For International Students: What to Know About Attending College Abroad
Lantern College Counseling™ families come from all over the world. Many of our American students are interested in or open to attending college outside the United States. We also frequently work with students from other countries who are looking to come to America for college. In all cases, students considering studying in a country other than their own can anticipate some common challenges and rewards. Today, I share a conversation with Lantern College Counseling team member Eliza Yuen to discuss her insights into the process of applying to college abroad, gained through her extensive experience counseling international students.
Eliza, to start, can you tell us about your educational background and career path?
Eliza: I grew up in Toronto, Canada and like many Canadians, did not venture far for my undergraduate study, majoring in psychology at York University. Following this, I attended Humber College (also in Toronto) to earn my post-graduate diploma in Child & Youth Counseling. The itch for more schooling came a few years later when I earned an MSc in Education at Medaille College in New York. It was through attending college in a different country that I learned to appreciate the nuances of being an international student – obtaining study permits, learning about the various regulations associated with the permit, being immersed in a different culture, and understanding some of the subtle differences that exist within the two countries despite their proximity to one another. In Toronto, I taught at the elementary level and worked with underserved youth at various non-profit organizations such as Pathways to Education, and I am still passionate about Equity, Diversity, and Inclusion within the educational system. I relocated to Boston and worked in student advising at the University of Massachusetts Boston and at Tufts University for nearly a decade. At Tufts, as you know, since we worked together there, I advised students pursuing computer science and engineering degrees within the School of Engineering. Now, I am back home in Canada, continuing my work in student support and higher education. I do miss that New England seafood!
At Lantern, I enjoy counseling students interested in a wide range of academic areas. When working with STEM students, I tap into my expertise gained at Tufts in the School of Engineering. With liberal arts students, I lean into my own educational experiences and time supporting students at the University of Massachusetts. And my most recent work at Carleton University advising business students helps me guide high school students interested in studying business in college. Most of the Lantern students I work with are American students looking to stay in the US. However, I always find it rewarding to help international students who want to come to the US for their schooling and American students who are open to attending college in another country, such as Canada or the UK.
In your positions at the University of Massachusetts, Tufts University, and Carleton University (Canada), have you worked with many international students?
Eliza: At each of these institutions, there have been a moderate number of international students. However, now at Carleton University’s business school, I work with a very large population of international graduate students. I would estimate that roughly half of the students in the MBA, MSc and PhD in Management programs are from countries outside of North America, such as India, China, and Iran, to name a few. I have always enjoyed working with international students – whether through helping them to acclimate to North American culture, providing referrals to campus resources, or offering general academic advising and guidance.
Generally, what are the differences between the American and non-American education systems?
Eliza: I will speak broadly on this but will often refer to Canada as a comparison point. As a Canadian, when I think about the American college experience, there is usually a residential experience: on-site student housing within a robust campus community whereas in Canada, this is not always the case, as many students will commute or live off-campus. I also think of Greek life which isn’t as prevalent at Canadian schools.
In the US, there are many and a wide range of educational institutions, from small undergraduate-focused colleges to large research universities, including private and public institutions. The costs for a US education may vary significantly across different types of institutions and for students within a given institution. This is because there are two types of aid available, need-based and merit-based, and a student may receive one, both, or neither type of aid. As you point out in your article University vs. College: What it Means for the Student Experience, it is important for families to understand that the fundamental differences between a college and university will manifest in significant and practical ways for a student. At many US institutions, although not all, students have some time and curricular flexibility to change their minds about what they want to major in. Additionally, students typically take courses outside their major and in many different areas to become broadly educated. At US institutions, degrees are designed to take four years to complete.
Outside of the US, the student and academic experience fundamentally differs from those of an American school. The American educational system, in which students have time and curricular freedom to explore their academic interests, is pretty unique in the world. Most international programs of study are three years long - not four - and students are typically admitted to one major with no opportunity to switch majors. There are some exceptions – for example, in Canada, many undergraduate degrees can be 3 years for a bachelor’s degree or 4 years as an honors degree. The honors degree can be a requirement for grad school as well as a requirement for many jobs post-graduation. Further, taking courses outside a student’s major area of study may not be possible. There are exceptions. For instance, the Scottish higher education system affords a bit more flexibility. Students study for four years and have the opportunity for exploration during their first year. Likewise, McGill University in Canada offers U0, a first-year program designed to ensure a broad foundation before a more focused three-year program.
Teaching and evaluation methods can be very different from what US students know. For example, the UK’s educational experience is generally more lecture-based, and there may be fewer assignments throughout the year. It may even be the case that there are no assignments beyond a single final exam that determines a student’s entire grade. Two of the UK’s oldest and most prestigious universities, Oxford University and the University of Cambridge, have a conversation-based tutorial system that demands independence. Canadian universities are world-famous for their co-ops, giving students practical work experience during their studies, an educational feature far less common in the United States.
As I mentioned earlier, most international institutions do not have a traditional American-style campus community, including housing. Rather, students live off campus with potentially long commute times to classes, adding a few other cost and logistical considerations for students wishing to study outside of the US
Another distinction is that international academic calendars vary and may not sync up with the US academic calendar. Thus, US students may find themselves with a long gap (even up to eight months) between graduating from high school and attending college, depending on the country they are studying in. Additionally, admissions timelines differ, including application deadlines and notification and deposit dates. Students may need to decide before hearing from all the schools they applied to.
Often, it is far less expensive to go to college or university outside the US. For instance, in 2022, the average tuition for US students to study in Canada was $36,100 Canadian dollars (~$27,000 US dollars, at this writing) per year. It is hard to provide a fair point of comparison to the cost for US institutions due to the way financial aid works in the US. However, in 2022 the most expensive US institutions cost over $75,000 US dollars a year. Notably, all German public universities are tuition-free.
US institutions also practice “holistic admissions,” meaning that admissions officers evaluate multiple factors beyond numerical metrics of test scores and grades. For instance, most schools consider one or more essays, letters of reference, and institutional priorities (a long list of characteristics such as ability to pay, special talent or skills, gender, demonstrated interest, race*, and others) as part of their evaluation. Application deadlines are largely between November 1 and early January, with students having admissions decisions by early April and needing to decide by May 1. The American academic calendar is August/September through May/June, often, although not always, with a winter break in late December and early January between two semesters.
Generally, admission to international institutions is numbers driven and not holistic. Characteristics such as the ability to pay, special talent or skills, gender, demonstrated interest, race, etc., are not considered. Students may need to provide more standardized testing and achieve certain benchmarks for scores, to be considered for admission. Also, since students apply directly to a major, a student’s application materials must show a strong fit for that major.
*In June 2023, the US Supreme Court found that the practice of considering race as a factor is unconstitutional. How colleges and universities respond to this ruling while advancing their own diversity, equity, inclusion, and justice goals remains to be seen.
What do you see as the rewards and challenges for choosing to study in a country other than your home country?
Eliza: There are many great reasons for choosing to attend college in another country. Many schools will be less costly than American schools but have comparable academic rigor. Under a different educational system, students can learn from different teaching methods, which encourages flexibility and thinking in new ways. Students may even learn a new language. Moving away on one’s own and immersing oneself in another culture can help develop global awareness and an appreciation of cultural differences. Further, studying elsewhere can also build a worldwide network of friends and potential colleagues.
On the other hand, students may experience homesickness, and getting home quickly may pose a challenge. In my work with international students, I have also seen challenges and setbacks with obtaining study permits, post-graduate work permits, and other immigration-related issues. Of course, students must thoroughly research any program they wish to study to ensure that the degree will be recognized in the U.S. and be aware of any other problems that may come up, such as licensure. Professional degrees such as law, medicine, architecture, and engineering, to name a few, may not be transferable.
Studying in another country can have its challenges, but it is an enriching experience that will foster independence and encourage open-mindedness and personal growth.
How do you approach advising an American student who expresses interest in studying in another country?
Eliza: The first question I want to understand is why the student wants to study in another country. What are their reasons? Good-fit schools meet a student's academic, financial, and social criteria. As I mentioned earlier, there are many benefits to studying in another country, and very often, American students are rightfully motivated by these rewards, particularly the lower cost of international universities and the excitement and lure of living and learning in another country. However, they often don’t realize that international institutions fundamentally differ from the educational experience they are familiar with and may be seeking. They are surprised to hear that they may need to find their own housing in a foreign city and may be unable to change and take any courses outside their major. I want to make sure that any American student interested in studying outside the US understands these things. I am also looking to see if a student understands and is ready for the independence expected and inherent in studying independently in a foreign country. If a student is up for the challenge of being an international student but still determining what they want to major in, Scottish and Canadian universities are exciting options.
How do you approach advising an international student who wants to study in the US?
Eliza: One of the greatest differences between international and US admissions concerns how students are evaluated in the admissions process. As mentioned earlier, most US institutions practice holistic admissions, meaning that admissions officers consider multiple subjective factors such as essays, letters of reference, and institutional priorities (such as ability to pay, special talent or skills, demonstrated interest, demographic characteristics, and others). Often, international students who are used to admission being based on the numerical and objective results of a standardized or national test overestimate the power of their strong academic credentials relative to other application components. So, when I work with an international student, I help them to understand how holistic admissions work and prepare their strongest application beyond the numbers. I also ensure they build a balanced list across a range of admission probabilities.
Most international students are not aware of US schools beyond the rankings. So, another thing I do is help them learn about excellent schools they might not otherwise be aware of. While I know that it is important that their degree be recognized and valued, I work to help them understand that what they achieve at an institution matters more than the institution's name.
I know that, in all likelihood, they cannot visit places to learn about them, so an important part of our work is my teaching them how to deeply research a school through its website, outreach to faculty, staff and students, and other resources such as a school's newspaper, to offer one example.
Thank you for sharing your story and expertise, Eliza!
