SPAN Edition 4 2022

The Value of an American Education

ByMICHAELGALLANT

Renu Khator

launched an inspiring career after studying in the United States. You can, too.

2008.

Renu Khator has served as the chancellor of the University of Houston System and president of its flagship University of Houston campus since January

Below: Renu Khator went to the United States in 1973, along with her husband Suresh Khator (left), who was a Ph.D. student at Purdue University in Indiana.

Below right: As president of the University of Houston, Renu Khator (center) leads thousands of academic staff members and tens of thousands of students.

hen Renu Khator was 18, she received less than two weeks’notice that she would soon be married to a stranger, disrupt her education and move to the United States. Without being able to speak a single sentence of English.

Given such a sudden transition, it’s all the more remarkable that, today, Khator is a hugely successful academic leader and administrator. She has served as the chancellor of the University of Houston System and as the president of its flagship University of Houston campus since January 2008. Khator is the first female chancellor in the state of Texas, and the first Indian American to lead a comprehensive research university in the United States.

Khator attributes her success to perseverance, hard work and an unshakable commitment to pursuing her education and dreams—all of which are principles that can help today’s Indian students launch stellar careers of their own.

India to Indiana

Khator grew up in a small town near Agra in Uttar Pradesh, in what she describes as a “very protected environment.” The daughter and granddaughter of lawyers, Khator attended strict all-girls schools and traveled extensively with her family during summers. “My dream was to get the highest degree possible,” she says. “I absolutely loved education and knew I wanted to study political science.”

After earning her bachelor’s degree in liberal arts from Kanpur University in 1973, Khator was getting ready to continue to a master’s program when she learned that she was about to be married to a young Indian engineer who was pursuing a Ph.D. at Purdue

www.uh.edu/president/about/biography

University of Houston www.uh.edu

University in Indiana. Within 10 days, Khator was living in the United States—and heartbroken. “My husband (Suresh Khator) asked me why I was so sad,” she says. “I told him it was because my dream of getting an education was dead.”

Together, Khator and her husband brought it back to life. She began attending graduatelevel classes at Purdue University, even though she spoke no English and couldn’t understand anything being said in the lectures. Khator could read English “but comprehension was literally zero,” she says.

Her husband suggested she could work on English comprehension by watching television. So she began to watch shows like “I Love Lucy” and the news. “I was very stubborn,” Khator says, laughing, “and even though I cried my heart out because it was so frustrating and hard, I kept going.”

At the university, there were written assignments every week. Her papers used to come back marked heavily in red ink because “there was so much wrong in them, but I started to learn,” she says.

Khator says she was good at writing, even

Renu Khator

Above: Renu Khator addresses a class at the University of Houston. She advises firstgeneration international students to be passionate about their dreams and follow them with guts and determination.

Right: Renu Khator describes the United States as a generous and accepting place for international students who have the chance to create their own path and be inspired by mentors along the way.

though in India she always wrote in Hindi. “So, the thought process was there,” she says. She wrote draft after draft of papers for her classes. “My husband took me out to buy ice cream and helped me feel better after difficult days, and he took a second job to help pay my tuition.”

Over time, she understood that her professors wanted to read her own views on the assigned topics, instead of papers based on views attributed to scholars and experts. And it helped that she had a solid foundation of theoretical concepts, thanks to her education in India.

large population of first-generation students who have faced adversity,” says Khator. “I tell them all that they should have passion behind their dreams, and not to let them go. The United States is a land of opportunities. Things may become difficult, but if you have the guts and determination, paths will open before you.”

Belief and action

It’s easy to feel intimidated by Khator’s against-the-odds journey and incredible

If I could come to the United States without speaking English, and achieve what I have achieved as an average person, just imagine what you can achieve with the possibilities and technological tools you have today.

Khator’s hard work paid off. By the end of the semester, she had gained proficiency in spoken English, and received the highest marks in both of the classes she had enrolled in. “Once I figured out they were looking for more pragmatic and practical knowledge, I think I just flourished then because I just knew exactly what to do,” she says.

New beginnings

Khator went on to complete her master’s studies at Purdue, become a mother to two girls, travel between India and the United States and earn her Ph.D. in political science and public administration, also from Purdue.

Prior to her appointment at the University of Houston, Khator was provost and senior vice president at the University of South Florida.

She has received many honors for her groundbreaking leadership, including the Pravasi Bharatiya Samman Award, the highest award given to overseas Indians, in 2014.

Khator says her success required sacrifices from both her and her husband, and that their grit and teamwork played a key role. She shares her hard-earned experiences with her university community.

“Here at the University of Houston, there’s a

accomplishments. But she emphasizes that every young person has the potential to achieve amazing things. “All of us have talent and are special, and remember that I’m just an average person!” she says, laughing. “You have to believe that life will provide opportunities. There will be doors that open for you. And if not doors, windows. There’s a long life ahead. You will have chances to make your own path, and to be inspired by mentors.”

Khator describes the United States as a generous and accepting place for Indian students, and says that learning in America is a great opportunity. Students should make their choices about whether or not to study abroad based not only on reading, research and school reputations, she advises, but on “what your gut tells you. If I could come to the United States without speaking English, and achieve what I have achieved as an average person, just imagine what you can achieve with the possibilities and technological tools you have today. I believe in you and I wish you the best. If I can support you in any way, I’m here to help.”

Michael Gallant is a New York City-based writer, musician and entrepreneur.

Anandibai Joshee (above left) and Gurubai Karmarkar (above right) were the first Indian women to earn medical degrees in the United States at the Woman’s Medical College of Pennsylvania (below).

Women Who Paved theWay

ByMICHAELGALLANT

Today, an ever-increasing number of Indian women study in the United States to become doctors, nurses, professors, scientists, researchers and beyond. But the opportunity to receive such world-class medical education didn’t always exist.

Pioneering doctors like Anandibai Joshee and Gurubai Karmarkar paved the way more than a century ago, against all odds, for the Indian women of today to turn their dreams of international medical education into reality.

Joshee was born in 1865 near Mumbai. At the age of 18, she announced her intention to study medicine in the United States. She believed there was a growing need for women doctors in India and wanted to qualify as one.

Joshee’s goal was difficult to achieve and she faced numerous challenges along the way. As was common at the time, Joshee had been married young, at the age of 9. Her husband supported her dreams of education. An early request for funding to study in the United States was rejected by the Presbyterian Church because Joshee would not convert to Christianity. And Joshee’s own community initially fought her going, for fear that she would not maintain its customs while studying

and living in the United States.

Despite such doubts, Joshee managed to win support from friends and acquaintances, who helped fund her trip through donations. After selling the jewelry she had received as a gift from her father, she was able to pay for her journey, and in 1883, she sailed from Kolkata to New York. She enrolled in Woman’s Medical College of Pennsylvania and graduated in 1886, becoming the first Indian woman to earn an American medical degree. Tragically, Joshee contracted tuberculosis and died in her early 20s, before she could fully apply her skills to help Indian women, as she had dreamed. But others soon followed in her footsteps.

Just six years after Joshee graduated, a second Indian woman, Gurubai Karmarkar, also earned a medical degree from the same Woman’s Medical College of Pennsylvania. Karmarkar was a Christian missionary and she studied medicine, while her husband learned theology at a nearby seminary. Karmarkar returned to India in 1893 and spent over 30 years working for the American Marathi Mission in Mumbai. Throughout her career, her work included treating the most vulnerable patients, including people suffering from leprosy and children who were starving due to famine.

Though Joshee’s and Karmarkar’s paths diverged in many ways, they shared vital traits: the ambition to break new ground, a keen curiosity to learn more, and a deep commitment to help fellow Indian women and others in need. Their examples continue to inspire today, and top medical schools across the United States proudly count Indian women amongst their graduating classes. All such doctors owe a debt of gratitude to pioneers like Joshee and Karmarkar, who helped pave the way.

Michael Gallant is a New York City-based writer, musician and entrepreneur.

Meet the first Indian women to ever earn medical degrees in the United States.

Safety andSecurity at U.S.Campuses

OByNATASAMILAS

ne of the main topics on the minds of prospective students and parents while shortlisting universities is the security measures taken on campus to ensure a safe and stress-free learning environment. U.S. universities take special care to make their students feel secure on campus. While smaller colleges use the services of local police to keep their campuses secure, large universities have their own police departments to cover their vast campuses.

For students new to U.S. campuses, it is important to understand the frameworks and measures that have been set up to manage emergencies and situations that might make them feel unsafe. Safety measures include campus police, transportation facilities, emergency alarm systems, security cameras and on-campus housing options. The University of South Florida (USF), for example, has a dedicated university police department, a university safety app to make

emergency calls to the police, self-defense programs, situational awareness and personal safety courses, golf cart transportation and escorts on campus, and off-campus safety resources to assist with selecting an apartment. “The University of South Florida has three campuses in the Tampa Bay region of Florida, with the largest of these situated in Tampa—a large thriving metropolitan area,” says Althea Johnson, assistant director of media relations with the University Communications and Marketing team at USF. “The university’s sprawling campus and the surrounding community is home to nearly 50,000 students and employs more than 15,000 faculty and staff. As in any large community, crime does exist but the university has taken significant measures to help ensure the safety of our students, faculty and staff.”

The USF Police Department regularly patrol the campus in cars, on bicycles or on foot to ensure safety of students, faculty and

From far left: Universities across the United States, including the University of South Florida and the University of Michigan, have emergency buttons or direct phones installed across their campuses that connect users to the local or campus police.

Universities ensure safety of its students with measures like emergency phone booths, safety apps and walk escorts.

Courtesy University of Michigan DPSS

Courtesy University of South Florida

Clockwise from above: The University of Michigan has created a Division of Public Safety and Security (DPSS) that offers a variety of services, including a designated police force. The police work closely with the university’s international center to stay in touch with international students. DPSS also offers ride-alongs, event security (right), safety apps and emergency response.

staff. “Emergency scenarios have [also] been planned to allow expedient response if an emergency should arise,” adds Johnson.

In part, it is also up to the student to respond and notify the university of any situation that seems to call for assistance.

“Do not hesitate to contact the University Police or local law enforcement if you find yourself in a potentially dangerous situation where you feel your personal safety is threatened,” says Johnson. “We would rather you be mistaken than become a victim.”

The University of Michigan also takes a proactive approach to student safety and security. The Division of Public Safety and Security (DPSS) at the university offers a variety of services to its community, including a fully accredited police force. These include responding to emergency calls, providing event security and ride-alongs.

Blue light phones

Blue light phones have been an important security feature on many U.S. campuses for decades. These tall poles with blue lights at the top have emergency buttons or direct phones to the police department. The blue

light phones are placed at strategic locations, so that students can make emergency calls during a crisis.

Universities across the country offer blue light phones, which differ in size and features. Most models include a speaker to communicate with the dispatcher, but can include a camera or have a solar power function.

Essentially all blue light phones serve the same purpose—the red button is pressed in the case of an emergency, and the blue light on top flashes to help campus police find the person’s location.

Besides the blue light phone, the University of Michigan also has red box emergency phones or buttons located in elevators and parking spaces. These are directly connected to DPSS Dispatch Services. If anyone lifts the phone or pushes the button, dispatch services are automatically provided a location, and an officer is sent to the location.

An important safety feature at New York University is the green light on buildings located across campus. The light indicates that there is a safety officer present in the building 24 hours a day, and that any student, faculty

While smaller colleges use the services of local police to keep their campuses secure, large universities have their own police departments to cover their vast campuses.

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or staff member of the university community can take refuge in the building.

Campus safety services

University safety departments advise students to walk in groups or arrange a ride and not walk alone at night. Universities offer after-dark shuttles, services to escort students, and some institutions like USF offer monthly Uber vouchers, in case a student needs a ride home after hours.

Acommon feature at universities across the United States are safety apps for smartphones. The USF SAFE app is the university’s official safety app and provides quick access to emergency contacts, safety resources, interactive and searchable maps and location sharing.

Melissa Overton, deputy chief of police at the University of Michigan, says the DPSS too has developed a free app for Android and iOS devices. “With the U-M Public Safety, you can report a crime or concern, send us a tip about suspicious activity, request afterhours transport, receive push notifications for

USF Police Department

bit.ly/UniversityPolice Division of Public Safety and Security (DPSS) www.dpss.umich.edu

emergency alerts and view crime alerts,” she says. The University of Michigan’s police department works closely with the university’s International Center to stay in touch with students, especially international students, about their safety, says Overton. International students may be particularly keen to know how universities approach the subject of hate crimes. The DPSS encourages students to report hate crimes immediately.

“In accordance with the U-M nondiscrimination policy, DPSS will uphold the constitutional rights of all individuals irrespective of their race, color, national origin, age, marital status, sex, sexual orientation, gender identity, gender expression, disability, religion, height, weight or veteran status. Any crime designed to infringe upon these rights will be taken very seriously by the university and DPSS,” says the U-M DPSS website.

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

Below: The University of Michigan employs a number of safety measures, including security cameras (below left) and constant monitoring, to ensure security of its community.

Photographs courtesy University of Michigan DPSS

Hillsborough Community College in Florida has a wide range of associate degree programs, dedicated student support services at its Center for International Education and seamless transfer to four-year universities.

Looking Beyond IvyLeagues Looking Beyond IvyLeagues

ByPAROMITAPAIN

With high-quality education, smaller classes and diverse programs, lesser-known U.S. colleges open doors of opportunities beyond the more well-known institutions.

n education in the United States can be lifechanging. But finding a college that suits a student’s academic interests and is affordable at the same time is no easy task. Luckily, the United States has a variety of colleges and universities that can suit students from every walk of life—whether it is in terms of passions, prospects or finances.

Education fairs, interactive sessions with EducationUSAadvisers and even the internet can help students find schools that fit their needs, opening doors of opportunities beyond the more well-known institutions.

Unnati Singhania, EducationUSAadviser at USIEF Kolkata, says students can start their research by dividing their shortlist into different categories for increased chances of admission and scholarships. She recommends creating lists with some schools from their “dream” range, where the student’s profile is slightly lesser than the average students of that college, some in the “match” range, where their profile is similar to the average students and some in the “reach” range, where their profile is better than the average students.

“We ask students to keep an open mind. There are more than 4,700 accredited higher education institutions in the United States with some great programs and affordable options,” she says. Singhania also recommends exploring Colleges That Change Lives, a book and website showcasing lesser-known and affordable colleges for international students.

Beyond rankings

When looking for the right school that checks all the important boxes, it may be helpful to look beyond rankings and into what a school offers, and how it matches individual needs. “I encourage students to look beyond rankings. Rankings are not assigned by the U.S. government, but instead by private

Right: Colleges like Lycoming, where students and faculty can build meaningful relationships in small classes with low faculty-to-student ratio, are a draw for international students who want to make the most of their U.S. education.

companies which use many variables in their calculations that may not put the student’s success first,” explains Singhania.

She shares her own story of selecting the College of Wooster, a private liberal arts college in Ohio, where she was awarded a 45 percent merit-based international student scholarship and completed a double major in business economics and psychology. “Then I did my post-degree work experience in Chicago by smartly using the alumni circle and career services,” she says.

High-quality institutions

Today, more students are following this path and looking at lesser-known institutions offering high-quality education. They are also exploring community colleges for technical or professional training, which often serve as stepping stones to transfer to four-year institutions.

Sohini Mukherjee recently graduated summa cum laude with a Bachelor of Science in biology (cell and molecular biology track) from Lycoming College, a liberal arts college in Pennsylvania. She got to know about Lycoming College at an EducationUSA

a variety of opportunities for international students, while keeping their individual needs in mind.

Our students are not anonymous faces in a crowd of 300 in a lecture hall. Instead, their individual strengths and needs are known to their professors.

Jared and Corin/Courtesy /Wikimedia Commons

Clockwise from left: Colleges like Lycoming, The College of Wooster and Wellesley offer high-quality education and

Courtesy Lycoming College

After I told them [Juniata College] I was planning on going, they did everything they could to support me...and I didn’t pursue a transfer.

Courtesy Rohit Raj

Photographs courtesy Hillsborough Community College

university fair. Besides her biology research, Mukherjee nurtured her poetry writing skills by working with her English professors and participated in a summer research experience with the religious studies department. “Every professor at Lycoming was hardworking and kind,” she says. Mukherjee is now enrolled in Pennsylvania State University for graduate studies.

“Our students are not anonymous faces in a crowd of 300 in a lecture hall. Instead, their individual strengths and needs are known to their professors,” says Marleni Feinstein, special assistant to the president for international initiatives, and international student adviser at Lycoming.

Colleges like Lycoming, where students and faculty can build meaningful relationships in small classes are a draw for international students looking to make the most of their education opportunity in the United States.

Below left: Rohit Raj, a student from Bihar admitted at Juniata College (left), wanted to transfer to a more well-known university after his first year, but stayed back after Juniata offered him matching facilities that he was seeking in other universities.

Rohit Raj, a student from a village in Bihar is a sophomore studying physics at Juniata College in Pennsylvania, and winner of the Next Genius scholarship offered by the college.

Like many students, he also considered shifting to “better-known” institutions, like California Institute of Technology and Stanford University, after the first year. But he decided to stay back at Juniata for a variety of reasons, including the financial support offered by the college and its eagerness to provide Raj with the resources he needed to excel. “After I told them [Juniata College] I was planning on going, they did everything they could to support me. They asked me what I wanted and why I was looking for a transfer, and tried to provide everything for me,” he says. “Just looking at their intent and the way they wanted to provide me with everything [I needed], I decided this was the

Below, below right and bottom right: While pursuing degrees in arts, science and STEM, students at community colleges, like Hillsborough, can enroll in associate degree programs that increase their transferability, and also participate in cocurriculars for a well-rounded education.

The College of Wooster

https://wooster.edu

Hillsborough Community College www.hccfl.edu

Juniata College www.juniata.edu

Lycoming College www.lycoming.edu

place for me and I didn’t pursue a transfer.”

Raj now plans to attend graduate school in the United States, and to earn a Ph.D., ideally at the intersection of particle physics and cosmology.

Community colleges

Besides offering the advantage of smaller classes and personalized interaction, community colleges have programs that help students go on to advanced degrees with more ease. Hillsborough Community College in Florida has a wide range of associate degree programs, dedicated student support services at its Center for International Education and seamless transfer to four-year universities.

Similarly, Lone Star College in Texas specializes in quality higher education, which enables its graduates to transfer to institutions like Duke, Rice and Cornell universities. “We also offer extensive out-

of-the-classroom programming to strengthen students’transferability and success,” says Perzen Akolawala, director of international programs at Lone Star College. “Engineering seminars in participation with the NASA/Texas Space Grant Consortium, congressional internships, Model United Nations, preprofessional leadership training and international capstone travel are just a few of the wide-ranging cocurricular opportunities that round out a robust curriculum.”

Welcoming international students

Smaller institutes are extremely welcoming of international students. For instance, Beloit College, a private liberal arts institution in Wisconsin, is home to a diverse international community comprising students from over 40 countries. Hernan Santacruz’19, assistant director of international admissions at Beloit College, emphasizes that Indian

We ask students to keep an open mind. There are more than 4,700 accredited higher education institutions in the United States with some great programs and affordable options.

students and international students thrive in the college and contribute to the community in significant ways. Saumyaa Gupta, a junior at Beloit, is majoring in political science and psychology with a minor in philosophy, and loves doing research in the field of international diplomacy, peace and conflict studies and human rights law. “Initially, my focus was on big public schools. However, when my high school teacher told me about Beloit, I found that Beloit wasn’t like the typical college I had seen on YouTube or in shows on Netflix,” she says. “Even before applying, Beloit went above and beyond to get to know me as a person and made me feel like I belonged.”

Finding the right choice

According to Singhania, attending EducationUSA’s university-led webinars, in-person interactions and virtual fairs are a few ways to explore more universities and expand the shortlist of schools for

applications. She also suggests conducting basic research on colleges of interest to find if they have the specializations and resources to enable students to reach their career goals. “Tech savvy students are more aware of their choices than ever before. It is tough to fool them with brand names if the programs do not match their interests and subject choices,” she says. While looking for funding options in case of a transfer plan, she suggests that students study the fineprint. “They should check if they will qualify for a scholarship in their last two years when transferring to a four-year U.S. institute to complete their bachelor’s degrees,” says Singhania. “They may compare the cost of attendance after this transfer process with going to a lesser-known, affordable four-year institution and then make an informed choice.”

Paromita Pain is an assistant professor of Global Media Studies at the University of Nevada, Reno.

Above far left: Lone Star College in Texas offers extensive out-of-theclassroom programming to strengthen students’ transferability and success.

Above and top: Smaller institutes, like Beloit College in Wisconsin, are very welcoming of international students.

Beloit is home to a diverse international community comprising students from over 40 countries.

OPT:Optional YetOptimal

ByNATASAMILAS

shrain Hussain graduated from the University of South Florida with a Master of Science in management information systems before going through Optional Practical Training (OPT). Within 12 months of the on-the-job training, her employer decided to hire her. She currently works for Jabil Software Services as a business unit manager in St. Petersburg, Florida.

Hussain says the OPTin her major adds value to her current work role. It also helped her land a job even before she graduated. “Data science and project management concepts were key in kickstarting my career,” she says. “Everything I learned at university, theoretically and practically, played a significant role in my job.”

OPTis available to all international students who complete their undergraduate, graduate or doctoral degree in the United States, who have a

good academic record and an F-1 visa. While Hussain’s OPTwas 12 months long, students approved for STEM OPTcan engage in training for an additional 24 months after finishing their regular post-study completion OPT. Students can participate in up to two separate STEM OPT extensions if they earn a second qualifying STEM degree at a higher education level. Additionally, to be eligible for OPT, a student should also have satisfied the immigration criteria of completing at least one academic semester on their F-1 record and have completed their program.

OPTis offered for each degree a student completes. For example, a student can receive an undergraduate degree in any subject and take up OPTfor 12 months in that subject. If the same student completes a master’s degree, they can have another 12 months of OPTin the United States.

Left: Ishrain Hussain, a graduate from the University of South Florida, was hired by her employer even before she completed her 12-month Optional Practical Training, and now works in St. Petersburg, Florida.

Getting started and applying

Experts suggest students talk to an academic adviser and a designated school official at their university’s office of international studies to apply for OPT. It is also important to apply early. Ivor Emmanuel, director, Berkeley International Office at the University of California (UC), Berkeley, advises students to apply as soon as the OPTwindow opens to obtain their employment authorization document well in time. “Applying earlier will also give students a chance to respond to USCIS (U.S. Citizenship and Immigration Services) if they run into any issues with their application, without jeopardizing their desired employment timeline,” he says.

Though a student need not have a job offer before applying for OPT, planning ahead and zeroing in on employment is crucial, says Emmanuel. “Once their OPTis approved, students are expected to begin employment. Otherwise, they will start accruing unemployment days,” he says. U.S. federal law limits how long F-1 students on post-completion OPTor STEM OPTcan be unemployed. The limits are 90 days for post-completion OPTand 150 days for STEM OPT, which includes any days accrued while on post-completion OPT.

Apotential job needs to be directly related to the student’s field of study to qualify for OPT. “We recommend students to check in with their academic advisers to ensure that the employment is appropriate and directly linked to their major,” advises Emmanuel.

“It is also important that your job description aligns with your education background through which you receive OPT,” says Hussain.

Emmanuel says international students at UC Berkeley are regularly informed about OPT through the university’s website, social media, weekly bulletins to students and campus-wide emails to academic advisers.

Applying for OPTis a straightforward

process. However, experts advise that students comply with deadlines. “Failure to adhere to deadlines can result in a denial of OPT,” warns Emmanuel. “To avoid problems, when in doubt always contact the international student adviser.”

Hussain’s experience of applying for OPT and finding employment was also straightforward, especially with USF International Services’assistance. “I had my full-time offer letter before I graduated and the OPTprocess went smoothly,” she says.

After OPT

Students who wish to continue working in the United States are advised to find a sponsor for their work visa. “Generally, the employer you work for would apply for your work visa before your OPTends,” explains Emmanuel. “It is important you check with the employer ahead of time as there are some companies that may not sponsor.”

In Hussain’s case, moving from OPTto an employer-sponsored H1-B visa was a simple process. “My employer filed for my H1-B visa soon after I joined the company and has given me various opportunities in the field of management and technology to work on,” she says. “I am not limited to being a programmer, data scientist or project manager.”

Whether a student opts to continue working in the United States after OPTor return to their home country, they can gain valuable education and practical training in the United States. In either case, OPTcan help discover a passion, as it did for Hussain. “Although I have explored all of these fields in the past six years at my company—programmer, data scientist or a project manager—I am currently working on strategy which I have learned is my passion.”

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

Above and above left: Institutions like University of California, Berkeley, regularly inform their international students of OPT opportunities through their websites, social media and weekly bulletins.

University of South Florida www.usf.edu University of California, Berkeley www.berkeley.edu

Optional Practical Training

https://bit.ly/OPTforF-1

Where Women are Frontand Center

Where Women are Frontand Center

ByPAROMITAPAIN

Women’s colleges in the United States help develop the next generation of leaders and innovators by providing a safe and supportive environment.

Right: Small class sizes at Cottey College in Missouri allow the staff and faculty to know the students well and provide additional help outside of class, as well as mentoring.

Far right (quote): Nandini Reddy, a student of Barnard College.

For Nandini Reddy, Barnard College in New York City was a natural choice for higher studies because she craved an environment where it was the norm for women to be in leadership. She wanted to pursue her fields of interest without any downplaying or dismissal of her thoughts. “There was something so powerful in being surrounded by a strong community of people collaborating to make their college experiences the most academically enlightening, while also being connected to a renowned research university like Columbia,” she says about her experience. Reddy is a sophomore and plans to major in sociology with a concentration in human rights and a minor in political science.

Like Barnard, women’s colleges in the United States are devoted to the development and empowerment of women and can prove to be valuable choices for furthering study in a variety of fields. Though fewer in number, these institutions advance learning in leadership and gender advocacy, and encourage the next generation of women leaders and innovators.

There was something so powerful in being surrounded by a strong community of people collaborating to make their college experiences the most academically enlightening, while also being connected to a renowned research university like Columbia.

Below: Barnard College in New York is one of the few institutes offering need-based financial aid to all admitted students, irrespective of their citizenship.

Bottom: Naira Kothari, who is majoring in neuroscience at Barnard College.

Unique benefits

“Awomen’s college provides both a safe, supportive environment, and a curriculum and campus experience that puts women at the center, instead of on the margins,” says Trisha Stubblefield, professor of English at Cottey College in Missouri. “Women thus see themselves in the world, in all careers, disciplines and endeavors, and that not only validates their own experiences, but provides them with role models in pursuing their personal and career goals.”

With a faculty-student ratio of 6:1, faculty and staff at Cottey College get to know the students quite well and provide mentoring and additional help outside of class. “Women’s colleges empower students to find their voices,

recharge themselves and gain strategies to succeed in a coed world,” adds Stubblefield.

Naira Kothari from New Delhi, who is majoring in neuroscience at Barnard College, says education at a women’s college has changed the way she looks at and interacts with the world, while also reminding her that, with the right support, her aspirations are achievable. “The Barnard alumnae I have met are entrepreneurs, journalists, dancers and more—all individuals with a strong independent spirit and a self-assured nature,” she says. “Being part of a community of strong women at Barnard has taught me that I too can go after my dreams and aspirations, once I put my mind to it.”

Kothari followed two cousins and a sister to

Barnard celebrates women in STEM and has a number of research opportunities, which I hope to utilize and kick-start my career in this field after graduation.

R i c h a r d D r e w © A P I m a g e s

Right, below right: Cottey College offers 15 bachelor’s degrees in arts, science, administration, development and performing arts.

Bottom right: Besides liberal arts, Sweet Briar College offers subjects like psychology, neuroscience, economics and engineering.

Barnard, where she is a member of the Columbia women’s squash team. “Barnard celebrates women in STEM and has a number of research opportunities, which I hope to utilize and kick-start my career in this field after graduation,” she says.

Women’s colleges provide education with the least number of barriers for its students. “Women come into their own in an environment bereft of misogyny and intimidation. They are free to inquire, to challenge, to try and to grow,” says Meredith Woo, president of Sweet Briar College.

This is a powerful draw. Nikhita Simhambhatla from Hyderabad, who is a student and part of the tennis team at Sweet Briar College in Virginia, says the safe and supportive environment of the college has helped her stay focused on her grades and goals. “All my friends love to have fun, but at the same time are very academic-oriented,” she says. “This allows me also to focus on my grades, while balancing tennis, but never leaving any opportunity to have fun.” Talking about the advantages of studying at a women’s college, Simhambhatla says that “it is extremely comforting to know that you can walk late at night and know that your campus is very secure.”

While most women’s colleges specialize in the liberal arts, they also have students pursuing degrees in STEM and humanities. Barnard and Sweet Briar offer subjects like psychology, neuroscience, political science, economics, computer science, dance or an engineering program and others like Wellesley offer anthropology, African studies, classical studies, and cognitive and linguistic science, among other subjects.

Financial aid

Barnard College is affiliated with Columbia University in New York City, and one of the few “that provide need-based financial aid to all admitted students, regardless of citizenship,” says Ruby Bhattacharya, director of recruitment and selection at Barnard.

Cottey College is owned by the P.E.O.

Courtesy

Sweet Briar CollegePhotographs

courtesy Cottey College

Below: Ishita Tibrewal wanted to play sports at a competitive level and work toward a career in the sports industry. She chose Mount Holyoke College (bottom) for its liberal arts education and opportunities for playing varsity tennis.

Sisterhood, a philanthropic educational organization of over 210,000 women in the United States and Canada. “For over 150 years, the Sisterhood has supported women’s education through grants, awards, loans and the stewardship of Cottey College,” says Stubblefield. The Sisterhood also makes up a vast network that Cottey students can draw on as they move through their lives and careers.

Sharon Walters-Bower, senior associate director of admissions and designated school official at Sweet Briar, says scholarships and financial aid at the school are significant.

follow interests like sports, alongside their academic degrees.

Simhambhatla transferred to Sweet Briar as a junior from a division 1 sports college as it was stressful for her to constantly perform physically while trying to focus on academics. “Academics has always been my priority, so I was looking to transfer to a school that would allow me to play while also providing me resources to study well,” she says. “Sweet Briar’s tennis coach reached out to me to be part of their division 3 team. I fell in love with Sweet Briar the minute I got to campus, and

Different opportunities

These institutions draw a wide array of students who find a fulfilling balance between academics and other interests. Several students who applied to women’s colleges chose these institutions as they encourage women to

now love that it is an only-women’s campus.”

Ishita Tibrewal, a graduate student completing her MBA/MS in sport management at the University of Massachusetts Amherst, graduated from Mount Holyoke College in 2018. “I wanted to

Courtesy Ishita Tibrewal

continue playing sports at a competitive level, while also working toward a career in the sports industry,” she says. “Aliberal arts education, combined with playing varsity tennis and being involved with the athletic department, would be crucial for me to pursue a career in sports—an unconventional career path for a woman.” The opportunities available through the Five College Consortium, the advantages of studying at a women’s college, and the many possibilities of attaining leadership positions on campus confirmed for Tibrewal that Mount Holyoke, a private liberal arts women’s college in Massachusetts, was the right choice for her.

Preparing applications

Each college has different approaches to reviewing application packages from prospective students. At Barnard, “there is no formula. No one criterion or score determines admission,” says Bhattacharya. “We consider each applicant in terms of their personal qualities, intellectual capacity, and the rigor of the curriculum they have pursued, as well as their potential for achieving at Barnard.”

Being unsure of majors or minors at the time of submitting an application is also acceptable. “Being ‘Undecided’usually indicates that the applicant has many interests and could see themselves pursuing a variety of paths in the future,” she says. “Students enrolled at Barnard typically select their major(s) and minors by the end of their second year, so there is plenty of time for students to make an informed choice after taking a broad range of courses.”

Since Cottey College educates women to be contributing members of a global society, they seek students who are committed to the values of leadership, social responsibility, global awareness, and their own intellectual and personal development. “That being said, a growth mindset, a solid work ethic, and a general curiosity about the world will mark strong candidates,” says Stubblefield, the professor of English from Cottey.

Right and above right: Students of Sweet Briar College say its safe and supportive environment helps them stay focused on grades and goals, while also providing ways to build on cocurricular talents.

For prospective students who are apprehensive about what it may mean to attend a women’s college, Bhattacharya encourages them to not think about the experience as “the absence of men,” but rather to think of it as, “the presence of women.” Think about “what could it mean,” she says, “for your education and your personal growth to be surrounded by and inspired by the smartest, most ambitious women from all over the world.”

Paromita Pain is an assistant professor of Global Media Studies at the University of Nevada, Reno.

Barnard College

https://barnard.edu

Cottey College https://cottey.edu

Mount Holyoke College www.mtholyoke.edu

Sweet Briar College https://sbc.edu

Online

Photographs

courtesy Sweet Briar College

Open Doors With a

The United States is a global leader in STEM higher education, offering top-ranked institutions and lucrative career opportunities. According to the 2021 Open Doors Report by the Institute of International Education, the United States welcomed over 914,000 international students. Indian students represented nearly 20 percent of this total, with 167,582 students in the 2020-21 academic year. The report also revealed that 78.3 percent of Indian students who went to the United States for higher education were enrolled or worked in STEM fields during 2020-21.

STEM is an education grouping that refers to studies in the areas of science, technology, engineering and mathematics. It encourages the idea of students learning aspects of all four curriculums in a flexible and interdisciplinary approach. Rather than the four disciplines being taught as separate subjects, a flexible STEM curriculum—as is the norm followed by most universities in the United States—integrates them so that students are more well-rounded problem-solvers and better prepared for real-world applications.

Flexible curriculum

Arun Viswanathan S.K. from Coimbatore discovered his passion for food science through his flexible STEM curriculum experience at Cornell University. Even though Viswanathan studied biotechnology as his undergraduate major at Tamil Nadu Agricultural University (TNAU), he knew he wanted to do something different. “I found it hard to clearly define my academic goals. I loved science but did not enjoy mathematics,” he says. “In the United States, I freely walked into a class that did not teach a subject directly related to my stream of study—just to experiment with it. This flexible structure allowed me to deviate from a linear path and discover something that

ByJASON CHIANG

truly enraptured me.”

Viswanathan was selected for a full scholarship Cornell University/TNAU dual degree master’s program to study food science and technology at Cornell and food processing and management at TNAU. “The food industry drew me in by way of it being more of an art form, based in science,” he says. “I never feel like doing

U.S. universities offer STEM students the choice of diversifying in other fields with an all-round education that can jump-start fascinating careers.

Photographs

courtesy Arun Viswanathan S.K.

Degree

things which are run-of-the-mill. At Cornell, whenever I came up with wild ideas about the kind of unconventional research I wanted to carry out, I had the backing of my professors.” Viswanathan’s passion for food science led him to form DnD Foods, the parent company responsible for creating award-winning chocolates that are shipped throughout India and now branching into retail.

Above left: Arun Viswanathan S.K. completed his bachelor’s in biotechnology in India, but found his passion in food science at Cornell University (top and above). Viswanathan went on to complete his dual master’s degree from

Cornell/TNAU and now owns DnD Foods, the parent company responsible for creating award-winning chocolates that are sold across India.

Top left: Viswanathan at a Hershey’s chocolate factory in the United States.

Photographs courtesy Kenneth C. Zirkel/Wikimedia Commons

Diverse exposure

Smaran Mallesh from Bengaluru went to the Ohio State University’s Austin E. Knowlton School of Architecture to expand his design vision through exposure to new perspectives. “I was always interested in studying in the United States, and wanted to study at a university which would allow me to interact with students from varying backgrounds and verticals,” Mallesh says. “When I went through the STEM course material at the Knowlton School of Architecture it was very clear to me that the courses offered me aspects that I hadn’t been exposed to in my undergraduate studies. I was interested in the prospect of taking classes in other disciplines other than architecture, and the Ohio State University’s STEM curriculum allowed me to do that.”

Exposure to different STEM disciplines had a

profound effect on Mallesh’s growth as an architect. “OSU’s flexible curriculum gave me a very good perspective of where I stood in my profession,” he shares. “At the end of the course, I had a comprehensive understanding about my field from multiple vantage points—my STEM courses gave me the confidence to step out into the professional world and stake a claim for myself by establishing an identity of my own.”

Today, Mallesh’s architecture studio, Cadence Architects, has won over 30 awards for its innovative designs. The firm’s work was recently showcased in the London Design Biennale’s India pavilion.

In January 2022, the U.S. Department of Homeland Security announced that 22 new fields of study would be added to the STEM Optional Practical Training (OPT) program to enhance opportunities for

Smaran Mallesh (left) says exposure to STEM disciplines at the Ohio State University (right), while he was pursuing his master’s from the Knowlton School of Architecture, had a profound effect on his growth as an architect and the work he does through his studio, Cadence Architects.

Far left: Cloaked Residence in Bengaluru is one of the well-known works of Cadence Architects.

Above left: KMYF Dialysis Center in Bengaluru, also designed by Mallesh’s studio, stands in the middle of an urban setting and houses about 30 beds.

Photographs courtesy Smaran Mallesh/Cadence

When I went through the STEM course material at the Knowlton School of Architecture, it was very clear to me that the courses offered me aspects that I hadn’t been exposed to in my undergraduate studies

international students studying STEM, and support the growth of the U.S. economy and innovation. The new fields of study include general forestry, human-centered technology design, cloud computing, anthrozoology, climate science, economics and computer science, business analytics, data visualization, industrial and organizational psychology, and social sciences, research methodology, and quantitative methods.

The STEM OPTprogram allows F-1 visa students earning bachelor’s, master’s or doctoral degrees in a wide range of STEM fields to remain in the United States for up to 36 months to work in their field of study.

of

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

Cornell University www cornell edu

Knowlton School

Architecture knowlton osu edu

Carol M. Highsmith/Wikimedia Commons

ByHILLARYHOPPOCK

Though Ranjit Arul Singh (above, centre) was a student of engineering, he pursued his passion for storytelling through a master’s degree in film/cinema/video from Savannah College of Art and Design (top right), and is now a successful indie filmmaker.

The United States is home to some of the world’s best liberal arts and social science universities, each with a history of nurturing its students for success. Non-STEM programs like arts, social sciences and management open a plethora of career options for students in fields like film and TVproduction, journalism, public policy, digital marketing and industrial distribution. STEM is the acronym for the fields of science, technology, engineering and mathematics.

Aishwarya Kumar, a sports journalist, and Ranjit Arul Singh, an indie filmmaker, recognized this and chose to pursue their non-STEM interests in the United States, where they both found their niches and were able to add international perspectives to their respective careers.

Recognizing interests

Like a lot of Indian families, Kumar and Singh’s conversations about careers and their future plans revolved around STEM. But Kumar was also pretty sure she wanted to be a sports journalist. She had grown up on cricket and tennis commentaries, listening and mimicking them alongside her mother and grandfather. By the time she was in Class 12, Kumar was excelling in her

Karan Jain/Courtesy Flickr

In 2017, Aishwarya

Kumar settled in Hartford, Connecticut, as a longform feature writer at ESPN. In five years, she has developed a reputation for telling stories at the intersection of sports, race, culture and politics of people who are marginalized.

studies, which included accountancy, economics and business math. “But I like writing stories and wanted to explore sports journalism,” she says. She went on to complete her bachelor’s degree in journalism from an arts and science college in Chennai.

Even though Singh earned a bachelor’s degree in engineering, he felt this field was not the right fit for him. “It was tedious, tiring and boring,” he says. “I was never interested in STEM.” From the age of 5, Singh had actively participated in dramas and variety shows. He recognized pretty early on the influence and impact stories have on an audience. “That was when I decided I should be telling stories my entire life,” he says.

Singh was introduced to film editing by a friend and began to develop techniques and his own style to tell a story through cinema, while honing his editing, writing and directing skills. He became fascinated with filmmaking in the United States. “I believed exploring a new place would inspire me to take my

storytelling to a new level and I was not wrong,” he says.

Kumar, too, had her eyes set on a U.S. journalism school to launch a successful career. “I knew Northwestern University in Illinois had one of the best journalism programs in the world,” she says. “With my family’s support and a scholarship from Northwestern, I completed my master’s in journalism in 2016.”

Changing tracks

In spite of being a student of engineering, Singh was able to transition to a non-STEM field after he was accepted in 2015 at Savannah College of Art & Design (SCAD) in Atlanta, Georgia. He earned a master’s degree in film/cinema/video studies in 2018. Singh created his first experimental film, “Strings,” at SCAD, followed by another film, “Legs,” and his graduate thesis “Rose,” which he is currently submitting to the festival circuit.

Though Kumar started out to be a sports

Savannah College of Art & Design www.scad.edu

Northwestern University’s Medill School of Journalism www.medill.northwestern.edu

Aishwarya Kumar (below left) was a student of economics and business math, who always wanted to be a journalist. After completing her bachelor’s degree in journalism in Chennai, she pursued her master’s degree from Northwestern University (below) and now writes for ESPN.

journalist, the journalism degree from Northwestern University’s Medill School of Journalism also took her to places around the United States and internationally for freelance work and internships. Along the way, she contributed features, essays and video stories to numerous publications online and in the Chicago and the D.C. Metro areas, including SB Nation, VICE Sports, McClatchy newspapers, The Star in Johannesburg and The New Indian Express in Chennai.

Making a mark

In 2017, Kumar settled in Hartford, Connecticut, as a longform feature writer at ESPN. In five short years, she has developed a reputation for telling stories at the intersection of sports, race, immigration, culture and politics of people who are marginalized. For instance, Kumar’s features have delved into a toxic sports culture affecting female swimmers and the renaming of a winter Olympics site to remove a word

that is derogatory to Native American women.

One of Kumar’s memorable articles with ESPN is on 9-year-old Tanitoluwa Adewumi, who is striving to become the youngest chess grandmaster. Adewumi’s family had escaped Boko Haram threats in Nigeria in 2017.

Kumar’s work traces Adewumi’s introduction to chess in 2018 and his journey as a child prodigy who could think 20 moves ahead on the chessboard. “Aish is a genuinely curious journalist whose passion for writing enriches every profile and longform feature she shares with readers,” says Kumar’s ESPN editor Jena Janovy. “She reports with energy and determination as well as understanding and empathy—often seeking out and amplifying underrepresented voices.”

Singh, too, has made a mark and is now a recognizable name in his industry. He appears on the credits of the Netflix trilogy “Fear Street,” which he worked on at Company3 in Atlanta after his graduation. “It was an amazing stepping stone into the world of filmmaking, bridging production and post production as we worked to edit the film overnight,” he says. Currently, Singh is working on two indie films. He says the short film is a story based on the urban legend Hookman. He has also teamed up with fellow SCAD alumnus James Newton to create a full feature indie film, which they will shoot in Savannah, Georgia. In addition to the screenwriting, Singh and Newton are coproducing and directing the film.

In 2020, Kumar earned The Best American Sportswriter for her longform article, The Chess Grandmaster’s Diet, detailing the bizarre metabolic phenomenon causing intense weight loss in chess players. Recently, she created Catapult, a resource for writers, to share her expertise and enthusiasm for writing, and offer storytelling non-fiction workshops to potential journalists.

Kumar’s advice for Indian students who want to pursue their passion? “Buck the trend and follow your gut. It’s magical when you follow what you want to do.”

Singh too advises prospective Indian students to explore non-STEM fields in the United States. “Don’t let others get in your head and scare you,” he says. “Just go for it if you love it.”

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

Minister

Counselor

for Consular Affairs

Donald Heflin shares insights on the visa process and appointments.

The U.S. Embassy and Consulates in India continue to prioritize student visa applicants and issued a record 82,000+ student visas this summer. There are now more Indian students heading to the United States this year than students from any other part of the world, contributing to our strong ties in the fields of education and technology. In a live discussion on the U.S. Mission’s social media platforms in September 2022, Minister Counselor for Consular Affairs Donald Heflin answered questions submitted by users on visa wait times, current operating status, and visa processing in consular sections across India. The conversation included queries about student, business, tourist and work visas.

Here are some key takeaways from the conversation:

How is the U.S. Embassy planning to reduce the wait times forappointments in India?

We are working to reduce the wait time in several ways. The first, and most important, thing we’re doing is increasing our staffing. We’re at about 70 percent of our pre-COVID staffing levels now. Anumber of team members will be arriving in the next few months and we hope to be at 100 percent staffing before this time next year. In the meantime, Washington is sending additional interviewers from the United States and other large embassies to India temporarily to help fill staffing gaps.

Second, we continue to leverage expanded interview waiver authorities.

These steps should enable us to reach the point where the wait time stops growing and we are able to start reducing the queue.

speak

When can we expect the next set of appointments opening up forstudents?

Student visa appointments will be prioritized from late November until the end of December this year. Interview waiver appointments for these dates have already opened and we’ll open the first tranche of inperson appointments in October. The remainder will open in November.

The DS-160, which is the online nonimmigrant visa application form, has specific travel plans mentioned as part of the application. But appointments are much furtherinto the future than what might have been planned. What should the person do?

We understand you don’t have your plans finalized yet. Just make your best guess and be as honest as you can. You will not be penalized if your eventual travel plans have changed from what you originally wrote on your DS-160 form, as long as those plans are still allowable under the visa class for which you are applying.

Can applicants forF-2 visas, the nonimmigrant visas forthe immediate family of F-1 student visa holders, apply for an expedite when theirF-1 spouse is on OPT, but doesn’t have a program start date?

Emergency appointments are very limited due to the volume of requests we’re experiencing right now. So you are unlikely to qualify for an expedite based on family separation. Generally speaking, emergency processing is for cases involving medical emergencies, for yourself or an immediate family member, or for a humanitarian situation like a death in the immediate family. Please read more on our website to make sure your case qualifies before making a request.

Can you get an expedited appointment if you’re applying fora J-1 visa to participate in work- and study-based exchange visitor programs?

It depends on the program. There are some types of J-1—such as travel to complete a medical residency—that we would certainly accept. Others will require more review.

on U.S. Student Visas

What about students who have been previously refused a U.S. visa?

This summer we instituted a new scheduling method in which previously refused applicants were only able to book appointments during the last two weeks of the season. While this method was frustrating to some of our applicants, it had a positive impact overall. Issuance rates were highest for applicants on their first interview and we were able to ensure all student applicants had a chance to apply once before some applicants got the chance to apply twice.

We’re going to use the same system again this winter and the next summer. We’ll start the season by giving everyone one chance to submit an application. Then, at the end of the season, we’ll see applicants who need a second chance.

If students lose theirpassport and visa while in the United States, can they apply fora U.S. visa via drop box when they travel back to India? Orwill they need an in-person appointment?

The answer is the same for an applicant for any type of visa. If you qualify for interview waiver and your previous passport or visa has been lost, stolen or damaged, you will have to interview in person for a new visa.

Some of ourneighboring countries have shorterwait times forU.S. visas. Are applicants allowed to apply in a different country?

You are allowed to apply in another country, but be aware of three things as you consider this option:

to assess your ties to your country of residence. If you are residing outside the officer’s normal consular district, and if you have not previously held a U.S. visa, this may be more difficult.

Agents use multiple accounts to book interview slots, making it difficult for individual applicants. What action is the U.S. Embassy taking to prevent this?

We’re very aware of agent booking practices and their impact on individual applicants. While using an agent is not illegal, we want to stress that you shouldn’t need an agent to book a visa appointment. One way that we level the playing field for individual applicants is by releasing appointments in bulk. This makes it easier for individuals to compete with agents to book appointments. We’ve also made some software changes that have made it difficult for agents to monopolize appointment booking.

Even if you qualify foran interview waiver, can you still interview in person?

Generally, an interview waiver appointment will be the fastest way to submit your application. However, for some applicants, an in-person appointment is appropriate—such as cases involving a death or medical emergency in the immediate family. Our recent software update allows for applicants to indicate their need for emergency processing when they book the appointment—this will route the applicants directly to in-person spots.

Will appointments forF-2 visas be opened at the same time as the F1 visas?

First, before traveling, make sure that the U.S. Embassy where you’d like to apply is accepting cases from people who aren’t resident in the country. This information is generally displayed clearly on their website. Wait times can also be found online.



Great question. In the past, whenever we talked about student visas, we included F, M and J applicants and their dependents.



Second, you should understand and be prepared to meet the visa requirements for the country and any COVID-19 related travel restrictions, such as testing, vaccination and quarantine.



Third, consular officers need to be able

Recently we’ve made a change to open J visas (for both primary applicants and their dependents) separately. This allows us to accommodate different start dates for many of the exchange programs.

Skills for a Successful Student Life

ByMICHAELGALLANT

Studying in the United States can be a thrilling, eye-opening and deeply transformational experience. It can also feel like a big, scary challenge. That’s why the right preparation—especially when it comes to developing vital skills, both inside and outside the classroom—can lay the groundwork for international student success.

Experts advise prospective students to start networking before they leave India for their higher education and lay the groundwork for successful relationships at school. Students can also brush up on basic conversation skills to communicate effectively, be open to adapting to a new learning style, and equip themselves with basic life skills like cooking and doing their laundry.

Connect with other students

Learning to forge meaningful relationships with other international classmates can prepare students for their study

abroad experience and set them up for success once they arrive in the United States.

Nora Sandoval, executive director for student engagement at the University of Southern California’s Viterbi School of Engineering, says building a network of those who are on a similar journey can give international students a community and camaraderie, and help them know what to expect when they arrive in the United States. “So many students from India get to know each other before they arrive at our school,” she says. “That network is really a key resource.”

To build those connections, Sandoval recommends working with the U.S. university the student will attend, and seeing what resources are available to help. For example, the University of Southern California has a dedicated social network to help students connect from anywhere in the world, she says.

“Learning to build your own network in the

United States is a vital skill, and it’s important to remember that everyone’s support network is going to look different,” she says. “Connecting with other students coming from India is a great place to start.”

Brush up on conversational English

Karan Manocha, who leads Kashico Consulting Services in Hyderabad, studied engineering at the University of South Florida. When he first arrived in the United States, Manocha found that expressions and pronunciation used in everyday English conversations were not what he had expected, despite his many years of studying the language.

“Not being able to communicate effectively in a language that I felt I was quite proficient at led to a bit of frustration,” he says.

To develop his conversational language skills, Manocha got creative. “I would often call up toll-free numbers of airlines or credit card companies,” he says. “While this may sound like something done in jest, it helped me immensely. Later, I took up a job at the alumni center, where part of the role was fielding calls from alumni.”

Whether through phone calls, as per Manocha’s example, or studying television shows like University of Houston president Renu Khator did, or entirely another creative route, building conversational English abilities will help set students up for success from the very first day on campus.

Stay flexible inside the classroom

Indian students going to the United States may find a completely different style of learning from what they’re used to. Uncomfortable as it may seem at first, building the skills to adapt can make a huge difference.

“There is so much flexibility in the [American] curriculum and one is constantly encouraged to be interdisciplinary in approach, not to mention the heavy focus on research,” says Itihaas Singh, EducationUSA adviser in Kolkata. “Hence, there is usually a learning curve to adapt to and thrive in the

Left: Building a network and creating meaningful connections before arriving in the United States can help Indian students become a part of the international community, develop camaraderie and learn about the resources available to them.

new system.”

Ojas Rawal, a successful Mumbai television and film actor who studied science at the University of South Florida before changing gears and launching his entertainment career, agrees. “In the United States, education can be like a chorus, where everyone has to sing together while also singing correctly individually,” he says. “Contrastingly, in India, there’s a lot of rote learning, and very little to do on your own other than just memorize information.”

By developing the skills to adapt, Rawal says, he reaped big rewards. “If I hadn’t been exposed to undergraduate research in the United States, I never would have learned teamwork, comprehensive analysis and interpersonal communication, which is something I now do regularly,” he says.

Once you get used to the philosophy and practices of American higher education, Singh adds, “the intellectual growth and evolution is quite life-changing.”

Learn the new environment

Indian students who have never lived in the United States may need to learn a variety of new skills, says Rawal. For instance, many students might be unfamiliar with cooking and doing their own laundry. “It’s important to take the time to develop the practical skills you’ll need for day-to-day life, both in and outside the classroom, and that opportunity I got in the United States.”

Sandoval agrees that adjusting to a new campus, community and country can require students to develop a special new skill set. “The more you learn about your new environment, the more empowered you can feel to navigate it,” she says.

Right and above right: It’s important for students to take the time to develop practical skills they will need for day-today life, like cooking and doing their own laundry.

One must learn to break out of the comfort zone to learn new things. So don’t hold back even if something looks challenging in the first place.

Viterbi School of Engineering

https://viterbischool.usc.edu

University of South Florida https://usf.edu

EducationUSA http://educationusa.state. gov/country/in

“Understanding the housing situation and finding a place to live, for example, can be a challenge for international students who have never done it before. Again, working with your university, asking questions, and building your network will help international students figure things out.”

As you investigate places to live, don’t hesitate to seek help. Universities will be able to provide resources like housing guides, dedicated student residence opportunities, connections to trusted real estate professionals and more.

Learn to spot scams

“Unfortunately, international students can be targeted for scams, and my colleagues and I work very hard to educate our students on how to avoid them,” says Sandoval. “International students may not know that American government agencies will never call asking for bank account information—and that if someone does call claiming to be from immigration or the FBI and demands money, hang up and get help.”

Get involved, not distracted

For Rawal, participating in student clubs and organizations was a godsend, and just as educational as his formal studies. “The more I got involved with the student community, the more I saw a whole new world,” he says. “Student life experiences gave me the skills and abilities to discover solutions to all sorts of personal and professional challenges.”

Rawal attributes much of his success to connecting with people, speaking publicly, managing difficult projects and to his involvement with student organizations.

While extracurricular engagement can provide priceless opportunities, Manocha cautions against overcommitting. “At any given time on most American campuses, there were a plethora of events going on,” he says. “While these are quite useful and help with integration into the culture, attending a lot of these is also time-consuming. And since most of these are open to nearly all students, it is easy to get distracted and lose time instead of focusing on developing skills or completing coursework.”

Below: Karan Manocha, an alumnus of the University of South Florida (USF), used creative ways to develop his conversational language skills. Below right: Ojas Rawal, also an alumnus of USF, says student life experiences gave him the skills to discover solutions to all sorts of personal and professional challenges.

For Americans and visitors alike, spotting scams can be hard sometimes. But Sandoval believes it’s a vital skill for international students to develop. Beyond a university’s efforts to provide education about scams, “if students from India face any sort of situation where something doesn’t feel right, they should never hesitate to reach out to their university’s office of public safety and ask for advice,” she says. “Public safety staff members are there to help.”

When it comes to involvement in student activities, there’s no single formula for success. “It is important to find a balance between your academic and social life on the campus,” says Aditi Lele, EducationUSA adviser in Mumbai. “This can be challenging as you begin your journey as you have to do all by yourself.” Lele suggests one strategy to help figure things out. “At the end of the day or week, sit down and ask yourself what were some tasks that you were not able to complete and what could have been possible reasons,” she says. “Try to make changes to adapt to a new lifestyle.”

Stay open

Manocha says that students just arriving from India may take some time to acclimatize to American culture but curiosity, exploration and openness can help overcome cultural differences.

For many international students, learning to manage fear of the unknown can be a key skill for success. “One must learn to break out of the comfort zone to learn new things,” says Lele, “so don’t hold back even if something looks challenging in the first place.”

Michael Gallant is a New York City-based writer, musician and entrepreneur.

Courtesy Ojas Rawal

ByJASON CHIANG

Clubbing Together for Inclusivity

The University of ColoradoBoulder’s student group CU Gaming is entirely devoted to gaming and esports. It was founded in 2015 and has continued to grow ever since, becoming a thriving esports community that celebrates self-discovery, integrity and acceptance of differences.

U.S. universities have clubs for all interests and getting involved is a great way to make friends from around the world.

Below: Stanford University has a state-of-the-art climbing wall that is 28 feet tall, with approximately 75,000 square feet of devoted climbing space.

.S. higher education institutions welcome students from all around the world. This cultural diversity is part of what makes U.S. universities such unique places that inspire inclusion, growth and success. Universities recognize the importance of diversity in campus life and offer a variety of groups and activities that help students connect with like-minded peers, and make new friends. No matter what the interest, there is a campus group for everyone.

Gamer’s paradise

The University of Colorado-Boulder features a passionate student group that is entirely devoted to gaming and esports—a form of electronic sports competition using video games. CU Gaming was founded in 2015 by a group of students who wanted to enter online competitions for the game Counter-Strike. It has continued to grow ever since, becoming a thriving grassroots esports community that celebrates self-discovery, integrity and acceptance of differences.

“We are here to celebrate all games, not to tear people down for personal preference,” reads the CU Gaming group’s website manifesto. “The virtual space that we play in tears down boundaries and removes superficial differences…gaming should transcend race, gender, sexuality, religion and political views.”

With the addition of new games and growing number of competitive events, CU Gaming has grown to be one of the largest student organizations at the University of Colorado system of schools with more than 1,500 registered students participating online. CU Gaming also hosts in-person events, which are a great way to meet new people and connect around a shared passion. The main goal of the CU Gaming community is to promote member growth into not only better gamers, but better people too.

Climbing high in Stanford

At Stanford University, there is a popular student activity group that focuses on climbing. There is a state-of-the-art climbing wall on campus that is 28 feet tall, with approximately 75,000 square feet of devoted climbing space located at the Arrillaga Outdoor Education and Recreation Center.

The climbing group at the university was spearheaded in 2012 by Phil Sandlin and Andrew De Torres, staffers of another unique campus group, Stanford Adventure Program. The duo began teaching climbing classes and managed the school’s climbing wall for participants of all skill levels. The Stanford Climbing Team has boomed in popularity, enlisting over 40 competitive climbers and

becoming recognized as an official Stanford Club Sport. It now has a full staff of certified climbing wall instructors to teach both academic and recreational climbing classes to Stanford students. During the academic year, the climbing team competes in local, regional and national competitions that are part of the USAClimbing Collegiate championships. The Stanford Climbing Team is one of the top teams in the United States, earning the gold medal at both the 2018 and 2019 Climbing Collegiate National Championships. Outside of competitions, the climbing team plans trips to outdoor adventure areas, including Yosemite, Bishop and Red Rocks National Parks.

The Stanford Climbing Team is open to current undergraduate and graduate students who are committed to attending weekly practices, with tryouts held at the beginning of the fall quarter each year.

Bonding over fire

Georgetown University’s Grilling Society could be the perfect campus group for anyone who loves food. Since 2002, this student group has brought together grilling enthusiasts to bond over their shared love for barbequing.

The group’s slogan reads, “Beneath the trees which line the grounds of Georgetown, the Georgetown University Grilling Society strives

to maintain the fundamental values of mankind through bonds and friendships forged in the very fires upon which we cook.”

Every Friday, from 11 a.m. to 2 p.m., the members grill hot dogs and their renowned round burgers for sale on Georgetown campus’ Red Square. The group serves veggie burgers as well. All students are welcome to join the cookout. The proceeds from the food sales are contributed to charitable causes. Every year, Georgetown University Grilling Society hosts an annual Grillathon, a fundraiser that benefits food nonprofits and community organizations.

In 2021, the Grillathon raised $6,923.41, which is enough to keep over 300 children fed for an entire year through the Mary’s Meals nonprofit organization, which provides daily school meals to more than 2,000,000 children in 20 countries.

No matter what a student’s true passion— gaming, rock-climbing, cooking or another activity—there are countless student groups full of peers who embody the diverse and inclusive spirit of the U.S. collegiate experience. If an activity or hobby does not have a club on campus, students are invited to start it; every college club begins this way!

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

https://cugaming.gg

Stanford Climbing Team

bit.ly/StanfordClimbing Georgetown

University Grilling Society

facebook.com/ GUGrilling

and above: Georgetown University’s Grilling Society welcomes all students to join the cookout, and serves veggie burgers too. All food sale proceeds go to charitable causes.

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Photographs courtesy @gugs_georgetown/Instagram

instructors to teach academic and recreational climbing to Stanford students.

recognized as an official Stanford Club Sport. It has a full staff of certified climbing wall Registered under RNI-6586/60

Courtesy @stanfordclimbingteam/Instagram