Transcript Immigration Law and Tax Information for International

“Immigration Law and Employment
Regulations for International Students
– A Primer for Those Who Work with
International Students at
Azusa Pacific University.”
Presented by:
Shawna Lafreniere, M.A.
December 13, 2004
Overview of Presentation



The International Student Landscape in
the USA
Immigration Law for International
Students
Employment Regulations for International
Students
The International Student
Landscape in the USA
Where Do International
Students Come From?
Countries with the largest number of students studying in the U.S.
1. India
2. China
3. South Korea
4. Japan
5. Canada
6. Taiwan
7. Mexico
8. Turkey
9. Thailand
10. Indonesia
79,736
61,765
52,484
40,835
27,017
26,178
13,329
11,398
8,937
8,880
11. Germany
12. Britain
13. Brazil
14. Colombia
15. Kenya
16. Hong Kong
17. Pakistan
18. France
19. Malaysia
20. Nigeria
SOURCE: Institute of International Education 2003-04
8,745
8,439
7,799
7,533
7,381
7,353
7,325
6,818
6,483
6,140
What Do Internationals Study?
Business and Management
Engineering
Mathematics & Computer Science
Other
Social Sciences
Physical & Life Sciences
Undeclared
Fine & Applied Arts
Health Professions
Intensive English Language
Humanities
Education
Agriculture
SOURCE: Institute of International Education 2001/02
114,885
88,181
76,736
59,785
44,667
41,417
36,048
33,978
24,037
21,237
18,367
15,709
7,950
International Students Enrolled in
Intensive English Programs
Place of Origin
Total Students
Japan
Korea, Republic of
Taiwan
Brazil
Mexico
Venezuela
Colombia
Turkey
Saudi Arabia
Thailand
Italy
China
France
Switzerland
Germany
Argentina
Spain
16,470
13,110
7,605
5,253
4,369
2,487
2,255
2,254
2,191
1,929
1,924
1,760
1,587
1,584
1,396
1.303
742
SOURCE: Institute of International Education 2001
States With the Most
International Students
State
Total 2002-03
1-year change
California
New York
Texas
Massachusetts
Florida
Illinois
Pennsylvania
Michigan
Ohio
New Jersey
Indiana
Virginia
Maryland
Georgia
Washington
80,487
63,773
45,672
30,039
27,270
27,116
24,470
22,873
18,668
13,644
13,529
12,875
12,749
12,267
11,430
+2.2%
+2.8%
+3.3%
+0.2%
-3.6%
+6.3%
+1.9%
-1.0%
-3.7%
+0.9%
+5.1%
+2.2%
-8.6%
+2.3%
-1.7%
SOURCE: Institute of International Education
U.S. Colleges With the Largest
Number of International Students
Institution
Number of
International Students
Proportion of
Total Enrollment
1. U. of Southern California
2. New York U.
3. Columbia U.
4. Purdue U. main campus
5. U. of Texas at Austin
4,926
6. U. of Michigan at Ann Arbor
7. U. of Illinois at Urbana-Champaign
8. Boston U.
9. U. of Wisconsin at Madison
10. Ohio State U. main campus
6,270
5,454
5,148
5,105
20.4%
14.3%
22.1%
13.2%
4,601
4,555
4,518
4,396
4,334
11.8%
11.9%
15.6%
10.6%
8.7%
Azusa Pacific University
235
3%
SOURCE: Institute of International Education
9.4%
Levels of Education for
International Students
Academic Level
International
Students
Total U.S% of U.S.
Students
Enrollment
Associate
67,667
4,754,674
1.4%
Bachelor’s
193,412
6,826,456
2.8%
Graduate
264,749
1,930,019
13.7%
SOURCE: College Board Annual Survey of Colleges for Fall 2001 enrollment
What International Students Contribute
Financially to the U.S. Economy
To:
Students Tuition & Fees
Living Expenses
Total Contribution
CA
80,487
827,054,078
1,331,138,869
1,629,646,919
USA
582,996
6,755,223,402
9,923,615,779
11,951,540,612
SOURCE: Institute of International Education
International Student Enrollment
Growth is Slowing Down
Academic Year
89-90
90-91
91-92
92-93
93-94
94-95
95-96
96-97
97-98
98-99
99-00
00-01
01-02
02-03
03-04
Number of International Students
386,851
407,529
419,585
438,618
449,749
452,653
453,787
457,984
481,280
490,933
514,723
547,867
582,996
586,323
572,509
SOURCE: Institute of International Education
% Increase Over Previous. Year
5.6%
5.3%
3.0%
4.5%
2.5%
0.6%
0.3%
0.9%
5.1%
2.0%
4.8%
6.4%
6.4%
0.6%
-2.4%
% of Increased and Decreased Enrollment at
American Colleges by Country – Fall 2003
Country
Increased
Decreased
Thailand
United Arab Emirates
Turkey
India
Pakistan
Saudi Arabia
China
Malaysia
Egypt
Kenya
Indonesia
South Korea
14%
5%
17%
32%
10%
6%
21%
15%
7%
19%
12%
32%
22%
23%
24%
27%
28%
29%
36%
13%
16%
17%
17%
19%
SOURCE: Institute of International Education
Immigration Law for International Students
Immigration Law
Immigration law can be created by the following
sources:
 The U.S. Congress, which passes laws (statutes)
 The Supreme Courts and Federal Courts, whose
decisions create federal case law usually arising
under a particular statute or regulation
 The President, who can issue Executive Orders
and sign Treaties
 Executive Agencies, which promulgate federal
regulations and whose appellate bodies issue
precedent decisions.
Immigration Law


The legal system regulating U.S. immigration involves
complex interactions and dialogue between law,
lawmakers, and the governmental, public and private
entities and individuals who must interpret and are
affected by immigration laws.
In very general terms, the Legislative (Congress),
Executive (President and Executive Agencies), and
Judicial (Federal Courts) branches of the U.S.
government create “law” affecting immigration. This law
must then be interpreted, applied, and adhered to by
both the government and the public.
Immigration Law


To take care of the actual implementation of
immigration laws, Congress has delegated
authority to Federal Agencies. These Agencies
write, administer and enforce Federal
Regulations, which govern the details of the
immigration process set in motion by Federal
Statutes.
Three Executive Agencies share the majority of
responsibility for administering immigration laws,
through authority delegated by Congress to the
head of the Agency.
Immigration Law
Department of Homeland Security (DHS)

The Homeland Security Act of 2002 radically
altered the structure of the agencies involved in
the immigration process. The act mandated that
the functions of the Immigration &
Naturalization Services (INS) be moved to the
new Department of Homeland Security, and for
the abolition of INS. INS ceased to exist on
March 1, 2003.
Immigration Law
The former Immigration and Naturalization Service (INS)

Prior to March 1, 2003, the Attorney General delegated
immigration authority to the INS, headed by a
Commissioner appointed by the President and reporting
to the Attorney General. INS had the dual responsibility
of providing services (granting benefits) to aliens who
were inside the United States and of enforcing U.S.
immigration laws, including managing the borders of the
United States. These difficult (and sometimes conflicting)
responsibilities had been the focus of much debate over
the years, and on March 1, 2003, INS was abolished,
and its duties were transferred to 3 bureaus in the
Department of Homeland Security.
Immigration Law
U.S. immigration functions are divided between three
Bureaus of the Department of Homeland Security:
1.
2.
3.
USCIS: The Bureau of Citizenship and Immigration
Services, which calls itself U.S. Citizenship and
Immigration Services (USCIS) is responsible for most
application and petition adjudications.
ICE: The Bureau of Immigration and Customs
Enforcement is responsible for immigration
investigations, detentions, removal, intelligence and
SEVIS.
CBP: The Bureau of Customs and Border Protection is
responsible for immigration inspections at U.S. ports of
entry, for the Border Patrol, and Customs Service.
Some Important Definitions



Nonimmigrant – (also referred to as Alien)
someone who comes temporarily to the U.S. for
a particular, temporary purpose.
Immigrant – someone who has the right to
permanently live in the U.S.
Visa – the official documentation, usually a
stamp or page printed in a passport, authorizing
entry into the U.S.
Some Important Definitions

Status – the visa classification under which a
nonimmigrant is permitted to remain in the U.S.

I-20 – Certificate of Eligibility for Nonimmigrant (F-1)
Student Status


DSO – Designated School Official, school official
authorized by USCIS to issue forms I-20. At APU these
people are Anita Gunadi, Mary Grams and Christine
Yasment.
PDSO – Principal Designated School Official. At APU, this
person is Mary Grams.
Some Important Definitions



SEVP – Student Exchange Visitor Program
Student Exchange Visitor Information System (SEVIS) –
All F and J students are entered into this government
database by the school DSO.
Beginning September 1, 2004, SEVP collects SEVIS fees
– in most cases $100 – from F and J students and
exchange visitors. This fee, which is mandated by
Congress, is essential to the program’s continued
viability and will provide additional outreach field officers
to enhance coordination with SEVIS institutions.
Immigration Status for
International Students
Students can enter APU to study on 2 types
of student visas:

F-1

J-1
F-1 Student

An F-1 student is a nonimmigrant who is
pursuing a “full course of study” to achieve a
specific educational or professional objective, at
an academic institution in the United States that
has been designated by the Department of
Homeland Security to offer courses of study to
such students, and has been enrolled in SEVIS
(the Student Exchange Visitor Information
System). Once the educational or professional
objectives have been attained, the F-1 student is
expected by the U.S. government to return to
his or her residence abroad.
F-1 Immigration Roles and
Relationships
F-1 “status” involves various relationships between
the government, private individuals, and
educational institutions. Six principal entities
are involved in the F-1 immigration process:
1.
2.
3.
4.
5.
6.
The
The
The
The
The
The
Department of Homeland Security (DHS)
U.S. Department of State (DOS)
U.S. School
Designated School Officials (PDSO, DSO)
Student
SEVIS Database and the SEVIS Help Desk
F-1 Immigration Roles and
Relationships
The Department of Homeland Security


DHS writes regulations and develops policies to
implement the F-1 statute that establishes the
parameters, procedures, conditions, benefits,
duties and restrictions of the F-1 category.
DHS adjudicates I-17 petitions filed by schools
that want to enroll F-1 students, and designates
those schools whose petitions it approves.
F-1 Immigration Roles and
Relationships
The Department of Homeland Security



DHS inspects F-1 students when they apply for
admission at a U.S. port of entry, and admits them into
the United States in F-1 status if they are found
admissible.
DHS adjudicates applications for certain benefits under
F-1 regulations.
DHS manages the Student and Exchange Visitor
Information System (SEVIS)
F-1 Immigration Roles and
Relationships
The Department of State (DOS)
DOS is responsible for the following in the F1 process:

DOS issues F-1 visas, after performing all
necessary clearances and establishing that
the requirements for nonimmigrant status
are met.
F-1 Immigration Roles and
Relationships
The U.S. school
The school has the following roles in the F-1 process:

The school, through the president, owner, or head,
petitions for government approval to enroll F-1 students
by filing Form I-17 through SEVIS. The school must
prove that it is an established, bona fide school, that it
has necessary facilities, personnel, and finances to
conduct instruction in recognized courses, and that it is,
in fact, engaged in instruction in those courses. Once it
receives approval, it must undergo a recertification and
site visit process every two years. School approval can
be withdrawn by the government for “any valid and
substantive reason.”
F-1 Immigration Roles and
Relationships
The U.S. school


The school, through the president, owner, or head,
designates up to ten regularly employed members of the
school administration to be “designated school officials”
(DSO) who will have various official functions in the F-1
process.
The school, through the official responsible for
admission, accepts the prospective student for
enrollment in a “full course of study” that leads to the
attainment of a “specific educational or professional
objective.”
F-1 Immigration Roles and
Relationships
The U.S. school


The school provides a “full course of
study” to the student.
The school complies with its
recordkeeping and reporting obligations.
F-1 Immigration Roles and
Relationships
The Designated School Official (DSO)
The DSO has the following roles in the F-1 process:


The DSO is a regularly employed member of the school
administration who is designated by the school to
represent and speak for the school in F-1 student
matters.
The DSO ensures institutional and individual compliance
with the law, by learning and interpreting and applying
laws and government policies pertaining to F-1 students.
F-1 Immigration Roles and
Relationships
The Designated School Official (DSO)


On behalf of the school, the DSO issues and signs forms
I-20, updates SEVIS, and assists in other immigration
matters dealing with F-1 students. Only the DSO may
sign forms I-20 and create and update records in SEVIS;
the DSO may not delegate this responsibility to any
other person.
The DSO ensures that the institution keeps records that
are required to be kept, and that the institution complies
with its reporting duties under SEVIS.
F-1 Immigration Roles and
Relationships
The Designated School Official (DSO)


The DSO approves or recommends benefits for F-1
students and their families, and educates students and
the school about their rights and obligations under F
regulations.
Each designated school or campus must appoint one
Principal DSO (PDSO) who, in addition to the above
duties, functions as the principal contact between the
government and the school. A school or campus may
also appoint up to 9 additional DSOs.
F-1 Immigration Roles and
Relationships
The Student
The student plays a central role in the F-1 process:


The student signs the Student Certification on
Form I-20 to indicate that he or she has read
and understood the terms and conditions of F-1
status.
The student pursues a full course of study at the
school that issued his or her Form I-20.
F-1 Immigration Roles and
Relationships
The Student


The student follows the proper procedures
to transfer schools, change educational
levels, or extend his or her program.
The student engages in employment only
when specifically authorized.
F-1 Immigration Roles and
Relationships
The SEVIS database and the SEVIS Help
Desk


The SEVIS database receives, stores, and
processes student and dependent data
submitted by schools through the SEVIS RealTime Interface (RTI) and the Batch Interface.
The SEVIS Help Desk assists SEVIS users with
technical questions, and passes issues and
questions that need policy resolution to the
appropriate government agency.
Maintaining F-1 Status


Students should report to the Designated School Official
(DSO) at the International Student Services (ISS) office
to have their SEVIS record registered in SEVIS in a
timely fashion: no later than 30 days after the program
start date (new students in Initial SEVIS status); and
each semester thereafter, no later than 30 days after the
each next session start date (continuing students).
For the first entry for initial school attendance, the
school listed on the F-1 visa and the I-20 must be the
same - that is the school where the student intends to
enroll.
Maintaining F-1 Status



Register full-time at the school listed on the currently
valid Form I-20 during every academic session or
semester except during official school breaks, or unless
approved under a specific exception, in advance, by the
student’s DSO.
Make normal progress towards completing the course of
study, by completing studies before the expiration of the
program completion date on Form I-20.
Keep Form I-20 valid by following proper procedures for
extension of stay.
Maintaining F-1 Status



Keep Form I-20 valid by following proper procedures for
change in educational levels or programs of study.
Keep Form I-20 valid by following proper procedures for
transfer of schools.
Follow the F-1 grace period rules, including remaining in
the U.S. for no longer than 60 days after completing a
full course of study, unless before completing the course
of study the student has followed procedures for
applying for practical training, moving educational levels,
or school transfer.
Maintaining F-1 Status

Report a change of address to the DSO within 10 days of
the change, so that SEVIS can be updated.

Follow the rules requiring disclosure of information and
prohibition on criminal activity.

Follow any special requirements, such as Special
Registration requirements.

Do not work either on or off-campus without permission
from a DSO and U.S. immigration.
Adapted from NAFSA Adviser’s Manuals (2003 & 2004 releases)
J-1 Exchange Visitor Student

The J Exchange Visitor category was
developed to implement the Mutual
Educational and Cultural Exchange Act
(Fulbright-Hayes Act) of 1961. The overall
purpose of that Act, and the objective of
the Exchange Visitor category, is “to
increase mutual understanding between
the people of the United States and the
people of other countries by means of
educational and cultural exchanges.”
Parties Involved in the Exchange
Visitor Program Process
The J Exchange Visitor Program consists of six principal
parties:
1. The Department of State (DOS), which issues J visas to
exchange visitors and their dependents, designates
exchange visitor program sponsors, and creates and
administers federal regulations and policies
governing the Exchange Visitor Program.
2. Exchange visitor program sponsors, which are legal
entities that have applied for and received
designation from the Department of State to
conduct an exchange visitor program, have been
enrolled in SEVIS, and which either directly offer the
“program” in which the exchange visitor will
participate, or which place the exchange visitor in an
appropriate program.
Parties Involved in the Exchange
Visitor Program Process
3. Responsible Officers (ROs) and alternate
responsible officers (AROs), who are
individuals who have been appointed by an
exchange visitor program sponsor to perform
the duties set forth in regulations, and to
represent the exchange visitor program
sponsor.
4. Exchange visitors, who are aliens that have
been selected by an exchange visitor
program sponsor to participate in a particular
exchange visitor program.
Parties Involved in the Exchange
Visitor Program Process
5. The immigration bureaus of the Department of
Homeland Security, which manage SEVIS,
admit an alien to the United States in J
exchange visitor status and which adjudicate
certain immigration benefits for J exchange
visitors and their dependents.
6. The SEVIS database and the SEVIS Help Desk.
Categories of Exchange Visitors
The statute does not use the term
“category”, but rather gives examples of
the kinds of activities anticipated and
refers to “other persons of similar
description,” thus allowing broad
interpretation and inclusion. The DOS
Exchange Visitor Program regulations
create eight general categories of
participant eligibility, based loosely on the
statutory language:
Categories of Exchange Visitors
1.
2.
3.
4.
5.
6.
7.
8.
Students (including secondary school students and
students at post-secondary accredited educational
institutions or institutes approved by or acceptable to
the post-secondary institution where the student is to
be enrolled)
Short-term scholars
Trainees
Teachers at primary or secondary schools
Professors
Research scholars
Specialists
Other persons of similar description
Maintaining J Status


Exchange visitors maintain their J-1 status by
engaging only in activities permitted under their
program and category, filing timely and
appropriate transfer and extension notifications,
refraining from unauthorized employment, and
maintaining required health insurance coverage.
Exchange visitors are at all times expected to
maintain a valid DS-2019, a valid passport, and
an I-94 marked D/S.
Essential Documents for
International Students
SEVIS I-20 (for F-1)



This is the most commonly used immigration admissions
document issued by Azusa Pacific University.
Students receive this document once their application
has been accepted by APU and there is proof of financial
viability.
They then go to a nearby U.S. Embassy or Consulate
and obtain an F-1 student visa by submitting the I-20 as
well as evidence of financial support and other required
documents.
Essential Documents for
International Students



Once a student arrives in the United States at the Port of
Entry (POE) they will need to present their I-20 to the
U.S. immigration officer to be stamped.
Each time a student leave the US and reenters, they will
need to present their I-20 at the POE. An updated
signature from the DSO is needed on the I-20 to validate
the student’s status.
It is imperative that the student not lose their I-20 since
they need it throughout their stay at APU and in the
United States.
Essential Documents for
International Students
DS-2019 (for J-1)



This is an immigration admission document issued by
APU for research scholars, professors, and students with
specific financial assistance.
Students go to a nearby U.S. Embassy or Consulate and
obtain a J-1 student visa by submitting the DS-2019 as
well as evidence of financial support and other required
documents.
Upon arrival in the U.S. at the POE the DS-2019 is
presented to the U.S. Customs officer to be stamped.
Essential Documents for
International Students
Passport


At all times while in the U.S. and when traveling,
students must maintain a passport which is valid
for at least six months.
If students have dependents, their passports
must also be valid at least six months before the
expiration date at all times.
Essential Documents for
International Students
Visa


Only secured outside the U.S. in order to
gain entry, the visa is placed within the
student’s passport.
The visa is only a border crossing permit
used for single or multiple entries into the
U.S.
Essential Documents for
International Students
Visa continued…


The expiration date indicated on the visa states
that the student must enter the U.S. prior to this
date. However, students are allowed to remain
in the U.S. (even if the visa stamp has expired)
as long as they remain in legal status and their
I-94 is valid.
More information about on obtaining U.S. visa
and policy procedure can be found at
www.unitedstatesvisas.gov
Essential Documents for
International Students
I-94


This is the white arrival-departure card that
student’s fill out as they enter the United States.
It records the student’s entry date to the U.S.,
the type of visa they have, and when they must
leave the U.S.
The I-94 is stapled into the student’s passport. It
is imperative that students do not lose this
document while studying in the U.S.
Essential Documents for
International Students

If the student’s I-94 has D/S (Duration of
Status) written on it, they will be allowed
to stay in the U.S. in full-time student
status until they complete their studies (as
stated on their I-20 or DS-2019).
Employment Regulations for
International Students
Employment Opportunities for
International Students


Employment opportunities for
International students are strictly limited
by regulations of the US CIS and the US
DOS.
Employment is available only to students
who are in good academic standing and
maintaining nonimmigrant status.
Student Employment on a F-1 Visa


F-1 students may work part-time on
campus while classes are in session (up to
20 hours per week).
They do not need special authorization to
work on campus.
Off-campus Employment for
F-1 Students


Off-campus employment is limited to F-1
students in colleges and universities who
are pursuing academic studies (excluding
English language students).
Off-campus employment always requires
special authorization and is only available
in certain situations.
Off-campus Employment for
F-1 Students…continued


Students who take part in internships, co-ops,
and work experiences in their field of study
while enrolled in classes or during a vacation
period may qualify for a work experience called
“curricular practical training” (CPT).
Students electing to work part-time in a job
related to their program of study and it is not
required for credit, the experience is usually
considered to be “optional practical training”
(OPT).
Off-campus Employment for
F-1 Students…continued

Employment through curricular and
optional practical training requires special
authorization from a foreign student
advisor and is only available after a
student has been studying full-time for at
least 9 consecutive months; optional
practical training also requires an
Employment Authorization Document
(EAD) from CIS.
Off-campus Employment for
F-1 Students…continued


Optional practical training is limited to 12
consecutive months per each academic
level of study i.e. BA, MA, PhD.
During their studies, F-1 students may
also be eligible to obtain special work
authorization from CIS to work in
internships with certain international
organizations.
Off-campus Employment for
F-1 Students…continued

Students who have been in F-1 status for
at least 9 months and who experience
serious, unforeseen economic difficulties
due to circumstances beyond their control
may be eligible to apply to CIS for parttime work authorization with the
assistance of their DSO.
Working After Completion of
Studies F-1 Students

Students who have completed their course
of study, or everything except the thesis
or dissertation, may be employed full-time
in the field of study through “optional
practical training.” One year of full-time
optional practical training authorization is
usually available.
Student Employment on a J-1 Visa


J-1 students may work part-time on
campus while classes are in session (up to
20 hours per week).
J-1 students need written authorization
from the Responsible Officer (RO) of their
exchange visitor program.
Off-campus Employment for
J-1 Students


Exchange visitor students who are in good
academic standing may be eligible to obtain
authorization for work off-campus as part of an
academic training experience or when
unforeseen economic circumstances arise after
the student becomes an exchange visitor.
Employment as a result of unforeseen economic
circumstances is limited to 20 hours per week
while classes are in session but can be full-time
during vacation periods and breaks.
Off-campus Employment for
J-1 Students…continued


Any employment requires prior written
authorization from the exchange program
responsible officer.
Employment done as academic training
during the course of study is subtracted
from the total amount of academic
training eligibility after graduation.
Working After Completion of
Studies J-1 Students

J-1 students may also pursue academic
training opportunities after their studies. In
general, they are limited to 18 months of
academic training unless:
1.
2.
3.
Their program of study is less than 18 months, in
which case their academic training period cannot be
longer than their course of study.
They are pursuing postdoctoral training, in which
case they may be eligible for up to two 18 month
periods of academic training.
They have used periods of academic training earlier
in their studies.
Working After Completion of
Studies J-1 Students

Academic training must be recommended
by the student’s Dean or major advisor
and authorized by the responsible officer
of the student’s exchange visitor program.
Other Employment Information



Student Assistantships are considered “oncampus employment” and therefore count
towards the 20 hour per week limit.
During vacation periods and academic breaks,
international students may work full-time on
campus under the same authorization rules if
they are returning to classes the following term.
Students may not work on campus after
completing their course of study.
Permanent Employment
Opportunities


Some students may decide to remain in the
United States to continue working after their
optional practical training or academic training
period has ended.
To do so requires changing from F-1 or J-1
status to another type of nonimmigrant or
immigrant classification – the most common
being the H status (nonimmigrant) and Lawful
Permanent Resident status (immigrant).
Permanent Employment
Opportunities


The H classification (usually H-1B, Specialty
Occupations) and employment-based permanent
resident petitions almost always require a job
offer from a U.S. employer and a CIS application
signed by the employer.
For students, job conditions, current work
eligibility, and their desire to become a
permanent resident in the United States may
determine which type of classification would be
most appropriate for them.
Thank you!


Thank you for attending this workshop. I
hope you found it to be educational and
informative. God bless you as you work
with International students.
You can reach me at:
[email protected]
Sources
Azusa Pacific University (2004). Pre-arrival information
packet for international students.
Chin, H. K. (2002). Open doors report on international
education. Institute of International Education. New
York, NY.
Fosnocht, D. J. (Editor), 2004. NAFSA Adviser’s Manual.
Copyright Clearance Center. Danvers, MA.
NAFSA: Association of International Educators (2001).
NAFSA’s International Student Handbook. Washington,
DC.