July/Aug 2017

JULY/AUGUST 2017 Rs. 20

Touch New Heights With an U.S. Education

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By MICHAEL GALLANT

ocated in West Lafayette, Indiana, Purdue University is thousands of kilometers away from India. Yet, Indian students are collaborating with the renowned American institution like never before. The reason? A series of innovative initiatives, ranging from exchange opportunities and visiting lecturers to regional professional networks, which expand the boundaries of international learning.

The bedrock of Purdue’s engagement with India lies in its carefully-forged connections with dozens of Indian educational institutions.

Courtesy Purdue University

CHARLES JISCHKE/Courtesy Purdue University

fromIndiana to Top: G.V. Sanjay Reddy, Purdue University alumnus and vice chairman of GVK Power and Infrastructure Limited, delivers the keynote address during the university’s winter commencement ceremony in December 2016.

Above: The Spring Break Study Abroad 2017 program participants from Purdue University and Vellore Institute of Technology, Tamil Nadu.

July/August 2017

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https://span.state.gov

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From Indiana to India

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Academia Meets Industry

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From Portland to Bengaluru

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IPrimed for Collaboration

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Helping Hands for International Students

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The Art of Balance

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U.S. Student Visa

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STEM Education for Women

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ADVANCE-ing Women in STEM

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Educating Gen Next

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Credible Accreditation

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Guides to U.S. Study

16 Editor in Chief Craig L. Dicker Printed and published by Jeffrey R. Sexton on behalf of the Government of the United States of America and printed at Thomson Press India Ltd., 18/35 Delhi Mathura Road, Faridabad, Haryana 121007 and published at the Public Affairs Section, American Embassy, American Center, 24 K.G. Marg, New Delhi 110001. Opinions expressed in this 44-page magazine do not necessarily reflect the views or policies of the U.S. Government.  Articles with a star may be reprinted with permission.

Those without a star are copyrighted and may not be reprinted.

Contact SPAN at 011-23472135 or editorspan@state.gov

Truckee Meadows Community College/Courtesy Flickr

SUPRATIM CHATTERJEE

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Community Colleges for a Skilled India

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India

CONTENTS

UC Davis College of Engineering/Courtesy Flickr

Although based in the United States, institutions like Purdue University make exciting educational inroads two continents away.

Reviewing Editor Branden L. Young

Editor Deepanjali Kakati Associate Editor Suparna Mukherji Hindi Editor Giriraj Agarwal Urdu Editor Syed Sulaiman Akhtar Copy Editors Bhawya Joshi, Shah Md. Tahsin Usmani Editorial Assistant Yugesh Mathur

Art Director Hemant Bhatnagar Deputy Art Directors Qasim Raza, Shah Faisal Khan Production/Circulation Manager Alok Kaushik Printing Assistant Manish Gandhi

Front cover: Students of Purdue University celebrate after the commencement ceremony.

Photograph by Rohini Swaminathan Research Services : Bureau of International Information Programs, The American Library

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Through stronger industry linkages in India, we can increase the return on investment of a Purdue education for Indian students by strengthening internship and job placement opportunities, while also enhancing research collaboration.

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According to Heidi Arola, the university’s managing director for global partnerships and coordinator for engagement with India, Purdue is actively focusing on deepening relationships with a handful of its most promising Indian partners.

To students in India, these efforts translate into access to exciting opportunities like the Purdue Undergraduate Research Experience (PURE), a program that allows a group of undergraduates from Indian Institute of Technology Hyderabad, Bombay and Madras to do research internships under the guidance of Purdue professors. “We see this as a concrete way of strengthening our institutional partnerships while simultaneously creating a pipeline of excellent graduate students who may return to Purdue to do a master’s or Ph.D.,” says Arola.

The PURE initiative is just the beginning when it comes to Purdue-related educational

ne of my main motivations to come and study in the United States, especially in New York and at Columbia University, was the diversity of students. In this aspect, it was the right decision and definitely one of the biggest positive experiences of my life as a student in the United States. The diverse student body provides one with an opportunity to learn about different cultures and, more importantly, gives an insight into how similar issues affect people in their countries. This understanding is critical for an individual, like me, who wishes to work on global issues.

Vipul Nanda is pursuing a master’s degree in international affairs at Columbia University, New York City.

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opportunities for Indians. The India-Purdue Collaborative Lecture Series, created in honor of Purdue alumnus Professor C.N.R. Rao, brings renowned faculty members to speak in various Indian cities, with the most recent topic of discussion being cybersecurity. Purdue also recently began a collaboration with India’s Science and Engineering Research Board to support an exchange of Ph.D. students and fund virtual research centers between Purdue and its Indian counterparts.

The U.S. university’s India outreach is not limited to experts and current students.

Outreach extends to prospective students as well. Purdue sends international admissions officers to cities throughout India, twice a year, to meet with parents and students, says Arola. University president Mitch Daniels has made it a point to visit India for each of the last three years.

Photographs courtesy Purdue University

In particular, the alumni community described by Arola is a cornerstone of the university’s collaborations within India. Purdue Alumni India is an active network of volunteers who organize student recruitment events, info sessions, happy hours and more. “Facilitating alumni engagement provides a great networking tool for them to reconnect with each other,” she says, “and is also a way for the university to reconnect with former students who may now be in a position to, for example, help create internship and job opportunities for current or graduating Purdue students.”

Looking to the future, Arola hopes to enhance both corporate and government partnerships that can reinforce every aspect of Purdue’s collaborations in India. “One recent program we also hope will serve as a model for other companies is the Dr. Reddy’s Laboratories-Purdue Doctoral Fellowship Program,” she says. Under this program, two employees of Dr. Reddy’s Laboratories are sponsored to pursue doctorates in engineeringand chemistry-related fields at Purdue.

“Through stronger industry linkages in India,” says Arola, “we can increase the return on investment of a Purdue education for Indian students by strengthening internship and job placement opportunities, while also enhancing research collaboration.”

Purdue-India partnership

www.purdue.edu/india

Purdue Undergraduate Research Experience

www.purdue.edu/india/ partnerships

Dr. Reddy’s Laboratories-Purdue Doctoral Fellowship Program https://goo.gl/cV9hwo

Global Initiative of Academic Networks

www.gian.iitkgp.ac.in

Michael Gallant is the founder and chief executive officer of Gallant Music. He lives in New York City.

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“Our faculty have connections at dozens of different institutions throughout the country, so they are frequently visiting [India] to work on collaborative research,” adds Arola. “They also give talks and short courses, including ones through the Government of India’s Global Initiative of Academic Networks program.”

Purdue’s engagement within India has fostered a robust exchange of both students and educators. For the 2016-17 academic year, for example, Purdue welcomed nearly 1,900 students from India, including the largest undergraduate enrollment of Indian students of any U.S. university. One hundred and twenty faculty members of Indian origin work on the university’s home campus, and in conjunction with partner organizations in India. Arola points out noteworthy alumni like G.V. Sanjay Reddy, vice chairman of GVK Power and Infrastructure Limited, and Akshay Kothari, country manager of LinkedIn India, have been active in the Purdue-India Executive Council and beyond.

The strong cooperation between Purdue and its Indian partners is not by chance. Arola points out outreach within India has been a key strategic goal of the university for a number of years, and a number of reasons.

“Purdue has a strong and growing alumni network in India and an increasing number of collaborations with corporate and institutional partners,” she says. “India is also the world’s largest democracy and an indispensable partner of the United States.”

Far left: An aerial view of Purdue University in West Lafayette, Indiana.

Left: For the 2016-17 academic year, Purdue University welcomed the largest undergraduate enrollment of Indian students of any U.S. university.

Below left: R. Brakaspathy (left), then-secretary of India’s Science and Engineering Research Board, and Suresh Garimella, Purdue’s executive vice president for research and partnerships, sign a memorandum of understanding between the two institutions, in January 2017, to support exchange of Ph.D. students and fund virtual research centers.

fromPortland to

Bengaluru

By MICHAEL GALLANT

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I want to use our increasing visibility in India to engage more students in areas like business, as well as health administration, social work, public health, and even specialized areas like speech therapy.

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www.pdx.edu

ALICE WIEWEL

Above: Indian students of Portland State University in Oregon perform at International Night 2012.

Right: Portland State University President Wim Wiewel (center) visited universities in New Delhi, Bengaluru and Hyderabad as part of a recruitment trip in March 2017.

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Portland State University

Above: Portland State University President Wim Wiewel (right) talks to a student before the 2012 commencement ceremony.

Below left and below: Views of the Portland State University campus in Oregon.

Photographs courtesy Portland State University

Michael Gallant is the founder and chief executive officer of Gallant Music. He lives in New York City.

HEATHER QUINN

PETER SIMON

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urdue University is not the only U.S. university working hard to increase opportunities for Indian students. Case in point, Portland State University’s (PSU) recent outreach trip to India, and the institution’s expanding efforts to forge educational ties from halfway around the world.

In March 2017, PSU President Wim Wiewel visited Indian Institute of Technology Delhi, the University of Delhi, Bangalore University, the University of Hyderabad and Jawaharlal Nehru Technological University in Hyderabad to explore possibilities for collaboration and meet students. He describes PSU’s relationship with India as a young, but strong and expanding one.

“Indians have recently become the second largest group of international students at Portland State University,” says Wiewel. “It’s largely Indian students coming to get master’s degrees in our electrical and computer engineering programs. A big reason is that Intel has a very large facility here.”

“They’re the largest private employer in Oregon, and we are the largest provider of labor force to them of any university,” he continues. “We’ve been very successful in getting our Indian students into internships at Intel.”

Wiewel hopes to build on PSU’s popularity among tech-minded Indian students and explore scope for joint research activities, possibly including Intel in India. But that’s just the beginning.

“We want to expand to other directions as well,” says Wiewel. “I want to use our increasing visibility in India to engage more students in areas like business, as well as health administration, social work, public health and even specialized areas like speech therapy.”

“There are huge needs for this sort of expertise in India,” he says, “and when it comes to education and training, I think institutions like ours in the United States have a lot to offer.”

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Courtesy Purdue University

Right: Students celebrate Holi on the Purdue University campus in West Lafayette, Indiana.

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Helping Hands for

International Students

By NATASA MILAS

The international student services at U.S. universities serve as the go-to place for all the help international students might need.

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A Courtesy Yale University

merican universities and colleges have seen a considerable rise in international student enrollment in the past decade. This is true for various types of postsecondary institutions, including Ivy League schools, large public universities, as well as small liberal arts colleges. Yale University in New Haven, Connecticut, for example, has seen an increase of 46 percent in international student enrollment in the past decade. International students now make up 21 percent of the university’s overall enrollment.

Each year, the largest groups of international students in the United States come from China, India, Saudi Arabia and South Korea. The other relatively smaller groups come from Canada, Brazil, Taiwan, Japan and Vietnam.

One can, however, find representatives from a majority of countries at U.S. higher educational institutions. In the 2016-17 academic

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year at Yale, international student enrollment has been the largest in the university’s history, with a total of 2,635 students from 117 countries. Purdue University in West Lafayette, Indiana, which ranked fourth in international student enrollment among U.S. public universities for the 2015-16 academic year, currently has 9,303 registered international students, representing 127 nations.

International students contribute to the ongoing globalization of U.S. universities by bringing their culture, customs and perspectives to the educational centers. They also help keep the U.S. university tuition economy going, as a lot of them pay for their own education. In turn, international students gain valuable knowledge and experience, and get access to some of the world’s best research centers, scientific labs and the highest standards of education.

Student services at Purdue

Student services at Yale When new international students arrive at the Yale campus, the Office of International Student Services (OISS) welcomes them with receptions, information sessions and various other types of events.

Ann Kuhlman, director of OISS at Yale, explains, “OISS welcomes each new international student personally, in small group meetings organized by schools. Run by OISS staff and student orientation assistants, these meetings focus on immigration, travel, taxes

Photographs courtesy Purdue University

Below left: Newly-arrived international students at Yale University in Connecticut.

Below: Purdue University in Indiana offers a variety of activities, including sports, to its international students.

Bottom: Under the International Friendship Program, international students at Purdue University are paired with local host families for friendship and support.

community.” Because of the large population of international students, the university has formed the Center for Intercultural Learning, Mentorship, Assessment and Research (CILMAR) under the Office of International Programs. “CILMAR’s ambassadors help students with adjustment,” says Sayegh.

International student services at U.S. universities welcome international students and help them adjust to the new environment through a variety of programs. They are the go-to places for any issues with travel, visas, taxes and immigration queries, and even help with housing and health care.

Purdue University hosts 9,303 international students, among whom 1,898 hail from India.

Munir Sayegh, Purdue’s international admissions counselor, names some of the programs international student services provides its incoming batches.

“We have the Weeks of Welcome events at the beginning of the year which help students,” he says. He also mentions an important program offered by Purdue called International Friendship Program, which “matches students with families in the

International student services at U.S. universities welcome international students and help them adjust to the new environment through a variety of programs. They are the go-to places for any issues with travel, visas, taxes and immigration queries, and even help with housing and health care.

JULY/AUGUST 2017

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Courtesy Purdue University

Below: Purdue University’s Center for Intercultural Learning, Mentorship, Assessment and Research (CILMAR), housed in the Office of the Dean of International Programs, organizes trips for students to explore Indiana.

Below right: Purdue’s international students participate in the annual awareness event, Act! Speak!

Build! Week, hosted by Purdue University Habitat for Humanity, a West Lafayettebased nonprofit housing organization.

Bottom right: The University of Massachusetts Amherst welcomes and engages international students through various initiatives.

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and safety resources. They also offer an opportunity for new students to meet one another and talk with each other, and the orientation team, about the transition to life in the U.S. These meetings serve as a launch pad for orientation meetings held by schools and departments and are supplemented with evening and weekend social and other events in New Haven.”

Programs and events for the international community include English language support groups, communication groups for other languages like Chinese and Japanese, as well as various arts and crafts events, tours and excursions. In addition, there is support for family members, including children, of international students.

“One of our most popular events is our series called ‘Understanding America,’ where

we strive to introduce international students and scholars to interesting, and often lesserknown, facts about life at Yale and in New Haven,” says Kuhlman. Over the years, guest speakers in this series have helped explore Yale’s relationship to New Haven, U.S. presidential elections, 18th-century New England and even casinos in the United States. “There are so many programs that have proven to be fun. These include walking tours of New Haven, stopping at nearly all the ice cream shops, and a trip to the PEZ [candy] factory or [American] Football 101,” she says. In addition, the many activities organized by International Spouses and Partners at Yale are always fun and informational, and help build a community feeling among the accompanying spouses and families.

Engaging international students at UMass Amherst

U.S. universities strive to find ways to integrate international community into their philosophy and overall agenda. Nowadays, the inclusion of international students testifies to a university’s dedication to diversity, integration and globalization.

Professor Sangeeta Kamat of the Department of Educational Policy, Research and Administration says, since 2012, when Indian American Professor Kumble R. Subbaswamy was hired as UMass Amherst’s new chancellor, diversity has become a top priority of the university. Chancellor Subbaswamy, she says, “works to create a positive atmosphere on campus” by introducing different “progress initiatives and various interventions to include international students, minorities and people of color.”

The University of Massachusetts Amherst engages in international exchange, study and collaboration. In fall 2017, 2,400 international students will be enrolled at the university. Its Office of International Students and Scholars (ISS) provides advice regarding U.S. immigration matters to international students.

“Our office is also committed to ensuring our entire international community feels welcome, engaged and part of the larger UMass and Amherst, Massachusetts, community,” says Ken Reade, director of ISS, in a statement on the university website. “Our office continuously advocates for our international population, and we also actively partner with several campus units to provide meaningful and enjoyable programming throughout the academic year.”

Office of International Students and Scholars at Purdue University www.iss.purdue.edu

Office of International Students and Scholars at Yale University

Go Online

Courtesy Purdue University

Natasa Milas is a freelance writer based in New York City.

http://oiss.yale.edu

Office of International Students and Scholars at UMass Amherst

Massachusetts Office of Travel & Tourism/Courtesy Flickr

www.umass.edu/ipo/iss

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STEM Education for Women

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upur Prakash is the vice chancellor of Indira Gandhi Delhi Technical University for Women, established by the Delhi government in 2013 as the first women’s technical university in the country. A proponent of STEM (science, technology, engineering and mathematics) careers for women, Prakash says her proudest moments have been the many positive changes she witnessed in the area of women’s education over the past three decades. “There was a time when girls were pushed toward liberal arts and humanities,” she says. “But parents today are more confident about their daughters’ abilities. It’s fantastic to see the number of women making phenomenal strides in STEM fields.”

Prakash believes educational institutions like the Indira Gandhi Delhi Technical University for Women play a crucial role in encouraging women to explore science-related careers. “Even now, only 10 percent [of] women applicants make it to the IITs,” she says. “Technical universities catering exclusively to women enable more women to follow and achieve their dreams in sciencerelated careers.”

Prakash says engineering is one of the most interesting fields for science students.

“Engineering is for the creative thinker and problem solver. You can get into product development or serve society by using technology for the greater good. STEM fields are professions rich with possibilities.”

Prakash was honored for her “Outstanding Contribution to Education” at the Devang Mehta Business School Award event held in Mumbai in 2014. She also received the “Inspiring Women Edu-leader” award from Engineering Watch magazine on International

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By PAROMITA PAIN

Women’s Day in 2014 and the JGBS-Top Rankers Excellence Award for Women Role Model in 2015.

Exchanging ideas Prakash visited the University of Nebraska on an exchange program funded by the U.S. government in June 2016. “There were participants from Sri Lanka, Bangladesh and other SAARC [South Asian Association for Regional Cooperation] countries,” she says.

During the program, many key issues and policies impacting women professionals were discussed. “I particularly enjoyed my interactions with the women administrators of the University of Nebraska Omaha,” says Prakash. “They gave me useful insights into community outreach programs and the best practices followed by academic departments in the U.S. There were various seminars on leadership, collaboration, professional relationships and ethics, as well as many site visits.”

Photographs courtesy Nupur Prakash

Prakash says the exchange program taught her how to navigate the academic world and take on leadership roles. “It helped me become more effective as the head of India’s first women’s technical university.”

Prakash found fundamental differences between the education systems in India and in the United States. “For example, in the U.S., education is very expensive,” she says. “In India, higher education is affordable, even though the IITs charge substantially more than other institutes, as they are the premier institutes of the country. Yet, there is no denying the quality of education in the U.S.— the depth, the academic rigor and expertise a U.S. degree confers is unparalleled.”

Exploring options Prakash earned her bachelor’s degree in electronics and communication engineering,

says her exchange visit to the United States gave her insight into the best practices followed by U.S. institutions and helped her become a better leader.

and master’s degree in computer science and technology from IIT Roorkee. She completed her Ph.D. in computer engineering from Panjab University, Chandigarh, in the area of natural language processing using artificial neural networks.

“There is no truth to the belief that men are better at math and science than women,” says Prakash. “My daughter is a computer scientist and my son chose to study commerce. As parents, we must encourage children to find their passion rather than pushing them to certain fields.”

Today, Indian industries are on a major drive to recruit women engineers to correct their skewed gender ratios. “The industry, especially software companies, is keen to hire women,” says Prakash. “These are very helpful avenues for women engineers to start and have fulfilling careers.”

Paromita Pain is a journalist based in Austin, Texas.

Nupur Prakash https://goo.gl/2DS5mt

Indira Gandhi Delhi Technical University for Women www.igdtuw.ac.in

University of Nebraska https://nebraska.edu/

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firm believer of the quote, “We make a living by what we get, but we make a life by what we give,” I have basked in the culture of volunteerism since my freshman year. Being a part of the health care field has provided me with resources, connections and confidence to get out of my comfort zone, explore social issues and make a difference in the community. I would encourage students planning to study in the United States to embrace the culture of volunteerism. Question and challenge everything you know. Explore something you feel passionately about. Why? Because it is the road of questioning that leads to the truth.

Prakhya Bhatnagar is a third-year medical student (M.D.) at the University of Minnesota.

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Above: Nupur Prakash during a visit to the University of Nebraska-Lincoln in 2016.

Nupur Prakash

Above: Priya Shah, assistant professor at the Department of Chemical Engineering and Materials Science at the University of California, Davis (UC Davis).

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Right: A 2014 CAMPOS Cafecito/Coffee Break brainstorming session on creating an inclusive campus environment, as part of the UC Davis ADVANCE program.

Far right: CAMPOS Faculty Scholars at the CAMPOS Leadership Institute, held in August 2015 at UC Davis.

SOPHIE BARBU

UC Davis College of Engineering/ Courtesy Flickr

ADVANCE-ing

Women in STEM

By CANDICE YACONO

influence girls’ and women’s likelihood of cultivating their own interests in math and science as well.”

The innovative ADVANCE program of the University of California, Davis (UC Davis) works to change this and bring more women into academic science and engineering careers.

UC Davis, part of the prestigious public University of California system, is considered comparable in educational quality to Ivy League institutions and is famed for its research programs. It also ranks among the top U.S. universities for advancing the role of women students and faculty in STEM. “Recognizing that UC Davis serves an increasingly diverse student demographic, an interdisciplinary group of its faculty came together and developed a proposal to

The UC Davis ADVANCE program aims to increase the participation of women in academic science and engineering careers.

DENNEAL JAMISON-MCCLUNG

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t’s a puzzle: Women in the United States make up nearly half of the country’s workforce, but, according to the U.S. Department of Labor, they make up only 26 percent of STEM workers. STEM is the acronym for the fields of science, technology, engineering and mathematics.

“Most people associate science and math fields with ‘male’ and humanities and arts fields with ‘female,’ ” according to research examined by the American Association of University Women for its 2010 report titled “Why So Few? Women in Science, Technology, Engineering, and Mathematics.” The report goes on to say that “implicit bias is common, even among individuals who actively reject these stereotypes. This bias not only affects individuals’ attitudes toward others but may

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UC Davis College of Engineering/Courtesy Flickr

Above: The ADVANCE program of the University of California, Davis, works to bring more women into academic science and engineering careers.

Above right: The 2015 roundtable on “Building and Sustaining a Diverse Faculty: Implications for Faculty Advancement and Reward Systems” brought together faculty and academic administrators from nine University of California campuses.

improve the recruitment, promotion and retention of diverse STEM faculty, with an emphasis on understanding the experiences of Latinas,” says Denneal JamisonMcClung, UC Davis ADVANCE program coordinator.

The institution began the program in the fall of 2012, after receiving funding from the U.S. National Science Foundation. Now, it also benefits from the strong support of the campus administration.

“During this time, we have seen the recruitment of women STEM faculty increase dramatically,” says JamisonMcClung. In the 2012-13 academic year, there were 239 women in the university’s STEM faculty ranks. By the 2014-15 academic year, this had increased to 330 women. This was 30.8 percent of all STEM faculty. Jamison-McClung says this trend

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n experience I have grown to cherish has been my time as an undergraduate student in the Center of Excellence for Aging and Brain Repair at the University of South Florida, under the supervision of Dr. Svitlana Garbuzova-Davis. Involvement in research toward the development of a cell therapy for amyotrophic lateral sclerosis has been a great opportunity. I have interacted with many researchers in this lab and seen their persistence and commitment to studying this topic. I am grateful for this experience and the many others I have been provided here at the University of South Florida.

Sophia Abraham is pursuing a Bachelor of Science degree in mechanical engineering at the University of South Florida.

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will likely continue, with a goal of hiring approximately 45 to 50 percent women STEM faculty in new positions.

Although the program is focused on faculty diversity, students are offered events and workshops on topics like grant writing, research collaboration, communication skills and the value of mentors.

“Our STEM professional development opportunities have been heartily embraced by the campus community,” says JamisonMcClung.

The ADVANCE program focuses on several initiatives to improve faculty recruitment and retention, as well as promotion of underrepresented groups in STEM. The Policy and Practices Review Initiative helps identify and remove institutional barriers to inclusion and career development. An early review of campus hiring and advancement policies and practices resulted in a comprehensive list of recommendations; diversity statements in faculty recruitment materials became standard.

The Inclusive Campus Climate Initiative’s Strength Through Equity and Diversity (STEAD) committee has trained more than 1,000 faculty involved in hiring.

The committee teaches them to recognize and prevent unconscious biases, says Jamison-McClung.

“Bringing awareness to this issue is key to increasing the participation of women and other underrepresented groups in STEM,” she adds.

A regional employer network assists newly relocated hires and their families during their first six months of transition to the area. The program has aided in the recruitment of 26 STEM faculty to date.

In addition, the Center for the Advancement of Multicultural Perspectives

http://ucd-advance.ucdavis.edu

Policy and Practices Review Initiative

https://goo.gl/iYpcVQ

on Science (CAMPOS) has helped bring 18 CAMPOS Faculty Scholars to UC Davis since 2014.

“These new STEM faculty members are outstanding researchers in their disciplines and have also demonstrated a professional commitment to teaching and service that supports diversity in STEM,” says Jamison-McClung. “Their energy and enthusiasm is inspiring for students from underrepresented backgrounds, who can look up to these faculty members as role models.”

The Mentorship and Networking Initiative (MNI) hosts celebratory and educational events for STEM women faculty, among other activities, to provide information, guidance and networking opportunities for research and career success.

“Most importantly, MNI piloted the LAUNCH mentoring program for new faculty,” says Jamison-McClung.

“Developing a strong professional network and identifying collaborators, mentors and sponsors are key to the success of women and other underrepresented groups in STEM.” A mentoring committee akin to a “personal board of directors” meets new STEM faculty members throughout their first year.

CAMPOS Initiative https://goo.gl/VuqqHs

Capital Resource Network

Mentorship and Networking Initiative

https://goo.gl/vW1c5z

https://goo.gl/a8mYzC

SOPHIE BARBU

https://goo.gl/VaUGOF

Inclusive Campus Climate Initiative

“Glowing feedback from LAUNCH mentors and mentees has highlighted the importance of mentoring and professional networking for early-career STEM scholars,” says Jamison-McClung. “Active mentoring of junior colleagues and students entering STEM disciplines is crucial for resilience and success, especially of underrepresented groups.”

The university also researches ways in which faculty members from underrepresented groups may persist and thrive in academia.

Its STEM colleges and schools actively participate in UC Davis ADVANCE and share best practices across campus which, Jamison-McClung says, is one of the best outcomes of the project.

“One of the keys to success with a campus-wide effort is clear communication across disciplines and engagement of faculty members to serve on UC Davis initiative committees,” she says. “Our work would not be possible without the dedication of faculty members who believe that diverse voices in STEM leads to excellence in research innovation and improves the education we provide to students.”

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UC Davis ADVANCE

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Developing a strong professional network and identifying collaborators, mentors and sponsors are key to the success of women and other underrepresented groups in STEM.

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Candice Yacono is a magazine and newspaper writer based in southern California.

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RAZIHUSIN/iStock/Thinkstock

Use the U.S. Department of Education database to get up-to-date information on accreditation for a measure of program quality and a pathway to financial aid.

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tudying in the United States can be a wonderful experience. It’s a chance to experience American culture, to travel across the country and to grow intellectually and socially. It’s also a big investment of time and resources. So, before you make that investment, it would be a good idea to ensure the institution you’re thinking of studying at is accredited.

Accreditation is the recognition that an educational institution, or program, meets “acceptable levels of quality,” according to the U.S. Department of Education.

Accreditation is a critical component of the financial aid process as well—only students attending accredited schools or programs are eligible for federal financial aid in the United States.

There are two basic types of educational accreditation—institutional and specialized.

Institutional accreditation usually applies to an entire institution, indicating each of its parts contributes to the achievement of the institution’s objectives, though not necessarily all at the same level of quality.

Specialized accreditation, on the other hand,

Credible usually applies to programs, departments or schools, parts of a total college or other postsecondary institutions. The unit accredited may be as large as a college or school within a university or as small as a curriculum within a discipline.

Accrediting agencies Who decides which institutions or programs meet the requisite standards? Not the Department of Education, but nongovernmental organizations and federal or state government agencies that act as accreditors. The Department of Education recognizes accreditors, but only those which apply for its recognition, many do not. These accreditors establish operating standards for educational or professional institutions and programs, determine the extent to which the standards are met, and publicly announce the findings.

Determining acceptability Recognized accreditors use several criteria to determine an “acceptable” level of quality for an institution or program, depending on the area of study. Some of the common criteria are retention and completion rates (how many students stay with programs and finish them), employment rates (how many students have jobs lined up after graduation), exam pass rates and student satisfaction (based on surveys and other qualitative data). The statistical and anecdotal data is collected

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Accreditation in the United States

https://goo.gl/XGcL1o

Student and Exchange Visitor Program www.ice.gov/sevis

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Accreditation

By CARRIE LOEWENTHAL MASSEY

as part of a larger process undertaken by accreditors in collaboration with educational institutions and programs.

Based on these, accreditors and educators set the quality standards together.

The schools or programs seeking accreditation do a self-evaluation to measure their performance against the agreed-upon standards. After this, accreditors select teams of peers to conduct on-site reviews to determine, firsthand, if the institutions or programs meet the standards. Some accreditors may even conduct periodic unannounced visits to schools or programs.

ACICS accreditation The Department of Education maintains a database of accredited institutions and educational programs. It’s important to check this database when applying to an institution, as it includes up-to-date information from only approved accreditors. This is a critical feature, as highlighted by the revocation of recognition of the Accrediting Council for Independent Colleges and Schools (ACICS), one of the oldest and largest accreditors in the United States, in December 2016. President Donald Trump’s administration also has recently backed the decision to terminate ACICS’s recognition. A legal brief filed by the Department of Education in April 2017 says, “Among other deficiencies,

ACICS failed to adopt and properly implement standards relating to student achievement, failed to demonstrate its ability to monitor effectively the institutions it accredited, and failed to initiate in a timely manner adverse action against institutions engaging in misconduct.”

ACICS, founded in 1912, accredits approximately 900 campuses—245 main and 674 additional locations—in 47 U.S. states and Puerto Rico. The decision to revoke its recognition affected more than 16,000 international students attending around 130 Student and Exchange Visitor Program (SEVP)-certified schools and programs, according to the U.S. Department of Homeland Security. The ACICS-accredited institutions have filed paperwork with the Department of Education to retain their federal aid eligibility for 18 months while seeking a new accreditor.

International students International students must take action if they are participating in an ACICSaccredited English as a Second Language (ESL) program or are attending an ACICS-accredited school and wanting to participate in a 24-month science, technology, engineering and mathematics (STEM) optional practical training (OPT) extension in the future.

For detailed information and guidance, you should visit ICE.gov/SEVP. If you

have a specific question, you may also contact the SEVP Response Center.

There are, of course, many other regional and national accreditors which are still recognized as reliable authorities on the quality of education. These include Accrediting Commission of Career Schools and Colleges; Accrediting Council for Continuing Education and Training; Distance Education Accrediting Commission; and Middle States Commission on Higher Education.

It should be noted that not all educational exchange programs between India and the United States require Indian students to attend accredited programs. It would help to look at the specific requirements for your visa or course of study when selecting your program. Also, keep in mind accreditation alone does not ensure your credits will transfer to other universities; that’s a question you need to ask the specific schools you’re applying to. Don’t hesitate to talk to potential employers as well to determine their opinions of particular programs.

Although not the only criterion, accreditation is definitely a good starting point to help narrow down your choices of U.S. institutions with the highest educational standards.

Carrie Loewenthal Massey is a New York City-based freelance writer.

I

t’s been only 10 months since I have been in the U.S., and I am already feeling this is the best decision of my life. I came here on a full-tuition waiver, thanks to the University of South Florida offering me a graduate teaching assistantship. Working as a teaching assistant, I could meet a lot of people. I realized the importance of networking very soon, and had a very strong network within three months of coming here. I got three internship offers, all because of referrals from my network. This country has been good to me so far, and I am sure it will keep treating me like this in future.

Nisarg Shah is pursuing a Master of Science degree in business analytics and information systems at the University of South Florida.

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Stanford SystemX Alliance, a The

Academia

collaboration between Stanford University and industry leaders, produces world-class technology research and outstanding Ph.D. graduates.

F

or more than 35 years, Stanford University’s Center for Integrated Systems (CIS) has been an industry-leader in advancing electrical engineering, technology and computing research. When CIS was founded in 1978, the university’s goal was to unite the best people from different engineering disciplines to collectively address the industry’s challenges. Together, they were able to problem-solve within a collaborative academic environment.

The university took another giant leap forward in 2015 when it transitioned CIS to a new program called the Stanford SystemX Alliance, in order to modernize and better address the ever-changing innovation needs of the future.

Creating the system Officially formed in 2014, SystemX

Photographs courtesy Stanford University

Above: Amin Arbabian, an assistant professor of electrical engineering at Stanford University and a SystemX Alliance faculty member.

Right: A tiny implant, much smaller than a cent, developed by a Stanford University professor to monitor health and deliver therapies deep inside the human body. This implant is one example of how researchers in SystemX Alliance are putting technology to work in new ways.

22 JULY/AUGUST 2017

remains a unique collaboration between Stanford University and select member companies to produce world-class technology research and top-level Ph.D. graduates. Its stated mission is to work to “enable truly ubiquitous sensing, computing and communication with embedded intelligence.” SystemX also stresses the need for an alliance between all engineering industry clusters, including materials, devices, circuits, architecture and systems. Through its specialized research focus areas, Ph.D. fellowships and knowledge exchange programs, SystemX aims to combine the strengths of the university and its industry partners in the United States, like Google, Intel, Oracle and IBM. Companies can join the SystemX Alliance by paying an annual membership fee to Stanford. Annual membership fees

Meets Industry

By JASON CHIANG

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With SystemX, knowledge flows in both directions, with the main focus being real-time interaction and collaboration between industry leaders and the university.

range from $100,000 (Rs. 64 lakhs approximately) for associate membership to $175,000 (Rs. 1.1 crore approximately) for full membership. The fees help underwrite the cost of funding specialized research mutually beneficial to the university and the member companies. Members also gain access to SystemX’s exclusive series of panels, workshops and e-seminars, where top international researchers in the engineering field come to exchange knowledge and collaboratively work on topics like the National Academy of Engineers’ 14 Grand Challenges for Engineering in the 21st Century. With SystemX, knowledge flows in both directions, with the main focus being real-time interaction and collaboration between industry leaders and the university.

Here are a few research programs currently offered to member companies by SystemX.

Focus Area Research A key feature of SystemX research is the Focus Area partnership. Here, member

companies allocate a portion of their membership fees to support research into a larger technology challenge by several teams of Stanford faculty and Ph.D. students, who work in close cooperation with experts from supporting firms. This process allows member companies to leverage joint efforts that bring together several research topics and maximizes collaboration among multiple ongoing research projects.

The ongoing SystemX Focus Areas include design productivity, computation for data analytics, The Internet of Everything, energy and power management systems, biomedical interfaces, heterogeneous integration, and photonic and quantum technologies. These Focus Areas are expected to have a three- to five-year lifespan, and are renewed, revised or retired afterward.

Fellow-Mentor-Advisor SystemX also continues Stanford University’s successful tradition of “FellowMentor-Advisor” (FMA) relationships, where

O

ne experience that stands out from my time as an undergraduate in the U.S. is when I got the opportunity to work as an independent researcher with my university’s Department of Statistics during my freshman year. I worked on a project with a sophomore, under the guidance of our adviser, to interpret data collected by a nonprofit from the forests of Peru. We ran an analysis to figure out the best period to harvest certain forest products to maximize earnings of the native Indian tribes. The project was fascinating and rewarding in its own way, but the Undergraduate Research Award I received was the icing on the cake. I was also fortunate to disseminate the project’s findings at an undergraduate research conference, an experience I treasure to this day.

Vaibhav Jain is an undergraduate student at George Washington University.

24 JULY/AUGUST 2017

JEFF Y. LUO/Courtesy Flickr

Headlights Program

Courtesy Stanford University

The SystemX Alliance reserves a portion of its member company fees to provide seed grants to innovative research proposals. These grants promote research and student engagement that reinforce SystemX’s emphasis on “system thinking” and “interdisciplinary cooperation.” In the Headlights Program, any amount from $50,000 (Rs. 32 lakhs

approximately) up to $150,000 (Rs. 96 lakhs approximately) can be awarded to a research group or a team of several research groups.

The goal of the program is to explore unresearched topics in both industry and academia.

When CIS was founded in 1978, complex integrated systems were only beginning to involve experts from different disciplines, like computer architects, circuit engineers, material engineers and software design engineers.

Today, with the emergence of the SystemX Alliance, the partnership between Stanford University and leading industry companies continues to boldly blaze new paths to discover solutions for current and future challenges. By placing a stronger emphasis on applicationdriven, system-oriented research and creating more coherent focus areas, SystemX is working toward modernizing CIS and building stronger ties between academia and industry.

Jason Chiang is a freelance writer based in Silver Lake, Los Angeles.

Go Online

a member company supports a Stanford Ph.D. student (fellow), who works closely with a member company expert (mentor) to conduct targeted research under the guidance of university faculty (advisor). This program typically involves one specific project that funds one Ph.D. student—a model that has proven to be successful for many decades at Stanford. It is ideal for small-scale research projects with a specific Stanford faculty member, as opposed to the more widely collaborative Focus Area Research, which involves several different research groups and member companies.

Left: A view of the Jen-Hsun Huang Engineering Center at Stanford University.

Below left: A greatly magnified image of infrared light entering a silicon structure, which is about the size of a speck of dust.

A team of Stanford researchers has developed a process that could revolutionize computing by making it practical to use light instead of electricity to carry data inside computers.

Stanford SystemX Alliance https://systemx.stanford.edu

Research within SystemX https://systemx.stanford.edu/ research-within-systemx

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ALI EMINOV/Courtesy Flickr Courtesy IPRIME

IPRIMEd

By HILLARY HOPPOCK

for

University of Minnesota’s IPRIME creates opportunities for academia-industry collaborations for cutting-edge research on materials.

W

hat do you get when industry collaborates with academia? “A win-win situation,” says Bob Lewis, who is part of a unique universityindustry partnership program on materials, at the University of Minnesota, Twin Cities campus. The exchange reaps benefits for both partners. Industry learns about cutting-edge scientific and technological advances, gains influence in the direction of research, and gets early access to Ph.D. students as future employees. In turn, university faculty get a ready source of “hard problems” that fuel their research, as well as funding; while graduate students gain access to potential employers, along with training and exposure to the industrial research process.

Understanding IPRIME The University of Minnesota has carved out a niche within this academia-industry exchange.

Lewis, director of technology transfer for the Industrial Partnership for Research in Interfacial and Materials Engineering

26 JULY/AUGUST 2017

(IPRIME), explains the program’s focus: “Our two-way knowledge exchange brings the University of Minnesota’s collaborative culture to the industrial arena to strengthen research in both the academic and industrial sectors. We offer highly interdisciplinary, precompetitive and nonproprietary research programs that focus on the fundamental science that undergirds industrial processes and products.”

This model has worked successfully since 2004, with IPRIME bringing together industry scientists and engineers from about 40 domestic and international companies for hands-on collaborative research with 46 university faculty members and more than 200 Ph.D. students. IPRIME’s research is spread across seven program areas: polymers, coatings, biomaterials, pharmaceuticals, nanomaterials, electronic material and flexible electronics. According to Lewis, IPRIME’s breadth of program areas allows its industrial partners to broadly scan future technology in its earliest stages.

CHAUNCER /Courtesy Flickr

Left: An installation titled “Tin Man” outside the Mechanical Engineering building on the University of Minnesota, Twin Cities campus.

Center left: An installation depicting a molecule, on the university’s campus.

Far left: IPRIME industrial partners have access to the university’s Characterization Facility, a shared space for materials research.

Collaboration

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Photographs courtesy IPRIME

Above: Bob Lewis, director of technology transfer at IPRIME. Above right and right: Industrial partners learn about the latest developments in IPRIME research programs during the poster sessions of its annual meetings.

Above far right: A view of the University of Minnesota, Twin Cities campus.

“

Industry feedback has taken faculty into completely new areas.

It keeps them grounded in what’s happening outside academia.

28 JULY/AUGUST 2017

”

Creating opportunities This fostering of a culture that “knows how to work with industry” began in 1988 with the University of Minnesota’s Center for Interfacial Engineering (CIE), which was funded by the U.S. National Science Foundation (NSF).

IPRIME has built and expanded on CIE’s success. “As the NSF funding ended, the CIE faculty and industry counterparts strongly encouraged the university to continue the research partnerships,” says Lewis. He credits the university’s faculty, saying, “We have a history of older faculty modeling for younger faculty the importance of doing collaborative work with industry, and how it helps their career and their research.” Lewis notes the University of Minnesota faculty are known for co-authored, collaborative papers. IPRIME builds on that symbiotic culture and encourages interdisciplinary research across departments and colleges.

He contends, the open nature of IPRIME’s research gives the program an important advantage. “First and foremost, our pre-

competitive research framework positions us well before a product is created and, therefore, makes it easy for IPRIME companies to get involved quickly, without the often-inevitable delay of lengthy legal-staff evaluation.

IPRIME’s approach is ‘let us do the fundamental science and engineering, and let companies bring products to market and patent in their area of practice,’ ” says Lewis.

The diversity of IPRIME member companies includes obvious competitors like American and French oil and gas companies ExxonMobil and Total S.A., respectively, as well as unrelated firms like Valspar, an American paints and coatings manufacturer, and Medtronic, an Irish medical device firm. “It makes for an interesting nexus of relationships that happen among IPRIME companies,” says Lewis.

Partnership benefits The most surprising outcome of bringing together companies from completely different market spaces is how it contributes to innovation. “At our annual meetings,

University of Minnesota

AUGUST SCHWERDFEGER /Courtesy Flickr

https://twin-ccities.umn.edu

companies take a first look at leading-edge research through workshops, two-night student poster sessions and research presentations by Ph.D. students,” says Lewis. “However, members tell us, it’s the ‘chance connections’ with scientists and engineers from other industries they find most rewarding and surprisingly helpful to their work. We like to say, IPRIME ‘accelerates serendipity.’ ” Being part of technical advisory committees enables industry collaborators to influence the overall direction of IPRIME’s research.

“Industry feedback has taken faculty into completely new areas. It keeps them grounded in what’s happening outside academia. For example, industry input took the polymers

program in the direction of more water-based systems. And, industry suggested a focus on gravure coating, a well-established but not fundamentally understood industrial process for high-speed printing,” notes Lewis.

In fact, IPRIME has its eye on 3D printing for future research programs. “We offered a workshop on 3D printing additive manufacturing, and the room was packed,” says Lewis.

“We will stay on top of this ‘hot spot,’ and follow advances in pharmaceutical materials, biotechnology and flexible electronics.”

Hillary Hoppock is a freelance writer, former newspaper publisher and reporter based in Orinda, California.

U

niversity of South Florida’s Formula SAE (Society of Automotive Engineers) program has been fantastic for me ever since I joined the racing team in 2015. While the university equips us with the right textbook theory, the SAE program encourages us to go beyond and step into real-world applied engineering. Leading the chassis and ergonomics design teams over the last year has been a tremendous learning experience. The atmosphere promotes thinking and learning, which are vital to understanding good engineering practices. Seeing a car come to life and all the hard work of this passionate team pay off is truly satisfying.

Sujay Desai is pursuing a master’s degree in mechanical engineering at the University of South Florida.

JULY/AUGUST 2017

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IPRIME

http://iprime.umn.edu

The University of Chicago equips its students with an academic tool kit to map their way from The Core’s liberal arts and science curriculum to robust career opportunities.

The Art of

Balance

By DANIEL URBINA-McCARTHY

30 JULY/AUGUST 2017

Courtesy The University of Chicago

M

y freshman year in the U.S. has been one of the best teachers for me so far. It transformed me from a shy person to a confident, responsible adult. Within a span of nine months, I learned a lot.

By interacting with people in a diverse community, I opened up. I gained a wider outlook of the world. In this new environment, I constantly challenged myself, which made me responsible and less dependent.

Additionally, I discovered new interests, which were highly appreciated by my peers and mentors. Most importantly, I learned how to maintain a balance between work and fun.

Kunal Kaushik is pursuing a Bachelor of Science degree in civil engineering at Vanderbilt University in Nashville, Tennessee.

To share articles go to https://span.state.gov JULY/AUGUST 2017 31

W This interdisciplinary way of thinking, developed through liberal arts and science curricula, helps students sharpen their problem-solving skills, and transforms them into better analyzers and fluid learners.

32 JULY/AUGUST 2017

hen Sanjana started her college search, she could not stop talking to her parents about potential majors, research opportunities, clubs and other activities available. But, for her parents, this conversation often took on a slightly different course—they would focus on post-college outcomes and career options. As Sanjana explains, her parents preferred “a rigorous academic environment which also provided career exposure.” Sanjana’s parents, and many others, often look to strike a balance between academic and pre-professional programs. At The University of Chicago, the answer lies in the liberal arts and science curriculum of The Core, and the robust opportunities found through the Career Advancement Office.

fourth-year economics major Sanjana reflects, “The reading- and writing-based classes through The Core gave me the ability to form nuanced arguments as well as a set of analytical skills, which have broadened my career opportunities. These helped me develop holistically, and become a well-rounded student.” Between classes, Sanjana and her classmates continue the discussions, letting them evolve and deviate from academic topics over meals in the dining hall. This interdisciplinary way of thinking, developed through liberal arts and science curricula, helps students become comfortable across multiple disciplines, sharpens their problemsolving skills, and transforms them into better analyzers and fluid learners.

The Core curriculum

Hands-on approach

The University of Chicago’s The Core curriculum brings undergraduates into small, discussion-based classes that emphasize critical thinking, learning for learning’s sake, and the re-examination of fundamental questions across disciplines. The curriculum gives students a common language and an academic tool kit they take into conversations in every class. In a course like Ecology and Evolution of Infectious Diseases, students combine mathematical modeling with scientific analysis to understand the dynamics of diseases. Later in the day, they head to the Self, Culture, and Society class to debate elements of political economy through the lenses of cultural and historical experiences.

Looking back at her time at The Core, now

At The University of Chicago, students like Sanjana are not simply liberal arts students.

Rather, they take their ideas and apply them through hands-on training, like a summer internship at a consulting firm, research with a molecular engineering professor at Argonne National Laboratory, or a mentorship program hosted by Career Advancement’s UChicago Careers In program, which covers fields like business, education, health, law, STEM (science, technology, engineering and mathematics), public policy, journalism, arts and entrepreneurship.

Over one summer, Sanjana interned at a bank focusing on global markets. The experience, she feels, was crucial in helping her connect with recruiters and alumni,

Photographs courtesy The University of Chicago

Left, below left and below far left: The University of Chicago provides a holistic environment to help its students strengthen their academic and interpersonal skills and networks.

Go Online

The University of Chicago www.uchicago.edu

The Core

https://goo.gl/Az3YSa

UChicago Career Advancement

https://careeradvancement. uchicago.edu

ultimately leading to her internship and fulltime job after her graduation this June. It is the adaptable skill set developed in The Core that makes The University of Chicago a popular destination for employers as well.

Academic and career advising Students are often passionate about a variety of study areas, whether as seemingly disparate as biology and history, or as intertwined as economics and mathematics.

Students are provided guidance during their time at the university through academic and career advising. A dedicated academic adviser helps students throughout college to create a schedule that best develops their academic tool kit. Career advisers also help students map out their potential career path. Together,

the tool kit and the map help students move from the classrooms to careers.

As John W. Boyer, Dean of the college, says, “The rigor and insight inherent in a UChicago education give our students remarkable resources for their professional success, not least because they study in and engage with the exciting world metropolis of Chicago. Our students are active participants in the classrooms, where they learn the skills of a scholar. And from this, they take the ability to lead, to communicate and to be understood in every profession, around the world.�

Daniel Urbina-McCarthy is the senior assistant director of admissions and director of international outreach and strategy in the Office of Admissions at The University of Chicago.

JULY/AUGUST 2017

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U.S. Student Visa

U mrdoomits/iStock/Thinkstock

By ALAINA R. BROWN

.S. student visas are a hot topic in India. Currently, there are more than 166,000 Indians studying in the United States. That is a 25 percent increase in students from the last academic year. In fact, according to the Institute of International Education’s 2016 Open Doors Report, the United States continues to be the most preferred country for Indian students studying abroad.

India is the second highest sender of students after China; every sixth international student in the United States is from India. Last year, Indian students in the United States contributed $5 billion (Rs. 32,400 crores approximately) in economic activity and supported 66,000 American jobs. This represents more than $31 billion (Rs. 1,99,700 crores approximately) in the last decade.

With such a large number of students applying for visas, we at the U.S. Embassy New Delhi aim to make the application process as clear and simple as possible.

Go Online EducationUSA https://educationusa.state.gov/

Apply for a U.S. visa www.ustraveldocs.com/in/

Visa service https://in.usembassy.gov/visas/ 34 JULY/AUGUST 2017

Gaining admission Before applying for a visa, students must gain admission to a U.S. university that meets their needs. While the United States has some of the best educational institutions in the world, it also has some of the most expensive ones. In addition to researching and applying to universities or colleges, students must have a realistic financial plan. We encourage students to work with the Department of State’s EducationUSA network for assistance with finding the right U.S. college or university and navigating the application process. In India, there are seven EducationUSA advising centers with more than 30 advisers providing accurate, current and comprehensive information on U.S. higher education through sessions, at the centers, online, and at schools and universities.

Visa process After acceptance, the university or college sends an I-20 or a DS-2019 form, which is required to apply for a student visa.

The U.S. student visa application process is as easy as 1-2-3: 1) Fill out the application; 2) Pay the fees—including SEVIS (Student and Exchange Visitor Information System); 3) Schedule the interview and biometrics appointments.

At the time of the visa interview, the only documents required are the appointment letter, passport, CEAC (Consular Electronic Application Center) barcode page (DS-160), SEVIS receipt, I-20 for F1s and M1s or DS-2019 for J1s.

It is important to note the U.S. student visa interview is brief and is not based on any additional documentation.

Applicants must be able to convince interviewing officers their primary intent of travel is to study; they are able to

afford their educational program; they will use the visa properly; and, they intend to return to India after their studies in the United States are completed. Consular officers are trained to handle each visa application as an individual case and to issue visas to qualified applicants.

Students should not apply for their U.S. student visa more than 120 days before the report date listed on their I-20.

Even students with a valid U.S. student visa will not be admitted into the United States more than 30 days before the stated report date at their school.

Student Visa Day To celebrate higher education ties between India and the United States, and facilitate student travel, Student Visa Day is organized every year. On Student Visa Day, the U.S. Embassy and Consulates in India schedule only student visa interviews. This year, it was held on June 8. Of course, prospective students may also apply for visas on any other day we are open to the public. We also prioritize students to ensure no one misses their school start date. The United States strongly supports educational study and exchange programs, as these have been a hallmark of the U.S.-India bilateral relationship for decades.

Follow us For more in-depth information on how to apply for a visa, please visit our website (www.ustraveldocs.com/in).

Also, check out our Consular Quiz of the Week, Visa Myth Busters and Visa Fridays online chats with a visa officer on the U.S. Embassy’s Facebook Page (www.facebook.com/USEmbassyIndia) and on Twitter at @USAndIndia.

Alaina R. Brown is a Consular Officer at U.S. Embassy New Delhi.

Courtesy Jillian Gross

Community colleges can support the Skill India mission and bridge the gap between industry demand and the availability of high-skill candidates in the country.

Community Colleges for a

Skilled India

F

TMCC/Courtesy Flickr

or many educators, community colleges are a key part of the education system of a 21st century economy. In India, however, they remain a small part of the higher education landscape.

Community colleges typically offer two-year professional degree programs that are more practical and less theoretical or academic than three- or four-year bachelor programs. Indian advocates of two-year colleges say they have been inspired by the big role such institutions play in the United States, where they enroll nearly 38 percent of all undergraduate students.

These advocates believe the two-year model could do much to support the Indian government’s flagship Skill India program. “There is a huge gap between the demands by industry and entry-level candidates with the required skills,” says Rahul Choudaha, who holds a doctorate in higher education from the University of

TMCC/Courtesy Flickr

By BURTON BOLLAG

Above: FulbrightNehru scholar Jillian Gross (left) works at a sewing machine at a Symbiosis Community College center near Pune.

Left: Students of Truckee Meadows Community College (TMCC) in Reno, Nevada, learn auto maintenance work.

Below left: Students of the TMCC Dental Hygiene Program during Give Kids a Smile Day.

To share articles go to https://span.state.gov JULY/AUGUST 2017 35

The U.S. model Ajay Mohan Goel, former executive vicepresident of the Bengaluru-based Wadhwani Foundation, was one of the leading architects of a 2012 project of the Indian Ministry of Human Resource Development to develop community colleges inside three-year bachelor colleges.

“Our original vision,” says Goel, “was that 5,000 three-year colleges would establish community colleges within themselves; a further 1,000 would transform themselves into a [full-time] community college.”

Goel also led a trip of senior Indian officials to the United States to learn more about the community college system. “We studied the American model intensively,” he says, adding what they saw “is extremely relevant” to India’s education needs. Today, Goel is the co-founder

T

hrough the amalgamation of my education and internships, I led a project on the feasibility and importance of a singlepayer health care system by comparing international health systems; informed health care professionals in all Minnesota counties about virtual support groups for individuals suffering from mental illnesses; and designed fact sheets for best practices to support and engage the LGBTQ+ communities. My educational and advocacy experiences and exposure as an international student both in the College of Liberal Arts and in the communities of Minneapolis-St. Paul continue to inspire me to be self-aware and use my knowledge as a tool to challenge deeply-rooted inequities.

Prashasti Bhatnagar is pursuing a Bachelor of Science degree in sociology at the University of Minnesota.

36 JULY/AUGUST 2017

LuANN STRAIT

Denver and is now the chief executive officer of DrEducation, LLC, a New Jersey-based global higher education research and consulting firm.

Not only are two-year colleges needed to meet the growing demands of the economy, but they are also a crucial instrument for social mobility, according to Xavier Alphonse, founder director of the Indian Center for Research and Development of Community Education (ICRDCE) in Chennai. The organization established and oversees more than 230 community colleges in at least 17 states in India.

In an essay, Alphonse wrote community colleges “empower the disadvantaged by helping them develop skills that will lead to gainful employment.” He goes on to say two-year colleges can “make a qualitative difference in the lives of the urban, rural and tribal poor, and women.” Like other Indian advocates of twoyear colleges, Alphonse says he has been inspired by the significant role of community colleges in the United States.

TMCC/Courtesy Flickr

Community colleges typically offer two-year professional degree programs that are more practical and less theoretical or academic than three- or four-year bachelor programs.

and principal consultant at the Uttar Pradeshbased Skills Management Group, which provides consultancy services on skilling and entrepreneurship.

Indeed, community colleges play a big role in the American higher education system. There are nearly 1,300 of these colleges in the United States, with more than seven million students

www.aicte-india.org/ communitycolleges.php http://mhrd.gov.in/ community-colleges

Community colleges and courses in India https://goo.gl/fGbjNf

Skill India

Prime Minister Modi Launches SKILL INDIA https://goo.gl/2Yb1iY

https://twitter.com/ MSDESkillIndia

TMCC/Courtesy Flickr

NASA/JPL-Caltech/Courtesy Flickr

Austin Community College/Courtesy Flickr

Truckee Meadows Community College/Courtesy Flickr

www.aacc.nche.edu

Community Colleges in India

enrolled in degree programs. Less than 40 percent study full-time, while the rest are working adults who take classes in the evenings and on weekends. The average age of community college students is 28. The average cost of attending a four-year college in the United States is $25,409 (approximately Rs. 16,36,000) per year, almost half the average annual household earning of Americans; though the best schools can cost more than double that amount.

Community colleges, on the other hand, cost much less and are generally open to everyone who has graduated high school.

Benefits of community colleges These colleges serve two purposes: preparing graduates for a job, and enabling access to a bachelor’s degree program by allowing students to transfer credits earned to a four-year college.

In the United States, “there is a very smooth transition” from two-year to four-year colleges, says Choudaha, something that is very rare in India. Forty-six percent of the students who graduate from a four-year college in the United

States were enrolled at a two-year college at some point in the previous 10 years, according to a 2015 report of the Virginia-based National Student Clearinghouse Research Center.

In India, the government is focusing on using short-term technical training programs to meet the country’s skill needs. “I’m not arguing against them,” says Jillian Gross, a FulbrightNehru scholar and doctoral student at the University of Michigan, who recently conducted a study on the expansion of the community college model in India. But, she adds, while technical training teaches students how to meet a specific job requirement, two-year colleges provide a broader education to help students throughout their careers. That education includes soft skills like communication, teamwork and critical thinking, says Gross. When they are of sufficient quality, community colleges enable “individual transformation” and “the possibility of upward mobility.”

Left: Veterinary Technology Program students at Austin Community College in Texas.

Center left: Students of the Truckee Meadows Community College (TMCC) Graphic Communications Program operate a printing press.

Far left: Students of the Custom Paint and Fabrication program at Lake Area Technical Institute in Watertown, South Dakota, learn new air brush techniques for future restoration and customization projects, during a workshop.

Above left: The NASA Community College Aerospace Scholars program is an interactive online learning opportunity highlighted by a three-day experience at NASA for community college STEM students.

Above center left: Chemistry students of TMCC perform an experiment in the lab.

Above far left: A student of the TMCC Culinary Arts Program decorates slices of cake.

Burton Bollag is a freelance journalist living in Washington, D.C. JULY/AUGUST 2017

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American Association of Community Colleges

Photographs courtesy Gen Next

Gen Next helps U.S. universities develop their presence in India and provides guidance to Indian students who aspire to study in the United States.

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Educating

Gen Next

I

By CANDICE YACONO

ndian students considering studying in the United States usually have questions like which school should they attend? What will the culture be like? How does someone afford to study abroad? And so on.

Gen Next Education, Inc. strives to answer these questions through a free college counseling service for Indian students, and an innovative partnership system with some major U.S. universities.

Girish C. Ballolla, founder and chief executive officer of the Minnesota-based organization, says there are several difficulties in promoting the possibility of attending school in the United States, among Indians. “First and foremost, the culture of studying abroad, especially after high school, isn’t as prevalent in India as it should be,” he says, adding a lot of students aren’t aware of the feasibility of attending college in the United States. When students do consider Above left: Marco Dinovelli, associate director of recruitment/director of international enrollment at Rutgers University, at an interactive workshop on “How to find your right fit in the U.S.” Rutgers University is an American consortium partner of Gen Next.

Left: Rebecca McIntosh Hansen (right), assistant director of international admissions at Northern Kentucky University, talks to students at a high school college fair organized by Gen Next.

Far left: Girish C. Ballolla, founder and CEO of Gen Next, talks to Indian students about his experience abroad and their future plans.

studying abroad, they may receive conflicting information, or think they should attend only an Ivy League or “brand-name” institution.

Another common issue is a lack of understanding about the differences between the U.S. and Indian educational systems.

“Students and their families approach U.S. education with an Indian education framework, and the resulting confusion can be detrimental to their experience,” says Ballolla. However, with guidance, the process becomes much less difficult.

“We do not have a financial motivation to ‘push’ a student to any particular university,” says Ballolla. Gen Next doesn’t charge universities any commission. Partner universities, instead, pay an annual fee to participate in its consortium. Gen Next’s American consortium partners include Rutgers University, The George Washington University, University of Delaware and The University of New Mexico, among others.

Schools get year-round service in India, and both Gen Next and the high schools are able to provide students the information they seek about U.S. higher education.

“Our suite of services helps universities develop a brand in India and build a network around that brand,” says Ballolla. Gen Next also develops study programs, links faculty from both countries and re-engages alumni.

This model allows universities to have a physical presence in India, through Gen Next’s International Knowledge Center in Bengaluru and staff in Mumbai, New Delhi and Ahmedabad.

“In short, we are the ‘last mile connection’ between U.S. universities and the Indian educational ecosystem,” says Ballolla.

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Photographs courtesy Gen Next

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Gen Next Education, Inc. www.gennexteducation.com

International Knowledge Center http://myikc.com Above: International Knowledge Center Director Sheela Thyagaraj (right) meets a high school administrator.

Above right: Ryan Goeken (right), assistant director at the office of International Students and Scholars at the University of Wyoming, talks to a prospective student and his parents at an open house event organized by Gen Next’s International Knowledge Center.

The organization came about through Ballolla’s own positive experiences studying abroad. “I was born and raised in India, and after high school, I decided to pursue an education in the U.S.,” he says. “The opportunity to explore my passions and discover my true calling in life was possible only because of the American educational system.”

Gen Next now plans to build on the foundation it has laid over the past seven years. In India, this will include growing its network of participating high schools which receive counseling and other services, as well as its new Association of College Counselors in India, an online training and networking platform. Its new College Exploratory Program will help high school students explore their U.S. college and career choices.

College students can take part in short-term summer trips, where selected candidates travel to one of Gen Next’s partner institutions in the United States. Gen Next is also helping other institutions collaborate with U.S. schools.

In the United States, the organization is working on ways to enhance the reach of U.S.

I

f I had to choose the best decision that I have taken in my life so far, it would be choosing to study for my master’s degree in the U.S., the land of opportunities for dreamers of tomorrow. I am immensely passionate about making a difference in this world in my own special way, and my master’s education is something that fuels my dream. I love the way education is imparted by professors, who are extremely passionate about what they do. I love how practical application of knowledge is given importance, in addition to theory. I hope to fulfill all my dreams in this awesome country.

Aditi Mittal is pursuing a master’s degree in business analytics and information systems at the University of South Florida.

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universities in India, and expanding to graduate recruiting. “Our Teach in India program has been very successful, and this year, we will launch a Nursing in India program, to provide nursing students a six-week international practicum in India,” says Ballolla.

He describes the opportunity to study abroad as a life-changing experience—one from which he personally benefitted.

“I would like more parents to realize what an incredible opportunity a global education is, particularly an education in the U.S.,” says Ballolla. “The advantage of having such an experience, both personally and professionally, is immeasurable. By encouraging their children to pursue an education abroad, they will be providing their children with a unique set of tools that will set them apart in the marketplace and make them more employable. I hope, through our work, we can change the paradigm of college education for Indian students.”

Candice Yacono is a magazine and newspaper writer based in southern California.

Guides to U.S. Study

By GIRIRAJ AGARWAL

Above: Renuka Raja Rao conducts a session on higher studies in the United States at Bhutan Information Technology Solutions in Thimphu, Bhutan.

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or students aspiring to go to the United States for higher education, the U.S. Department of State operates EducationUSA, a network of over 400 international student advising centers in more than 170 countries. These centers offer comprehensive and current information about opportunities to study at accredited postsecondary institutions in the United States.

Experienced advisers guide students on how to select the right institution, complete their applications and fill out financial aid forms.

Renuka Raja Rao, who recently retired as the country coordinator of Educational

Advising Services at United States-India Educational Foundation (USIEF), talks about how these services have evolved through her career spanning 14 years.

Excerpts from an interview.

Please tell us about the EducationUSA network in India. What kind of assistance can students planning to go to the United States for higher studies expect from it?

EducationUSA is a global network of advising centers, supported by the U.S. Department of State. EducationUSA centers

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Courtesy EducationUSA

A look at the resources offered by EducationUSA and how educational advising has evolved in India.

Study in the U.S.

https://goo.gl/Qe9W0J

EducationUSA offices in India https://goo.gl/2r1aRO

Courtesy EducationUSA

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disseminate accurate, current and comprehensive information on higher education opportunities in the U.S. There are seven EducationUSA centers across India—five run by USIEF in New Delhi, Mumbai, Kolkata, Chennai and Hyderabad, and two independent centers in Bengaluru and Ahmedabad.

Students interested in pursuing higher studies in the U.S., and their families, are urged to visit the EducationUSA center closest to them and browse the resources available.

The libraries at the centers include program guides, software to help in prepping for tests and for finding the right-fit universities, and regular information sessions on various aspects of the application process.

EducationUSA centers offer membership services to students who need one-on-one or more personalized advice.

How have EducationUSA advising centers evolved during your tenure?

EducationUSA advising has undergone a tremendous change in the past decade. From low-key, largely manual and in-person advising, it has morphed into an exciting

T

he best and the most underrated part of a business school education in the U.S. is how it molds you to become a global citizen. I get to meet people from all over the world and learn from their different experiences and cultures. One of the highlights of the M.B.A. program was the opportunity to help local businesses in developing countries. I got to work with a shoe manufacturing firm in Guatemala. The project helped me learn more about doing business in Guatemala and experience the culture firsthand. These opportunities help enhance my leadership skills and make me a better person.

Dhanya Jayagopal is pursuing a master’s degree in business administration at Kelley School of Business, Indiana University.

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format, with digital communication and modern technologies making authentic advice available at a click, and at the convenience of students.

Technology has democratized the availability of information, and is no longer the preserve of the well-heeled and well-connected.

Have students’ concerns changed over the years?

Students have been worried about similar things throughout the past decade—How do I choose universities? Will I get admission? Will I be able to afford the cost of a U.S. degree?

Will I be able to get an internship? Will I get a job after all that hard work and expenditure?

New concerns are over safety and possible changes to the student visa program.

How have the Internet and social media impacted EducationUSA’s work in India?

The Internet and social media have moved to the center of EducationUSA’s advising efforts. The phenomenal reach of social media and the ubiquitous accessibility to the Internet have resulted in a tectonic shift in advising.

EducationUSA’s mission in India is to provide 24/7 advising, so that news, information and

pockets. What has changed is that now, information and advice are easily available. In addition, the banking sector in India has made education loans easily available, so that credible and qualified students have access to the funds they require.

What are the financing and scholarship options available to students?

Scholarship options and avenues for funding are priorities for most Indian students.

Doctoral candidates usually get priority for funding at U.S. research universities. There is

coming to us. However, there can be wide regional variations, with some students being extremely aware of the nuances of U.S. higher education, and others being practically ignorant of even the basics.

All EducationUSA centers conduct sessions for beginners to the process as well as advanced sessions covering the “5 Steps to U.S. Study.”

Have you seen any change in the type of students who wish to go for higher studies in the United States?

When students from India first began going to the U.S. for higher education, they were those who were well-connected and had deep

limited funding for masters students. Undergraduates may get funding from private universities and liberal arts colleges.

Scholarships and funds are given out on a very competitive basis—the majority of students from India are self-financed.

What kind of feedback does EducationUSA get from students and parents?

EducationUSA in India is recognized as the official source of information on U.S. higher education. Students and families are confident the information and advice they receive is authentic and unbiased. The feedback EducationUSA gets is extremely positive and enthusiastic.

Photographs courtesy EducationUSA

Above: Renuka Raja Rao conducts an orientation session for Indian students interested in pursuing higher studies in the United States.

Right: Rao (left) with Adam J. Grotsky, executive director, United States-India Educational Foundation (USIEF), during the USIEFEducationUSA University Fair 2016 in New Delhi.

Far right: Rao talks about EducationUSA services at Radio City’s office.

advice are available to students when and where needed.

What would you say about students’ awareness level regarding U.S. higher education?

An Indian student looking to study in the U.S. is different now than a decade ago. The most important question for students today is, “How do I study in the U.S.?” not “Why study in the U.S.?”

Students often surprise us with their level of awareness and the research they do before

I

joined the University of South Florida in 2012 with the nanomaterial’s research group. Initially, with little to no understanding of how research is done, I fumbled in front of my team and professors.

My professors picked me up, encouraged me to articulate my ideas and provided great guidance. This helped boost my confidence. My professors and my peers (Ph.D. students) took time to hear me out, and this opened up opportunities for me to discuss my ideas further and implement them. These experiences helped me grow, not only as a skilled researcher, but also as a person.

Srikanth Gunti is a Ph.D. candidate in mechanical engineering at the University of South Florida.

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