International Students

  Greetings, International Student! The United States educates the world’s largest population of international students, with more than 800,000 students attending American universities during the 2013-2014 academic year. It’s no wonder why students want to study in the United States: American universities are among the best in the world. There are more than 4,000 places to study, from...
 

Greetings, International Student!

The United States educates the world’s largest population of international students, with more than 800,000 students attending American universities during the 2013-2014 academic year. It’s no wonder why students want to study in the United States: American universities are among the best in the world. There are more than 4,000 places to study, from huge research universities to small liberal arts colleges focused on the undergraduate experience. At American universities, there awaits a stunning array of extracurricular opportunities in domains such as the arts, athletics, social justice, enterprise, politics, languages, and more.

 

HigherEd is ready to guide and support you through the admissions process

As an international student, the admissions process can be overwhelming. Many schools rely on test scores and GPA in addition to reference letters, essays, resumes, and as of late, portfolios. HigherEd’s curriculum demystifies the admissions process and supports and encourages international students as they complete applications and prepare to enroll in American institutions.

 

HigherEd is pleased to offer College Admissions for the International Student (CAIS), a 12 month package designed exclusively by and for international students.

CAIS begins in January of a student’s junior year and ends in December of the student’s senior year (12 months). CAIS is provided online via real-time videoconferencing.

 

The goals of HigherEd’s international student programming are to:

 
  • Help students create authentic, competitive applications to colleges and universities that match the students’ interests and background.
  • Educate students about how to succeed academically, manage money, participate in student life and stay healthy.
 

HigherEd’s CAIS program is guided by the following timeline:

January

Deliverable: Assessment results from the “Self-survey for the college-bound”

  • Coursework assessment: Is the student taking rigorous coursework? Teaching counselors make recommendations for coursework adjustments as needed.
  • Standardized testing overview: Does the student know about the required standardized tests? Teaching counselors provide background information about the TOEFL, SAT I, SAT II, and ACT. Teaching counselors (a) present the advantages and disadvantages of each test, (b) review registration deadlines and (c) facilitate test preparation planning.
  • Activity-list evaluation: Does the student recognize the importance of extracurricular involvements? Is the student participating in such involvements? Teaching counselors evaluate the depth and breadth of the student’s activities. If needed, teaching counselors help the student (a) identify activities of interest and (b) develop a plan to become involved in the activity/activities.
  • Student assessment: What are the student’s educational aspirations, preferences and interests? Teaching counselors assess these areas and inform the student about how his or her assessment results can be used during the college search.
Real-time conferencing: Up to 3 hours per month
Independent activities: Up to 3 hours per month

Deliverable: Student’s ranking of desired college qualities, information about summer enrichment opportunities

  • Identify desired college qualities: What college qualities does the student value? Teaching counselors help the student develop and rank a list of desired college qualities.
  • Present the CommonApp and CAAS: Does the student know about the Common Application and the CAAS portfolio? The teaching counselor provides an overview of the CommonApp (used by more than 600 colleges) and the CAAS (used by more than 80 colleges, including the most elite American colleges).
  • Strategize for summer: What will the student do during the summer? The teaching counselor provides information about summer enrichment opportunities.
Real-time conferencing: Up to 3 hours per month
Independent activities: Up to 3 hours per month

February

March

Deliverable:“Admissions profile” results and Phase 1/Initial college list (75-200 schools)

  • Complete admissions profile: What is the student’s admissions profile? The teaching counselor assesses the student’s candidacy and, if necessary, provides insight about how the student can improve his/her admissions chances. Note: The “Admissions profile” is based on student-reported data about coursework, grades, class rank, test scores, extracurricular activities, academic skills, study skills, and academic recommendations.
  • Develop a college list, Part 1: The teaching counselor uses databases and search engines to facilitate the student’s initial search for college matches. This is the first of a three part college list development process.
  • CAAS check-in: If relevant, the teaching counselor asks the student to describe academic products or achievements appropriate for CAAS integration.
  • Activity list check-in: The teaching counselor asks the student to describe his/her activities. What’s going well? Are there any activities that need to be added or stopped/paused?
  • Summer plan check-in: The teaching counselor asks the student about his or her summer plans.
Real-time conferencing: Up to 3 hours per month
Independent activities: Up to 3 hours per month

Deliverable: Phase 2 college list (30-40 schools), Letter of recommendation inventory

  • Develop a college list, Part 2: The teaching counselor uses databases and search engines to facilitate a narrower search for college matches.
  • The letter of recommendation: The teaching counselor explains the purpose of the letter of recommendation and describes the ingredients of a compelling letter. The teaching counselor then assists the student in the preparation of a letter of recommendation inventory. The inventory probes for stories, “ah-ha” moments, and personal anecdotes that help the student’s recommenders write strong letters.
Real-time conferencing: Up to 3 hours per month
Independent activities: Up to 3 hours per month

April

May

Deliverable: Phase 3 college list (7-15 schools), Demonstrated interest plan of action for colleges on the student’s list, List of 4-6 potential essay topics

  • Develop a college list, Part 3: The teaching counselor uses databases, search engines, and other activities to facilitate the student’s most narrowed search for college matches.
  • Demonstrated interest: The teaching counselor educates the student about “demonstrated interest” and helps the student identify demonstrated interest activities for the colleges on his/her list.
  • Introduction to the college essay: The teaching counselor provides the student with background information about the essay and its role in the college admissions process.
  • Essay brainstorm: The teaching counselor guides the student through a series of brainstorming activities aimed at developing reflective, inspirational, aspirational, or creative storylines. *Note: All activities are premised on essay questions asked on the Common Application and various schools’ supplemental applications.
Real-time conferencing: Up to 3 hours per month
Independent activities: Up to 3 hours per month

Deliverable Proposed list of college majors and, if appropriate, an action plan to explore one or two possible majors; a potentially readjusted “Admissions profile” and college list, and possible additions to the CAAS portfolio

  • Major selection: The teaching counselor dispels myths about major selection and its impact on admissions. The teaching counselor also guides the student through a two-step assessment process to identify potential majors that fit his/her interests. If appropriate, the teaching counselor and the student develop a plan to explore/engage one or two of these majors.
  • Admissions profile updates: The teaching counselor asks the student to review the “Admissions profile” s/he completed in March. Are there any changes?
  • Review: After the student has completed the college majors activities and reviewed his/her “Admissions profile,” the teaching counselor asks the student whether the new information impacts his/her candidacy. How about the college list? Should schools be added or removed?
  • CAAS check-in: If relevant, the teaching counselor asks the student to describe academic products or achievements appropriate for CAAS integration.
Real-time conferencing: Up to 3 hours per month
Independent activities: Up to 3 hours per month

June

July

Deliverable: Application story, tagline, updated/enhanced essay storylines

  • Essay topics check-in: The teaching counselor and the student revisit the essay topics the student chose in May. Are the topics still of interest or should new ones be added? The teaching counselor helps the student refine existing essay topics or develop new ones.
  • Test check-in: Does the student intend to take the TOEFL, SAT I, SAT II, or ACT? If the student intends to sit for the test(s), the teaching counselor reviews registration deadlines and facilitates preparation plans.
  • Application strategizing, Part 1: The teaching counselor (a) presents the advantages and disadvantages of early decision, early action, and regular decision, (b) describes how admissions officers review applications, (c) helps the student discover his/her application “story” and create a 5-word tagline.
Real-time conferencing: Up to 3 hours per month
Independent activities: Up to 3 hours per month

Deliverable: Application schedule, pre-writing products

  • Essay writing: The teaching counselor assists the student with mind-mapping, outlining, and other pre-writing techniques.
  • “Early” admission check-in: The teaching counselor asks the student if s/he will apply early decision or early action. If the student is unsure about whether to apply early, the teaching counselor helps to clarify the student’s thinking.

    >>>If the student decides or has decided to apply early, the teaching counselor provides information on early application logistics (e.g., academic product submission, test score requests, essay completion timelines).
  • Application release: With the release of most applications this month, the teaching counselor helps the student create (a) a calendar of application deadlines and (b) a list of application requirements for each school.
  • Application strategizing, Part 2: Taking into consideration the student’s background, the teaching counselor advises students about (a) whether to provide supplemental information and what kind to submit and (b) whether to submit a resume. As needed, the teaching counselor advises students how to report lower grades, downward grade trends, disciplinary infractions, or other “red flags.”
Real-time conferencing: Up to 3 hours per month
Independent activities: Up to 3 hours per month

August

September-December (Senior Year)

Consultation on applications and essays.

  • Content Development: HigherEd advises the student about essay preparation guidelines, topic selection and structure.
  • Stylistic Editing: HigherEd helps the student eliminate jargon, perfect language and edit for clarity while ensuring the student’s voice is retained.
  • Copyediting: HigherEd reviews the documents for proper grammar, usage, spelling and punctuation.
HigherEd does not write essays.
HigherEd will provide editing services for a maximum of five (5) essays for students enrolled in CAIS. If you require additional essay editing services, please review HigherEd’s essay editing packages.
Real-time conferencing: Up to 1 hour per month
Independent activities: Up to 3 hours per month
Consultation on scholarship essays, interviews, waitlist or deferral responses.
Real-time conferencing: Up to 2 hours for entire 5 month period.
Independent activities: Up to 2 hours for entire 5 month period.

January-May (Senior Year)

Email inquiries will be responded to within 48 hours of receipt.
Assistance is provided on no more than eight (8) applications and five (5) essays.
Deliverables are contingent on the student’s timely submission of requested materials.

Additional Consultation

Additional consultation can be provided on the following topics:

  • 21st century job skills/ College success: Collaboration, critical thinking, creativity, leadership, communication, initiative and self-direction, self-regulation, and productivity.
  • College wellness:Stress management, sleep, mindfulness, online security, campus safety, study skills, test-taking skills. Coping with anxiety, coping with depression, discovering the resources of one’s University’s health center, navigating academic college relationships (e.g., with professors or teaching assistants), and budgeting for college life.
Want to participate in additional consultation sessions? Contact HigherEd!