often will be required to participate in periodic
actively is very important in these smaller settings. class meetings that enable them to reflect on their intern-
Other types of classes might include labs, most fre- ship experiences. A salary might be offered, but many
quently held in the hard sciences and mathematics, where internships are unpaid or offer minimal financial com-
the focus is on conducting experiments. Fine artists will pensation. In some fields, e.g., engineering, it is highly
find that a number of their classes will be in studio art recommended that students engage in internships over
where they will both cover concepts and work on projects. summer breaks. Usually these summer internships do not
Similarly, dancers, actors, vocalists, and other musicians carry college credit.
will have a large number of their courses focused on prac- Another effective model is to incorporate service learn-
tice and performance. ing into courses or to have students engage in service learn-
Students can arrange for some courses to be taken as ing experiences as part of the curriculum. Service learning
independent study. Usually these students work with a focuses on having students use what they learn in the class-
professor to design a course of study involving individual room to solve problems and issues in a specific community.
research, papers, and a schedule of meetings with the pro- In addition to helping the community, the goal is to instill
fessor over the term. in students a civic responsibility and to facilitate a sense of
On a growing number of campuses, students need democracy and citizenship. 
to choose between delivery options: resident (face-to-
face) or Web-based (distance education) courses. It is not
uncommon for students to take some courses in an actual
classroom and some via the Web. Even if one never takes The opinions expressed in this article do not necessarily reflect the views or policies
a distance education course, there is a growing trend for
professors to use the Web to post additional information

THE COST OF COLLEGE IN THE
UNITED STATES

Graduating students let Mom and Dad know that they appreciate the sacrifices that made
their education possible.
Most American students finance their education through this hardly covers all the cost of providing an education.
a combination of family savings, loans, grants, and Buildings, equipment, and salary costs are increasingly
employment. International students may not have all these expensive, with advanced technology adding tremendous
options available, but this article provides suggestions on costs for laboratories and other specialized facilities.
where they can find information on financial assistance. Universities and colleges constantly seek support from
foundations, corporations, and industry, as well as from
A
ttending a college or university in the United local, state, or federal government.
States is very expensive. A year at a prominent Still, for prospective students, the costs can be
four-year university can cost almost $50,000, and daunting. Students may have jobs in secondary school or
this does not include the extra costs of housing, transpor- college to help earn money for college tuition or other
tation, and other living expenses. There are, of course, less expenses, such as books, transportation, and housing.
expensive options at colleges that also offer an excellent Colleges help students find work either on campus or in
education. Most four-year colleges cost at least $10,000 the nearby community to offset the costs. Community
per year, and many more are in the $20,000 to $30,000 colleges are successful, in part, because they allow working
range. For families in the United States, paying for the adults to take classes during the evening or on weekends
education of their children has become a major expense. or to otherwise combine full- or part-time school with
Many families begin saving money from the time their full- or part-time employment. Since World War II, an
children are born, and some states offer incentive plans for important benefit to military service has been the tuition
savings programs. support provided through the GI Bill, a law that provided
As expensive as the tuition is, it should be noted that financial assistance to allow American soldiers (known as

GIs) a gateway to higher education that otherwise would coordinator for Africa, working for the Department of
not have been possible for many of these military veterans. State in Accra, Ghana, wrote “U.S. Higher Education, the
In addition to family funds and savings, there are Financial Side.” We recommend that article and, indeed,
two main types of funding for college: loans and grants. the entire journal. Following are some highlights from her
Loans are borrowed money that must be paid back, with article:
interest, although the interest rates for student loans are Interested in attending college in the United States?
lower than for some other types of loans. The early years You may have noticed that the cost of an American
of many workers’ careers are spent trying to pay back education is higher than what you would pay in countries
student loans. Grants, including scholarships, are gifts where the government centrally controls the educational
of money that do not have to be paid back, but students system. We hope you have also noticed, however, that an
often must fulfill certain obligations, such as maintaining a American education gives you a tremendous return on
certain grade point average or demonstrating family need, investment, making it an excellent value for the money.
in order to qualify. Scholarships are funds that are earned Here are some ways of managing the cost of your U.S.
or competed for, and they may be based on the student’s education:
academic, athletic, or civic performance, or on some other • EducationUSA centers are backed by the U.S.
condition that has been met by the student or family. Department of State and serve as your official source of
Identifying and accessing these funds can be confusing, information. Locate the EducationUSA center nearest
and even discouraging, for families when they encounter you by going to http://www.educationUSA.state.gov/
the application forms. Colleges, secondary schools, and centers.htm.
other organizations have offices to help students learn • Two publications you’ll want to look for at your
about funding resources. EducationUSA Advising Center are The College Board
How much more daunting, then, must this process International Student Handbook and Peterson’s Applying
be for students from other countries who want to study to Colleges and Universities in the United States.
in the United States. Many other countries provide an • Resources available through the U.S. government: Most
education at little or no cost to the student, or they have U.S. government programs target graduate students.
costs far below those in the United States. What options They are administered through the U.S. Embassy
are available for international students who want to attend Public Affairs Section (PAS) or the U.S. Agency for
a college in the United States, but who did not start saving International Development (USAID) in accordance with
for college from the time they started elementary school? bilateral agreements.
The September 2005 eJournal USA: “See You in • Scholarship agencies: Beware! Fraudulent agencies
the USA” [http://usinfo.state.gov/journals/itps/0905/ abound. As a rule of thumb, any so-called scholarship
ijpe/ijpe0905.htm], about travel to the United States, agency that demands a fee in exchange for information
addresses many student issues, especially focusing on visa should be treated extremely cautiously, no matter how
questions. Nancy W. Keteku, regional educational advising impressive the literature or convincing the guarantees. 
TUITION AND FEES VERSUS TOTAL COSTS FOR COLLEGE

Tuition is only the beginning of the financial investment required for a U.S. education. Costs include
educational fees – some are paid by everyone each term, others are related to the courses being taken.
Students must also pay for housing; books; other materials; meals; health insurance and health care;
local day-to-day transportation, including parking; and transportation to and from home; telephone and
Internet usage; and any other expenses. Normally, international students pay the higher out-of-state tuition
rate at public institutions.
Another thing to consider is the investment of time. During student years, there is a loss of income.
Even if the student has a job, often it is for fewer hours per week and at a lower rate than for full-time
employment. The worksheet on the next page should help potential students and their parents gain an idea
of the full cost of education.

SAMPLE COLLEGE BUDGET
NUMBER OF
Expense COSTS TOTALS
TERMS
Application Fee
Admission Testing
Tuition
Late Registration
Residence
Meal Plan
Books/ School Supplies
Parking
Auto Insurance
Additional Car Costs
Local transportation
Transportation to/
from school
Student ID Card
Replacement
Sports Center Fee
Transcripts
Library fees
Photo Copying
Microfilming
Entertainment
Totals
POSSIBLE SOURCES OF FINANCIAL AID
Martina Schulze
An expert outlines where international students, particularly universities; they also are eligible for athletic scholarships
graduate students, can look for financial aid, and she gives and can apply for student loans. Graduate students can
advice on making successful application. Martina Schulze apply for teaching, research, and administrative assistant-
is the cultural affairs specialist at the U.S. Consulate ships, as well as for fellowships and scholarships from both
General, Hamburg, Germany, and the educational advising private and public universities. Applying for a student loan
coordinator at the Amerikazentrum, Hamburg. is also an option for graduate students.
M
ore than 500,000 international students suc- HOW DO YOU SUCCESSFULLY APPLY
cessfully apply for admission to U.S. colleges FOR FINANCIAL AID?
and universities every year. According to the Start early with your preparations and research, prefer-
Institute of International Education, some 67 percent ably 15 to 18 months before your studies will begin. Learn
of them rely on family funds to pay for their studies in about scholarships offered by your home government and
America. But for many, applying for adequate financial university, and apply early.
support is a crucial part of their application. On average, Do your research: Visit an EducationUSA-supported
international students will have to pay between $16,000 advising center, and study the specialized reference works
and $46,500 for tuition and living expenses for an aca- on U.S. colleges and universities and prospective depart-
demic year in the United States. ments, which offer information on how much financial aid
is available. Also, use the Internet to learn as much as pos-
WHERE DO INTERNATIONAL STUDENTS RECEIVE
sible about the four to six institutions that you are applying
FINANCIAL SUPPORT?
to. If you are a graduate student, google and get to know
The main source for financial aid outside of personal your professors before you apply. They are the people who
funds are the host U.S. college or university, with 23 will decide which new graduate assistants are accepted, and
percent offering aid, followed by the home government or they should have heard from you before they review your
university with 2.4 percent. The overall picture changes, application package.
though, when one compares the percentages for under- Don’t be shy about asking for financial aid. Send a sec-
graduate and graduate students: While only about 10 ond letter if your first application for financial aid has been
percent of all international undergraduates receive finan- denied, and address it to a specific person in the academic
cial support from their host institution, 41 percent of all department or admissions office. If you don’t succeed
graduate students are supported by their host university. the first time, call to learn why your application was not
Many of them work as research and teaching assistants successful, and apply again with a stronger application the
at doctoral and research institutions. Moreover, there are next year.
more funds available for Ph.D. programs than for master’s Last but not least, financial aid for international
programs, as well as more funds in the sciences than in students is limited and the competition is keen. To increase
social sciences and humanities. And there is generally more your chances of success, you should demonstrate that
money for international students applying for academic your academic qualifications are first-rate; study hard to
than for professional programs. Incidentally, chances for get excellent TOEFL, SAT, GMAT, or GRE scores; show
receiving financial aid from the host institution increase that you have some private funds, or show your financial
during the second year of studies. need; and send in a neat, complete, and well-researched
application. 
WHAT KIND OF FINANCIAL AID IS AVAILABLE FROM
U.S. SOURCES?
International undergraduate students can apply for The opinions expressed in this article do not necessarily reflect the views or policies
partial scholarships, primarily from private colleges and of the U.S. government.

THE UNITED STATES WELCOMES
FOREIGN STUDENTS TO COMMUNITY
COLLEGES
Jennifer Burcham
(Originally published in the
Community College Times)
T
he United States’ “welcome mat” is out to foreign on its own merits, keeping the broad array of U.S. educa-
students wishing to study in the United States, tional opportunities in mind.
and U.S. missions abroad have been instructed to Jacobs added that the State Department has enhanced
give priority to students and exchange visitors, said Janice its ability to process student visa applications by adding
Jacobs, the State Department’s deputy assistant secretary more than 350 new consular positions since September
for visa services, speaking at the 57th annual conference of 2001, and the current budget includes a request for an
NAFSA: Association of International Educators (formerly additional 121 consular officer positions.
the National Association for Foreign Student Affairs) in Almost all visa applications—some 97 percent—are
2005. She noted that although the attacks on September processed within two days, and the screening process for
11, 2001, did change some of the department’s visa appli- the 2.5 percent of visa applicants subject to special screen-
cation policies, those who think the visa procedures are an ing requirements for security reasons has been stream-
insurmountable barrier to travel to or study in the United lined, she added. “For the 2.5 percent of visa applicants
States are wrong. “Outdated public perceptions regarding who, for national security reasons, are subject to special
changes to visa processing couldn’t be more different from screening, we have streamlined the process, so even this
reality,” she said. “The Department of State is working small percentage of the overall number of applicants can
hard to support what we hope will be a resurgence of expect an answer promptly,” Jacobs said. “A year ago, the
international students, exchange visitors, scientists and average processing time was about 74 days for a sensitive
business people. …” technology case. Today, the average processing time for
During her conference presentation, titled “Welcom- these cases is 14 days, and we will continue to refine that
ing International Students to Community Colleges in the process.”
U.S.—The Role of the State Department,” Jacobs talked Jacobs noted that the U.S. Institute for International
about the role community colleges have taken in interna- Education data show that more than 572,000 foreign
tional education. “I know community colleges around the students were enrolled in U.S. colleges and universities
nation have taken an increasingly active role in making during the 2003-2004 academic year. Indian and Chinese
sure that foreign students have access to the incredible students are among the leaders attending U.S. colleges,
education opportunities available to them in the commu- and although the number of foreign students applying
nity college system,” she said. to U.S. colleges has declined, the United States still hosts
In response to concerns expressed by officials from more international students than any other nation.
two-year higher education institutions about a percep- “One thing we desperately hope to do is dispel any
tion that visas are frequently denied to students seeking misperceptions that might linger abroad about the United
admissions to two-year colleges, Jacobs said the State States not welcoming foreign students,” she said. “It is
Department has reminded consular officers that different simply not true. Students from Muscat to Mumbai need
institutions meet the needs of different students. She said to know that if they want to study in the United States,
consular officers have been told to review every single case our door is open.” 

WHAT IS A FOREIGN STUDENT ADVISOR?
1. 2..
Morgan Mukarram/LeMoyne-Owen College

Courtesy Eastern Mennonite University
1. An international student consults with an advisor at Eastern 3..
Mennonite University in Virginia.
2. Historian Tajudeen Gbadamosi from Nigeria is spending a

year as a Fulbright Scholar-in-Residence at LeMoyne-Owen
College in Tennessee. The Historically Black College is pleased
to have this internationally recognized authority on Islamic
history, culture, and civilization share his insights with college
Robert Jordan, AP/WWP

audiences.
3. Students from South Korea participate in international stu-

dent orientation at the University of Mississippi. The day-long
program both introduces the students to issues of life at the
university and registers them for their first term of classes.
F ormerly called the National Association of For-

eign Student Advisors (NAFSA), the Association
of International Educators promotes international
students,” but also with American students, faculty,
and staff; with citizens of the local community; with
officials of U.S. and foreign government agencies;
education. The Profession of Foreign Student Advising, and with a variety of agencies that sponsor foreign
published by Intercultural Press in 2000 under the students and scholars in the United States. They
auspices of NAFSA, includes this explanation of the promote constructive relationships between foreign
role of the Foreign Student Advisor: students and scholars and their local American hosts.
Foreign student advisers work with students Foreign student advisors work to bring the
and scholars from all over the world. They provide benefits of international educational exchange to their
information, programs, and services designed to campuses, communities, and the world. They can
make these students’ and scholars’ U.S. experiences help people from many countries learn to understand
as productive as possible. They serve as the liaison people from many other countries and, in the pro-
between foreign students and scholars and all those cess, become more tolerant and open-minded citizens
with whom these individuals come into contact, of an interdependent world.
representing the students’ best interests and advising
them accordingly. For more information, see http://www.nafsa.org.
Foreign student advisers work not only with the
diverse group of individuals Americans call “foreign

BIBLIOGRAPHY
Selected readings about college and university education in the United States
U.S. Department of State. Bureau of Educational and DC: NAFSA: Association of International Educators, 2004.
Cultural Affairs. If You Want to Study in the United States http://www.nafsa.org/publication.sec/international_students/u.s._
Series. Washington, DC: 2002-2003. http://www.educationu culture_series
sa.state.gov/pubs.htm
The first three booklets in this comprehensive series are Forest, James J.F. and Altbach, Philip G., eds. The
currently available in the following languages: Arabic, International Handbook of Higher Education. New York:
Chinese, English, French, Russian, and Spanish. Booklet Springer, 2005. http://www.higher-ed.org/handbook/TOC.pdf
One addresses: Undergraduate Study; Booklet Two: Graduate
and Professional Study and Research; Booklet Three: Short- Forest, James J.F. and Kinser, Kevin. Higher Education in
Term Study, English Language Programs, Distance Education, the United States: An Encyclopedia. New York: ABC-CLIO
and Accreditation. Booklet Four: Getting Ready to Go: Publishers, 2002.
Practical Information for Living and Studying in the United
States is available in Chinese, English, and Russian. http: Gose, Ben et al. “Community Colleges: Special Issue.” The
//www.educationusa.state.gov/life/pubs.htm Chronicle of Higher Education, vol. 52, no. 10, 28 October
2005, pp. B1-B44.
Andrews, Linda Landis. How to Choose a College Major.
New York: McGraw-Hill Companies, 2006. (forthcoming) Green, Madeleine and Turlington, Barbara. A Brief Guide to
U.S. Higher Education. Washington, DC: American Council
Ashley, Dwayne and Williams, Juan. I’ll Find a Way or Make on Education, 2001. http://www.acenet.edu/bookstore/pdf/
One: A Tribute to Historically Black Colleges and Universities. 2001_brief_guide.pdf
New York: HarperTrade, 2004.
Greene, Howard et al. The Public Ivies. New York:
College Board. International Student Handbook 2006. New HarperTrade, 2001.
York: The College Board, 2005.
“Historically Black Colleges and Universities: Special
College Board. Trends in College Pricing, 2005. New York: Section.” Ebony, vol. 60, no. 11, September 2005, pp. 73-
The College Board, 2005. http://www.collegeboard.com/prod_ 130.
downloads/press/cost05/trends_college_pricing_05.pdf
Independent Colleges and Universities: A National Profile.
College Board. Trends in Student Aid, 2005. New York: Washington, DC: National Association of Independent
The College Board, 2005. http://www.collegeboard.com/prod_ Colleges and Universities, 2004. http://www.naicu.edu/pubs/
downloads/press/cost05/trends_aid_05.pdf 2004Profile.pdf
Cosponsored by NAICU, the Council of Independent
College Board. The College Board Book of Majors. New York: Colleges, and the Foundation for Independent Higher
The College Board, 2004. Education, this booklet provides facts, statistics, and profiles
of students and staff.
CSIET: Council on Standards for International Educational
Travel. Advisory List of International Educational Travel and Institute of International Education. Funding for United
Exchange Programs. Alexandria, VA: CSIET, 2005. States Study Series: Funding for U.S. Studies: A Scholarship
http://www.csiet.org/mc/page.do?sitePageId=748 Guide for Europeans. New York: IIE, 2005. http://
www.iiebooks.org/funforunstat.html
Denslow, Lanie; Tinkham, Mary; and Willer, Patricia. U.S.
Culture Series: Introduction to American Life. Washington,

Institute of International Education. Funding for United U.S. Department of State. Bureau of International
States Study Series: Funding U.S. Studies: Graduate and Information Programs. “Community Colleges in the United
Postgraduate Opportunities for Latin Americans. New York: States.” eJournal USA: U.S. Society & Values, vol. 7, no. 1,
IIE, 2004. http://www.iiebooks.org/funforunstat.html June 2002, 26 pp. http://usinfo.state.gov/journals/itsv/0602/ijse/
ijse0602.htm
Kalmar, George, ed. Foreign Students’ Guide to American
Schools, Colleges, and Universities. Santa Monica, CA: U.S. Department of State. Bureau of International
International Education Service, [2005]. http://www.ies- Information Programs. “See You in the U.S.A.” eJournal
ed.com/ USA: Foreign Policy Agenda, vol. 10, no. 2, September 2005,
52 pp. http://usinfo.state.gov/journals/itps/0905/ijpe/gough.htm
Lanier, Alison Raymond et al. Living in the U.S.A. 6th ed.
Yarmouth, ME: Intercultural Press, 2004. U.S. Department of State. Bureau of International
Information Programs. “The United States in 2005: Who
Latimer, Jon, ed. Applying to Colleges and Universities in the We Are Today.” eJournal USA: Society & Values, vol. 9, no.
United States 1998: A Handbook for International Students. 2, December 2004, 48 pp. http://usinfo.state.gov/journals/itsv/
Lawrenceville, NJ: Peterson’s, 1997. 1204/ijse/ijse1204.htm
Lipka, Sara. “Fulbright Connects With the Muslim World.” For additional publications related to American higher
The Chronicle of Higher Education, vol. 52, no. 11, 4 education and studying in the United States, please see the
November 2005, pp. A47-A49. following online bibliographies based on the If You Want to
Includes tables and three profiles of this year’s Fulbright Study in the United States Series (Washington, DC: 2003-
grantees. 2004):
Open Doors: Statistics on International Student Mobility. • Graduate Study: http://www.educationusa.state.gov/graduate/

New York: Institute of International Education, 2005. biblio.htm
Selected tables are available online: Open Doors: Report on • Living in the U.S.: http://www.educationusa.state.gov/life.htm
International Education Exchange: http://opendoors.iienetwor • Opportunities for Scholars: http://www.educationusa.state.gov
k.org/ /scholars/biblio.htm
• Predeparture Information: http://www.educationusa.state.gov/
Riley, Naomi Schaefer. God on the Quad: How Religious predeparture/biblio.htm
Colleges and the Missionary Generation Are Changing America. • Specialized Professional Study: http://www.educationusa.state.
New York: St. Martin’s Press, 2005. gov/professional/biblio.htm
• Short-Term Study: http://www.educationusa.state.gov/study/
Rothblatt, Sheldon. The Living Arts: Comparative and biblio.htm
Historical Reflections on Liberal Education. Washington, DC: • Undergraduate Study: http://www.educationusa.state.gov/
Association of American Colleges and Universities, 2003. undergrad/biblio.htm
Smithee, Michael; Greenblatt, Sidney L.; and Eland, Alisa.

U.S. Culture Series: U.S. Classroom Culture. Washington,
DC: NAFSA: Association of International Educators, 2004.
http://www.nafsa.org/publication.sec/international_students/u.s._
culture_series_1
The U.S. Department of State assumes no responsibility for the
Twelve Facts That May Surprise You About America’s Private content and availability of the resources from other agencies and
Colleges and Universities. Washington, DC: National organizations listed above. All Internet links were active as of
Association of Independent Colleges and Universities, 2003. November 2005.
http://www.naicu.edu/pubs/NAICU12FactsNew.pdf

INTERNET RESOURCES
Selected Web sites on college and university education in the United States
U.S. Department of State inform international exchange students.
Bureau of Educational and Cultural Affairs Federal Student Aid: International Students
EducationUSA http://studentaid.ed.gov/PORTALSWebApp/students/english/
http://www.educationusa.state.gov/ intl.jsp
Subtitled “Your Guide to U.S. Higher Education,”
EducationUSA provides “a wealth of information and IPEDS College Opportunities Online
services for international students at all stages of the college http://nces.ed.gov/ipeds/cool/index.asp
search.” Composed of a global network of more than 450
advising and information centers [http://www.educationusa.st Office of Postsecondary Education
ate.gov/centers.htm] in 170 countries, these centers “actively Database of Accredited Institutions
promote U.S. higher education around the world by offering http://ope.ed.gov/accreditation/
accurate, comprehensive, objective, and timely information
about educational opportunities in the United States and U.S. Citizenship and Immigration Service
guidance to qualified individuals on how best to access those
opportunities.” Portions of the Web site cover accreditation, How Do I Become an Academic Student in the United
finding a school, visa information, financial assistance, States?
Fulbright scholarships, and programs of the Bureau of http://uscis.gov/graphics/howdoi/academic.htm
Educational and Cultural Affairs of the Department of State.
Voice of America
International Education Week, 2005
http://iew.state.gov/ America’s Global College Forum
A joint initiative of the U.S. Department of State and the http://www.voanews.com/english/AmericanLife/global_college_
U.S. Department of Education to celebrate and promote forum.cfm
international education and exchange. This weekly radio series profiles international students
attending one of America’s colleges or universities.
International Information Programs
Study in the U.S. White House
http://usinfo.state.gov/scv/life_and_culture/education/study_in_
the_us.html Initiative on Educational Excellence for Hispanic Americans
http://www.yic.gov/
Bureau of Consular Affairs: Visas
http://travel.state.gov/visa/visa_1750.html Initiative on Historically Black Colleges and Universities
http://www.ed.gov/about/inits/list/whhbcu/edlite-index.html
Studying in the USA: Visas
http://www.unitedstatesvisas.gov/studying.html Initiative on Tribal Colleges and Universities
http://www.ed.gov/about/inits/list/whtc/edlite-index.html
U.S. Department of Education
Other Resources
USNEI: U.S. Network for Education Information
http://www.ed.gov/about/offices/list/ous/international/usnei/edlite- American Association of Community Colleges
index.html http://www.aacc.nche.edu/
A basic resource on the U.S. educational system created to American Council on Education

http://www.acenet.edu//AM/Template.cfm?Section=Home Higher Education Resource Hub
The major coordinating body for all of the nation’s higher http://www.higher-ed.org/
education institutions, ACE also sponsors a number of
international initiatives: http://www.acenet.edu/AM/ Hispanic Association of Colleges and Universities
Template.cfm?Section=International. http://www.hacu.net/
American Indian Higher Education Consortium Institute of International Education

http://www.aihec.org/ http://www.iie.org/
AMIDEAST, America-Mideast Educational and Training NAFEO: National Association for Equal Opportunity in
Services, Inc. Higher Education
http://www.amideast.org/ http://www.nafeo.org/about.htm
Association of American Colleges and Universities NAFSA: Association of International Educators

http://www.aacu-edu.org/ http://www.nafsa.org/
Campus Compact National Association of State Universities and Land-Grant

http://www.compact.org Colleges
A national coalition of college and university presidents http://www.nasulgc.org/
“dedicated to promoting community service, civic
engagement, and service-learning in higher education.” University of Texas at Austin
Web U.S. Higher Education
CHEA: Council for Higher Education Accreditation http://www.utexas.edu/world/univ/
http://www.chea.org/ Links to U.S. universities, community colleges, college
Database of accredited institutions and programs: http: catalogs, and regional accreditation agencies.
//www.chea.org/search/default.asp
The U.S. Department of State assumes no responsibility for the
The Chronicle of Higher Education content and availability of the resources from other agencies and
http://chronicle.com/ organizations listed above. All Internet links were active as of
Requires subscription; limited free material available: http: November 2005.
//chronicle.com/free/
College Board
http://www.collegeboard.com/splash
Community Colleges USA

http://www.cc-usa.org/
Council of Independent Colleges

http://www.cic.org/
Council on International Educational Exchange (CIEE)

http://www.ciee.org/
eduPASS!
Steve Helber, AP/WWP
http://www.edupass.org/ Collegiate sports draw huge crowds, as demonstrated at the stadium of
Virginia Polytechnic Institute and State University.

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�����������������������������������������������������������������������

The Bureau of International Information Programs of the U.S. Department of

Editor, eJournal USA: Society & Values

Society & Values / November 2005 eJOURNAL USA

Under Secretary of State Karen Hughes

States benefit from the contributions of international

eJOURNAL USA i Society & Values / November 2005

Secretary of Education Margaret Spellings

Society & Values / November 2005 ii eJOURNAL USA

eJOURNAL USA iii Society & Values / November 2005

College and University Education in the United States

i Welcome INDEPENDENT COLLEGES

8 U.S. Community Colleges: A Gateway 18 Specialty Institutions

Society & Values / November 2005 eJOURNAL USA

How the System Works 54 The United States Welcomes Foreign

eJOURNAL USA Society & Values / November 2005

PUBLIC UNIVERSITIES IN THE

Elliott Minor, AP/WWP

Society & Values / November 2005 4 eJOURNAL USA

eJOURNAL USA 5 Society & Values / November 2005

Linda A. Cicero/Stanford News Service

Society & Values / November 2005 6 eJOURNAL USA

eJOURNAL USA 7 Society & Values / November 2005

Michael Lehmkuhle, AP/WWP

Society & Values / November 2005 8 eJOURNAL USA

eJOURNAL USA 9 Society & Values / November 2005

Nancy Palmieri, AP/WWP

Society & Values / November 2005 10 eJOURNAL USA

eJOURNAL USA 11 Society & Values / November 2005

Ted S. Warren, AP/WWP

Society & Values / November 2005 12 eJOURNAL USA

The Hispanic Association of Colleges and Universi-

eJOURNAL USA 13 Society & Values / November 2005

Courtesy Spelman College

Society & Values / November 2005 14 eJOURNAL USA

eJOURNAL USA 15 Society & Values / November 2005

Chris Greenberg/Catholic University of America

Society & Values / November 2005 16 eJOURNAL USA

and its operations and activities. It should be evident in

eJOURNAL USA 17 Society & Values / November 2005

Matthew S. Gunby, AP/WWP

Society & Values / November 2005 18 eJOURNAL USA

Peter Schaaf/The Julliard School

Steve Matteo, AP/WWP

mathematics, engineering, and naval skills, and many

eJOURNAL USA 19 Society & Values / November 2005

C ounselors consistently advise prospective students

Society & Values / November 2005 20 eJOURNAL USA

M any organizations rank, rate, or review U.S. colleges

IVY LEAGUE SCHOOLS

eJOURNAL USA 21 Society & Values / November 2005

E ducationUSA is a global network of more than 450

Society & Values / November 2005 22 eJOURNAL USA

Jon Chase, AP/WWP

First-year students at Harvard University in Massachusetts

eJOURNAL USA 23 Society & Values / November 2005

Savannah College of Art and Design students,

Sri Lankan sisters Tharanga and Eranga

Mary Ann Chastain, AP/WWP

��