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Education
USA
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SHORT-TERM STUDY, ENGLISH LANGUAGE PROGRAMS,DISTANCE EDUCATION, AND ACCREDITATION

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

Bureau of Educational and Cultural Affairs
U.S. Department of Statein the United States

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Editor: Coleen Gatehouse
Cover Design: Rolando Ribera
NOTE: Inclusion of a website or publication in this booklet does not indicate recommendation or approval by the
U.S. Department of State; it is for information purposes only. Listings of websites and publications are aselection only and should not be considered a complete list of those available.

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If You
Want
to

Study
in theUnitedStatesBooklet 3
Short-Term Study, English Lnguage Programs,
Distance Education, and Accreditation

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Acknowledgments
This four-booklet series, published under the title If You
Want to Study in the United States, was produced by the U.S.
Department of State’s Educational Information andResources Branch. The booklets are also available on theInternet at http://www.educationusa.state.gov. This current edition is an updated version of the original project
coordinated by Evelyn Levinson in 2000-2001. The update project was administered by the College Board Officeof International Education through a cooperative agreement with the U.S. Department of State. Carol Blythe andJanine Farhat thank Coleen Gatehouse for her organization and editing and Rolando Ribera for his cover design.
The Department of State wishes to thank the following
individuals from around the world who contributed theirtime, expertise, and talents to this series:
Kathleen Alam
Evelyn Levinson
Ellen Badger
Amy Lezberg
Martin Bennett
Diana Lopez
Louise Cook
Ted Mashima
Juleann Fallgatter
Michael McCarry
Julia Findlay
Beryl Meiron
Judy Freudenberger
Martyn J. Miller
Coleen Gatehouse
Terhi Molsa
Nancy Gong		Barbara Nichols
Joanna Graham
Roberta Paola
Sharon Grodzielanek
Dawn Piacentino
Sandarshi Gunawardena
Rohayma Rateb
Linda Heaney
Laura R. Ruskaup
Lisa Henderling
Sohair Saad
Lia Hutton		Jaylene Sarrasino
Judith Irwin		
Bethany Shaw
Michelle Johnson
Sharon Snyder
Rekha Kalle		
Karen Solinski
Nancy Keteku
Peter Storandt
Ann Kuhlman
Rosalie Targonski
Gaston Lacombe
James Vaseleck
Carolyn Lantz
JoAnn deArmas Wallace
Maria Lesser
Harold Woodley
2

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Preface
Short-Term Study, English Language Programs, Distance Education, and Accreditation is one of a series of four introductory booklets produced by the U.S. Department of Stateto provide objective and practical advice to prospective international students and scholars on studying in the UnitedStates. The booklets may be downloaded from the Internet
at www.educationusa.state.gov, and print copies are available at EducationUSA advising centers worldwide. To findthe center nearest you, contact a U.S. embassy or consulate,or consult the list available on the EducationUSA website.
The four booklets cover the following areas:

Undergraduate Study
How to choose and apply to U.S. bachelor’s and associatedegree programs, plus information on technical and vocational educational opportunities in the United States.

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

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

Getting Ready to Go: Practical Information for
Living and Studying in the United States
Help with planning your move to the United States after
you have been accepted to a U.S. university or college. Thisbooklet provides advice on applying for a visa, moving to
the United States, and what to expect when you arrive on
campus.
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The United Sta te

4

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ta tes of America

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Contents
Introduction		

8

Why Study in the United States?
EducationUSA Advising Centers
Useful Websites

Chapter 1

Short-Term Study in the United States 11

Choosing a Program
Factors to Consider
Accreditation
Costs
FundingHigh School Exchanges
Government Supported Exchanges
Other Exchanges
Direct Enrollment
Exchange Programs Providing
Professional Experience
Sponsor Organizations
Vocational and Technical Programs
Short-Term University Study
University Exchange Programs
Non-Degree or “Special Student” Study
Summer Study
Visiting Fellows and Scholars
Professional Short-Term Study
Useful Websites
Chapter 2

English Language Programs

23

Choosing an English Language Program
Program Types
Accreditation
Program Quality
Curriculum
Length of Study
Location and Setting
Class Structure
Cost
Admission Requirements
Admission to Academic Programs
Student Visas
Useful Websites

6

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Contents
Chapter 3

Distance Education

29

What is Distance Education?
Why Choose Distance Education?
Skills Needed to Succeed
Choosing a Distance Education Program
What Types of Programs Are Available?
What Types of Institutions Offer
Distance Education?
How Much Does Distance Education
Cost?
Admission Requirements
Other Things to Consider
Quality of the Program
Accreditation
Security of the Program
Useful Websites
Chapter 4

Accreditation

37

Maintaining Educational Standards
in the United States
Why Accreditation is Important
Recognized Accrediting Bodies
What Accreditation Signifies
Types of Accreditation
Institutional Accreditation
Programmatic Accreditation
Institutions Not Holding Recognized
Accreditation
Useful Websites
Appendices

Glossary of Terms

45

Additional Resources

55

Index

57

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Introduction
U.S. institutions offer a variety of alternative opportunities to pursue your academic and professional goals in the
United States. These include short-term exchanges, English
language programs, distance education courses and degrees,and specialized professional education.

Why Study in the United States?
Here are just a few of the reasons why more than 600,000
international students from around the world are furthering
their education in the United States:
Quality: U.S. higher education institutions are known
worldwide for the quality of their facilities, resources, andteachers. Accreditation systems ensure that institutions
continue to maintain these standards. High school exchangesponsors throughout the United States must also adhere to
standards for quality set by the government.
Choice: The U.S. education system is unrivaled in the
choice it offers in types of institutions, academic and social
environments, entry requirements, degree programs, andsubjects in which to specialize.
Diversity: You can find a mix of people from all different
backgrounds and all corners of the globe on U.S. campuses;
more than 600,000 international students come to study in
the United States each year.
Value: As an investment in your future, a U.S. degree offers
excellent value for the money. A wide range of tuition fees
and living costs, plus some financial help from universities,
make study in the United States affordable for thousandsof students.
Flexibility: Students in the United States may choose frommany courses within their university and have the option tomove from one institution to another.

8

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Introduction
EducationUSA Advising Centers“It is difficult to overestimate the help and support I got
from the advising center. The center was my first andprimary source of information about the American educational system. The books, magazines, and the Internet
access at the center proved extremely useful, and the staff
assisted me very much in achieving my goals.”— Business student from Russia

Choosing the best program for you will require commitment and careful planning on your part, but nearly 450 EducationUSA advising centers worldwide are ready to help
you with information and advice. These centers have directories, program guides, and admissions test information, as
well as trained educational advisers who want to help you
and your family with the process of choosing and applying
to programs. Some centers run events like college fairs or
seminars. Introductory information in the form of video orgroup presentations, website access, and independent resource libraries is available free of charge, but payment may
be required at some centers for additional services.
All EducationUSA advising centers are supported by the
U.S. Department of State, with the goal of providing objective information on the range of study opportunities available in the United States; however, the names of the centers
and the organizations that run them vary from country tocountry. To locate the center nearest you, contact your closest U.S. embassy or consulate, or consult the list available
on the EducationUSA website (http://www.educationusa.
state.gov).
Good luck!

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Introduction
Useful Websites
EducationUSA
http://www.educationusa.state.gov
If You Want to Study in the United States (online version)
http://www.educationusa.state.gov(Click on the “If You Want to Study” link.)
Directory of EducationUSA Advising Centers
http://www.educationusa.state.gov(Click on the “Find an Advising Center” link.)

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Chapter 1 Short-Term Study in the United States

Short-Term Study
		 in theUnited States“Don’t try to choose based only
on one aspect or criterion; lookat the program as a whole.”— Business student from Sri Lanka

The United States offers a wide
range of study programs lasting 12 months or less, including
high school exchange programs,
work and professional exchange
programs, vocational and techni-

cal programs, short-term university study, and professional study.
This chapter gives an overview
of some things you need to think
about when applying to shortterm study programs in the United States.
Choosing a Program
Doing your “homework” is thebest way to succeed in any edu-

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Chapter 1 Short-Term Study in the United Statescational program. Your relatively
short time of study in the UnitedStates will be enhanced by carefulplanning and advance preparation. Define your goals and begin
researching programs 12 to 18
months prior to the date you wish
to begin a program.
Begin your search by consulting
the reference materials at yournearest EducationUSA advisingcenter. You can also find information on the Internet. See “UsefulWebsites” at the end of this chapter and “Additional Resources”
at the end of the book for more
information.
Identify several programs thatmeet your personal and professional requirements. Then contact the organizations or institutions that run the programs andrequest detailed information, being sure to let them know yourspecific needs.
Factors to Consider
Compare the programs that interest you by considering:• application deadlines;• eligibility andrequirements;

admission• accreditation of the programs
or institutions;12• costs;• availability of and/or assistancefinding housing;• local environment (including
geographic location, climate,
and access to public transportation); and• other benefits (such as orientation programs and social
activities).
You should also consider the history of the program: How long
has the program existed, who are
the typical participants, and, if applicable, what careers or jobs havepast participants found after completing the program? If it is not aninternational exchange program,
how experienced are the program administrators in dealing
with participants from outside theUnited States?
If you are considering short-term
study at a college or university,
you may wish to consult Booklets
One and Two in this series, whichcontain more information on factors to consider when choosing a
U.S. college or university.
Accreditation
An important indicator of thequality of any U.S. university or
program is its accreditation sta-

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Chapter 1 Short-Term Study in the United Statestus. Unlike many other countries,
the United States does not havea central government office thatapproves educational institutions.
Instead, it relies on a system ofvoluntary accreditation carriedout by non-governmental accrediting bodies to ensure that schools
meet standards.
Check carefully whether a program you are applying to will berecognized by your home country government and any relevant
professional associations, ministries, or employers. Talk to participants who have returned toyour country to see if they havebeen successful in applying their
U.S. experiences and credentials
to their chosen professions backhome.
For more detailed information,please see chapter 4, “Accreditation.”
Costs
The cost of short-term study in
the United States varies considerably. Costs are determined by
the institution’s tuition charges
and other fees, as well as by the
program type and length andby the materials you will be required to purchase to complete
the program. Information about
the costs of each program is available in program brochures, catalogs, application materials, andwebsites. Remember to include
the cost of traveling to and fromthe United States, living expenses such as room and board, andhealth insurance as you prepare
your budget.
Funding
Funding from universities, scholarship organizations, or grantgiving bodies is difficult to obtainfor short-term study in the UnitedStates. Much of this type of funding is given to degree-seeking students or to researchers.
High School Exchanges
In the United States, “highschool” is the term used to denote the three or four years ofeducation that precede college oruniversity study. High school isequivalent to secondary school inmany countries.
Each year approximately 30,000
students from around the world
travel to the United States forhigh school exchanges. The vast
majority of these students comefor a full academic year, livingwith a volunteer American hostfamily and attending an American high school. Others come fora single semester. Students enterthe United States for these programs on a J-1 (exchange visitor)visa.

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Chapter 1 Short-Term Study in the United States

Students may also travel to theUnited States for shorter exchange programs ranging from a
few weeks to a few months. Theseexchanges do not include attendance at a U.S. high school, but
often include home stays and cultural activities.
Participants in these exchanges
are generally self-funded, andscholarships are rare. Contact
local exchange organizations formore information about funding
available to students from yourcountry.
Government Supported
Exchanges
The U.S. government funds
some high school exchanges: theFuture Leaders Exchange Program (FLEX), for students in
the republics of the former Soviet Union; the Youth Exchange
and Study Program (YES), forstudents from countries with significant Muslim populations; theAmerican Serbia and Montenegro Youth Leadership Exchange(A-SMYLE), for students from
Serbia and Montenegro; andthe Congress-Bundestag YouthExchange Program, for students
from the United States and Germany. Admission to these programs is competitive. Check thewebsite of the nearest U.S. embassy or consulate or contact your14

EducationUSA advising center
to determine if one of these programs is available in your country.
Other Exchanges
Many private organizations offer programs as well. These
U.S. sponsors, which all have local chapters or partners in othercountries, screen and select students, provide the documents
needed to apply for a student
visa, identify appropriate homeand school placements in the
United States, and support students after their arrival. Sponsor
organizations charge a fee for
their services.
Picking an appropriate sponsor
is an important decision. Compare several sponsors in terms of
the services they offer, including
the support they provide students while in the United States,
as well as their price. Ask forrecommendations from students
who have already completed individual programs to learn about
their experiences. Do not baseyour decision solely on price. A
high school exchange program isa major event in a student’s life,
and it is important to find a highquality program.
Sponsors that have been approved
to issue the appropriate visa documentation for high school ex-

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Chapter 1 Short-Term Study in the United Stateschanges are listed on the State
Department website at http://
eca.state.gov/jexchanges/index.
cfm. In addition, the Council onStandards for International Educational Travel (CSIET), whichsets standards for organizations
offering high school exchanges,
provides a list of programs on its
website (http://www.csiet.org).
Direct Enrollment
Another exchange option is to arrange for your own attendance at
a U.S. high school. If you would
like to do this, a good starting
point is to contact the departmentof education for the state where
you wish to study and request information on schools within thatstate or in a particular section of
the state.
Unless you plan to live with relatives or participate in an organized program, you will be responsible for arranging your own
accommodations in the UnitedStates. Under current visa regulations, if you make your own arrangements to attend a U.S. highschool, you must enter the UnitedStates on an F-1 visa, not a tourist
visa. To get the visa, you will needdocumentation from the U.S.
school stating that it has accepted
you as a student. If you will attend
a public high school, you mustshow proof that you have paid

for your educational expenses
before an F-1 visa will be issued.
The maximum length of time
you can attend a U.S. public highschool is one year. If you attend
a private high school there is no
prepayment requirement or time
limitation.
Exchange Programs
Providing Professional
Experience
Short-term professional exchanges in the United States vary widelyin nature; some allow participants
to accept a wide range of work,
while others restrict them to experiences related to their chosen
career, or even to a specific job,such as being an au pair. Each
program has different eligibility requirements. Since the participants in this type of exchangemust travel to the United States
on a J-1 visa, these programs areoften known as J-1 professional
exchange programs.
J-1 professional exchange programs include:
Summer Work/Travel: permits
postsecondary students to workin the U.S. during their summer
vacations. Most jobs are casualin nature, including working inresort areas or at U.S. nationalparks. Maximum program duration is four months.

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Chapter 1 Short-Term Study in the United States

Camp Counselor: allows foreign nationals to work at U.S.
summer camps for up to fourmonths.
Intern: allows matriculated
university students and recent
graduates to pursue an internshipwith a U.S. business or non-profit
organization for periods of up to
12 months. This program is designed to offer participants training to develop their skills and toexpose them to American professional practices.
Trainee: allows eligible foreign
participants the opportunity todevelop professional skills witha U.S. business or organization.
Participants are generally a bit
older than interns and alreadyhave some professional experience. Programs in this category
may be as long as 18 months.

Sponsor Organizations
All participants in J-1 exchange programs must cometo the United States througha designated sponsoring organization. Sponsors that havebeen approved to issue the appropriate visa documentation(Certificate of Eligibility: Form
DS-2019) are listed on the State
Department website at http://
eca.state.gov/jexchanges/index.
cfm. In addition to issuing theDS-2019 form required to apply
for a visa, sponsors assist withplacements and provide support
to participants. Further information on the J-1 Exchange Visitor Program is available on the
Department of State’s website
at http://exchanges.state.gov/
jexchanges/.

Teacher: allows qualified, experienced teachers to teach full timein U.S. primary or secondary accredited schools for up to three
years.

You may also wish to consult thewebsite of the Alliance for International Educational and Cultural
Exchange (www.alliance-exchange.
org), an association of sponsors,which includes links to more than
70 member organizations.

Au Pair: allows foreign participants ages 18-26 to live with an
American family and provide up
to 45 hours per week of childcare
in the home. The program also
includes a mandatory educational
component conducted outside thehome.

Plan your participation in a professional exchange program as far
in advance as possible. Most exchange programs require you tofind a specific work placement in
the United States before you apply to the sponsor organization/exchange program. Programs may

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Chapter 1 Short-Term Study in the United States

have application deadlines, or they
may require that you apply a certain number of weeks or months
before you intend to leave for theUnited States. Ask the individual
sponsor organization how long
the whole process will take. Allow
time to apply for and obtain yourvisa. If possible, do not purchasea plane ticket before you are informed that your visa application
has been successful.
The information above serves
only as a brief introduction toprograms that provide professional experience. Contact an
EducationUSA advising center
for more information and to findout which programs are available
in your country.
Vocational and Technical
Programs
If you are interested in learning a
new skill or updating an existing
one, consider a short-term program offered at a two-year community or junior college, a vocational or technical institution, ora private training center.
Ranging in length from several
days to more than a year, these
programs are designed to meet
specific, practical training requirements to prepare students
for immediate employment.
Hands-on learning activities area major component of vocational
and technical education. Common fields of study include dataprocessing, computer programming, construction, automotive
mechanics, drafting, and secretarial services.
Technical education requires students to learn concepts, theory,and design in addition to practical skills. These programs arefound not only at community andjunior colleges, but also at somefour-year colleges and universities. See Booklet One in thisseries, Undergraduate Study, formore information about community colleges and universities.
Technical and vocational programs lead to certificates ofcompletion or diplomas, not touniversity degrees. Before you
apply to a technical or vocational training program, checkto make sure that your training
program and any certificate or
diploma you might earn will berecognized upon return to yourhome country and that the institution you are considering holds
the appropriate type of U.S. accreditation. Accreditation oftechnical and vocational schools
is carried out by national bodies,such as the Career College Association, or by the relevant divisions of institutional accrediting
bodies. Specialized accrediting

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Chapter 1 Short-Term Study in the United States

bodies also exist for some vocational fields such as allied healthareas. See chapter 4 in this booklet for information on the significance of accreditation and a detailed explanation of institutional
accrediting bodies and specialized accreditation.
Short-Term University Study
Would you like to study at a U.S.
university, but cannot commit to
studying for a full degree in the
United States? University exchange programs, non-degree or“special student” study, and summer study offer the opportunity
to spend a summer, a semester,or an academic year at a university in the United States without
enrolling in a degree program.
With careful planning this study
could be part of your degree program in your home country. You
could also take just a few courses
at a U.S. university — at the undergraduate or graduate level— for personal or professional
enrichment.
University Exchange Programs
Many U.S. universities have formal links with universities outside the United States and offer
student exchange programs withthese partners. Under such programs, U.S. students and students
from another country trade plac18

es and experience living in eachother’s countries and studying at
each other’s universities. Most ofthese programs last either a semester or an academic year. The
advantage of this arrangement
is that students from outside theUnited States generally pay theamount of tuition charged bytheir home university rather than
the tuition and fees of the U.S.
university, which can be considerably higher.
Contact the office responsible forinternational programs and linkages at your institution to ask if
your school has exchange agreements with any U.S. universities. If it does, find out how theexchange program operates andwhether you are eligible to takepart. If you are applying to study
at universities and colleges inyour home country and know you
would like to spend some time
studying in the United States,
find out whether they operate any
U.S. exchange programs.
Funding from U.S. institutions
for short-term study is very limited. If you are not eligible toreceive funding from your own
school or from the U.S. institution, you might try to obtainfunding from social, welfare, orcommunity organizations, frommultinational companies, or fromlocal businesses.

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Chapter 1 Short-Term Study in the United States

Non-Degree or “Special
Student” Study
Many U.S. universities allow students to take degree-level courses
without enrolling in a full degree
program. Under this arrangement, you might be able to takeclasses in a specific department,in several departments throughout a university, or possibly atseveral universities in a local area.
Be sure to ask the institution towhich you are applying, as well as
the nearest U.S. embassy or consulate, about visa requirements
for your particular situation.
Non-degree students who takedegree-level classes may be called
special students. Many universities impose a time limit on thenumber of semesters for which
you can be registered as a nondegree or special student. For
detailed information on how tochoose and apply to U.S. universities, see Booklets One and
Two in this series, Undergraduate
Study and Graduate and Professional Study and Research.
General information on the opportunities and requirements for
special student study should beavailable in most universities’ online catalogs. For specific information and application proceduresfor schools and programs thatinterest you, contact university

admissions offices. For postgraduate study, contact the individual
departments concerned, explaining that you wish to do short-term
study as a special student.
Special students are usually,
though not always, ineligible toreceive university-sponsored financial assistance such as scholarships or assistantships. Funding
may be available from independent foundations and organizations, such as Fulbright Commissions, that award scholarships
for postgraduate study. Further
information is available at thenearest EducationUSA advising center, your local university’s
study abroad office or career
placement center, and perhaps at
the local public library.
Summer Study
Some universities in the UnitedStates offer classes during thesummer break between May
and August. They may offer
one or two “summer sessions,”
and each session usually lasts between six and ten weeks. Be sure
to ask the institution to which
you are applying, as well as thenearest U.S. embassy or consulate, about visa requirements foryour particular program. The
visa application process can be
as long as several months, so be
sure to plan ahead.

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Chapter 1 Short-Term Study in the United States

Many universities open summer
session classes to the public, andthey sometimes make on-campus
dormitory accommodations available. Students who are enrolled ina degree program at the university may also take classes during
the summer to finish their degree
faster or to catch up on classes
they missed or in which they want
to improve their grades.
Some summer programs will not
accept students under 18 yearsof age or those who have notfinished secondary school. However, a few universities may allow students who are in the final
years of their high school studies
to attend. Deadlines for enrolling are often one to two months
in advance of the start date of theclass. Check the school’s summer
session brochure or website for
eligibility requirements and application procedures.
Another way to study in the
United States during thesummer months is to attend asummer school or institute. Summer schools and institutes offer
a range of courses aimed at personal enrichment and professional development rather than
the attainment of a degree. They
are available at some English language centers (see chapter 2 inthis booklet), as well as at institutes offering classes in cooking,20

fashion, music, the arts, and othertopics.
Visiting Fellows and Scholars
Many U.S universities offer opportunities for those who alreadyhold a doctoral degree to pursue
further research. They may also
allow visiting fellows to audit
graduate-level courses while having access to academic facilities
for personal research. For specific information and application
procedures, contact the university
admissions office and the appropriate department directly.
Booklet Two in this series, Graduate and Professional Study andResearch, contains more detailed
information on opportunities
for visiting scholars at U.S. universities and institutes, including
the U.S. Department of State’s
Hubert H. Humphrey Fellowship Program. Since most visiting
fellows are self-funded or havesupport from an outside source,
we recommend that you consult
the funding directories available
for reference at EducationUSA
advising centers worldwide.
Professional Short-TermStudy
A number of public, and many
private, training institutions in
the United States offer short-

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Chapter 1 Short-Term Study in the United States

term, intensive training programs
designed for professionals; someare specifically designed to meetthe needs of professionals fromoutside the United States. These
programs do not lead to a degree,
but instead provide a certificate
verifying the professional knowledge and skills gained by completing the program.
Professional short-term programs
last between a few days and an
academic year, and meet daily forsix to eight hours. They are practical and experiential in orientation, with an emphasis on casestudies and activities outside theclassroom. A program might include hands-on work experience,site visits, opportunities to network with U.S. counterparts, andapplication of theory to your own
professional situation.
Professional short-term training
is expensive but cost-effective.
For example, the number of classroom hours in a one-week, shortterm training program is approximately equal to the numberof classroom hours in a 14-weekcourse that meets for a few hours
per week.
Because of the range of organizations that offer training andthe variety of programs offered,finding information about professional training programs often

requires more research than other types of short-term study. The
nearest EducationUSA advisingcenter is a good place to start.
Other possible sources of information and advice include youremployer, professional associations, and home country government agencies. As appropriate,
you can also contact suppliers ofcomputer or technical equipment
for your field, teaching/researchhospitals, or, for public service
fields, U.S. government organizations and offices.
Review• Begin planning short-term
study in the United States
12 to 18 months in advance,
and identify several programs
that meet your requirements.
Make sure that the programs
you choose are accredited, andcheck in advance that they will
be recognized in your homecountry upon your return.
• High school exchange programs
last from a few weeks to an
academic year, and many allow
participants to live with a U.S.
family.
• Vocational and technical programs meet specific, practicaltraining requirements and prepare students for immediate
employment. They lead to cer-

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Chapter 1 Short-Term Study in the United States

tificates of completion or diplomas, not degrees.
• Opportunities for short-term
study at U.S. universities include
semester- or year-long university-to-university exchange programs, non-degree or special
student study, summer study,
and opportunities for scholars
and fellows.

United States offer intensive
programs designed to meet the
specific training needs of professionals. They last from a few
days to an academic year.
Useful Websites
Alliance for International Educationaland Cultural Exchange
http://www.alliance-exchange.org• Summer schools and institutes
in the United States offer the
chance to take courses for
personal enrichment or general professional development,
rather than to earn a degree.

Council on Standards for International
Educational Travel (CSIET)
http://www.csiet.org• Colleges, universities, and training institutions throughout theJ-1 Exchange Visitor Programs
http://exchanges.state.gov/jexchanges/

22

Fulbright Program
http://fulbright.state.gov

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Chapter 2 English Language Programs			English			 Language				 Programs“I studied English in the UnitedStates for four months in 2007.
The EducationUSA adviser andI spent lots of time investigating programs and departments,
accommodations, and visa
arrangements. EducationUSA
advising centers can help you
make the most of U.S. executive
education programs.”— Intensive English student from Colombia

The United States is the mostpopular destination for international students seeking to learn
English or to improve their English skills. Hundreds of U.S. educational institutions offer Eng-

lish language programs. These
programs provide a variety ofcourses, from academic English
for university-bound students tolanguage and culture courses fortravelers. This chapter includes
information on how to choose
the best program for you andwhere to find additional sourcesof information.
Choosing an English
Language Program
High-quality English language
programs have professionallytrained teachers, an excellent curriculum, and superior study facilities. Such facilities may include

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Chapter 2 English Language Programs

classrooms, libraries, laboratories,
computers, and other equipment.
As a prospective student, you
should examine the following criteria carefully to help you decide
whether a program is appropriate
for you: program type, accreditation, program quality, curriculum,
length of study, location and setting, class structure, cost, and admission requirements.
Program Types
There are three main types ofEnglish language programs available in the United States:
Intensive English Programs(IEPs): These programs generally require 20 to 30 hours per
week in the classroom and include classroom instruction, small
group discussions, language labs,
and out-of-class work. Some intensive courses allow students toattend regular academic classes
in subjects outside the Englishas-a-second-language curriculum.
Most programs are developed
as pre-academic preparatory
courses, designed to prepare students for admission into a U.S.
college or university.
Semi-intensive English Programs: Like IEPs, semi-intensive
courses include classroom instruction, small group work, languagelabs, and out-of-class work, but
24students usually also take academic courses in subjects other thanEnglish. Some schools require students to take semi-intensive English-as-a-second-language (ESL)
courses to improve their English
proficiency if their Test of English
as a Foreign Language (TOEFL)
or International English Language Testing System (IELTS)
scores were sufficient for admission but not high enough to enable them to complete advanced
coursework and fully engage withother students and faculty.
Professional English Programs:
Many private English language
programs, and some universitybased programs, are tailored to fit
the needs of professionals. Thesemay include programs in business English or special certificate
programs in fields such as law,engineering, education, medicine,architecture, computer science,
aerospace, hospitality management, or travel. Internships with
U.S. businesses are available withsome programs.
This chapter will focus on Intensive English Programs (IEPs).
Accreditation
There are two specialized accrediting bodies for Intensive English
Programs in the United States:
the Accrediting Council for

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Chapter 2 English Language ProgramsContinuing Education and Training (ACCET) and the Commission on English Language Program Accreditation (CEA). The
nearest EducationUSA advisingcenter can tell you more about
recognition of English language
program certificates in your country and whether the programs inwhich you are interested are appropriately accredited. See chapter 4 for more detailed information on accreditation.
Program Quality
Two professional organizations
for Intensive English Programs
have established standards that
all member programs must meet:
the Consortium of University
and College Intensive English
Programs (UCIEP) and theAmerican Association of Intensive English Programs (AAIEP).
Make sure the programs you areconsidering are members of UCIEP or AAIEP. The UCIEP and
AAIEP websites include information about their member institutions and programs.
It is also important to know theacademic standing of your prospective teachers. Check program
brochures, catalogs, or websites to
see what degrees the teachers of aparticular program have earned.
Look for institutions whose
teachers have degrees in English

as a second language (ESL) or applied linguistics. You can also ask
about teachers’ involvement withprofessional associations focusedon English as a second language
or international education.
Curriculum
Most language program curricula
are divided into levels, startingwith courses for beginners who
have never studied English andprogressing to courses for advanced students who are refining their skills in preparation for
beginning studies at a university
or college in the United States.
A typical language program curriculum is designed to improvestudents’ understanding and useof English in reading, writing, listening, and speaking. Some language programs focus exclusively
on English for academic purposes,
while others concentrate on preparation for such examinations as
the Test of English as a Foreign
Language (TOEFL), the International English Language Testing
System (IELTS), and the Test of
Spoken English (TSE).
Length of Study
How long will it take to achieve
the language skills you need?
It is difficult to determine howlong a student will need to spend
in an IEP. At the beginning of

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Chapter 2 English Language Programs

each program, all students take aplacement exam so they can start
their studies at the appropriate
level. Some students reach thelevel they need in as little as one
or two terms/semesters, whileothers take longer.
Location and Setting
In addition to the geographic location, you should consider thesetting in which a program is offered and find out what services
are available. There are threecommon models:• programs run within a department of a university or college,such as the English language department;• privately owned language
schools associated with a university or college and located on ornear the campus; and• private schools not connectedwith a college or university.
Find out whether a program has
a connection with an academic
institution, what student services
are available, and how the program will meet your academic advising, housing, health, and social
needs. IEP students who attend
a program on a traditional U.S.
college or university campus are
typically offered use of the insti26

tution’s dormitory housing, advising, and health services. Private
language schools usually offer
students a variety of housing options, provide academic advisingand orientation counseling, andarrange health services for theirstudents. A good-quality IEP, regardless of its setting, will clearlystate what services it provides —either by a university or by thelanguage school itself.
Class Structure
Before choosing a program, consider the following:• What is the average class size?
• How many students are there
per teacher?
• Is there a standard policy concerning the number of students
with the same native language
who are placed in one class?
Class size and student-to-teacher
ratio can indicate the level of personal attention students receive.
Having classmates from many
language backgrounds (not justtheir own) usually helps students
learn English more quickly.
Cost
Besides tuition, programs may
require payment for student fees,

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Chapter 2 English Language Programs

housing, board (meals), books,
health insurance (mandatory
for most programs), and othermiscellaneous expenses. Many
programs require an application
fee, which is often nonrefundable.
Some programs also require a
tuition deposit. Find out the total cost of a program before you
apply.
Admission Requirements
Admission requirements varyfrom program to program, but
most IEPs require students tohave completed secondary school
and to be able to prove they can
pay the full cost of the program.
Some programs ask for additional
information such as educationaltranscripts and documentationof English proficiency, and others require students to agree todevote the majority of their timeto language studies while in the
program.
Admission to Academic
Programs
Some institutions in the UnitedStates offer conditional or provisional admission to academic
programs to applicants whose
academic or professional qualifications are very good, but whose
English language skills need improvement. This does not automatically mean you have been

accepted into other academic
programs offered by a university
or college.
For international students, conditional or provisional admission
most often means that a student
has demonstrated sufficient academic or professional qualifications, but must complete additional English language courses
or submit an acceptable scorefrom a standardized English language proficiency test such as the
TOEFL, IELTS, or TSE before
enrolling in regular courses. Since
it may be more difficult to obtaina visa based on conditional orprovisional admission, be sure toread the documents you receivefrom the admissions office carefully and be prepared to explain
the conditions of admission during your visa interview.
Some institutions require international students to take English
language placement tests after
they arrive on campus. Students
then enroll in regular programs ofstudy and/or additional English
language courses based on the results of the placement tests.
Student Visas
The final step toward studying
English in the United States is obtaining a visa. You will most likely
need to apply for an F-1 student

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Chapter 2 English Language Programs

visa from your local U.S. consulate or embassy. Booklet Four inthis series, Getting Ready to Go:
Practical Information for Living
and Studying in the United States,
covers the visa application process in detail. It is available on the
EducationUSA website at http://
www.educationusa.state.gov.
Review• Intensive English Programs(IEPs) range from beginner toadvanced in level. The length oftime needed in a program varies depending on students’ goals
and English skills at the start ofthe program.
• Programs may be run by a university department, a privateorganization at or near an academic institution, or by a private
school not connected with a college or university.
• Find out about class size, student-to-teacher ratio, and how
many students with the samelanguage are placed in eachclass.

28• Admission to an English language program at a university
or college does not mean thatyou have been granted admission to an academic program atthat same institution.
• An F-1 student visa will almost
always be required for study in
an English language program.
Consult the program’s sponsors and an EducationUSA advising center for more information on visa requirements andprocedures.
Useful Websites
American Association of Intensive
English Programs
http://www.aaiep.org
Commission on English Language
Program Accreditation
http://www.cea-accredit.org
University and College Intensive
English Programs
http://www.uciep.org
Teachers of English to Speakers of
Other Languages
http://www.tesol.org

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Chapter 3 Distance Education				 Distance		
Education
This chapter provides information on distance education, how
to choose the most appropriate
program, and where and how tolocate more information.
What is Distance Education?
Distance education is a type offormal learning in which the student and the instructor are not in
the same place at the same time.
It may be synchronous or asynchronous. If distance education
is synchronous, students receive
instruction at a particular timeand, usually, at specific locations.

If distance education is asynchronous, students receive instruction
wherever and whenever they desire, as long as they have accessto a computer with the required
specifications and a high-speed
broadband Internet connection.
Distance education can be accomplished through one or moreof the following means:• voicemail;• one-way or interactive radio,
television, satellite, audio/video
transmission/conferencing;

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Chapter 3 Distance Education• audio/video recording;• computer-aided
and/orinstruction;• the Internet.
Many distance education programs also require occasional
attendance by the student on
the campus of the college/university offering the program.
Others simulate the classroom
experience through Internet
chat-rooms, video-conferencing,and “net meetings” in which students can discuss topics and get
immediate feedback from the
instructor.
Whatever form of distance education you choose, it is importantto find out how the materials will
be delivered so you can plan how
you will fulfill the requirementsfor participating in class and forcompleting and returning thecoursework.
Why Choose Distance
Education?
Students enroll in distance education programs for many reasons:• logistical: they cannot attend a
campus away from their home;• familial: they have child-care orelder-care obligations;30• professional: they may want todevelop or upgrade skills andknowledge to stay competitive,
but they cannot get away fromtheir current job to enhancetheir future possibilities;• financial: they cannot afford to
pay high tuition and fees; or• geographic: the program may
be offered at a location that is
not feasible to attend for economic, cultural, or politicalreasons.
Skills Needed to Succeed
Experience shows that those most
likely to succeed in a distanceeducation program are self-disciplined students who like to work
independently and have some degree of privacy. Because of theirheavy reliance on computers andthe Internet, distance education
programs also require certain
technical skills. In fact, many
students fail to complete theirdistance education programsor transfer to more traditional
campus-based degree programs
because they lack the necessary
skills or do not have access to aworking environment suitable for
distance learning.
Ask yourself the following
questions before enrolling in a
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Chapter 3 Distance Education• Am I self-motivated and an independent learner?
• Does my schedule permit me
to devote the necessary hours
to study?
• Do I have a place at homeor at work that I can claim as
my own for extended periodsof study and communication
with the program? Will family
members or others around me
respect my need to spend timeon my own?
• Do I have the required English
language skills?
• Do I have the necessary computer/technical skills to complete the program successfully,
or do I need training?
• Do I have someone to assist me
if I experience technical problems? (Accredited distance education programs in the UnitedStates should be able to extend
support through their “helpdesks” electronically or by tollfree phone.)
Choosing a Distance
Education Program
Most successful distance education students have done plentyof research to find the programthat is right for them. Some ofthe points you need to consider
before applying to a program include the following:• What are the specific educational outcomes of the program?
Is earning a degree important tome, or do I want to take just a
few classes to learn a new skill
or to complete a certificate program to increase my professional status?
• What is the value of distanceeducation in my home country?
• What are the total costs of the
program? Are there any additional expenses I might incur? Is
there financial aid available?
• Is occasional on-campus attendance in the United States possible for me, or do I require a
program that can be completed
entirely from my home country
without traveling to the UnitedStates?
• Is the program asynchronous(any time) or synchronous (realtime)? If the latter, would thetime difference between mycountry and the campus in the
United States prevent me fromtaking part?
• How is the program information delivered, and what type ofequipment will I need? Does my

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Chapter 3 Distance Educationequipment meet the required
technical specifications?
• What academic or technical assistance is provided?
What Types of Programs are
Available?
Whether you are looking to improve a particular skill, improveyour general knowledge, earn acertificate, or earn an undergraduate or graduate degree, there
are programs that could serve
your needs.
Distance education is expanding
and evolving, and many institutions see it as a form of education that can be adapted to suitmany of their programs and degree offerings.
What Types of Institutions
Offer Distance Education?
The institutions that offer distance education programs arealmost as varied as the programs
themselves. Programs are available through traditional U.S. colleges and universities, “virtual”
universities, two-year junior orcommunity colleges, and professional bodies, as well as throughprivate corporations and otherorganizations. Virtual universities offer no campus-based programs at all; every program they32

run is a distance education program. The number of virtual universities is increasing all the time,and most hold the same kind ofaccreditation as traditional, campus-based institutions. (See the“Accreditation” section later inthis chapter.)
How Much Does Distance
Education Cost?
Costs for distance education varyconsiderably depending on thetype of program. Distance education can save you the expensesof travel, room, and board, but
the academic fees are usually thesame as those of traditional oncampus programs.
If a period of on-campus residency is required during the courseof the program, include the costof travel and accommodations inyour budget. You should also inquire about the costs of learningmaterials needed to complete eachcourse, and factor in courier/shipping charges, as applicable. For
further information on calculating the costs of studying for a U.S.
degree, see Booklets One and
Two in this series, Undergraduate
Study and Graduate and Professional Study and Research. Both areavailable on the Internet at http://
www.educationusa.state.gov andat your nearest EducationUSA
advising center.

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Chapter 3 Distance Education

If there is a campus residency
requirement for your program,
you will probably need a student visa to travel to the UnitedStates. Confirm what type ofvisa is required with the institution you are interested in attending. Contact an EducationUSA
advising center and a U.S. consulate or embassy in your homecountry to find out about therequirements for applying for a
U.S. visa in your country and any
costs involved. For further information, read the section on applying for a visa in Booklet Fourof this series, Getting Ready to
Go: Practical Information for Living and Studying in the UnitedStates.
Admission Requirements
Some people believe that distanceeducation programs have no requirements for admission or that
there are no prerequisites for an
online degree program. Although
this might be true in some cases,
application procedures for enrollment into a quality distanceeducation program are usually
the same as those for traditional
campuses.
For admission into distance education programs, many institutions require satisfactory scoreson standardized tests such as
the SAT, the ACT University-

Entrance Exam (The ACT), theGraduate Record Examination(GRE), the Graduate Management Admission Test (GMAT),
the Test of English as a Foreign
Language (TOEFL), and/or theInternational English Language
Testing System (IELTS). Application forms, similar to the ones
you would fill out for an on-site
program, are often required,along with transcripts showing
past educational performance.
Letters of recommendation, application essays, statements of
purpose, plus some other requirements, which vary fromprogram to program, are often
mandatory.
Many programs require applicants to complete surveys andexercises in computer literacy.
Students need to acquire a certain
level of technological fluency for
active participation in this learning environment.
Once you are accepted into a distance education program, find out
how you will receive course materials and what the requirements
are for promotion to the nextlevel. Depending on the numberof credits you transfer into the
distance education program, it
will probably take you at least as
long to complete the program as
it would to complete a campusbased program.

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Chapter 3 Distance Education

Other Things to Consider
Quality of the Program
Research the history and quality of the program. Consider thefollowing:• How long has the institution
been enrolling students in thisprogram?
• Review the vision, mission,
goals and objectives of theschool; consider its history andtrack record.
• Find out whether the institution offers effective 24/7 webbased student support with online help desk services. Schools
committed to excellence inonline learning delivery havesound frameworks of academic
and administrative support.
• The admission requirements,
standards for selection, andexpected level of achievement
should be the same for distance education and traditional students.
• How does the variety of courses offered compare with similar
programs at other institutions?
• What is the average length oftime it takes for a student tocomplete this program?
34• What have graduates of thisprogram gone on to do, particularly in terms of transferring to other degree programs
or finding employment?
• How can I contact some ofthese graduates and their employers to talk about theirlearning experiences and their
preparation for a career?
• Where can I find evaluationsof this program?
• Will this program be recognized in my home country?
Accreditation
Check the accreditation status
before enrolling in a distance education program to be sure thatyour degree will be recognized by
employers, government entities
in the United States and in yourhome country, or other institutions of higher learning. Information specific to the accreditationof distance learning programs ison the next page. Chapter 4 provides further information on accreditation in general.
The U.S. Department of Education and the Council on
Higher Education Accreditation(CHEA) recognize a number ofnational and regional bodies as
accreditors of higher education

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Chapter 3 Distance Education

programs, including distance education programs.
Distance education programs
offered by an accredited college
or university are included in theinstitution’s overall accreditation. There is no such thing asa “partially accredited” institution, and distance education programs must meet the same standards and requirements as otherprograms.
“Regional accreditation” is themost commonly held type of institutional accreditation in the
United States; it is carried out
by six regional accrediting bodies, which have adopted regulations to ensure that students whoearn degrees through distanceeducation programs receive an
education equivalent to the education they would receive on-site
at a U.S. campus. Regional accreditation is possible even forvirtual universities that have nophysical library, campus, or fulltime faculty. These universities
must demonstrate that their offerings are comparable to thoseof a traditional campus, that theacademic qualifications of course
designers are appropriate totheir field, and that students haveguaranteed access to information
resources beyond those generally
available to the public through theInternet.

If the institution offering a distance education program is notregionally accredited, ask for a listof universities or employers thatrecognize degrees or credits fromthe institution and verify any information you receive. Find out
what provisions have been madein case the program is discontinued before you complete yourstudies. Keep in mind that many
government agencies and public/
private employers will not accept
degrees from institutions not accredited by a recognized body.
Security of the Program
Academic dishonesty and ethical behavior are major concerns
in an online learning environment. Gauging whether the student completing the exam is thesame person who took a course
or whether the person taking acourse is a bona fide student canbe a challenge in distance education. Proponents of distanceeducation believe that trained andexperienced faculty who are familiar with their students’ abilities
and learning/writing styles candetect inconsistencies.
A variety of methods are available to maintain checks andtighten security. Some courses use
plagiarism prevention and detection software or tools, and others
utilize biometric measures such

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Chapter 3 Distance Education

as retina scans or thumbprints tomake sure that the people taking
tests are indeed the people who
sign up for courses. Still others require students to take proctored
exams at approved locations in
the United States.
Review• Distance education is a type offormal learning in which the student and the instructor are not in
the same place at the same time.
• There is a wide range of distance education programs andof institutions that offer these
programs in the United States.
• The cost of tuition for distanceeducation programs is similar
to on-site programs. Application procedures are also usually
the same as for campus-based
programs.
• Be sure to ask where recent
graduates are employed andfind out if the degree, certificate, or diploma will be recognized in your home country.
Students attending institutions
that are not accredited by arecognized body will find it
difficult to have their degrees

36

accepted by U.S. and homecountry government agencies,
other educational institutions,and many private employers.
Useful Websites
GetEducated.com — Adult
Education and Distance Learner’s
Resource Center
http://www.geteducated.com
Degree.net — The Online Degree
Guide Center
http://www.degree.net
Distance Education and Training
Council (DETC) — Recognized
Accrediting Body for Postsecondary
Distance Education Institutions
http://detc.org
United States Distance Learning
Association
http://www.usdla.org
The American Journal of Distance
Education
http://www.ajde.com
The Sloan Consortium (Sloan-C) —Consortium of Individuals, Institutions
and Organizations Committed to
Quality Online Educationwww.sloan-c.org

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Chapter 4 Accreditation

Accreditation

Accreditation is the system of recognition and quality assurance for
institutions and programs of higher education in the United States.
When deciding on a program ofstudy, one of your main concerns
should be whether the program isproperly accredited. This chapter
explains what accreditation is,
how it happens, who carries it out,
and why it matters to you.

Maintaining Educational
Standards in the
United States
In most countries, the central
government is responsible formaintaining the quality standardsof institutions of higher education. In the United States, each
U.S. state has its own system of licensing public and private institu-

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Chapter 4 Accreditation

tions of higher education. Licensing requirements vary greatly
from state to state, so licensing by
a state education department is
not a reliable indicator of whether an institution has met the same
standards as other schools in theregion or in the country.
How can you know if a U.S. institution or program has met
certain standards for quality? In
the United States, institutions
and programs may demonstratethat they meet and maintaincertain educational standards bybecoming “accredited.” Accreditation is carried out by private,
non-governmental organizations
called accrediting bodies or accrediting associations, which determine and regulate educational
standards. To be an accredited
institution of higher education in
the United States, an institution
has to meet and adhere to thestandards of a particular body or
association. Being licensed in aparticular state is not the same as
being accredited.
Why Accreditation Is
Important
If the school you attend is notproperly accredited, you may findthat your degree is not recognizedin the United States or othercountries, or by other universities,
professional associations, employ38

ers, and government ministries
and departments.
Before you apply to study in the
United States, check with yourhome country’s department
or ministry of education about
whether there are any restrictions on the recognition of U.S.
degrees or courses completed at
U.S. universities. In particular,
ask if there are specific requirements concerning the accreditation of U.S. institutions orprograms. Once you have identified institutions in the UnitedStates to which you intend to apply, check again with your homecountry’s department or ministryof education to determine whether a degree or academic credits
from those institutions will berecognized.
Recognized Accrediting
BodiesThere is no legal restriction
on the use of the words “accredited,” “accrediting body,”
or “accrediting association” in
the United States. As a result,
it is important that you check
whether an institution and its
programs hold accreditationfrom a “recognized” accrediting
body or bodies. To be considered
recognized, an accrediting bodyshould meet one or both of thefollowing criteria:

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Chapter 4 Accreditation• It is a member of the Councilfor Higher Education Accreditation (CHEA) or the Association of Specialized and Professional Accreditors (ASPA). To
find out, consult the CHEA
and ASPA websites or look in
Accredited Institutions of Postsecondary Education (see “Additional Resources” at the endof this booklet). Copies of thisdirectory are available at EducationUSA advising centersworldwide.
• It is recognized by the U.S. Department of Education. Whilethe department is not involvedin the process of accrediting
institutions, it does publish a database of accredited programs
and institutions at http://ope.
ed.gov/accreditation.
What Accreditation Signifies
Specific requirements and standards vary between accrediting
bodies. However, any institution
or program accredited by a recognized accrediting body must:the institution must control its
own financial resources, employ
adequately prepared faculty andinstructional staff, admit only
those students whose qualifications make them able to benefit
from the programs offered, andpresent educational programs ina coherent and current manner;• be effective in achieving its immediate objectives; and• give evidence that it will continue to achieve those objectives
for the near future.
Accrediting associations assess
the performance of an institution or program compared to its
stated mission and the accrediting
body’s standards.
Recognized accrediting bodies
follow a three-step process to ensure quality:• have an overall stated purpose(often called a mission) that defines the students it serves andthe objectives of the institution’sor program’s activities;• The institution carries out aself-study and submits a reportto the accrediting body. The
self-study and report address theinstitution’s mission, academic
programs, faculty, financial,and other tangible resources,
information resources, student
services, physical facilities, andsystem of governance.

• control the resources necessary
to achieve its purposes; that is,• An outside group of academics
visits the institution to validate

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Chapter 4 Accreditation

what the institution has reported in its self-study, determine
whether the institution or program meets the accreditation
standards of the agency, makesuggestions for the improvement of the institution or program, and submit a report forconsideration by the accrediting
association’s governing body.
• The governing body decides
whether or not to grant accreditation. Accreditation is neverpartial, and there is no difference between the terms “fully
accredited” and “accredited.”
The process does not end once aninstitution has successfully had an
accreditation visit and decision.
Institutions or programs must fileannual reports, reply to rulings
made by the accrediting body,and undergo regular visits at least
once every five to ten years. They
must also notify their accreditors
if they undergo any significant
change — for example, in ownership, mission, location of campuses, or offering of a degree at ahigher level.
Accreditation is not a way to rank
member institutions. Rather, it isa process that validates the integrity of an educational institution.
For the student, it is an indicationthat the institution or program
meets certain standards of excel40

lence. Accrediting associations
require institutions to engage inconstant self-assessment in orderto keep their programs as current
as possible. Such assessment ensures that the institution’s graduates are prepared for the current
needs of society, and that they
have developed the capacity forcontinued learning.
Types of Accreditation
There are two types of accreditation for degree-granting institutions in the United States:
institutional and programmatic.
Institutional accreditation reviews
and accredits the whole institution. Programmatic accreditation,
sometimes called professional
accreditation or specialized accreditation, deals with programs,
departments, or schools within an
institution; for example, a physical therapy program, a businessschool, or a school of engineering.
Several accrediting associations
or bodies carry out each of thesetypes of accreditation. A single
institution may be accredited byboth types of accreditors and by
multiple institutional or programmatic accreditors.
Institutional Accreditation
There are two types of institutional accreditation: regional (theprimary type used) and national.

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Chapter 4 Accreditation

Six organizations, which coverdifferent geographic regions of
the country, carry out the regional accreditation process. Anothersix, which cover career-related
and faith-related programs, carryout national accreditation. For
a complete list please visit the
CHEA or U.S. Department of
Education websites.
While the requirements for regional accreditation vary between
different areas of the UnitedStates, they are generally considered more stringent than thosefor national accreditation. Someinstitutions hold national rather
than regional accreditation because they are unwilling or unable
to meet the standards of regional
accreditation. For example, regional accrediting bodies requirethat between one-quarter and
one-third of the institution’s curriculum be allocated to courses ingeneral education (humanities,
social sciences, and physical sciences); this is a problem for somespecialized institutions. Anotherexample involves colleges that arecontrolled by religious denominations that require that certain
concepts (for example, creation)
be taken on faith; since regional
accrediting associations typicallyrequire that institutions allow
faculty and students the academic
freedom to pursue all ideas, these
institutions may not be able tomeet the standards of regional
accreditation.
If you are considering a U.S. institution that holds national accreditation but not regional accreditation, be sure to ask the following
questions:• Will my home country’s government, professional associations, and employers recognize
a degree from an institution
accredited by a national accrediting body but not a regional accrediting body?
• Will educational institutions inother countries recognize a degree from a nationally accredited U.S. institution?
• Have graduates of this U.S. institution been able to use theirdegrees to do what I want to dowith my degree? For example,
how many have gained entry
to a particular field of employment or were accepted into a
more advanced degree program
offered at another institution?
Note that many regionally accredited U.S. institutions do
not recognize credits or degrees
earned at other institutions thatare nationally accredited or accredited in another region. Be
sure to check about this if you
decide to transfer from one U.S.

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Chapter 4 Accreditation

institution to another part way
through a degree program, or if
you plan to pursue degrees at different U.S. institutions; for example, a bachelor’s degree fromone school and a master’s degreefrom another.

profession, check with the licensing body in your home country or
where you intend to practice todetermine whether programmatic
accreditation is a prerequisite forpractice before enrolling in a degree program.

Programmatic Accreditation

Even if programmatic accreditation is not required for licensure,specialized accreditation offers aguarantee that both the program
and the faculty are qualified andcurrent in their profession, as
judged by the accrediting body.

Programmatic accrediting bodies
accredit specialized and professional degree programs or departments rather than whole institutions. Very often, such programsor departments are offered, or are
based, at institutions that alreadyhave institutional accreditation,
so you can be assured of their legitimacy and general quality.
For a list of the recognized programmatic accrediting bodies in
the United States, please visit the
CHEA and/or ASPA websites.
The U.S. Department of Education recognizes national and regional accrediting bodies and only
a limited number of programmatic accreditation agencies.
For some professions, including
those dealing with health (forexample, medicine or dentistry)or safety (for example, engineering), you must be a graduate of aprogram with programmatic accreditation in order to practicein a specific field. If you are considering working in a particular
42

Institutions Not Holding
Recognized Accreditation
Students at institutions that do
not hold some form of recognizedregional or national accreditation
are likely to encounter difficulties
in the following areas:• They may be ineligible for manyloans and scholarships, as well
as some other academic honors.
For example, many foreign governments will grant educationalloans only to students who areattending a regionally accredited institution.
• It may be difficult to transfer credits to, or to have theirdegrees recognized by, other
U.S. institutions that do holdaccepted regional or national
accreditation.

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Chapter 4 Accreditation• Governments of other countries will often not recognize degrees from U.S. institutions that
do not hold regional or national
accreditation.
• Many private employers will
not recognize credits and degrees earned at an institutionthat is not regionally accredited.
In considering institutions that
do not hold accreditation from arecognized body, you need to beaware of two additional factors:• Recognized accrediting bodies have strict policies to avoid
any conflict of interest between
the institution being evaluated and those who are doing
the evaluating. For example,
evaluators cannot be students,
alumni, owners, or employeesof the institution undergoing
the evaluation. This integrity inthe accrediting process cannot
be guaranteed if the accrediting
body is not recognized.
• If you attend an institution that
does not hold accreditationfrom a recognized accrediting
body, not only may employers
and governments not accept
your credits and degree, but you
also may not receive as current
or comprehensive an education
as that offered by institutions accredited by recognized bodies.

If you are considering studying at
an institution that does not haveproper accreditation, ask for thenames of alumni who have usedtheir degrees to do somethingsimilar to what you plan to do withyours. Then contact the alumni to
ask about their experiences.
If you have any doubt about theaccreditation status of a U.S.
institution or a U.S. degree program offered in your home country, contact the accrediting bodyof the institution in the UnitedStates directly, or speak to an
EducationUSA adviser for further information.
Review• Accreditation is the system ofrecognition and quality assurance for institutions and programs in the United States.
• Accreditation is a voluntary
process in the United States andis not carried out by a central
governing body such as the U.S.
Department of Education. Licensing of higher education institutions by state departmentsof education is not the same asaccreditation.
• Recognition of a U.S. degree inthe United States and in othercountries is often determined by
the accreditation status of the

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Chapter 4 Accreditation

institution or program of study.
International students should
check with their home country
ministry of education, council ofhigher education, or other regulatory body regarding restrictions
on recognition of U.S. degrees.
• The process of accreditation
requires institutions: to have anappropriate mission; to control
the resources to achieve thatmission; to meet that mission
effectively; and to give evidence
that they will continue to meetthe mission for the foreseeable
future.
• Accrediting bodies require institutions or programs to carry out
a detailed self-study and submit
a report on that study for approval by the accrediting body.
The process of accreditation is
ongoing and includes periodic
reports and inspections to ensure standards are maintained.
• Accreditation can be institutional, covering the whole institution,or programmatic (sometimes
called professional or specialized), covering a program or department within an institution.
• Institutional accreditation may
be either regional or national(less common). If an institution
holds national accreditation,
44

students should investigate bywhom their degrees, or any
credits they earn, will be recognized, as recognition can varyconsiderably.
• Programmatic accrediting bodies are recognized by either theCouncil for Higher Education
Accreditation (CHEA) or
the Association of Specialized
and Professional Accreditors(ASPA). Programmatic accreditation of a degree program,department, or school may be
a requirement for practicing incertain professions.
Useful Websites
Association of Specialized andProfessional Accreditors (ASPA)
http://www.aspa-usa.org
Council for Higher Education Accreditation (CHEA)
http://www.chea.org
U.S. Department of Education
Database of Accredited Postsecondary
Institutions and Programs
http://ope.ed.gov/accreditation* See the CHEA and/or ASPA
websites for links to regional, national
faith-related, national career-related, andprogrammatic accrediting organizations.

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Glossary of Terms

Glossaryof
Terms
Academic Adviser (AA): A member of a college faculty
who helps and advises students on academic matters.
Academic Year: The period of formal instruction, usually
September to May; may be divided into terms of varying
lengths ­— semesters, trimesters, or quarters.
Accreditation: System of recognition and quality assurance for institutions and programs of higher education in
the United States.
ACT University-Entrance Exam: A multiple-choice testof English, math, reading, and science reasoning (plus anoptional writing component) used for admission into undergraduate programs.
Add/Drop: A process at the beginning of a term whereby students can delete and add classes with an instructor’s
permission.
Advance Registration: A process of choosing classes inadvance of other students.
Affidavit of Support: An official document proving apromise of funding from an individual or organization.
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Glossary of Terms

Assistantship: A study grant of financial assistance to a
graduate student that is offered in return for certain services in teaching or laboratory supervision as a teaching assistant, or for services in research as a research assistant.
Associate Degree: The degree awarded after a two-year
period of study; it can be either terminal (vocational) or
transfer (the first two years of a bachelor’s degree).
Attestation: Official affirmation that a degree or transcript is genuine. Usually signed by a recognized expert orwitness.
Audit: To take a class without receiving credit toward a
degree.
Authentication: Process of determining whether something is, in fact, what it is declared to be. Incoming students
are often required to provide a document of authentication
for academic transcripts or previous degrees when applying
to a program of study in the United States.
Bachelor’s Degree: Degree awarded upon completion of
approximately four years of full-time study in the liberal artsand sciences or professional subjects.
Class Rank: A number or ratio indicating a student’s academic standing in his or her graduating class. A student
who ranks first in a class of 100 students would report hisor her class rank as 1/100, while a student ranking last
would report 100/100. Class rank may also be expressedin percentiles (for example, the top 25 percent, the lower
50 percent).
Coed: A college or university that admits both men andwomen; also refers to a dormitory that houses both men andwomen.
College: A postsecondary institution that provides an undergraduate education and, in some cases, master’s level
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Glossary of Terms

degrees. College, in a separate sense, is a division of a university; for example, College of Business.
College Catalog: An official publication giving information about a university’s academic programs, facilities, entrance requirements, and student life.
Core Requirements: Mandatory courses required forcompletion of the degree.
Course: Regularly scheduled class sessions of one to five
hours (or more) per week during a term. A degree programis made up of a specified number of required and elective
courses and varies from institution to institution.
Credits: Units that universities use to record the completion of courses (with passing grades) that are required for an
academic degree. The catalog defines the number and kindsof credits that are required for the university’s degrees andstates the value of each course offered in terms of “credit
hours” or “units.”
Day Student: A student who lives in accommodations not
administered by the college and off the campus grounds. Heor she travels to campus every day for classes.
Degree: Diploma or title conferred by a college, university,or professional school upon completion of a prescribed program of studies.
Department: Administrative subdivision of a school, college, or university through which instruction in a certain
field of study is given (such as English department or history department).
Designated School Official (DSO): A Designated
School Official (DSO) is the person on campus who gathers and reports information on international students to
the Student and Exchange Visitor Information System(SEVIS) and assists international students in the visa andIf You Want to Study in the United States: Short-Term Study

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Glossary of Terms

employment authorization process. Your DSO’s name will
be listed on your I-20 or DS-2019.
Dissertation: Thesis written on an original topic of research, usually presented as one of the final requirements
for a doctoral degree (Ph.D.).
Distance Education: A type of formal learning in which
the student and the instructor are not in the same place atthe same time. It may be accomplished via telephone, radio, television, audio-video recordings, computer programs,
and/or the Internet.
Doctorate (Ph.D.): The highest academic degree conferred by a university to students who have completed atleast three years of graduate study beyond the bachelor’s
and/or master’s degree and who have demonstrated
their academic ability in oral and written examinations
and through original research presented in the form of
a dissertation.
Dormitories: Housing facilities on the campus of a college or university reserved for students. A typical dormitory would include student rooms, bathrooms, common
rooms, and possibly a cafeteria. Also known as “dorms”
for short.
Electives: Courses that students choose to take for credit
toward their intended degree, as distinguished from coursesthat they are required to take.
Extracurricular Activities: Nonacademic activities undertaken outside university courses.
Faculty: People who teach courses at U.S. colleges and universities. Faculty members may include professors, associate professors, assistant professors, and instructors.
Fees: An amount charged by universities, in addition totuition, to cover costs of institutional services.
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Glossary of Terms

Fellowship: A form of financial assistance, usually awarded
to a graduate student. Generally, no service is required of
the student in return.
Final Exam: Often referred to as a “final,” a final exam is acumulative exam on a particular course subject encompassing
all material covered throughout the duration of the course.
Financial aid: A general term that includes all types ofmoney, loans, and work/study programs offered to a student to help pay tuition, fees, and living expenses.
Fraternities: Male social, academic, and philanthropic organizations found on many U.S. campuses.
Freshman: A first-year student at a secondary school, college, or university.
GMAT: Graduate Management Admission Test, usually required for applicants to business or management
programs.
Grade Point Average: A system of recording academic
achievement based on the numerical grade received in eachcourse and the number of credit hours studied.
GRE: Graduate Record Examination; primarily multiple-choice test of verbal and quantitative reasoning, critical thinking, and analytical writing used for admission into
graduate programs.
High School: The U.S. term for secondary school.
Higher Education: Postsecondary education at colleges,
universities, professional schools, technical institutes, etc.
Education beyond high school.
Honors Program: A challenging program for students
with high grades.

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Glossary of Terms

International English Language Testing System(IELTS): An English language proficiency examination of
applicants whose native language is not English.
International Student Adviser (ISA): The person at auniversity who is in charge of providing information andguidance to foreign students in areas of government regulation, visas, academic regulations, social customs, language,financial or housing problems, travel plans, insurance, andlegal matters.
Junior: A third-year student at a secondary school, college,or university.
Liberal Arts: A term referring to academic studies ofsubjects in the humanities, the social sciences, and the physical sciences, with the goal of developing students’ verbal,
writing, and reasoning skills.
LSAT: Law School Admission Test required of applicants
to professional law programs and some postgraduate law
programs in American law schools.
Major: The subject in which a student wishes toconcentrate.
Master’s Degree: Degree awarded upon completion ofacademic requirements that usually include a minimum of
one year’s study beyond the bachelor’s degree.
MCAT: Medical College Admission Test required of applicants to U.S. medical schools.
Midterm Exam: An exam administered after half the academic term has passed that covers all class material up untilthat point.
Miller Analogies Test: Test of analytical thinking sometimes required for admission to graduate programs in fields
such as education and psychology.
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Glossary of Terms

Minor: A subject in which the student takes the second
greatest concentration of courses.
Non-resident Student: A student who does not meet theresidence requirements of the state. Tuition fees and admission policies may differ for residents and non-residents. International students are usually classified as non-residents,
and there is little possibility of changing to resident status
at a later date for tuition purposes. Also referred to as an“out of state” student.
Notarization: The certification of a document (or a statement or signature) as authentic and true by a public official(known in the United States as a “notary public”) or a lawyer who is also a commissioner of oaths.
Placement Test: An examination used to test a student’s
academic ability in a certain field so that he or she may
be placed in the appropriate courses in that field. In somecases, a student may be given academic credit based on the
results of a placement test.
Postdoctorate: Studies designed for those who have completed their doctorate.
Postgraduate: Usually refers to studies for individuals who
have completed a graduate degree. May also be used to refer to graduate education.
Professional degree: Usually obtained after completing abachelor’s degree; degree designed to lead into a specificprofession such as medicine, dentistry, veterinary medicine,or law.
Prerequisites: Programs or courses that a student is required to complete before being permitted to enroll in amore advanced program or course.
Registration: Process through which students select courses to be taken during a quarter, semester, or trimester.
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Glossary of Terms

Resident Assistant (RA): A person who assists the residence hall director in campus dormitories and is usually the
first point of contact for students with problems or queries
regarding dorm life. RAs are usually students at the college who receive free accommodation and other benefits inreturn for their services.
Responsible Officer (RO): A Responsible Officer isthe exchange program staff person who gathers and reports information on exchange visitors to the Student andExchange Visitor Information System (SEVIS) and assists in the visa process. The RO’s name is listed on the
DS-2019.
Sabbatical: Leave with pay granted to give a faculty member an extended period of time for concentrated study.
Scholarship: A study grant of financial aid, usually given at
the undergraduate level, that may take the form of a waiverof tuition and/or fees.
SAT: A primarily multiple-choice test of mathematics andEnglish that is used for admission into an undergraduate
program.
School: A term that usually refers to elementary, middle,
or secondary school. Also used in place of the words “college,” “university,” or “institution,” or as a general term forany place of education; for example, law school, or graduate
school.
Semester: Period of study lasting approximately 15 to 16
weeks or one-half the academic year.
Seminar: A form of small group instruction, combining
independent research and class discussions under the guidance of a professor.
Senior: A fourth-year student at a secondary school, college, or university.
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Glossary of Terms

Social Security Number (SSN): A number issued to people by the U.S. government for payroll deductions for oldage, survivors, and disability insurance. Anyone who works
regularly must obtain a Social Security Number. Many
institutions use this number as the student identification
number.
Sophomore: A second-year student at a secondary school,
college, or university.
Sororities: Female social, academic, and philanthropic organizations found on many U.S. campuses.
Special student: A student who is taking classes but is notenrolled in a degree program.
Student and Exchange Visitor Information System(SEVIS): An Internet-based system that maintains data on
foreign students and exchange visitors before and during
their stay in the United States. It is part of the Student andExchange Visitor Program (SEVP) managed by the U.S.
Department of Homeland Security.
Syllabus: An outline of topics covered in an academic
course.
Teaching Assistant (TA): A graduate student who acts as
instructor for an undergraduate course in his or her field, in
return for some form of financial aid from the university.
Tenure: A guarantee that a faculty member will remain
employed by a college or university until retirement except
in the case of very unusual circumstances. Tenure is granted
to senior faculty members who have demonstrated a worthy
research and publication record. Its purpose is to preserve
academic freedom.
Test of English as a Foreign Language (TOEFL): An
English language proficiency examination of applicants
whose native language is not English.
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Glossary of Terms

Thesis: A written work containing the results of research
on a specific topic prepared by a candidate for a bachelor’s
or master’s degree.
Transcripts: A certified copy (see “Notarization”) of a
student’s educational record.
Transfer: The process of moving from one university toanother to complete a degree.
Tuition: The money an institution charges for instruction
and training (does not include the cost of books).
University: A postsecondary institution that offers bothundergraduate and graduate degree programs.
Zip Code: A series of numbers in mailing addresses thatdesignates postal delivery districts in the United States.

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Additional Resources

		 Additional
			 Resources
Contact your nearest EducationUSA advising center tofind out more about these and other resources.

Short-term Study
Advisory List of International Educational Travel andExchange Programs. Published annually. Council onStandards for International Educational Travel (CSIET),
Alexandria, VA.
Bricker’s International Directory: Executive Education andDevelopment Programs. Published annually. Peterson’s,
Princeton, NJ.
Funding for United States Study: A Guide for International
Students and Professionals. Published annually. Institute ofInternational Education, New York, NY.
Peterson’s Two-Year Colleges. Published annually. Peterson’s,
Princeton, NJ.
Peterson’s Vocational and Technical Schools Set. Publishedannually. Peterson’s, Princeton, NJ.

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Additional Reaources

English Language Programs
Intensive English USA. Published annually. Institute ofInternational Education, New York, NY.
A Year In the Life of an ESL (English as a Second Language)
Student: Idioms and Vocabulary You Can’t Live Without,
Edward J. Francis. 2006. Trafford Publishing, Bloomington, IN.

Distance Education
Bear’s Guide to Earning Degrees by Distance Learning,
Mariah Bear with Thomas Nixon. 2006. Ten Speed Press,
Berkeley, CA.
Campus-Free College Degrees: Thorson’s Guide to Accredited
College Degrees through Distance Learning, Marcie Kisner
Thorson. 2000. Thorson Guides, Tulsa, OK.
Peterson’s Guide to Online Learning. 2006. Peterson’s,
Princeton, NJ.
Virtual College, Pam Dixon. 1996. Peterson’s, Princeton,
NJ.

Accreditation
Accredited Institutions of Postsecondary Education. Published
Annually. American Council on Education, Washington,
DC.
An Overview of U.S. Accreditation, Judith S. Eaton. 2009.
Council on Higher Education Accreditation, Washington,
DC. PDF available at http://chea.org/Research/index.
asp#overview

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Index		

Index

Accreditation
37-44
Accreditation process
39-40
Degree recognition38, 41, 43
Institutional
40-41
Licensing
37-38, 42
National
41
Professional
40
Programmatic40, 42
Regional
41
ACT University-Entrance Exam (The ACT)
33, 45
American Association of Intensive English Programs(AAIEP)25, 30
Association of Specialized and Professional Accreditors(ASPA)
39, 42, 44
Bachelor’s degree
42
Certificate of Completion
17, 20, 21, 22, 25, 32
Certificate of Eligibility (I-20, DS-2019)16
Community College
17, 32
Consortium of University and College Intensive English
Programs (UCIEP)
25, 28Council for Higher Education Accreditation(CHEA)
34, 39, 41, 42, 44, 56
Designated School Official (DSO)
47, 48Distance education
3, 8, 29-36, 48, 56
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IndexAccreditation
Admission requirements
Costs
Skills needed
Types of institutions
Types of programs
Doctoral degree
DS-2019
EducationUSA Advising Centers

34-35
33-34
32-33
30
32
32
3, 20
16, 48, 52
3, 9, 10, 12, 14, 17, 19,
		20, 21, 23, 25, 28, 32, 33, 39, 55
English language programs
23-28
Admission requirements
27
Admission to academic programs
27
Choosing a program
23-24
Class structure
26
Costs
26-27
Curriculum
25
Length of study
25-26
Program setting
26
Standards for quality
25
Visas
27-28
Graduate Management Admission Test (GMAT) 33, 49
Graduate Record Examination (GRE)33, 49High school exchanges
13-15
Housing
12, 26, 27, 48
I-20 Form
48
Institutional accreditation
17, 18, 40-42, 44

International English Language Testing System(IELTS)24, 25, 27, 31, 50
Intensive English Program (IEP)
24-28
National accreditation
40, 41-42, 43, 44
Non-degree study
18, 19, 22
Ph.D. degree
48
Professional accreditation
40
Programmatic accreditation
40, 42
Regional accreditation
41
Responsible Officer (RO)52
Scholarships
14, 19, 42, 52
The SAT33, 52
Short-term study
11-22
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IndexChoosing a program
11-13
Costs
13
Short-term university study
18-20
Non-degree study
19
Scholars and fellows
20
Special student
19
Summer study
19-20
University exchange programs
18
Special student
19
Student and Exchange Visitor Information System(SEVIS)47, 52, 53
Summer session
19-20, 22
Technical education
3, 11, 17, 21
Teachers of English to Speakers of Other Languages(TESOL)28
Test of English as a Foreign Language(TOEFL)24, 25, 27, 33, 53
Test of Spoken English (TSE)25, 27
UCIEP (Consortium of University andCollege Intensive English Programs)
25, 28
Unaccredited institutions
42-43
University exchange programs
18
Visas
3, 13, 14, 15, 16, 17, 19, 23, 27, 28, 33, 47, 50, 52
F-1 student visa
15, 27J-1 exchange visitor visa
13, 15, 16, 22
Visiting fellows and scholars
20
Vocational education
11, 17, 21, 46

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