On this page you will find useful information that may help you as you prepare to study in the U.S.  Visit this site frequently for updates on academic programs, scholarships and financial aid, new developments and trends in U.S. education, and other useful information. Please feel free to leave comments and to send us your questions.  You will find our contact information on this page and also links to our social networking sites. Good luck to you!

Rising Costs for International Students at Public Universities


It is no secret that the burden of tuition on students in the US higher education system is at an all-time high, with costs continuing to rise. Adding to this burden, a new trend has arisen among certain public universities, where tuition fees for international students are rising independently of those for domestic students.

First, let’s take a look at how public universities in the USA work, and what has been changing about them in the past few years.

  1. They are all funded to a large extent by state provisions, which are composed of tax revenue coming from state residents. State governments do this to invest in equal education. To make sure that happens, they classify students as in-state or out-of-state, where in-state students pay less because of their tax contributions.
  2. High financial pressure stemming from cuts in state funding after the economic crisis have caused public universities to find other sources of income. Most have decided to rely on raised tuition fees to replace that funding.
  3. Out-of-state students have suffered the most as a result of these price hikes. This is especially true as enrollment numbers of out-of-state students have increased continuously, especially at large research universities.

In the past, international students have been lumped together with out-of-state students applying from within the USA, but this is beginning to change. Some public universities are beginning to charge increased tuition fees to international students by anywhere from $300 to $500 per semester. University representatives have justified these price hikes by explaining the allocation of those funds to costly services targeted at international student populations, including:

  • specialized guidance counselors
  • advising programs
  • government-required monitoring measures

These explanations have faced condemnation recently, as critics argue that the revenues gained by universities through these price hikes exceed the costs of such services. Examinations of higher education revenue reports have shown that international student populations in recent years have contributed immensely to the financial stability of many public universities, which has led to some critics also claiming that such institutions have begun to target international students for their financial resources.

In addition to tuition increases, enrollment numbers for international students have also risen across the board for public universities. Motivations for these changes in student quotas are unclear in some cases, but could be attributed to a variety of factors ranging from diversity to financial prosperity. So there comes, the question: What does this mean for international students applying to public universities in the US? Based on the factors examined, it seems that students should watch for increasing costs, and consider whether they can finance their educations effectively without falling into debt as a result. With competition between international applications bound to begin falling as student quotas rise, international students must consider their choices of university more deeply, taking into account their financial resources and their chances of admission.

International students should be aware of how this may affect their applications and admissions to public universities in the United States, but must also remain mindful that that this is still a new trend, and subject to change. We will continue to observe this trend and will provide any updates on this blog as they arise.

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Chosun.com: 한국뉴욕주립대, ‘뉴욕패션스쿨 FIT’ 아시아 최초로 개설

한국뉴욕주립대, ‘뉴욕패션스쿨 FIT’ 아시아 최초로 개설

Source:  http://edu.chosun.com/svc/list/article.jsp?contid=2015030503670&catid=11

신혜민 조선에듀 기자

세계 5대 패션스쿨 중 하나인 뉴욕패션기술대학교(FIT•Fashion Institute of Technology)가 2017년 3월 인천 송도 한국뉴욕주립대학교에 아시아 최초로 문을 연다.

한국뉴욕주립대는 “FIT•인천경제자유구역청과 지난 24일 인천글로벌캠퍼스 내 한국뉴욕주립대학교에 FIT 학과를 개설한다는 내용의 3자 간 양해각서(MOU)를 교환했다”고 3일 밝혔다.

FIT 는 세계 5대 패션스쿨 중 하나로 1944년 미국 뉴욕 맨해튼에 설립됐다. 학생들에게 예술•디자인•기술•비즈니스를 패션산업에 접목해 융합 교육을 제공한다. 캘빈 클라인(Calvin Klein)•마이클 코어스(Michael Kors)•데이빗 추(David Chu) 등 유명 패션 브랜드 대표들이 이 학교 출신이다.

FIT학과는 한국뉴욕주립대가 운영하는 4번째 학과다. 한국뉴욕주립대는 FIT 학과생들과 현재 재학 중인 학과생들이 서로 학문•문화적 시너지 효과를 낼 것으로 기대했다.

김춘호 한국뉴욕주립대 총장은 “패션 명문인 FIT를 아시아 최초로 신설한 의미가 있다. 송도가 글로벌 패션 허브로 성장하는 계기가 될 것”이라고 말했다.

인천경제자유구역청 관계자는 “한국뉴욕주립대 FIT 학과가 신설되면 국내 패션관련 업계와 전공 지망생은 물론, 인접 국가에서도 한국을 찾는 유학생이 많아질 것으로 예상된다”고 말했다.

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KAIST (Korea Advanced Institute of Science and Technology) Ranked Number 2 in Asia

Korean Universities are moving up in the rankings.  Check out this article from the Chosun Ilbo discussing KAIST rising to number two in Asia, the highest position every for a Korean University since the rankings were compiled.

KAIST Soars to 2nd Place in Asian Rankings

The Korea Advanced Institute of Science and Technology came second in the 2014 Asian University Rankings compiled by Quacquarelli Symonds and the Chosun Ilbo.

This is the highest placement ever achieved by a Korean university since the rankings were compiled for the first time in 2009.

The National University of Singapore topped the list, and Korea’s Seoul National University came fourth.

Other Korean universities in the top 20 are Pohang University of Science and Technology in ninth, Yonsei in 16th, Sungkyunkwan in 17th and Korea in 18th.

Sungkyunkwan was newly added this year to five universities last year. In 2009, three universities were in the top 20.

Students at the Korea Advanced Institute of Science and Technology work at a robot laboratory. /Courtesy of the Korea Advanced Institute of Science and Technology Students at the Korea Advanced Institute of Science and Technology work at a robot laboratory. /Courtesy of the Korea Advanced Institute of Science and Technology

In its sixth year, the Asian University Rankings evaluated 491 universities in 17 countries.

Korea’s technology and engineering-centered universities performed strongly this year. KAIST was ranked seventh in 2012 and sixth in 2013 but this year overtook Hong Kong University of Science and Technology and Nanyang Technological University in Singapore to become Asia’s best technological university.

SNU has been in fourth place for three years in a row.

Source:  http://english.chosun.com/site/data/html_dir/2014/05/12/2014051201800.html


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The College Board Announces a Redesign of the SAT

This has been hitting education news across social media and news outlets.  The College Boards is aiming for a redesigned SAT to take effect in the spring of 2016.  We will keep an eye on this story and post any developments.

Here is the announcement from The College Board:

(from https://www.collegeboard.org/releases/2014/expand-opportunity-redesign-sat)

The College Board Announces Bold Plans to Expand Access to Opportunity; Redesign of the SAT

College Board and Khan Academy partner to provide free SAT test preparation for the world


AUSTIN, TX — College Board President David Coleman today laid out the organization’s plans to move beyond delivering assessments to delivering opportunity — announcing initiatives designed to be used in concert with assessments to propel students toward college success. As part of those initiatives he presented changes to the SAT® exam. Coleman was joined by students, community leaders and College Board members at the announcement event in Austin, Texas.

“What this country needs is not more tests, but more opportunities,” said Coleman. “The real news today is not just the redesigned SAT, but the College Board’s renewed commitment to delivering opportunity.”

Citing input from College Board members in the K–12 and higher education communities, as well as students and parents, Coleman outlined two bold new actions the organization would take to deliver opportunities to students.

The College Board’s first action expands the organization’s recent outreach to college-ready, low-income students to provide them with customized, targeted support in the college application process. Coleman announced that every income-eligible student who takes the SAT will directly receive four fee waivers to apply to college, removing a cost barrier faced especially by low- and middle-income students. This news builds on the College Board’s substantial opportunity efforts to improve the academic preparation of students by ensuring that those with demonstrated potential to succeed in the Advanced Placement Program® have access to those classes.

“We can cut through so much red tape and hesitation by giving students the admission fee waivers they need, information they understand and the encouragement they need to apply more broadly,” said Coleman. “This is only possible through the support and generosity of our member colleges.”

The College Board’s second announcement directly confronts one of the greatest inequities around college entrance exams, namely the culture and practice of high-priced test preparation. Coleman revealed that the College Board is partnering with Khan Academy to provide the world with free test preparation materials for the redesigned SAT. College Board and Khan Academy will build this material together for launch in spring 2015. This means for the first time ever, all students who want to take the SAT will be able to prepare for the exam with sophisticated, interactive software that gives students deep practice and helps them diagnose their gaps at absolutely no cost. In the meantime, students who will take the current SAT can now go to Khan Academy to work through hundreds of previously unreleased practice problems from actual SAT exams, accompanied by more than 200 videos that show how to solve the problems step-by-step.

“For too long, there’s been a well-known imbalance between students who could afford test-prep courses and those who couldn’t,” said Sal Khan, founder and executive director of Khan Academy. “We’re thrilled to collaborate closely with the College Board to level the playing field by making truly world-class test-prep materials freely available to all students.”

As a critical component of the organization’s robust initiatives to deliver equal opportunity, the College Board is redesigning the SAT to focus on the few things that evidence show matter most for college and career readiness.

Of the redesigned exam Coleman said, “We will honor the qualities which have made the SAT excellent. We will build on the remarkable care and expertise which statisticians have used to make the exam valid and predictive. While we build on the best of the past, we commit today that the redesigned SAT will be more focused and useful, more clear and open than ever before.”

Each change in the redesigned SAT draws upon evidence of the knowledge and skills that are most essential for readiness and success, and the exam is also modeled on the work that students do in challenging high school courses.

The redesigned exam will:

  • have three sections: Evidence-Based Reading and Writing, Math, and the Essay.
  • return to the 1600 scale. The essay will provide a separate score.
  • be approximately three hours in length, with an additional 50 minutes for the essay. The precise time of the exam will be affirmed through research.
  • be administered both in print and by computer in 2016.

The first administration of the redesigned exam will take place in spring 2016. The College Board will release the full specifications of the exam along with extensive sample items for each section on April 16 of this year.

Major changes to the exam include:

  1. Relevant words in context: “SAT words” will no longer be vocabulary students may not have heard before and are likely not to hear again. Instead, the SAT will focus on words that students will use consistently in college and beyond.
  2. Evidence-based reading and writing. Students will be asked to support answers with evidence, including questions that require them to cite a specific part of a passage to support their answer choice.
  3. Essay analyzing a source: The essay will measure students’ ability to analyze evidence and explain how an author builds an argument to persuade an audience. Responses will be evaluated based on the strength of the analysis as well as the coherence of the writing. The essay portion of the writing section will no longer be required. Two major factors led to this decision. First, while the writing work that students do in the reading and writing section of the exam is deeply predictive of college readiness and success, one essay alone historically has not contributed significantly to the overall predictive power of the exam. Second, feedback from College Board member admission officers was split; some found the essay useful, many did not. The College Board will promote analytical writing throughout their assessments and instructional resources. The organization will also sponsor an awards program modeled after the Pulitzer Prize for the best student analytical writing. The Atlantic magazine has agreed to publish the winners.
  4. Math focused on three key areas: The math section will draw from fewer topics that evidence shows most contribute to student readiness for college and career training. The exam will focus on three essential areas: problem solving and data analysis; the heart of algebra; and passport to advanced math. Students can study these core math areas in depth and have confidence that they will be assessed.
  5. Source documents originate from a wide range of academic disciplines, including science and social studies: The reading section will enable students to analyze a wide range of sources, including literature and literary non-fiction, science, history and social studies.
  6. Analyzing data and texts in real world context: Students will be asked to analyze both text and data in real world contexts, including identifying and correcting inconsistencies between the two. Students will show the work they do throughout their classes by reading science articles and historical and social studies sources.
  7. Founding Documents and Great Global Conversation: Each exam will include a passage drawn from the Founding Documents of America or the Great Global Conversation they inspire — texts like the Declaration of Independence, the Federalist Papers and “Letter from a Birmingham Jail” by Dr. Martin Luther King, Jr.
  8. Scoring does not deduct points for incorrect answers (rights-only scoring): The College Board will remove the penalty for wrong answers — and go to the simpler, more transparent model of giving students points for the questions they answer correctly. Students are encouraged to select the best answer to every question.

Moving forward, the College Board will also support the practice of excellent work in classrooms by working with teachers and college faculty to design course frameworks and modules for use in grades 6–12.

Of this work Coleman said, “Research will guide our efforts to enhance the work students already do in their classes in grades 6–12. And that research shows that mastery of fewer, more important things matters more than superficial coverage of many.”

On April 16, the College Board will share for the first time the complete specifications of the exam, as well as sample items, two years before any student will take the exam. The College Board will continue to present updated information over the course of the two years leading up to the first administration of the redesigned exam. Updates will also be available on the organization’s new microsite, http://deliveringopportunity.org.

To read this press release in Spanish, please click here.


About the College Board

The College Board is a mission-driven not-for-profit organization that connects students to college success and opportunity. Founded in 1900, the College Board was created to expand access to higher education. Today, the membership association is made up of over 6,000 of the world’s leading educational institutions and is dedicated to promoting excellence and equity in education. Each year, the College Board helps more than seven million students prepare for a successful transition to college through programs and services in college readiness and college success — including the SAT® and the Advanced Placement Program®. The organization also serves the education community through research and advocacy on behalf of students, educators, and schools. For further information, visit www.collegeboard.org.

The College Board

About Khan Academy

Khan Academy is a 501(c)3 non-profit with a mission of providing a free world-class education for anyone, anywhere. Khan Academy provides free online educational materials (e.g., practice exercises, instructional videos, dashboard analytics, teacher tools) that support personalized education for users of all ages in a scalable way. In the last two years, the organization has delivered over 360 million lessons and 1.6 billion exercise problems. Currently it has 10 million users per month and over 4 million exercise problems completed each day. Khan Academy covers subjects from basic Math to college level Biology and Art History. For more information visit www.khanacademy.org.


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美사립대 ‘신입생 가뭄’ 아우성 (Dong-A.com)


미국 뉴욕 주 버펄로 시에 있는 4년제 사립대인 보나벤처대와 힐버트칼리지는 이달 초 합병을 추진한다고 발표했다. 지난해 힐버트칼리지의 입학생이 2010년에 비해 무려 27%나 줄어든 탓이다.

대학 재정 여건이 갈수록 악화되면서 4년제 대학들이 본격적인 구조조정에 직면했다고 월스트리트저널이 10일 보도했다. 2010년부터 올해 10월까지 45개 대학이 합병해 2006∼2009년에 합병한 대학 수(16개)보다 크게 늘었다. 신시아 제인 힐버트칼리지 총장은 “4000여 개 미 대학 가운데 재정적으로 안전한 곳은 500곳 정도이며 이제 예전처럼 지내기는 어려운 상황이 됐다”고 밝혔다.

신입생의 감소가 대학 재정의 어려움을 촉발했다. 미 교육부 통계에 따르면 지난해 4년제 사립대 4곳 중 한 곳은 입학생이 2010년에 비해 10% 이상 줄었다. 2010년까지 베이비부머 세대와 그 자녀들이 대학에 들어오면서 신입생은 계속 증가했지만 2011년을 정점으로 고등학교 졸업생들은 2024년까지 정체를 보이거나 줄어들 것으로 전망된다. 여기에 경기침체, 대학 졸업장의 희소성 하락, 높은 대학 등록금, 값싼 온라인 교육과정의 등장 등이 복합적인 원인으로 작용해 대학 신입생이 점차 줄고 있다.

올해 신입생이 2009년에 비해 17% 줄어든 메인 주 허슨대의 조너선 헨리 입학부처장은 “신입생 감소를 겪고 있는 대학 가운데 30%가량은 10년 뒤에 존재하지 않을 것”이라고 말했다.

무디스인베스터서비스의 보고서에 따르면 아이비리그 유명 사립대는 넉넉한 기부금뿐 아니라 입학생도 몰리고 있으나 기부금이 적고 학비가 높은 중간급의 사립대가 입학생 감소로 가장 큰 타격을 받고 있다. 대학 간에도 ‘부익부 빈익빈’ 현상이 심화하고 있는 것이다.

대학들은 자구책으로 합병 이외에 다른 학교의 교수를 공동으로 활용하는 방안과 교원 감축, 입학 등록률이 낮은 과정의 폐지에 나서고 있다. 또 고교 졸업 예정자 수십만 명의 인적사항을 구해 입학 권유를 위해 뛰고 있다. 심지어 중국 브라질 등 미국 유학 수요가 높은 국가의 고등학교를 찾아가 입학설명회를 열기도 한다.

뉴욕=박현진 특파원 witness@donga.com

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2013 College Acceptance Rates

Curious about the acceptance rates of U.S. schools?  Check out this article  from the New York Times and this table of acceptance rates from 2011-2013.

Remember, no matter what the acceptance rate is, there’s no reason why you can’t apply if you feel you are qualified and have a chance!

Be sure to contact us at usec@fulbright.or.kr or visit our website at www.educationusa.or.kr for more information!

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10 colleges with the most generous financial aid to int’l students

This this article from CBSNews.com lists the ten colleges with the most generous financial aid for international students.  There are other useful links in the article.

When looking at U.S. colleges, financial aid and scholarships are always a major concern for international students.  It’s very important to look at the financial aid that is posted on the websites and informational materials, and to ASK QUESTIONS.  Remember, that sometimes funding is available, but information about that funding is not necessarily easy to find.

Two other tips we hear frequently are 1) to try to ask for more aid after you receive your first financial aid offering (it can’t hurt) and 2) to NEVER stop looking for funding sources.  Even when you are in your senior year of college or your final year of graduate studies, you can still find sources of funding, big or small, that can ease the financial burden on you and your parents.

For more information, find us on Facebook at www.facebook.com/educationusakorea, or on the web at http://www.fulbright.or.kr/xe/scholarship for our scholarship posts.

Contact us at usec@fulbright.or.kr with your questions!

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Changes Coming to the SAT and ACT

Will you be taking the SAT in the next few years?  If so, stay updated with EducationUSA and other sources on the changes to the SAT, ACT, and other tests coming soon!

Take a look at this article from the New York Times for more information.

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Minnesota State University, Mankato Honors Student to Attend UNESCO Leadership Program

We received this news from Mr. Thomas Gjersvig, Director of International Student and Scholar Services at MSU, Mankato.  We thought this would be something great to show how wonderfully Korean students are doing all over the U.S.!

Check out the article! http://www.mnsu.edu/news/read/?id=1375818692&paper=frontpage

Congratulations to Ms. Ina Pae on your achievement and for being such a fine representative of Korea!  Best of luck to you!

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College Rankings: a Guide to Nowhere (from the Chronicle of Higher Education)

At EducationUSA, we talk a lot about the importance of “fit” when choosing a college or university.  Students must think not only about big name schools, reputation, or rankings, but more about what makes a them right for the school and what makes the school right for them. It is understandable why a student and parents are so enamored with famous schools, but with an open mind and a little more research, sometimes they can find an even better educational experience.  See this article on rankings from the Chronicle of Higher Education on some issues related to rankings of institutions of higher education.

Source:  http://chronicle.com/article/College-Rankings-a-Guide-to/136863/

January 28, 2013

College Rankings: a Guide to Nowhere

Jon Krause for The Chronicle

By Debra Houry

This month high-school seniors have been frantically submitting their college applications for the January deadlines. Students aspire for acceptance into a reputable college, yet how do they determine which one is the best for them? Many of them turn for guidance to U.S. News & World Report and other resources that rank institutions.

Unfortunately, those “one size fits all” rankings, which are influential to both students and institutions, are often poorly designed and untrustworthy.

In November, George Washington University disclosed that it had been inflating class-rank data for the past decade, which resulted in its own inflated ranking in U.S. News. It was the third institution last year to admit to providing inaccurate and inflated data. The other two, Claremont McKenna College and my own employer, Emory University, reported inflated SAT scores. And there are most likely many more instances of data falsification.

I’m not absolving anyone of blame, but there is an inherent conflict of interest in asking those who are most invested in the rankings to self-report data.

Furthermore, the formula used in the rankings is poor. U.S. News calculates “student selectivity”—how picky the college is—based in large part on how many students were in the top 10 percent of their high-school classes. However, the National Association for College Admission Counseling reported that most small private and competitive high schools no longer report class rank, and some public high schools are also forgoing reporting this rank to their students and colleges. But U.S. News still includes it as a category.

While the rankings themselves are suspect, U.S. News’s criteria are a disincentive for colleges to evolve. For example, they discourage colleges from selecting a diverse student body. An institution that begins accepting more African-American students or students from low-income families—two groups that have among the lowest SAT scores, according to the College Board—might see its ranking drop because the average SAT score of its freshmen has gone down.

The rankings also discourage colleges from keeping pace with the digital revolution and doing things more efficiently. For example, in its law-school rankings, U.S. News rewards higher numbers of library volumes and titles, even though the move toward digital formats should make that measure obsolete. Meanwhile, dollars spent per student are rewarded as well, so if colleges perform more cost-effectively, perhaps by using newer technologies like online learning, they are penalized.

Other ranking systems aren’t any better. Forbes, which also annually rates colleges based on value and quality of teaching, includes as part of its scoring system student evaluations from Rate My Professors (notorious for its “hotness” category). These student evaluations are anonymous and unverified, so a student unhappy with her grade or even the professor can comment.

In some systems, colleges can pay to be included. The QS (Quacquarelli Symonds) World University Rankings now has a “star system.” The QS star system is able to use publicly available data for some institutions, like Harvard. But beginning in 2011, the vast majority of other colleges included in the QS star system paid $30,400 for an initial audit and a three-year license for participation. A New York Times article last month highlighted how many of those paying colleges received high star marks in the QS ratings, yet aren’t rated highly in other ratings systems.

Defenders will say these rankings provide a place for prospective students to compare data from various institutions, and may get them to consider ones they were not aware of. Although the rankings do highlight information on institutions, including class size and graduation rates, they miss important measures such as student learning and the university experience. A recent survey conducted by Gallup for Inside Higher Ed reported that only 14 percent of admissions directors believed that these rankings helped students find a college with a good fit.

Students might be better off turning to reports like the National Survey of Student Engagement, which annually collects information from more than 500 institutions about student participation in programs and activities geared toward learning and personal development. At Emory, for instance, we started a program called Living-Learning Communities, which gives upperclassmen incentives to live on campus and participate in residential learning. But you would never learn about that from the ranking formulas.

Competition and colorful magazines are alluring, but we should expect the scores to be meaningfuland accurate. Emory, for its part, has developed a data-advisory committee to ensure a consistent and accurate method to report all institutional data. Other colleges should put in place similar checks of internal data validity or have external audits.

Meanwhile, ranking organizations should develop more-meaningful measures around diversity of students, job placement, acceptance into professional schools, faculty membership in national academies, and student engagement. Instead of being assigned a numerical rank, institutions should be grouped by tiers and categories of programs. The last thing students want is to be seen as a number. Colleges shouldn’t want that, either.

Debra Houry is an associate professor in the School of Medicine and the Rollins School of Public Health at Emory University.

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