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Diverse Entry Points to Degree Studies in the United States

Authors

By 
Mirka Martel
Mirka Martel, Institute of International Education, United States

Mirka Martel is IIE’s Head of Research, Evaluation & Learning (REL) and a recognized researcher and author on international education issues spanning global academic mobility, international leadership and scholarship, and impact and evaluation. Her academic and professional focus is on advancing the role of research and evaluation in international education, using data for impact and storytelling, and leveraging insights to inform programs and policy. Dr. Martel holds a Doctor of Philosophy in International and Comparative Education from Teachers College, Columbia University, and Masters in Philosophy and International Affairs from Columbia University. E-mail: mmartel@iie.org

, 
Julie Baer
Julie Baer, Institute of International Education, United States

Julie Baer is a Research and Learning Lead on IIE’s Research, Evaluation, and Learning Team, who serves as an expert on trends in international education mobility. Baer’s nearly ten years of experience includes working with diverse stakeholders to coordinate research, providing programmatic insights, and engaging with external clients, such as the U.S. Department of State. She leads the Open Doors Report on International Educational Exchange, a comprehensive resource on international students and scholars in the United States and American students studying abroad for academic credit. E-mail:  JBaer@iie.org

STAR SCHOLARS PRESS
DOI: https://doi.org/10.32674/42fsv753

Published

Publication date : May 20, 2024
Pages : 28-41

Synopsis

Mirka Martel Head of Research, Evaluation & Learning, Institute of International Education, New York, United States

Julie Baer Research Specialist, Institute of International Education, New York, United States

Abstract

There are many entry points for more than one million international students at higher education institutions in the U.S. While international students may enroll directly in undergraduate or graduate programs or pursue study at community colleges, others take advantage of the many additional pipelines to higher education, including high school studies and intensive English programs. Drawing upon quantitative data from the Open Doors Report on International Educational Exchange and the Department of Homeland Security’s Student Exchange Visitor Information System (SEVIS), this chapter explores the landscape of international students at U.S. colleges and universities and the possible origins of their academic journeys, as well as pathways to study for prospective students looking to learn in the U.S.

Keywords: International students, global student mobility, Open Doors, SEVIS, high schools, community colleges, intensive English programs, entry points

How to cite this chapter: Martel, M., & Baer, J. (2024). Diverse entry points to degree studies in the United States. In J. Luan, L. Habte, D. L. Di Maria, & K. Bista (Eds.), Entry points to US education: Accessing the next wave of growth (pp. 28-41). Star Scholars Press. DOI: https://doi.org/10.32674/4r0sfm57

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Copyright (c) 2024 STAR Scholars Press