Students from abroad who are considering attending US universities have an opportunity to grow and contribute academically and socially to a university community. The challenge these students face is understanding the differences among the 3,500-plus colleges and universities in the States.
There are often several student applicants for every single class place in American institutions, with the majority capable of completing the required work. An essential part of the admissions process involves making the match between student and institution. According to Allan Clemow, director of admissions at Tufts University, Massachusetts, "Colleges want students who will benefit from the educational experience, but also add to the richness of campus life. The application allows students to discuss their backgrounds, ideas and goals for determining how the student may fit within the programs and degree options offered by the institution."
College and university admissions committees consider an applicant's potential for academic success as the most important factor in determining admission. Other variables include the quality of the applicant's high school program, performance in that program, results of standardized tests, recommendations and special talents. The admissions committees also look for evidence of academic enthusiasm, creativity, independence and determination. Applicants who show a multi-dimensional aspect to their character through extracurricular activities offer advantages to the campus community. Such activities include involvement in leadership and services, as well as talent in the arts and athletics.
In evaluating applicants from international schools, admissions committees acknowledge the differences in educational systems around the world and the variety of grading methods and examinations used in assessing a student's aptitude for academic success at the university level. They also realize that in many schools, extracurricular activities are either not available or are limited. Standardized test results are interpreted by the committee in the context of the international background of the student. "Not only do secondary school preparation and the college study options in some students' home countries differ significantly from those in the US, but degree programs, majors, concentration areas, preprofessional programs, and even individual course requirements may be very different from what the student is expecting to experience," says Mr. Clemow.
Typical applications for admissions include: an application form, high school transcripts, results of standardized tests, recommended letters, two essays, and the application fee. The essay questions typically ask the student to describe and discuss an important experience or achievement; discuss a personal, local, national or international issue and how it is important to him; describe the influence that a specific person has had on him; or describe what role the student has played as a citizen in the community.
A formal study plan with details of academic or career goals is not required, as students can change their minds on what direction to take after beginning their studies. However, through a study plan, they may choose to elaborate on their backgrounds and their reasons for a particular intellectual direction. In this way, according to Clemow, "The student has the chance to articulate a vision, however tentative." The additional information that could be provided in a study plan has potential to be useful for admissions officials. "This gives students a special opportunity to explain the system under which they are studying, special academic options they have taken, and how they see themselves using the resources of the American university system to continue their intellectual and professional training," says Clemow.
For students applying to graduate schools, the personal statement is often a significant part of the application. Applicants are asked to give specific reasons for deciding to do graduate work in their chosen fields, and to include such details as experiences that led them to consider applying for graduate training, objectives in applying, and how applicants believe that graduate programs will help them to pursue their objectives and careers. If desired, a student may wish to submit additional material, such as a writing sample, directly to the intended department of study.
US universities value the abundant variety of ideas and perspectives coming from the diverse experiences of the typical campus community. With this in mind, institutions make a major effort to attract students with differing backgrounds, interests and experiences, including students from all racial, ethnic and economic groupings. As they add to this diversity, international students are an important part of the university community. Students from other countries bring perspectives, ideas and cultural backgrounds that enrich the experiences of all members of the learning environment, and contribute to the process of preparing students to be effective citizens of the world community.
When applying to US colleges and universities, applicants need to consider not only what they can gain from attending an institution, but also what they can contribute to the academic community. Students who spend time researching the wide range of choices available among US educational institutions as well as preparing a thorough and informative application are likely to have a successful application experience.
Author
Paul J. Tringale
Director, Tufts University,
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