Advising international students bridging the gap between immigration and academic advising Nacada Region 4 Miami 2014

1. Office of International Student and Scholar
Services
Florida International University, Miami, FL

2.  Immigration Advising and Academic Advising for
international students: Is there a common goal?
 What is an “international student”?
 International Student Services: What is that and what do
they do there?
 How do international students maintain legal status in
the U.S.?
 What are the consequences of falling out of status?
 How can we work together to help international
students?

3.  Most would agree that all members of a university
community have at least one goal in common: student
success.
 In the case of international students, academic success
and maintaining legal immigration status usually go hand
in hand.
 The best outcome for a student is often achieved by the
willingness of many offices on campus to collaborate and
provide a united effort to serve the needs and best
interests of the student.
 So it is with international student services and academic
advising offices…

4. A non-immigrant holding a student visa (or student status)
 F-1 Student Visa  J-1 Student Visa
 By far the most  More restrictions;
common student visa higher reporting
for degree-seeking requirements for school
students and students
 Exchange Students
in intensive English
(non-degree-seeking)
language programs
 Some degree-seeking
 M-1 Vocational students funded by
Student Visa home government and
 Only at certain schools
students sponsored by
special programs (e.g.
(e.g. flight training)
Fulbright)

5.  F-1 and J-1 (and M-1) students are the only non-
immigrant students that:
 have a full-time enrollment requirement
 have records maintained by an international student
services office
 But there are other foreign students!
 other visa categories: dependents of foreign workers,
diplomats, investors, international organization
employees, religious workers, etc. (these students abound
in places like Washington, DC for example)
 just be aware your school may have them and they are not
subject to the same regulations
 Sometimes these students must change status to F-1

6.  723,277 Students
 Top Three Countries Nationally:
 China
 India
 South Korea
 Top Three Institutions (largest number of
international students):
 University of Southern California: 8,615
 University of Illinois at Urbana-Champaign: 7,991
 New York University: 7,988

7.  53,955 Students
 Alabama: 6,340
 Florida: 29,719
 Georgia: 15,359
 Mississippi: 2,537
 Top Three Institutions (largest number of
international students):
 University of Florida: 5,393
 Georgia Institute of Technology: 4,943
 Florida International University: 2,677

8.  Most popular majors:
 Business and Management, Engineering, Math,
Computer Science
 Country with largest increase from previous year:
China
 23% overall / 43% at undergraduate level
 Women represent 45% of international students
 $21 Billion to U.S. economy
 70% of funding from outside U.S.

9.  It may be dangerous to overgeneralize but some
characteristics you will find quite commonplace:
 From educated and wealthy or middle class families
 From top of the class at schools in their home countries
(often have identity as a “good student” that may come
into question if they face language and/or cultural
barriers in the U.S.)
 From an educational system where students do not
have much freedom to select their own classes, change
their academic path, etc. – often they do not have to
take much personal responsibility to plan out their
program of study

10.  Many different models  No matter what the
 May be integrated with structure, serves a
academic advising
vital compliance
 May be part of an “international function for the school
center” or institute, connected  Advisors are “DSO’s” –
to study abroad office and other Designated School Officials
programs, and very involved in (F-1) or “RO’s” – Responsible
internationalization activities of Officers (J-1)
the school
 Must report information
 May be stand alone office
about international students
 May provide significant social to Department of Homeland
and cultural programming, may Security through a database
not, depending on structure called SEVIS:
and funding Student and Exchange Visitor
Information System

11. DSO’s/RO’s must report the following in SEVIS for each
international student:
 Enrollment status (beginning of each semester)
 Full-time
 Less than full-time, authorized
 Less than full-time, not authorized (VIOLATION OF STATUS)
 Not enrolled (VIOLATION OF STATUS)
 Dropped classes (resulting in less than full-time enrollment)
(VIOLATION OF STATUS)
 Graduation
 Change of address or other biographical info
 Change in academic program (change of major, length of program)

12.  Advising (appointments / walk-in hours)
 Orientations for new international students
 Informational workshops:
 Bring immigration attorneys to campus
 Provide information sessions on Employment, Travel, Cultural
Adjustment, etc.
 Maintenance of immigration records in SEVIS and issuance
of updated immigration documents for international
students (I-20 and DS-2019)
 Authorize - or assist with application for - Practical
Training (employment authorization for internships, etc.)

13. What do international students need to do?
 Keep immigration documents up to date
 Do not engage in any unauthorized employment
 Maintain good academic standing and make
“satisfactory progress” toward completion of degree
AND
 Maintain full-time enrollment, when required**
**This is the most essential component of
maintaining student status and it is here that
academic advisors can provide much needed
assistance

14.  May depend how the institution defines “full-time”
 Same load as for athletes, scholarship recipients etc.
 Usually 12 credit hours for undergraduate students
(Usually 9 credit hours for graduate students)
 Student must enroll full-time in Fall and Spring
 Summer optional
 Student must enroll full-time in Summer if it is
student’s first semester at that school
 International students transferring in summer from
another school in the U.S. often get confused about this
regulation

15. ONLINE CLASSES:
 Student may take only 3 credits of online coursework that
will count toward full-time requirement
 That means:
At least 9 credits must be in-person/on-campus
 Student may not take all online classes in final semester

16. CONCURRENT ENROLLMENT:
 Undergraduate students may take up to 6 credits (half-
time) at another school as long as credits will transfer back
to home institution to count toward degree requirements
 Full-time requirement and online rule still apply each fall
and spring (and during the summer if the student’s first
semester)

17. Students MUST obtain DSO/RO approval before
enrolling less than full-time or before dropping a
class. Circumstances that may allow for this
authorization are VERY LIMITED:
• Academic Difficulties (first semester only)
• Medical Conditions
• Final Semester/Completion of Program

18. IMPORTANT: Students are eligible for employment ONLY if
they are in valid F-1 or J-1 status. Students who fall out of
status must interrupt any previously approved employment.
MOST COMMON TYPES OF EMPLOYMENT
 On-Campus Employment – F-1 and J-1: 20 hours or less per
week during Fall and Spring (may be more than 20 hours per
week during Summer and school breaks)
 Curricular Practical Training (CPT) – F-1: Authorization for
internships that are part of student’s academic program
 Optional Practical Training (OPT) – F-1: 12 months of general
work authorization allowing student to work off-campus in
their field of study either before or after graduation

19.  Curricular Practical Training (CPT): employment benefit available
to F-1 students who will complete a required internship or an
internship that is an “integral part” of their academic program
 There is little guidance in the regulations about specific
procedures schools should use to authorize this type of
employment
 Wide variation among schools in the policies and procedures used
by ISS offices in relation to CPT – check with ISS at your school
and always refer an international student planning to do an
internship to that office
 It should be determined that the student is eligible for CPT before
pursuing internship options (before application or placement in a
position)
NOTE: CPT employment authorization is required
whether the position is paid or unpaid

20. ACADEMIC REASONS
 Less than full-time enrollment (no authorization)
 Dropped class(es)
 Too many online classes (equivalent to less than full-time)
 Academic dismissal
Which do you
think are more
NON-ACADEMIC REASONS common?!
 Employment (paid or unpaid) without authorization
 Failure to request program extension before expiration
date on I-20 or DS-2019
 Failure to properly complete immigration transfer from
one U.S. school to another

21.  The violation is reported to DHS – it may not cause immediate
consequence (likely the student will NOT be deported) but future
problems with travel, visa renewal, etc.
 May cause significant stress and personal issues
 If previously authorized to work, student must stop working immediately;
student will not be eligible for employment benefits while out of status
 May cause financial hardship
 May cause academic interruption if unable to complete a required internship
 There are procedures to regain student status – an out-of-status student
should visit the ISS office as soon as possible to initiate the process
 Sometimes requires the student to travel – disruptive and financially
burdensome
 All procedures to regain status incur a cost

22.  Proactive advising model
 Account for full-time enrollment requirement
 Develop ways to identify international students
 Plan several semesters ahead
 Lock-step programs or high level of sequencing
 Programs with high number of online offerings
 Balancing high- vs. low-availability courses
 Be resourceful – use all available options, be creative
 Concurrent enrollment
 Summer enrollment
 Strategize with student to effectively allocate courses

23.  Always refer international students to your ISS office
when they face decisions or experience circumstances
that may affect their status, for example:
 Failing a class: To drop or not to drop?
 Problems at home: Need to take a semester off
 Financial difficulties that may affect enrollment
 Internship or job opportunity has come up
 Poor grades have resulted in academic dismissal

24.  Building Relationships
 Become familiar with the staff and services of other
offices
 establish a regular contact – know who to call when
there is a problem or you have a question
 ISS: regular outreach to academic advising offices
 trainings or meetings to discuss international
student issues
 Academic Advising: invite ISS staff to your general or
annual meetings or forums; disseminate relevant
information

25.  Regular Communication and Assistance
 Most formal approach: Designate liaisons between ISS
and Academic Advising
 Most simple/universal rule: When in doubt, call and
ask
 Reinforcing information: Make sure all advisors
are on the same page so that the student receives
ONE message
When we work together we instill confidence in
each other and in our students

26. We welcome your questions, your suggestions
and your feedback!
Thank you!

27. Dr. Ana Sippin, Director
International Student & Scholar Services
Florida International University, Modesto Maidique Campus
Ted Randall, Associate Director
International Student & Scholar Services
Florida International University, Modesto Maidique Campus
Jessica Larsen, Coordinator
International Student & Scholar Services
Florida International University, Modesto Maidique Campus