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Perspectives on the Pre-Departure Orientation Process

Minutes recorded by:

Remarks by Marianne Ruane, ACTR Educational Adviser, Moscow, Russia

Marianne talked about her experience in organizing predeparture orientations. Her first predeparture orientation in Novosibirsk was like a game-show: questions and answers. There were only 12 students who were to go to the USA to study and it was difficul t to get any answers from them. Sometimes Russian students did not even understand the questions.

The next two predeparture orientations were held in Moscow and were very successful.

Marianne thinks it is more convenient to deliver a few evening lectures spread out over several days instead of day-long lectures, because it is difficult to keep a student's attention for the whole day.

It is also useful to have some travel grants for students. This makes them come to orientations. Students in Marianne's opinion do not want cultural preparation. They do not believe they will have culture shock. They prefer to get some practical tips on t raveling to the USA, banking, shopping etc.

During these orientations students are given helpful handouts on all these topics. They also have an opportunity to contact each other.

Marianne believes that even if you have never been to the USA and you don't know what to say, just try, find resources and that will work.


Remarks by Sandy Soohoo-Refaei, Director, International Programs, Linfield College, Linfield, Oregon

Sandy requested about 30 universities to answer her questionnaire on Scholar Orientation Programs for foreign students and wrote a summary of their answers.

She pointed out three types of orientation models:

1. Independent orientation, which is designed for international students and/or scholars, continues for from one day to two weeks and is usually mandatory.

2. Integrated orientation is a part of the overall campus-wide program for all incoming students. Programs lasting from just a few hours to a whole day are offered for international students and/or scholars, followed by an optional university-wide orienta tion week.
This gives an early opportunity for integration into the larger community through active participation.

3. The course of continuous orientation involves enrollment in a credited course lasting from a few weeks to one semester.

Each week approximately one hour or more is devoted to the study and discussion of issues relevant to the international students.

A course may be offered by itself, in conjunction with an initial orientation period or as part of the ESL program curriculum.

Sandy mentioned the following topics and activities included in current models:

The orientation fee varies from "no fee" to $140 for a one-credit class.

The English examination differs, depending on the university. It may include the TOEFL, STEL, MTEL, TWE, TASP and sometimes an oral interview.

Sandy asked foreign student advisers in different Universities what they would like their international students to know before coming to the USA.

They think that students have to know more about:

1. The orientation program and office/services available to help with difficult situations.

Although many schools do send pre-arrival materials to new international students, most of the information is shared with students upon their arrival to the institutions' home campuses. Students should be informed about the importance of attending the on- campus orientation, where they will receive valuable information as well as meet other American and international students, faculty, and community members.

2. English proficiency: Additional language skills may be important. English classes are designed to help them and should not be avoided.

3. Jobs and money: Students cannot come assuming they will find a job to pay for their expenses. Students must know how complex it is to work legally in the USA.

They must be able to recognize "hidden costs". They must bring enough money to get started and they must have enough money for the entire period of studies.

4. Cultural differences are real, but not good or bad. Students must be ready to educate others about their culture and their way of life.

5. The student's legal status

6. Insurance issues

7. Housing options

Sandy also proposed an interesting buddy-project that would provide an opportunity for one-to-one contact with US colleagues. Those wishing to write to other educational Offices/centers are required to fill out a form.

Sandy promised to find a US contact for each participant with whom participants can correspond.

Remarks by Heidi Gregori-Gahan, Director, International. Student Services, University of Evansville, Evansville, Indiana (The following minutes were provided by Heidi):

Heidi spoke about immigration regulations, visas and passports.

She surveyed several schools regarding the information that is sent to students prior to their arrival.

Most schools surveyed do not include too many details on visa regulations in their prearrival information--both due to the costs involved as well as not wanting to inundate the students with too many details.

The information on visa regulations and maintaining status is dealt with during orientation on campus and is often included in a welcome handbook, with regular updates included in the international students newsletter during the year.

In her survey, Heidi also asked the schools what are the most common visa-related problems they encounter. The responses ranged from "students working illegally" to "confusion over the expired "visa stamp" to the "inability to show sufficient financial do cumentation.

Sometimes even officers in embassies and immigration officials give different interpretations of law.

The regulations regarding work permission changed again on June 3, and the process will be more complicated.

Heidi also shared some statistics from needs assessments that were conducted on three different campuses:

Very few students (1 in 10) responding to the needs assessment had attended predeparture orientation. Heidi suggested that overseas advisers and international student advisers in the US work more closely together to communicate these opportunities to stud ents.

For example, the dates for predeparture orientations offered by individual advising centers could routinely be posted on e-mail, and the US-based advisers could add that information to their welcome letters, encouraging students who have been accepted to attend the orientations.

The needs assessments also indicated that the majority of international students (90%) feel that information on Immigration regulations is most important, followed by health care and housing.

It is the responsibility of the international student adviser to inform students and scholars of the regulations and requirements; it is the responsibility of the students to observe those regulations.

International Student Services are not required to regularly report students to the Immigration and Naturalization Service (INS).

Schools with a J-l program (issue IAP-66 Forms) are required to submit an annual report to USIA. The forms are issued with numbers and the university must report how each form is used.

Heidi talked about most-frequently-asked immigration questions and discussed some of them:
1. If your visa expires, it does not need to be renewed until you leave the US and want to reenter the country.

2. If your visa has expired, you can travel to any "contiguous territory" (Canada, Jamaica, Mexico, Bahamas) and will have permission to return to the US if you stay less than 30 days.

You must take a letter from your university and present it to the INS officer at the port of entry.

3. A Social Security Card does not indicate that you cannot work. Nevertheless, the only way you can work off-campus legally is to obtain employment authorization from INS after you have been in F-1 status for one academic year.

On-campus employment permission is inherent in your F-1 status.

4. If you go home in the summer and need to renew your visa, the university will write a letter confirming your status, that you are preregistered for the following term and that you are expected to return to continue studying towards your degree.

You must also take an official transcript and financial documentation, and be ready to explain why you have already been in the USA for X years.

5. If you began the semester as a full-time student and run into difficulty, you must discuss the problem with the foreign student adviser. If you have been making good progress towards your degree and will complete a total of 24 semester hours this year, you will maintain your status with the school and the INS.

6. If you want to use your practical training permission after you graduate, but you want to go home for some time, make sure that you obtain your Employment Authorization Document (EAD) for practical training before you leave the US. Also have the foreig n student adviser endorse the back of your I-20 for reentry.

7. If you obtain practical training permission and do not use the time, you will lose it. If you are not sure of your plans, you can request a portion of the 12 months following your undergraduate degree (say, 3 months), and the remainder following comple tion of your graduate degree.

8. You must file your 104ONR and state tax forms by April 15. All students holding F-1 and J-1 visas are required to file with the Internal Revenue Service (IRS) for the previous calendar year, even if they did not earn any income in the US during this ye ar.

9. If you are in your final term, you can enroll part-time if those hours fulfill your requirements for the degree.

At the end of her presentation, Heidi underscored the vital role that advising centers play in international educational exchange, and she emphasized the importance of advisers on both sides of the ocean working more closely and more effectively together.

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