RESEARCH ARTICLE
Will They Stay or Will They Go? International
Graduate Students and Their Decisions to
Stay or Leave the U.S. upon Graduation
Xueying Han1*, Galen Stocking1,2, Matthew A. Gebbie1,3, Richard P. Appelbaum1,4
1 Center for Nanotechnology in Society, University of California Santa Barbara, Santa Barbara, CA,
United States of America, 2 Department of Political Science, University of California Santa Barbara, Santa
Barbara, CA, United States of America, 3 Materials Department, University of California Santa Barbara,
Santa Barbara, CA, United States of America, 4 Global & International Studies, University of California Santa
Barbara, Santa Barbara, CA, United States of America
* [email protected]
Abstract
The U.S. currently enjoys a position among the world’s foremost innovative and scientifical-
ly advanced economies but the emergence of new economic powerhouses like China and
India threatens to disrupt the global distribution of innovation and economic competitive-
ness. Among U.S. policy makers, the promotion of advanced education, particularly in the
STEM (Science, Technology, Engineering and Mathematics) fields, has become a key
strategy for ensuring the U.S.’s position as an innovative economic leader. Since approxi-
mately one third of science and engineering post-graduate students in the U.S. are foreign
born, the future of the U.S. STEM educational system is intimately tied to issues of global
competitiveness and American immigration policy. This study utilizes a combination of
national education data, a survey of foreign-born STEM graduate students, and in-depth in-
terviews of a sub-set of those students to explain how a combination of scientists’ and engi-
neers’ educational decisions, as well as their experience in school, can predict a students’
career path and geographical location, which can affect the long-term innovation environ-
ment in their home and destination country. This study highlights the fact that the increasing
global competitiveness in STEM education and the complex, restrictive nature of U.S. immi-
gration policies are contributing to an environment where the American STEM systemmay
no longer be able to comfortably remain the premier destination for the world’s top interna-
tional students.
Introduction
In his 2012 State of the Union address, U.S. President Barack Obama decried the fact that for-
eign-born students are at risk of forced deportation, potentially robbing the American econo-
my of its innovation and expertise:
PLOSONE | DOI:10.1371/journal.pone.0118183 March 11, 2015 1 / 18
OPEN ACCESS
Citation: Han X, Stocking G, Gebbie MA, Appelbaum
RP (2015) Will They Stay or Will They Go?
International Graduate Students and Their Decisions
to Stay or Leave the U.S. upon Graduation. PLoS
ONE 10(3): e0118183. doi:10.1371/journal.
pone.0118183
Academic Editor: Alejandro Raul Hernandez
Montoya, Universidad Veracruzana, MEXICO
Received: September 2, 2014
Accepted: January 5, 2015 ...
Making the grade
International testing that is used to predict the grim future of US science and technology
is being vastly misinterpreted, say Hal Salzman and Lindsay Lowell.
Making the grade
International testing that is used to predict the grim future of US science and technology
is being vastly misinterpreted, say Hal Salzman and Lindsay Lowell.
https://digitalmarketing-adda.000webhostapp.com/
Making the grade
International testing that is used to predict the grim future of US science and technology
is being vastly misinterpreted, say Hal Salzman and Lindsay Lowell.
This document summarizes Dr. Michael Uden's work developing STEM partnerships between P-16 institutions. It discusses the history and benefits of STEM education, outlines effective STEM curriculum approaches, and describes the programs and grants Dr. Uden helped establish including a STEM camp for underrepresented middle school students and opportunities for pre-service teachers. The document provides an overview of Dr. Uden's vision and accomplishments in building STEM partnerships across different educational levels and communities.
Corio and Huang - Diversifying U.S. Study Abroad to ChinaLarry Corio
This document summarizes a study exploring trends, circumstances, and supports for historically underrepresented American students studying in China. It finds that while study abroad has grown, certain student groups like community college, racial minority, disabled, and STEM students remain underrepresented. The 100,000 Strong Initiative aims to increase total American students in China to 100,000 by 2014 while diversifying their backgrounds. The study recommends that programs invest more in supporting underrepresented students, improve outreach and recruitment, and that data on these students' mobility be better collected and shared.
This study examined international student enrollment data from 2001, 2005, and 2011 at U.S. 4-year institutions to identify trends over the past decade. The study found that while overall international enrollments increased, the U.S. market share declined relative to increased global competition. Additionally, graduate enrollments remained higher than undergraduate enrollments, but undergraduate enrollments saw larger growth. Understanding enrollment trends can help institutions effectively strategize international recruitment efforts amid changing global conditions.
Policy implications for educational communications and technology programs in...Mimi Zaabah
This document discusses the pressures facing higher education programs, particularly those in educational technology, from trends toward accountability, accreditation, and quality assessments. It provides historical context on changes in higher education and discusses current environmental factors like a focus on immediate economic returns from education. Programs are pushed to demonstrate quality and value through formal mechanisms like accreditation that increasingly emphasize outputs, assessment and relevance to the job market. However, critics argue this can discourage innovation and fail to acknowledge different institutional missions. The impacts on educational technology programs and AECT's potential leadership role are considered.
This annotated bibliography contains summaries of three documents related to immigration and education. The first document discusses how undocumented immigrant students need access to higher education and employment after high school to avoid poverty, but more research is needed. The second document focuses on how public policy shapes curriculum and school climate to accommodate increasing numbers of immigrant students. It also notes the importance of high school and college completion for immigrant students' socioeconomic success. The third document, though from 1999, remains relevant in showing how public policy has both included and excluded immigrant students and families from education based on citizenship or socioeconomic status, and that discrimination is likely to change.
Making the grade
International testing that is used to predict the grim future of US science and technology
is being vastly misinterpreted, say Hal Salzman and Lindsay Lowell.
Making the grade
International testing that is used to predict the grim future of US science and technology
is being vastly misinterpreted, say Hal Salzman and Lindsay Lowell.
https://digitalmarketing-adda.000webhostapp.com/
Making the grade
International testing that is used to predict the grim future of US science and technology
is being vastly misinterpreted, say Hal Salzman and Lindsay Lowell.
This document summarizes Dr. Michael Uden's work developing STEM partnerships between P-16 institutions. It discusses the history and benefits of STEM education, outlines effective STEM curriculum approaches, and describes the programs and grants Dr. Uden helped establish including a STEM camp for underrepresented middle school students and opportunities for pre-service teachers. The document provides an overview of Dr. Uden's vision and accomplishments in building STEM partnerships across different educational levels and communities.
Corio and Huang - Diversifying U.S. Study Abroad to ChinaLarry Corio
This document summarizes a study exploring trends, circumstances, and supports for historically underrepresented American students studying in China. It finds that while study abroad has grown, certain student groups like community college, racial minority, disabled, and STEM students remain underrepresented. The 100,000 Strong Initiative aims to increase total American students in China to 100,000 by 2014 while diversifying their backgrounds. The study recommends that programs invest more in supporting underrepresented students, improve outreach and recruitment, and that data on these students' mobility be better collected and shared.
This study examined international student enrollment data from 2001, 2005, and 2011 at U.S. 4-year institutions to identify trends over the past decade. The study found that while overall international enrollments increased, the U.S. market share declined relative to increased global competition. Additionally, graduate enrollments remained higher than undergraduate enrollments, but undergraduate enrollments saw larger growth. Understanding enrollment trends can help institutions effectively strategize international recruitment efforts amid changing global conditions.
Policy implications for educational communications and technology programs in...Mimi Zaabah
This document discusses the pressures facing higher education programs, particularly those in educational technology, from trends toward accountability, accreditation, and quality assessments. It provides historical context on changes in higher education and discusses current environmental factors like a focus on immediate economic returns from education. Programs are pushed to demonstrate quality and value through formal mechanisms like accreditation that increasingly emphasize outputs, assessment and relevance to the job market. However, critics argue this can discourage innovation and fail to acknowledge different institutional missions. The impacts on educational technology programs and AECT's potential leadership role are considered.
This annotated bibliography contains summaries of three documents related to immigration and education. The first document discusses how undocumented immigrant students need access to higher education and employment after high school to avoid poverty, but more research is needed. The second document focuses on how public policy shapes curriculum and school climate to accommodate increasing numbers of immigrant students. It also notes the importance of high school and college completion for immigrant students' socioeconomic success. The third document, though from 1999, remains relevant in showing how public policy has both included and excluded immigrant students and families from education based on citizenship or socioeconomic status, and that discrimination is likely to change.
Impact of International Student Enrollment on US Gross Domestic ProductDr. Amarjeet Singh
The goal of this paper is to analyze the impact of international student enrollments on the US real gross domestic product. It is hypothesized that an increase in international student enrollment tends to have a positive impact on US real gross domestic product. It is also hypothesized that an increase in economic impact of international students has a positive impact on the US real gross domestic product. A regression model is formulated that consists of percentage increase in real gross domestic product (economic growth rate) as the dependent variable. The independent variables used in the regression model are annual percentage increase in international student enrollments in the US and the annual percentage increase in economic impact of the international students in the US. Data is collected from 2009 to 2015 from the Bureau of Economic Analysis and NAFSA. It is important to analyze the rationale as to why highly skilled immigration is vital for promotion of entrepreneurship and innovation in the US economy. The current administration is trying to undermine the positive impact of highly skilled immigration on the US economy. The issue is critically important in the prevailing political climate in the US economy. An attempt is also made to formulate strategies that would help in mitigating negative outcomes such as potential declines in revenues for US universities as well as decline in research and grant funding that would arise due to decrease in international student enrolments.
Benefits Of International Student RecruitmentNavy Savchenko
This document discusses benefits of international student recruitment for universities. It notes that international students who remain after graduation become members of the local community, promoting cultural awareness. Their presence also benefits universities through greater student retention and completion rates. Improving relationships between institutions and international students should be a major focus area for administrators. Determining what prevents international students from participating in surveys, such as lack of English skills or cultural differences, can help improve data collection.
The ranking of universities worldwide conducted by THE (Times Higher Education) evaluates the performance of college students and the academic production in the fields of engineering and technology, arts and humanities, life sciences, health, physical and social sciences and considers it research, knowledge transfer and international perspective, beyond the learning environment. The THE shows that the United States continue to dominate the world rankings in higher education. The best university in the world, Caltech, is American. In addition, 77 of the top 200 in the world are in US soil. Paradoxically, the pre-university education in the United States is weak as evidenced by the ranking of Pisa (Programme for International Student Assessment) which seeks to measure the knowledge and skills in reading, mathematics and science students 15 years of age both countries industrialized OECD and partner countries. The Pisa ranking shows that the United States stood at 36 in mathematics, 24 in reading and 28 in Science (See the website <http: />). Most likely, one of the causes of the fragility of high school in the United States lies in the fact their teachers have low salaries relative to other professions, there is no career path and have low autonomy at work.
Beyond the boundaries the future of borderless higher educationDon Olcott
This document provides an overview of borderless higher education and the forces driving its growth. It discusses trends in cross-border programs between 2007-2011, including the proliferation of international branch campuses, growing competition for internationally mobile students, and increased oversight of quality assurance. The document also outlines the internal and external dimensions of internationalization for universities, such as internationalizing curriculum, establishing international branch campuses, and recruiting international students.
Dr. Freeman A. Hrabowski, III, president of the University of Maryland, Baltimore County (UMBC), offers practical and scalable solutions to that problem in a new policy paper released by The McGraw-Hill Research Foundation. In the paper, Institutional Change in Higher Education: Innovation and Collaboration, Hrabowski discusses how his institution has addressed the shortage of STEM graduates, particularly among groups that have been underrepresented in these fields, including minorities, women, and students from low-income backgrounds. UMBC has been recognized widely as a leader in higher education innovation. For three years in a row, the U.S. News and World Report America’s Best Colleges Guide has ranked the university number one among “Up-and-Coming” national universities.
Taxonomy of Research on At-Risk StudentsJohn Charles
This document provides a summary of research on at-risk students in higher education. It begins by defining at-risk students as those who face dangers of attrition due to academic, pedagogical, or non-academic risk factors. The document then reviews literature on at-risk students and identifies three main categories of risk factors: 1) academic, 2) socio-economic, and 3) emotional/psychological. It aims to develop a taxonomy of at-risk students by examining these risk factors in depth and identifying ways to improve support for such students.
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About
Mission
The mission of the Thomas J. Long School of Pharmacy and Health Sciences (the School) is to prepare students for lifelong success in health careers by providing an excellent, student-centered learning environment. We aspire to develop leadership skills in our students and a strong commitment to their professions, to interprofessional collaboration, and to society. These efforts are assisted by linkages across the University of the Pacific (the University) professional and liberal arts programs. We support outstanding professional and graduate teaching, research and other scholarly activity, and services as a means of achieving our mission.
Always Advancing
The Thomas J. Long School of Pharmacy and Health Sciences adapts its programming alongside the ever-evolving health care industry. We continue to advance our curriculum, programs, research and community outreach initiatives to stay a step ahead of the industry landscape. Our dedicated, experienced professors support students and graduates through their entire careers at Pacific. We empower students to succeed by providing access to state-of-the-art laboratories and equipment for meaningful, hands-on learning, mentoring, leadership and patient care. All four of our entry-level, professional degree programs are nationally accredited - a testament to the exceptional education our students receive from our committed faculty.
Always Leading
Our faculty and staff are committed to providing innovative and unrivaled leadership opportunities that ensure graduates leave Pacific as practice-ready professionals. Hands-on learning is key to our programs. Our students engage in local health care outreach activities and clinical rotations as part of their degree requirements. Students can choose from a diverse range of student organizations where they can gain leadership experience, travel to conferences and present faculty-guided research. By preparing the next generation of leaders, Pacific will continue to thrive as a top health science school in the country.
Always Engaging
At the Thomas J. Long School of Pharmacy and Health Sciences, students have an unparalleled advantage with connections to a powerful and influential network of alumni across the country. Our alumni have left a legacy of success and ...
A world on the move trends in global student mobility october2017Abroadshiksha
As an independent, 501(c)(3) not-for-profit founded in 1919, IIE’s mission is to help people and organizations
leverage the power of international education to thrive in today’s interconnected world. IIE’s work focuses on
advancing scholarship, building economies, and promoting access to opportunity.
Project Atlas® is a collaborative global research initiative that focuses on maximizing the understanding,
measurement, and use of international student mobility data. This unique and growing network of leading
academic mobility research and government entities worldwide aims to disseminate annual standardized and
comparable global academic mobility data, collaborate on research, and conduct assessments and workshops
worldwide to accommodate the needs of countries seeking to strengthen their data collection systems. Project
Atlas® is supported by the Bureau of Educational and Cultural Affairs (ECA) of the U.S. Department of State, IIE,
and country partners
Meeting the Needs of International Students in Higher Education Institutions Innovations2Solutions
The critical question is: what can HEIs do to create a welcoming and supportive environment for these students
– one that provides safety, comfort and security through formal and informal organizations that understand these students’ unique needs and cultural preferences.
International And International Students At UniversitiesRobin Anderson
International students make up a significant portion of university populations in the United States, with over 1 million enrolled. However, international students can sometimes feel overlooked due to cultural and language differences. It is important for universities to support international students and help them adjust to life in a new country while pursuing their educational goals. Improving relationships and inclusion for international students can benefit both the students and the universities.
Are Universities Sticky-Evidence from Linkedin UsersJing Deng
This study examines the migration patterns of over 4 million university graduates in the United States from 2003 to 2012 using data from LinkedIn. Specifically, it analyzes the percentage of graduates who stayed in the metropolitan area of their university after graduation ("stay rate") and how this rate varies over time and between universities. The study explores how university characteristics like academic ranking, type, student population, tuition, and location affect stay rates. It also controls for metropolitan characteristics like population size and income levels. Previous literature on college-to-work migration has focused on individual attributes and regional economic factors but paid little attention to the role of universities. This study aims to help fill that gap and provide new insights using a large dataset from social media.
Provost Michael Arthur reflects on what makes a university world-class and how UCL and other leading universities may evolve. Key characteristics of world-class universities include producing cutting-edge research, attracting top students and faculty, and enjoying institutional autonomy. While online education and MOOCs will develop, world-class universities will remain campus-based and focus on integrating research and education to tackle global challenges through interdisciplinary collaboration.
A Scholarship Model For Student Recruitment And Retention In STEM DisciplinesRenee Lewis
This document describes a scholarship program called the Computer Science, Engineering, and Mathematics Scholarship (CSEMS) program at Wright State University aimed at increasing recruitment and retention of underrepresented groups in STEM fields. The program works with a pre-engineering program called Wright STEPP to identify and support minority and female students beginning in middle school. The CSEMS program provides scholarships, career workshops, internship opportunities, and academic/social support to help students succeed in STEM majors and careers. Evaluation of the program looks at GPA, retention rates, and the number of students graduating with STEM degrees.
Presentación de la conferencia de Daniel Denecke, Director of Best Practices of Council of Graduate Schools, en el Seminario: "La movilidad de investigadores entre EEUU y Europa", organizado por la Cátedra UNESCO de Gestión y Política Universitaria
Open Doors
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This document summarizes a presentation about an edited book titled "Democratizing Higher Education: International Comparative Perspectives". The book examines trends in higher education systems around the world, focusing on political, social, economic, and technological forces. It explores how higher education can provide access, affordability, participation and lifelong learning for all. Key findings discussed are increasing globalization and internationalization of higher education, rising demand for higher education across societies, and growing diversity in student populations and institution types. Core questions addressed are how to make higher education available to all, provide lifelong learning opportunities, and prepare students for a globalized world.
Evidence for Gifted Education 125 Talent Developm.docxShiraPrater50
Evidence for Gifted Education
125
Talent Development & Excellence
Vol. 5, No. 1, 2013, 125–137
Questioning the Unquestionable: Reviewing the
Evidence for the Efficacy of Gifted Education
Samuel D. Mandelman
1
and Elena L. Grigorenko
1,2,3*
Abstract: Gifted education has had a long history in the US and as a result its efficacy
is often taken for granted. In this article, the most widely used definitions and
assessments in gifted education will be reviewed. The evidence for the most common
educational provisions offered to the gifted – acceleration and ability grouping – as
well as gifted education studies from the field of economics and the long-terms
benefits of gifted education will be discussed. Finally, an analysis of the existing
evidence and suggested future directions will be presented.
Keywords:
gifted education, efficacy, ability grouping, acceleration
Gifted education has had a relatively long history in the US, and has existed in one form or
another for almost one hundred and fifty years. Tannenbaum (1958) reports that formal
gifted education in the US started in the 1860s when the St. Louis school system started
making academic accommodations for the gifted. This long history may help to explain
why if anyone, a layperson or a professional, is asked the fundamental question as to
whether gifted education works, you will almost certainly get an immediate and emphatic
‘yes’. The question is on what basis is this claim made? Is there any empirical evidence for
a claim of such great import? Or is this based on their implicit theories and then what are
these implicit theories are based on?
Unfortunately we no longer have the luxury of relying on implicit theories alone,
regardless of what it is they are based on, rather we must carefully evaluate the current
practices of gifted education. With ever increasing international competition and a global
knowledge economy, the US needs to keep pace with the world around us. Historically it
has taken events such as the launch of Sputnik to spur US education officials to talk about
gifted education. We are at such a point again. US school children are falling behind, as
illustrated by international academic assessments such as TIMSS, PISA, and PIRLS
(Provasnik, Gonzales, & Miller, 2009). The US is not the leader in any of the subject areas
(reading, math and/or science) assessed by these international efforts. The US ranking
continues to slip in these areas with every new administration of these assessments. On
the PISA assessments, US 15-year olds scored lower than the OECD average (Provasnik, et
al., 2009). Might this mean that there is a threat to the future of the US’s edge in the
domains of intellectual pursuit? And how might these worries impact the country’s
policies and practices toward its education for the intellectually gifted? If the supposed
function of gifted education is to develop a country’ ...
Evidence for Gifted Education 125 Talent Developmtroutmanboris
Evidence for Gifted Education
125
Talent Development & Excellence
Vol. 5, No. 1, 2013, 125–137
Questioning the Unquestionable: Reviewing the
Evidence for the Efficacy of Gifted Education
Samuel D. Mandelman
1
and Elena L. Grigorenko
1,2,3*
Abstract: Gifted education has had a long history in the US and as a result its efficacy
is often taken for granted. In this article, the most widely used definitions and
assessments in gifted education will be reviewed. The evidence for the most common
educational provisions offered to the gifted – acceleration and ability grouping – as
well as gifted education studies from the field of economics and the long-terms
benefits of gifted education will be discussed. Finally, an analysis of the existing
evidence and suggested future directions will be presented.
Keywords:
gifted education, efficacy, ability grouping, acceleration
Gifted education has had a relatively long history in the US, and has existed in one form or
another for almost one hundred and fifty years. Tannenbaum (1958) reports that formal
gifted education in the US started in the 1860s when the St. Louis school system started
making academic accommodations for the gifted. This long history may help to explain
why if anyone, a layperson or a professional, is asked the fundamental question as to
whether gifted education works, you will almost certainly get an immediate and emphatic
‘yes’. The question is on what basis is this claim made? Is there any empirical evidence for
a claim of such great import? Or is this based on their implicit theories and then what are
these implicit theories are based on?
Unfortunately we no longer have the luxury of relying on implicit theories alone,
regardless of what it is they are based on, rather we must carefully evaluate the current
practices of gifted education. With ever increasing international competition and a global
knowledge economy, the US needs to keep pace with the world around us. Historically it
has taken events such as the launch of Sputnik to spur US education officials to talk about
gifted education. We are at such a point again. US school children are falling behind, as
illustrated by international academic assessments such as TIMSS, PISA, and PIRLS
(Provasnik, Gonzales, & Miller, 2009). The US is not the leader in any of the subject areas
(reading, math and/or science) assessed by these international efforts. The US ranking
continues to slip in these areas with every new administration of these assessments. On
the PISA assessments, US 15-year olds scored lower than the OECD average (Provasnik, et
al., 2009). Might this mean that there is a threat to the future of the US’s edge in the
domains of intellectual pursuit? And how might these worries impact the country’s
policies and practices toward its education for the intellectually gifted? If the supposed
function of gifted education is to develop a country’ ...
Journal of research in international education 2013-phakiti-239-58abnaking
This document summarizes a study that examines how individual factors beyond English language proficiency, such as motivation, self-efficacy, personal values, and self-regulation, influence English language learning and academic achievement for English as a second language (ESL) international students in Australia. The study uses structural equation modeling to analyze survey data from 341 ESL international students in their final semester of a Foundation Studies program that prepares students for undergraduate university entry. The study finds that motivation, self-regulation, self-efficacy, and English language proficiency are significant factors influencing not only English language learning but also academic achievement. It suggests language teaching and university support should incorporate these personal factors to maximize student learning outcomes.
This document discusses challenges with student retention and persistence in STEM programs. It notes that while STEM jobs are abundant, many students who enroll in STEM majors do not graduate with STEM degrees. Institutional factors like high course loads and lack of effective academic advising can contribute to students switching majors or dropping out. The document also examines student factors and other challenges affecting STEM education. It recommends strategies for institutions to improve student support systems, such as orientation programs, early warning systems, and faculty professional development, to help increase STEM student retention and success.
Project 2: Research Paper Compendium
Choose what you consider to be a monster or monstrosity –
literal
figurative (ideology, practice)
historical
cryptozoology
Examples:
mythology
invention
Vlad Tepes
Joseph Stalin
Pablo Escobar
Nazis
Biological Weapons
Assault Rifles
Adolf Hitler
the Ku Klux Klan
Dylan Roof
Griselda Blanco
Aileen Wuornos
Fred & Rosemary West
Mark Twitchell
Jeffrey Dahmer
Long Island Serial Killer
Jack the Ripper
Jim Jones/Jonestown
Bigfoot
Loch Ness Monster
the Hydra
Slender Man
Michael Myers
Ed Gein
Freddy Krueger
Slavery
Human Trafficking
the Drug Trade
Drug Addiction
Rwandan Genocide
Pol Pot’s Khmer Rouge
Aurora shooting
Sandy Hook
Lizzie Borden
Saddam Hussein
Heaven’s Gate Cult
Baba Yaga
the Holocaust
Balkan Genocide
the list goes on…
Write an 8 to 9 page research paper in which you are the expert on this monster/monstrosity. Both your paper and your expert presentation will reflect the biography/origin; timeline of actions/atrocities; cultural/societal impact; how this subject is depicted/sensationalized through various writings/the media (stories, biographies, scholarly articles, comics, graphic novels, poems, movies, interviews, folklore/fairy tails, television shows, et cetera); and why this monster/monstrosity has meaning to you. The paper must also include
7-8 annotated bibliography entries (I have attatched a document to show what it is).
Jamal Sampson's paper has to focus on the two monsters listed:
Saddam Hussein
Osama Bin Laden
.
Project 1 Interview Essay Conduct a brief interview with an Asian.docxdessiechisomjj4
Project 1: Interview Essay
Conduct a brief interview with an Asian immigrant to ask about their immigration story and push-pull factors. This can last 5-15 minutes. Then, write a 2 paragraphs on the DB.
You do
not
have to include the person’s real name! Immigration status is a sensitive topic, so please understand if someone does not want to be interviewed. Students have interviewed friends, family members, people in their community, and other students.
Project 1: Prompt
1.
Brief facts:
Around what age did they immigrate? How old are they now (in my 30s is acceptable)? What push-pull factors led them to immigrate to the U.S.? (You may have to explain what push-pull factors are.)
2. Add your own comments/perspective and perhaps even your own immigration story. What aspects of their story did you find interesting or surprising? What aspects were familiar to you?
Example:
I conducted a 10 minute interview with my neighbor "Dr. Villanueva" who immigrated to the U.S. over 45 years ago at the age of 26. I asked him about his push and pull factors. What reasons did he have for leaving his home country and why did he choose the U.S. as his new home? He stated that he wanted to leave the Philippines for a better life and more opportunities. He had grown up as the youngest of nine children and was very poor, but was able to study medicine and become a medical doctor specializing in ophthalmology. He heard that the U.S. was encouraging medical professionals to work there especially if they were fluent in English. According to our reading "Filipinos in America," (Lee 2015) the Philippines was a colony of the U.S. from 1898-1945 and English was taught in the education system (Lee, p. 90). Plus, many Filipinos then and still today dream about immigrating to the United States to improve their educational and financial opportunities. Dr. Villanueva came to the U.S. after the 1965 Immigration and Nationality Act abolished national quotas but limited immigration from Asia to educated professionals. When I asked if he felt that he experienced discrimination, Dr. Villanueva said yes, many times, but overall he is glad that he immigrated because his children had so many more opportunities in the U.S. Often, people still think that he is a foreigner or can't speak English. There have been a few occasions that people directed racial slurs at him, but he has not experienced any physical harm.
Dr. Villanueva seems to fit much of the data on Asian Americans that we studied in this class. However, I noticed some ways that he did not. For example, {etc....} Dr. Villanueva's story is much different than my grandparents' story who immigrated from __ and did not have college degrees when they arrived. [ADD YOUR PERSONAL REFLECTIONS ON THE INTERVIEW.]
.
More Related Content
Similar to RESEARCH ARTICLEWill They Stay or Will They Go Internatio
Impact of International Student Enrollment on US Gross Domestic ProductDr. Amarjeet Singh
The goal of this paper is to analyze the impact of international student enrollments on the US real gross domestic product. It is hypothesized that an increase in international student enrollment tends to have a positive impact on US real gross domestic product. It is also hypothesized that an increase in economic impact of international students has a positive impact on the US real gross domestic product. A regression model is formulated that consists of percentage increase in real gross domestic product (economic growth rate) as the dependent variable. The independent variables used in the regression model are annual percentage increase in international student enrollments in the US and the annual percentage increase in economic impact of the international students in the US. Data is collected from 2009 to 2015 from the Bureau of Economic Analysis and NAFSA. It is important to analyze the rationale as to why highly skilled immigration is vital for promotion of entrepreneurship and innovation in the US economy. The current administration is trying to undermine the positive impact of highly skilled immigration on the US economy. The issue is critically important in the prevailing political climate in the US economy. An attempt is also made to formulate strategies that would help in mitigating negative outcomes such as potential declines in revenues for US universities as well as decline in research and grant funding that would arise due to decrease in international student enrolments.
Benefits Of International Student RecruitmentNavy Savchenko
This document discusses benefits of international student recruitment for universities. It notes that international students who remain after graduation become members of the local community, promoting cultural awareness. Their presence also benefits universities through greater student retention and completion rates. Improving relationships between institutions and international students should be a major focus area for administrators. Determining what prevents international students from participating in surveys, such as lack of English skills or cultural differences, can help improve data collection.
The ranking of universities worldwide conducted by THE (Times Higher Education) evaluates the performance of college students and the academic production in the fields of engineering and technology, arts and humanities, life sciences, health, physical and social sciences and considers it research, knowledge transfer and international perspective, beyond the learning environment. The THE shows that the United States continue to dominate the world rankings in higher education. The best university in the world, Caltech, is American. In addition, 77 of the top 200 in the world are in US soil. Paradoxically, the pre-university education in the United States is weak as evidenced by the ranking of Pisa (Programme for International Student Assessment) which seeks to measure the knowledge and skills in reading, mathematics and science students 15 years of age both countries industrialized OECD and partner countries. The Pisa ranking shows that the United States stood at 36 in mathematics, 24 in reading and 28 in Science (See the website <http: />). Most likely, one of the causes of the fragility of high school in the United States lies in the fact their teachers have low salaries relative to other professions, there is no career path and have low autonomy at work.
Beyond the boundaries the future of borderless higher educationDon Olcott
This document provides an overview of borderless higher education and the forces driving its growth. It discusses trends in cross-border programs between 2007-2011, including the proliferation of international branch campuses, growing competition for internationally mobile students, and increased oversight of quality assurance. The document also outlines the internal and external dimensions of internationalization for universities, such as internationalizing curriculum, establishing international branch campuses, and recruiting international students.
Dr. Freeman A. Hrabowski, III, president of the University of Maryland, Baltimore County (UMBC), offers practical and scalable solutions to that problem in a new policy paper released by The McGraw-Hill Research Foundation. In the paper, Institutional Change in Higher Education: Innovation and Collaboration, Hrabowski discusses how his institution has addressed the shortage of STEM graduates, particularly among groups that have been underrepresented in these fields, including minorities, women, and students from low-income backgrounds. UMBC has been recognized widely as a leader in higher education innovation. For three years in a row, the U.S. News and World Report America’s Best Colleges Guide has ranked the university number one among “Up-and-Coming” national universities.
Taxonomy of Research on At-Risk StudentsJohn Charles
This document provides a summary of research on at-risk students in higher education. It begins by defining at-risk students as those who face dangers of attrition due to academic, pedagogical, or non-academic risk factors. The document then reviews literature on at-risk students and identifies three main categories of risk factors: 1) academic, 2) socio-economic, and 3) emotional/psychological. It aims to develop a taxonomy of at-risk students by examining these risk factors in depth and identifying ways to improve support for such students.
GEN499InformationLiteracyWk2
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by Chanda Crews
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About
Mission
The mission of the Thomas J. Long School of Pharmacy and Health Sciences (the School) is to prepare students for lifelong success in health careers by providing an excellent, student-centered learning environment. We aspire to develop leadership skills in our students and a strong commitment to their professions, to interprofessional collaboration, and to society. These efforts are assisted by linkages across the University of the Pacific (the University) professional and liberal arts programs. We support outstanding professional and graduate teaching, research and other scholarly activity, and services as a means of achieving our mission.
Always Advancing
The Thomas J. Long School of Pharmacy and Health Sciences adapts its programming alongside the ever-evolving health care industry. We continue to advance our curriculum, programs, research and community outreach initiatives to stay a step ahead of the industry landscape. Our dedicated, experienced professors support students and graduates through their entire careers at Pacific. We empower students to succeed by providing access to state-of-the-art laboratories and equipment for meaningful, hands-on learning, mentoring, leadership and patient care. All four of our entry-level, professional degree programs are nationally accredited - a testament to the exceptional education our students receive from our committed faculty.
Always Leading
Our faculty and staff are committed to providing innovative and unrivaled leadership opportunities that ensure graduates leave Pacific as practice-ready professionals. Hands-on learning is key to our programs. Our students engage in local health care outreach activities and clinical rotations as part of their degree requirements. Students can choose from a diverse range of student organizations where they can gain leadership experience, travel to conferences and present faculty-guided research. By preparing the next generation of leaders, Pacific will continue to thrive as a top health science school in the country.
Always Engaging
At the Thomas J. Long School of Pharmacy and Health Sciences, students have an unparalleled advantage with connections to a powerful and influential network of alumni across the country. Our alumni have left a legacy of success and ...
A world on the move trends in global student mobility october2017Abroadshiksha
As an independent, 501(c)(3) not-for-profit founded in 1919, IIE’s mission is to help people and organizations
leverage the power of international education to thrive in today’s interconnected world. IIE’s work focuses on
advancing scholarship, building economies, and promoting access to opportunity.
Project Atlas® is a collaborative global research initiative that focuses on maximizing the understanding,
measurement, and use of international student mobility data. This unique and growing network of leading
academic mobility research and government entities worldwide aims to disseminate annual standardized and
comparable global academic mobility data, collaborate on research, and conduct assessments and workshops
worldwide to accommodate the needs of countries seeking to strengthen their data collection systems. Project
Atlas® is supported by the Bureau of Educational and Cultural Affairs (ECA) of the U.S. Department of State, IIE,
and country partners
Meeting the Needs of International Students in Higher Education Institutions Innovations2Solutions
The critical question is: what can HEIs do to create a welcoming and supportive environment for these students
– one that provides safety, comfort and security through formal and informal organizations that understand these students’ unique needs and cultural preferences.
International And International Students At UniversitiesRobin Anderson
International students make up a significant portion of university populations in the United States, with over 1 million enrolled. However, international students can sometimes feel overlooked due to cultural and language differences. It is important for universities to support international students and help them adjust to life in a new country while pursuing their educational goals. Improving relationships and inclusion for international students can benefit both the students and the universities.
Are Universities Sticky-Evidence from Linkedin UsersJing Deng
This study examines the migration patterns of over 4 million university graduates in the United States from 2003 to 2012 using data from LinkedIn. Specifically, it analyzes the percentage of graduates who stayed in the metropolitan area of their university after graduation ("stay rate") and how this rate varies over time and between universities. The study explores how university characteristics like academic ranking, type, student population, tuition, and location affect stay rates. It also controls for metropolitan characteristics like population size and income levels. Previous literature on college-to-work migration has focused on individual attributes and regional economic factors but paid little attention to the role of universities. This study aims to help fill that gap and provide new insights using a large dataset from social media.
Provost Michael Arthur reflects on what makes a university world-class and how UCL and other leading universities may evolve. Key characteristics of world-class universities include producing cutting-edge research, attracting top students and faculty, and enjoying institutional autonomy. While online education and MOOCs will develop, world-class universities will remain campus-based and focus on integrating research and education to tackle global challenges through interdisciplinary collaboration.
A Scholarship Model For Student Recruitment And Retention In STEM DisciplinesRenee Lewis
This document describes a scholarship program called the Computer Science, Engineering, and Mathematics Scholarship (CSEMS) program at Wright State University aimed at increasing recruitment and retention of underrepresented groups in STEM fields. The program works with a pre-engineering program called Wright STEPP to identify and support minority and female students beginning in middle school. The CSEMS program provides scholarships, career workshops, internship opportunities, and academic/social support to help students succeed in STEM majors and careers. Evaluation of the program looks at GPA, retention rates, and the number of students graduating with STEM degrees.
Presentación de la conferencia de Daniel Denecke, Director of Best Practices of Council of Graduate Schools, en el Seminario: "La movilidad de investigadores entre EEUU y Europa", organizado por la Cátedra UNESCO de Gestión y Política Universitaria
Open Doors
The Open University Documentary Analysis
Pros And Cons Of University Clubs Essay
Massive Open Online Courses
The Importance Of Academic Performance
Open Educational Resources ( Oers ) Essay
Why I Want to Study in University?
College Admissions Essay: Open To Change
What I Can Offer Your University Essay
Oral Roberts University Application Essay Sample
My Experience At The University
Persuasive Essay On Open Campus
Equity, Diversity And Inclusion
Open Innovation
Swot Analysis : The Arab Open University Essay
Massive Open Online Courses
This document summarizes a presentation about an edited book titled "Democratizing Higher Education: International Comparative Perspectives". The book examines trends in higher education systems around the world, focusing on political, social, economic, and technological forces. It explores how higher education can provide access, affordability, participation and lifelong learning for all. Key findings discussed are increasing globalization and internationalization of higher education, rising demand for higher education across societies, and growing diversity in student populations and institution types. Core questions addressed are how to make higher education available to all, provide lifelong learning opportunities, and prepare students for a globalized world.
Evidence for Gifted Education 125 Talent Developm.docxShiraPrater50
Evidence for Gifted Education
125
Talent Development & Excellence
Vol. 5, No. 1, 2013, 125–137
Questioning the Unquestionable: Reviewing the
Evidence for the Efficacy of Gifted Education
Samuel D. Mandelman
1
and Elena L. Grigorenko
1,2,3*
Abstract: Gifted education has had a long history in the US and as a result its efficacy
is often taken for granted. In this article, the most widely used definitions and
assessments in gifted education will be reviewed. The evidence for the most common
educational provisions offered to the gifted – acceleration and ability grouping – as
well as gifted education studies from the field of economics and the long-terms
benefits of gifted education will be discussed. Finally, an analysis of the existing
evidence and suggested future directions will be presented.
Keywords:
gifted education, efficacy, ability grouping, acceleration
Gifted education has had a relatively long history in the US, and has existed in one form or
another for almost one hundred and fifty years. Tannenbaum (1958) reports that formal
gifted education in the US started in the 1860s when the St. Louis school system started
making academic accommodations for the gifted. This long history may help to explain
why if anyone, a layperson or a professional, is asked the fundamental question as to
whether gifted education works, you will almost certainly get an immediate and emphatic
‘yes’. The question is on what basis is this claim made? Is there any empirical evidence for
a claim of such great import? Or is this based on their implicit theories and then what are
these implicit theories are based on?
Unfortunately we no longer have the luxury of relying on implicit theories alone,
regardless of what it is they are based on, rather we must carefully evaluate the current
practices of gifted education. With ever increasing international competition and a global
knowledge economy, the US needs to keep pace with the world around us. Historically it
has taken events such as the launch of Sputnik to spur US education officials to talk about
gifted education. We are at such a point again. US school children are falling behind, as
illustrated by international academic assessments such as TIMSS, PISA, and PIRLS
(Provasnik, Gonzales, & Miller, 2009). The US is not the leader in any of the subject areas
(reading, math and/or science) assessed by these international efforts. The US ranking
continues to slip in these areas with every new administration of these assessments. On
the PISA assessments, US 15-year olds scored lower than the OECD average (Provasnik, et
al., 2009). Might this mean that there is a threat to the future of the US’s edge in the
domains of intellectual pursuit? And how might these worries impact the country’s
policies and practices toward its education for the intellectually gifted? If the supposed
function of gifted education is to develop a country’ ...
Evidence for Gifted Education 125 Talent Developmtroutmanboris
Evidence for Gifted Education
125
Talent Development & Excellence
Vol. 5, No. 1, 2013, 125–137
Questioning the Unquestionable: Reviewing the
Evidence for the Efficacy of Gifted Education
Samuel D. Mandelman
1
and Elena L. Grigorenko
1,2,3*
Abstract: Gifted education has had a long history in the US and as a result its efficacy
is often taken for granted. In this article, the most widely used definitions and
assessments in gifted education will be reviewed. The evidence for the most common
educational provisions offered to the gifted – acceleration and ability grouping – as
well as gifted education studies from the field of economics and the long-terms
benefits of gifted education will be discussed. Finally, an analysis of the existing
evidence and suggested future directions will be presented.
Keywords:
gifted education, efficacy, ability grouping, acceleration
Gifted education has had a relatively long history in the US, and has existed in one form or
another for almost one hundred and fifty years. Tannenbaum (1958) reports that formal
gifted education in the US started in the 1860s when the St. Louis school system started
making academic accommodations for the gifted. This long history may help to explain
why if anyone, a layperson or a professional, is asked the fundamental question as to
whether gifted education works, you will almost certainly get an immediate and emphatic
‘yes’. The question is on what basis is this claim made? Is there any empirical evidence for
a claim of such great import? Or is this based on their implicit theories and then what are
these implicit theories are based on?
Unfortunately we no longer have the luxury of relying on implicit theories alone,
regardless of what it is they are based on, rather we must carefully evaluate the current
practices of gifted education. With ever increasing international competition and a global
knowledge economy, the US needs to keep pace with the world around us. Historically it
has taken events such as the launch of Sputnik to spur US education officials to talk about
gifted education. We are at such a point again. US school children are falling behind, as
illustrated by international academic assessments such as TIMSS, PISA, and PIRLS
(Provasnik, Gonzales, & Miller, 2009). The US is not the leader in any of the subject areas
(reading, math and/or science) assessed by these international efforts. The US ranking
continues to slip in these areas with every new administration of these assessments. On
the PISA assessments, US 15-year olds scored lower than the OECD average (Provasnik, et
al., 2009). Might this mean that there is a threat to the future of the US’s edge in the
domains of intellectual pursuit? And how might these worries impact the country’s
policies and practices toward its education for the intellectually gifted? If the supposed
function of gifted education is to develop a country’ ...
Journal of research in international education 2013-phakiti-239-58abnaking
This document summarizes a study that examines how individual factors beyond English language proficiency, such as motivation, self-efficacy, personal values, and self-regulation, influence English language learning and academic achievement for English as a second language (ESL) international students in Australia. The study uses structural equation modeling to analyze survey data from 341 ESL international students in their final semester of a Foundation Studies program that prepares students for undergraduate university entry. The study finds that motivation, self-regulation, self-efficacy, and English language proficiency are significant factors influencing not only English language learning but also academic achievement. It suggests language teaching and university support should incorporate these personal factors to maximize student learning outcomes.
This document discusses challenges with student retention and persistence in STEM programs. It notes that while STEM jobs are abundant, many students who enroll in STEM majors do not graduate with STEM degrees. Institutional factors like high course loads and lack of effective academic advising can contribute to students switching majors or dropping out. The document also examines student factors and other challenges affecting STEM education. It recommends strategies for institutions to improve student support systems, such as orientation programs, early warning systems, and faculty professional development, to help increase STEM student retention and success.
Similar to RESEARCH ARTICLEWill They Stay or Will They Go Internatio (20)
Project 2: Research Paper Compendium
Choose what you consider to be a monster or monstrosity –
literal
figurative (ideology, practice)
historical
cryptozoology
Examples:
mythology
invention
Vlad Tepes
Joseph Stalin
Pablo Escobar
Nazis
Biological Weapons
Assault Rifles
Adolf Hitler
the Ku Klux Klan
Dylan Roof
Griselda Blanco
Aileen Wuornos
Fred & Rosemary West
Mark Twitchell
Jeffrey Dahmer
Long Island Serial Killer
Jack the Ripper
Jim Jones/Jonestown
Bigfoot
Loch Ness Monster
the Hydra
Slender Man
Michael Myers
Ed Gein
Freddy Krueger
Slavery
Human Trafficking
the Drug Trade
Drug Addiction
Rwandan Genocide
Pol Pot’s Khmer Rouge
Aurora shooting
Sandy Hook
Lizzie Borden
Saddam Hussein
Heaven’s Gate Cult
Baba Yaga
the Holocaust
Balkan Genocide
the list goes on…
Write an 8 to 9 page research paper in which you are the expert on this monster/monstrosity. Both your paper and your expert presentation will reflect the biography/origin; timeline of actions/atrocities; cultural/societal impact; how this subject is depicted/sensationalized through various writings/the media (stories, biographies, scholarly articles, comics, graphic novels, poems, movies, interviews, folklore/fairy tails, television shows, et cetera); and why this monster/monstrosity has meaning to you. The paper must also include
7-8 annotated bibliography entries (I have attatched a document to show what it is).
Jamal Sampson's paper has to focus on the two monsters listed:
Saddam Hussein
Osama Bin Laden
.
Project 1 Interview Essay Conduct a brief interview with an Asian.docxdessiechisomjj4
Project 1: Interview Essay
Conduct a brief interview with an Asian immigrant to ask about their immigration story and push-pull factors. This can last 5-15 minutes. Then, write a 2 paragraphs on the DB.
You do
not
have to include the person’s real name! Immigration status is a sensitive topic, so please understand if someone does not want to be interviewed. Students have interviewed friends, family members, people in their community, and other students.
Project 1: Prompt
1.
Brief facts:
Around what age did they immigrate? How old are they now (in my 30s is acceptable)? What push-pull factors led them to immigrate to the U.S.? (You may have to explain what push-pull factors are.)
2. Add your own comments/perspective and perhaps even your own immigration story. What aspects of their story did you find interesting or surprising? What aspects were familiar to you?
Example:
I conducted a 10 minute interview with my neighbor "Dr. Villanueva" who immigrated to the U.S. over 45 years ago at the age of 26. I asked him about his push and pull factors. What reasons did he have for leaving his home country and why did he choose the U.S. as his new home? He stated that he wanted to leave the Philippines for a better life and more opportunities. He had grown up as the youngest of nine children and was very poor, but was able to study medicine and become a medical doctor specializing in ophthalmology. He heard that the U.S. was encouraging medical professionals to work there especially if they were fluent in English. According to our reading "Filipinos in America," (Lee 2015) the Philippines was a colony of the U.S. from 1898-1945 and English was taught in the education system (Lee, p. 90). Plus, many Filipinos then and still today dream about immigrating to the United States to improve their educational and financial opportunities. Dr. Villanueva came to the U.S. after the 1965 Immigration and Nationality Act abolished national quotas but limited immigration from Asia to educated professionals. When I asked if he felt that he experienced discrimination, Dr. Villanueva said yes, many times, but overall he is glad that he immigrated because his children had so many more opportunities in the U.S. Often, people still think that he is a foreigner or can't speak English. There have been a few occasions that people directed racial slurs at him, but he has not experienced any physical harm.
Dr. Villanueva seems to fit much of the data on Asian Americans that we studied in this class. However, I noticed some ways that he did not. For example, {etc....} Dr. Villanueva's story is much different than my grandparents' story who immigrated from __ and did not have college degrees when they arrived. [ADD YOUR PERSONAL REFLECTIONS ON THE INTERVIEW.]
.
Project 1 Scenario There is a Top Secret intelligence report.docxdessiechisomjj4
Project 1:
Scenario
: There is a Top Secret intelligence report that a terrorist organization based in the Middle East is planning to plant a dirty bomb in the inner harbor of major American city in the next 48 hours. The report has not been officially released or the classification reduced. You (the student) are the Chief of Police of this major metro city and do not have a security clearance at this time. The inner harbor is a major tourist attraction, a major shipping port and home to many international shipping companies, trade zones and military and federal government facilities.
You have heard the report exists but have not seen it. As the Police Chief of (you choose the city e.g. Baltimore, New York, Miami, Los Angeles, San Diego, Seattle etc) you have many questions about the report and many different agencies you will want to coordinate with. You will identify the real Homeland Security, LE and Intelligence organizations within the jurisdiction of the city you have chosen.
Requirement:
Write a minimum 1000 word paper (double space, 12 Font, New Times Roman) explaining how you would deal with this yet unseen report.
What actions would you take upon hearing of this report?
What Federal, state, local or government agencies would want to contact?
What questions would you want to ask about this report?
If it were true who would you want to share it with? Can you share it? What factors (e.g. legal, operational, public safety) might impede sharing this information?
Address
at least ten
of the concepts listed below within your paper:
Dissemination
Differentiate between intelligence and information
Intelligence products
Strategic versus tactical intelligence
Information sharing
Jurisdiction
Security classifications
Public safety
Intelligence roles
Federal versus local, state, and/or tribal
Target identification
Media/Hollywood portrayals
Database security/security of data
Value of intelligence
Domain awareness
Intelligence gap
Collection plans
Reliability, viability, and validity
Security clearances
.
Project #1 Personal Reflection (10)Consider an opinion that you .docxdessiechisomjj4
Project #1: Personal Reflection (10%)
Consider an opinion that you hold dearly. Write a brief reflection on the genealogy of your opinion. This can include personal experience, upbringing, social influence, media analysis, philosophy, anything that’s helped you form your opinion.
Purpose: I want you to start thinking about your process as a thinker. We can’t improve our processes in the future without understanding what we’ve done in the past.
Length: 1-3 pages
Format: MLA, 12 point Times New Roman font, 1 inch margins
.
Project 1 Chinese Dialect Exploration and InterviewYou will nee.docxdessiechisomjj4
Project 1: Chinese Dialect Exploration and Interview
You will need to cite references whenever you get the information from an article or from some online resources. In the written report, you need to include the following:
Title: An Exploration of [Dialect Name (spoken
where
)]
1.
Introduction
Introduce the geography of the dialect and which particular dialect variant you are focusing on. Give basic introduction about how many people are using this dialect and its current situation. Provide a map to indicate the dialectal grouping and the location of the speakers of the dialect.
2.
Linguistic Features of [Dialect Name (spoken
where
)]
Explore the following topics and introduce the
differences between this dialect and Standard Chinese (Mandarin)
in an organized and systematic way.
·
Syllable structure
·
Initial consonants
·
Finals (Rhymes)
·
Medials
·
Basic tones
·
Tone changes (optional: you get additional points if you explore this one)
·
Lexical or syntactic differences
To be able to do this section, you need to find resources online or from the library that reliably analyzed a dialect and systematically introduces this dialect or a dialect closely related to it. At the end of this linguistic description, summarize the speech features of speakers of this dialect when s/he uses Standard Chinese. What features do you expect a speaker of this dialect may carry into Standard Chinese? Are the differences going to be drastic enough to be detectable?
3.
Method:
In this section, you introduce the linguistic and social background of your interviewee(s).
1.
Informant Background:
Personal profile (gender, age, relevant linguistic and educational history, family background) [Have your interviewee fill out a linguistic background form provided by Prof. Lin]
2.
Setting (time and location of the interview, how was it documented?)
4.
Findings: Sociolinguistic aspect of the dialect according to the interview
You will present the interview results in an organized way. You should discuss the following issues related to the dialect:
·
What is the status of the particular dialect in relation to Mandarin? Discuss the issues related to diglossia (high versus low varieties). What are the social functions of the dialects? When do people use them and when do they not use them but opt for other languages and dialects? Compare the different uses of different dialects or speech variants.
·
Ask your interviewee his or her experiences with “accents”. How do people sound if they have accents? Do people using the dialects carry a special accent speaking Mandarin? How are people with accents perceived? Are there social stigma, attitudes, and identity issues associated with the dialect? How are people speaking this dialect usually perceived? Why do you think there are these social meanings that go with the accented speech?
·
How has this dialect changed in recent years, which may be associated with the above social political properties?
5.
Online.
Project 1 (1-2 pages)What are the employee workplace rights mand.docxdessiechisomjj4
Project 1 (1-2 pages)
What are the employee workplace rights mandated by U.S. Federal law?
Briefly discuss at least two controversial issues concerning workplace rights (other than monitoring e-mail). Provide real-life examples to illustrate your answer.
In addition, discuss the issue of workplace privacy. Specifically, do employees have the right to expect privacy in their e-mail conversations, or do companies have a right and/or responsibility to monitor e-mail?
Project 2 (1-2 pages)
Draft a performance action plan for a company to follow when providing discipline in response to complaints of sexual harassment. Use the Library or other Web resources if needed.
Please submit your assignment.
.
PROGRAM 1 Favorite Show!Write an HLA Assembly program that displa.docxdessiechisomjj4
PROGRAM 1: Favorite Show!
Write an HLA Assembly program that displays your favorite television show on screen in large letters. There should be no input, only output. For example, I really like The X-Files, so my output would look like this:
All this output should be generated by just five
stdout.put
statements.
.
Program must have these things Format currency, total pieces & e.docxdessiechisomjj4
The program must include a form to format currency and totals, an exit or OK button, and comments and tooltips. It should modify an existing Piecework B program into a multi-form project with a Splash screen, Summary screen, and ability to independently display or hide a slogan and logo via toggling checkmarks in the menu. It needs to start with the slogan and logo displayed, add a version number and graphic to the About box (displayed modally), and change the Summary data to its own modal form rather than a message box.
Professors Comments1) Only the three body paragraphs were require.docxdessiechisomjj4
Professors Comments:
1) Only the three body paragraphs were required. The introduction and the conclusion were not to be included in the Unit 6 paper. They should be saved for the Unit 8 paper when the thesis will be moved to the end of the introduction.
2) You paper is already over the length limit, so nothing else can be added. Some parts could be deleted, for example: "
Samimi and Jenatabadi (2014), point out that" and "
In another article, Sandbrook and Güven (2014) asserted that
." Those phrases add nothing to the paper and are distracting. You would have to explain who they are, so eliminate that phrase and others like it.
3) Keep in mind that your paper is not a literature review. It is an essay in which you are to explain your topic clearly and concisely. Also keep in mind that your topic is one that is difficult to understand and you are not writing for economists or for those with Ph.D.'s. Write in a manner that your average reader can comprehend. Explain concepts clearly in non-jargon type language. Clarity is your goal.
4) The Federal Reserve Bank information at the end of the introduction is not cited.
5) Bullet points should not be used in this paper. Everything should be integrated into the paragraphs using transitions.
6) Subtitles should not be used. This is a short paper, 2 - 2 1/2 pages double spaced, and they are not needed.
7) What does this mean: "
Globalization makes it possible for huge organizations to comprehend economies of scale
"?
8) Do not use the word "we."
9) Since you are discussing globalization, you must explain which country you are discussing. For example, when you say "federal policy," do you mean the United States?
My draft of paper:
Thesis statement:
Globalization has influenced practically every facet regarding today’s lifestyles.
Globalization
Globalization
refers to the action or process of global incorporation as a result of the interchange associated with world perspectives, goods, concepts, as well as other facets of tradition.
Improvements in transportation (like the steam train engine, steamship, aircraft engine, as well as container ships) in addition to telecommunications infrastructure (such as the development of the telegraph along with its contemporary progeny, the world wide web as well as cellular phones) happen to be significant aspects of globalization. Therefore, it creates new interdependence associated with monetary as well as social functions.
Samimi and Jenatabadi (2014), point out that a
lthough a lot of scholars place the beginnings connected with globalization within contemporary days. Some trace its heritage a long time before the Western Age regarding Discovery as well as voyages towards the New World, others even to the 3rd centuries BC
(Samimi, & Jenatabadi, 2014)
.
Large-scale globalization started out in the 1820s. Back in the Nineteenth millennium as well as in the
early
Twentieth century, the connection of the globe's financial system.
Program EssayPlease answer essay prompt in a separate 1-page file..docxdessiechisomjj4
Program Essay
Please answer essay prompt in a separate 1-page file. Responses should be double-spaced, 11 point font or greater with 1-inch margins.
Based on what you’ve learned about the NYU communicative sciences and disorders master’s program through your application process, please name two faculty members whose research or fieldwork you are most interested in and why.
Ist
• Voice and Voice Disorders
• Neurogenic Communicative Disorders
• Dysphagia
Professor Celia Stewart is a tenured Associate Professor in the Department of Communicative Sciences and Disorders at NYU: Steinhardt School of Culture, Education, and Human Development. She provides classes in Voice Disorders, Interdisciplinary Habilitation of the Speaking Voice, Multicultural and Professional Issues, and Motor Speech Disorders. She maintains a small private practice that specializes in care of the professional voice, transgender voice modification, neurogenic voice disorders, and dysphagia. She has published in the areas of spasmodic dysphonia, transgender voice, dysphagia, Parkinson’s disease, and Huntington’s disease.
2nd
• Perception of linguistic and talker information in speech
• Relationship between talker processing, working memory, and linguistic processing
• Development of talker processing in children with both typical and impaired language development.
Susannah Levi is an Associate Professor in the Department of Communicative Sciences and Disorders. She examines how information about a speaker affects language processing. Her past research has looked at whether people sound the same when speaking different languages and whether being familiar with a speaker’s voice in one language, helps a listener understand that speaker in a different language. Her current work expands on this to examine whether children, like adults, also show a processing benefit when listening to familiar talkers. She is also exploring whether language processing can be improved for children with language disorders using speaker familiarity.
Dr. Levi received her doctorate from the Department of Linguistics at the University of Washington, completed a postdoctoral research position in the Department of Brain and Psychological Sciences at Indiana University. Prior to coming to NYU, she taught at the University of Michigan. She is currently the Director of the Undergraduate Program in the Department of Communicative Sciences and Disorders.
.
Program Computing Project 4 builds upon CP3 to develop a program to .docxdessiechisomjj4
Program Computing Project 4 builds upon CP3 to develop a program to perform truss analysis. A truss consists of straight, slender bars pinned together at their end points. Truss members are considered to be two force, axial members. Thus, the force caused by each truss member - and the internal force in each member - acts only along it’s axis. In other words, the direction of each member force is known and only the magnitudes must be determined. To analyze a truss we study the forces acting at each individual pin joint. This is known as the Method of Joints. We will call each pin joint a node and the slender bars connecting the nodes will be called members. The previous project computed a unit vector to describe the vector direction of every member of a truss structure. To analyze the structure a few other key inputs must be included like the support reactions and external loads applied to the structure. With all of this information, you will need to make the correct changes to the provided planar (2-D) truss template program to be able to analyze a space (3-D) truss. What you need to do For a planar truss, every node has 2 degrees of freedom, the e1 and e2 directions. Therefore, for every planar truss problem, the total number of degrees of freedom (DOF) in the structure is equal to 2 times the number of nodes. We will consider the first degree of freedom for each node as the component acting in the e1 direction. So for any given node, i, the corresponding degree of freedom is (2·i)-1. For the same node, i, the corresponding value for the second degree of freedom, the component in the e2 direction, is 2-i. This numbering notation can be modified for a space truss. The difference with the space truss is that every node has 3 degrees of freedom, one degree for each of the e1, e2 and e3 directions. The degree of freedom indices are extremely crucial in understanding how to set up the matrices for the truss analysis. For this computing project, you will first need to understand the planar truss program and the inputs that are needed for that program. The first input is the spatial coordinates (x, y, z) of the nodal locations for a truss. It is convenient to label each node with a unique number (also known as the “node number”). Each row of the nodal coordinate array should contain the x and y coordinates of the node. We will use the matrix name of “x” for all nodal coordinates. Please note that “nNode” is an integer value that corresponds to the number of nodes in the truss and must be adjusted for every new truss problem. For Node 1 this matrix array input looks like: x(1,:) = [0,0]; Once the coordinates of the nodes are in the program, you will need to input how those nodes are connected by the members of the truss. In order to describe how the members connect the nodes you will also need to label each member with a “member number”. This connectivity array should contain only the nodes that are joined by a member, with each row containing firs.
Project 1 Resource Research and ReviewNo directly quoted material.docxdessiechisomjj4
Project 1: Resource Research and Review
No directly quoted material may be used in this project paper. Resources should be summarized or paraphrased with appropriate in-text and Resource page citations.
Project 1 is designed to help prepare you for the final project at the end of the semester. You will notice that, for your final project in this course, you will be asked to trace a crime or criminal incident through the adult criminal justice system, from initial arrest to the eventual return to the community following incarceration. As you work on the final project, you will encounter numerous decision points or stages in the system. Project 1 will assist you in preparing for your final project by introducing you to topic research. You may then use the results of this project to support your final project paper.
Project 1 Assignment:
Using the designated topic listed below (see, Topics), you will search the UMUC Library Services databases and the Internet for resource material that explains, clarifies, critiques, etc. the topic.
1. Your Resource Research and Review project must contain four (4) outside sources (not instructional material for this course), at least two of which must come from the UMUC Library data base.
2. Locate books, periodicals, and documents that may contain useful information and ideas on your topic. You may conduct your research with the assistance of a UMUC librarian, reviewing your own personal materials on the topic, using the Internet, visiting an actual library, etc. and reviewing the available items. Then, choose those works that provide a variety of perspectives on your topic.
Note: You can connect to Library Services by using the Library link under RESOURCES in the Classroom task bar, or link directly to the UMUC Library Guide to Criminal Justice Resources link in CONTENT
3. Type the reference “citation” information for the book, article, or document using the American Psychological Association (APA) formatting standards. (There are links to APA format standards under Library Services.)
4. Each reference is to be followed by the annotation. The purpose of the annotation is to inform the reader of the relevance, accuracy, and quality of the sources cited. Creating an annotated bibliography calls for a variety of intellectual skills: concise exposition, succinct analysis, and informed library research.
5. Write a concise annotation (150 words) for each reference that summarizes the central theme and scope of the book, article, or document. This must include:
a) briefly, in your own words, describe the content of the article
b) compares or contrasts the work with at least one other article in your research review
The topic: Issues with evidence (DNA, eyewitness testimonies, direct vs. circumstantial, etc.)
Format
The project paper should begin with an introductory paragraph and end with a concluding paragraph
Each annotation should contain approximately 150 words
Double space, 12 pt. font, 1” margins
Cover pa.
Professionalism Assignment I would like for you to put together yo.docxdessiechisomjj4
Professionalism Assignment
I would like for you to put together your current resume or update one that you have previously created. Refer to the attached curriculum vitae as an example to assist with the completion of this assignment. A curriculum vitae, or CV, is typically a longer version of a resume which includes conference and journal publications, research, and awards. CVs are usually 2-3 pages, compared to a resume which should usually be limited to a single page. Since most of you will not have publication or conference presentations at this point in your academic career, please leave that section out and submit a more traditional single page resume.
Education
M.S. Electrical and Computer Engineering, 2012
University of Louisville, Louisville, KY
B.S. Electrical Engineering, 2008
Western Kentucky University, Bowling Green, KY
Experience
Engineering Technician, 2014-Current
Engineering, Manufacturing, and Commercialization Center
Applied Physics Institute
Western Kentucky University
Instructor, 2014 - Current
Electrical Engineering Program
Department of Engineering
Western Kentucky University
Grosscurth PhD Fellow, 2012-2014
Department of Electrical and Computer Engineering
J.B. Speed School of Engineering
University of Louisville
Graduate Research Assistant, 2011-2012
Department of Electrical and Computer Engineering
J.B. Speed School of Engineering
University of Louisville
Electrical Engineer, 2009-2012
Applied Physics Institute
Western Kentucky University
Research Associate, 2008-2009
Applied Physics Institute
Western Kentucky University
Research Assistant, 2005-2008
Applied Physics Institute
Western Kentucky University
Publications
Craig Dickson, Stuart Foster,
Kyle Moss
, Anoop Paidipally, Jonathan Quiton, William Ray, and Phillip Womble,
Stochastic Modeling for Automatic Response Technology with Applications to Climate and Energy,
at the 8
th
Kentucky Entrepreneurship and Innovation Conference, Louisville, KY, June 2012
Jeffrey L. Hieb, James H. Graham, Nathan Armentrout, and
Kyle Moss
,
Security Pre-Processor for Industrial Control Systems,
at the 8
th
Kentucky Entrepreneurship and Innovation Conference, Louisville, KY, June 2012
Jeffery Hieb, James Graham, Jacob Schreiver,
Kyle Moss,
Security Preprocessor for Industrial Control Networks,
at the 7
th
International Conference on Information-Warfare and Security, Seattle, Washington, March 2012
Kyle Moss,
Phillip Womble, Alexander Barzilov, Jon Paschal, Jeremy Board,
Wireless Orthogonal Sensor Networks for Homeland Security
at 2007 IEEE Conference on Technologies for Homeland Security, Woburn, MA, May 2007
Barzilov, P. Womble, I. Novikov, J. Paschal, Jeremy Board, and
Kyle Moss
,
Network of Wireless Gamma Ray Sensors for Radiological Detection and Identification
at the SPIE Defense and Security Symposium, Orlando, FL, April 2007
Alexander Barzilov, Jeremy Board, .
Professor Drebins Executive MBA students were recently discussing t.docxdessiechisomjj4
Professor Drebin's Executive MBA students were recently discussing the benefits of a chart of accounts. Following is a transcript of the discussion. Most of the comments were correct, but two students were off base. Assume the role of Professor Drebin, and identify the two students whose statements are incorrect. Record your answer in Blackboard.
.
Professional Legal Issues with Medical and Nursing Professionals .docxdessiechisomjj4
"Professional Legal Issues with Medical and Nursing Professionals" Please respond to the following:
* From the scenario, analyze the different and overlapping general roles of physicians and nurses as they apply to professional credentialing and subsequent patient safety and satisfaction. Determine the major ways in which these overlapping roles may help play a part in health professional credentialing processes and conduct, and identify and analyze the ethical role these influences play in health care.
Analyze the major professional roles played by physicians and nurses as they apply to physicians’ conduct in the medical arena and to nurses in the role of adjuncts to physicians. Evaluate the degree and quality of care that physicians, nurses, and medical technologists provide in their primary roles, including, but not limited to, patient safety and satisfaction as required in 21st Century U.S. hospitals.
.
Prof Washington, ScenarioHere is another assignment I need help wi.docxdessiechisomjj4
Prof Washington, Scenario
Here is another assignment I need help with. I know the scenario is the same as before but now we need to come up with the project management plan. The Scenario is
You have been asked to be the project manager for the development of an information technology (IT) project. The system to be developed will allow a large company to coordinate and maintain records of the professional development of its employees. The company has over 30,000 employees who are located in four sites: Florida, Colorado, Illinois, and Texas. The system needs to allow employees to locate and schedule professional development activities that are relevant to their positions. Sophisticated search capabilities are required, and the ability to add scheduled events to the employees’ calendars is desired. The system needs to support social networking to allow employees to determine who is attending conferences and events. This will promote fostering relationships and ensure coverage of conferences that are considered of high importance.
Once an activity has been completed, employees will use the system to submit the documentation. The system should support notifications to management personnel whenever their direct reports have submitted documentation. The system should also notify employees if their deadline to complete professional development requirements is approaching and is not yet satisfied.
Project Scope Management Plan
For the given scenario, create a project scope management plan that will detail how the project scope will be defined, managed, and controlled to prevent scope creep. The plan may also include how the scope will be communicated to all stakeholders.
Project Scope
After you have the project scope management plan developed, define the project scope.
.
Prof James Kelvin onlyIts just this one and simple question 1.docxdessiechisomjj4
Prof James Kelvin only
It's just this one and simple question
1. This week we begin focusing on PowerPoint. When you create a PowerPoint presentation, there are many elements included such as: theme, transitions, images, font, color, content layout, etc. List and explain four guidelines you learned about how to create a successful PowerPoint presentation. Additionally, describe some common mistakes that are made when PowerPoint presentations are created.
.
Product life cycle for album and single . sales vs time ( 2 pa.docxdessiechisomjj4
The document discusses the product life cycle for albums and singles over time. It includes charts showing the sales of albums and singles at each stage: introduction, growth, maturity, and decline. The stages are the same for both albums and singles.
Produce the following components as the final draft of your health p.docxdessiechisomjj4
Produce the following components as the final draft of your health promotion program written proposal;
1. Introduction to the Program project.
2. Epidemiological and Needs Assessments Summary
3. Risk Factors, Goals, Objectives and Educational Plans
4. Marketing Plans and Proposed Budget
5. Evaluation Plans
6. Leadership Needs and Collaborative Strategies
.
Produce a preparedness proposal the will recommend specific steps th.docxdessiechisomjj4
Produce a preparedness proposal the will recommend specific steps that could potentially reduce (mitigate) the loss of life and property resulting from you climate impact or natural hazard. The proposal should target a specific person, agency, municipality or organization responsible for emergency mitigation efforts. Seven sections should be labelled as indicated in bold and address the following:
Specifically Identify and state who is the intended audience for your proposal (Target audience)
Identify and describe the climate impact or natural hazard (Hazard)
Identify and explain the risk associated with your specific geographic location (Location)
Describe the atmospheric and geologic conditions or processes that give rise to the impact or hazard (Earth processes)
Describe ways in which human and environmental processes contribute to the impact or hazard (Human processes)
Discuss past impact/hazard events and mitigation or communication policies and their effectiveness (Past events/policies)
Recommend ethically and socially responsible ways to improve current mitigation and communication policies (Proposal)
Make sure and answer according to the bolded labels (Target audience, Hazard, etc.) Responses should be brief, except for your Proposal recommendation. If you have completed the Milestones as directed the majority of this information should already exist!
1. The preparedness proposal should focus on COMMUNICATING the science information to the target audience
2. The proposal MUST include at least two data sources supporting your recommendations and be represented in a graphical format
3. The proposal must be double spaced, size 12 font
4. The proposal must list references/citations where appropriate
1.5-2page.
China Gansu
mudslides. Read mileston I write fist. here will have the information you need use in that paper.
.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
RESEARCH ARTICLEWill They Stay or Will They Go Internatio
1. RESEARCH ARTICLE
Will They Stay or Will They Go? International
Graduate Students and Their Decisions to
Stay or Leave the U.S. upon Graduation
Xueying Han1*, Galen Stocking1,2, Matthew A. Gebbie1,3,
Richard P. Appelbaum1,4
1 Center for Nanotechnology in Society, University of
California Santa Barbara, Santa Barbara, CA,
United States of America, 2 Department of Political Science,
University of California Santa Barbara, Santa
Barbara, CA, United States of America, 3 Materials Department,
University of California Santa Barbara,
Santa Barbara, CA, United States of America, 4 Global &
International Studies, University of California Santa
Barbara, Santa Barbara, CA, United States of America
* [email protected]
Abstract
The U.S. currently enjoys a position among the world’s
foremost innovative and scientifical-
ly advanced economies but the emergence of new economic
powerhouses like China and
India threatens to disrupt the global distribution of innovation
and economic competitive-
ness. Among U.S. policy makers, the promotion of advanced
education, particularly in the
2. STEM (Science, Technology, Engineering and Mathematics)
fields, has become a key
strategy for ensuring the U.S.’s position as an innovative
economic leader. Since approxi-
mately one third of science and engineering post-graduate
students in the U.S. are foreign
born, the future of the U.S. STEM educational system is
intimately tied to issues of global
competitiveness and American immigration policy. This study
utilizes a combination of
national education data, a survey of foreign-born STEM
graduate students, and in-depth in-
terviews of a sub-set of those students to explain how a
combination of scientists’ and engi-
neers’ educational decisions, as well as their experience in
school, can predict a students’
career path and geographical location, which can affect the
long-term innovation environ-
ment in their home and destination country. This study
highlights the fact that the increasing
global competitiveness in STEM education and the complex,
restrictive nature of U.S. immi-
gration policies are contributing to an environment where the
American STEM systemmay
4. unrestricted use, distribution, and reproduction in any
medium, provided the original author and source are
credited.
Data Availability Statement: All survey data are
available from the Figshare database and can be
accessed at http://dx.doi.org/10.6084/m9.figshare.
1121633. Original survey data are provided in the
Supporting Information files.
Funding: This material is based upon work
supported by the National Science Foundation under
Grant No. SES 0938099 awarded to the Center for
Nanotechnology in Society at the University of
California, Santa Barbara (CNS-UCSB). NSF and
CNS-UCSB had no role in study design, data
http://crossmark.crossref.org/dialog/?doi=10.1371/journal.pone.
0118183&domain=pdf
http://creativecommons.org/licenses/by/4.0/
http://creativecommons.org/licenses/by/4.0/
http://dx.doi.org/10.6084/m9.figshare.1121633
http://dx.doi.org/10.6084/m9.figshare.1121633
Let’s also remember that hundreds of thousands of talented,
hardworking students in this
country face another challenge: the fact that they aren’t yet
American citizens. Many were
brought here as small children, are American through and
through, yet they live every day
with the threat of deportation. Others came more recently, to
study business and science
and engineering, but as soon as they get their degree, we send
them home to invent new
products and create new jobs somewhere else. . ..That doesn’t
5. make sense. . . .. let’s at least
agree to stop expelling responsible young people who want to
staff our labs, start new busi-
nesses, defend this country. Send me a law that gives them the
chance to earn their citizen-
ship. I will sign it right away [1].
Yet this concern obscures many of the global educational and
regulatory trends that are re-
shaping innovation in high-tech industries like nanotechnology.
Approximately one third of
science and engineering post-graduate students in the United
States are foreign-born, with par-
ticular concentrations in computer science and physics [2].
These numbers dropped precipi-
tously after 9/11, as American immigration policy shifted to be
more restrictive and other
countries improved their university systems [3], although this
trend seems to have leveled off
since 2010 [2]. Moreover, upon graduation, many students are
drawn back to their birth coun-
tries, which seek to offset ‘brain drain’ problems through
encouraging expats—particularly
those in STEM (Science, Technology, Engineering, and
Mathematics) fields—to return. A de-
cline in the number of foreign-born students, scientists and
engineers can hamper the United
States’ innovation capacity [4, 5].
This study investigates how these new opportunities have
shaped students’ choices as they
select graduate programs and plot their post-graduate career.
Our inquiry also examines the in-
fluence of the graduate student’s education in the U.S. in
shaping his or her career path.
Through the combination of national data, an on-line survey,
6. and in-depth interviews of for-
eign-born students in science and engineering fields at a highly
ranked research university in
California, we explain how an integration of scientists’ and
engineers’ educational decisions as
well as their experience in school can predict a student’s career
path and location. This can
have considerable policy implications and affect the
international innovation balance.
Conceptual Framework
Scholars and policymakers have studied the ‘brain drain,’ or the
migration of skilled workers
from developing countries to developed countries, since at least
the 1960s [6, 7]. Brain drain lit-
erature is concerned with the economic and development impact
caused by this migration,
which early models showed to be a net negative for the sending
country and a net positive for
the receiving country [8]. Yet these models did not account for
the potential of remittances [9],
intergenerational transfer of skills [3, 10, 11], and skill
spillover to other workers [12, 13], as
well as the diffusion of innovative technologies from developed
states to offset this negative [4,
14, 15]. In particular, advancements in information technology
and the increasing interconnec-
tedness of a globalized economy have created new opportunities
for migrants to quickly push
innovations back to their home countries [6, 7, 16]. These
returning students are often thought
to be more entrepreneurial than those who stayed [8, 17, 18].
The success of these migrants in
creating new industries in their home countries have prompted
many states with high skilled
migrant outflows to create new opportunities for these migrants
7. to participate in the local
economy [9, 19, 20], and, in some cases, return home [13].
In the American context, many of the most innovative scientists
and engineers migrated to
the United States to pursue an education [3, 11]. In fact,
approximately 40% of science and en-
gineering post-graduate students in the United States are
foreign-born, yet this rate is dropping
International STEMGraduate Students in the United States
PLOS ONE | DOI:10.1371/journal.pone.0118183 March 11,
2015 2 / 18
collection and analysis, decision to publish, or
preparation of the manuscript.
Competing Interests: The authors have declared
that no competing interests exist.
as the combination of stricter immigration laws and the
maturation of university systems
abroad have lured students elsewhere [3, 21]. The largest source
country is China, while the
United States is the most popular destination country [11].
Several scholars have developed models to explain why students
migrate. One of the most
widely utilized of these models explains this decision making
process as a series of ‘push-pull’
factors that influence students’ decisions. Push factors are
characteristics of the home country
that compel a student to study abroad, particularly economic or
8. social factors that limit educa-
tional opportunity. Pull factors refer to perceived benefits of the
destination country or institu-
tion and include personal recommendations, cost, the overall
environment, geographic
proximity, and social links [22]. Additionally, reverse pull
factors, such as family links and the
improvement of domestic institutions can limit the effectiveness
of these push-pull factors.
Such models have also been extended to incorporate the
socioeconomic and personal charac-
teristics of the student him/herself, including personal
aspirations and academic ability [23].
On the other hand, some studies avoid using the push-pull
framework precisely because it has
little to say about influences at the individual level [24].
Instead, such studies emphasize the im-
portance of networks to explain the ins and outs of studying
abroad or information from peers
or influencers about the experience [25].
As described above, once students attend school abroad, they
tend to transfer some of their
skills back to their home country, whether in the form of actual
skill transfer [10, 12] or
through entrepreneurial activity [17–18]. A number of factors
could drive a student’s decision
to return to his or her home country or to stay in the country in
which he or she studied. Brats-
berg proposed a simple economic model, in which an individual
will choose to live wherever
his or her skills will be most valued, although political
conditions in the home country will
limit that consideration substantially [26]. Others have
suggested that networks play a key role:
successful returnees reach out to their peers and friends who
9. have not returned, informing
them of opportunities and creating a social network. In Taiwan,
for instance, this led to several
distinct behaviors: initial returnees, who fostered an innovative
environment; individuals in
their networks who joined them and also recruited from their
networks; and temporary return-
ees, who work in both Taiwan and the destination country and
reinforce the links between
them [27].
Others have suggested that lifestyle is more important in this
decision. Migrants who still
have strong ties to their families in their home country are more
likely to return home [28].
Students may also be drawn home for social and cultural
factors, such as difficulty integrating
into the destination’s social or academic culture. In some cases,
this can be the result of dis-
crimination suffered as a consequence of their nationality [29].
Given the real (and perceived) economic benefits of those with
higher education, particular-
ly in STEM fields, source countries therefore have an incentive
to retain the brightest students
as well as convince those who have gone abroad to return home.
Some of these latter programs,
like the “Young Talent Program” in Brazil [30], fund students
to study abroad with the require-
ment that they return after completing their studies. On the
other hand, many countries al-
ready have large populations studying abroad, so they offer tax
breaks, grants, and other
incentives to convince ex-patriots to return. A summary of
relevant programs can be found in
Table 1.
10. Since the brightest students therefore have numerous
opportunities, how do they decide
which ones to pursue? We hypothesize that their motivation for
the initial decision to either re-
main in their home country or study abroad will be a result of
an analysis of the quality of edu-
cation they can receive in their home country compared to their
perception of the quality of
education in a destination country. This will be mediated by
personal factors, including socio-
economic factors, personal ambition, and connection to family.
We further hypothesize that
International STEMGraduate Students in the United States
PLOS ONE | DOI:10.1371/journal.pone.0118183 March 11,
2015 3 / 18
Table 1. List of programs, by country, that promotes the return
of Science, Technology, Engineering, and Mathematics (STEM)
talent back to
their home country.
Country Program Name Website Program Description
Argentina [email protected] www.raices.mincyt.gov.ar A
program under the Ministry of Science, Technology and
Productive Innovation of Argentina. The goals of the program
are to
strengthen the link between Argentine researchers in the
country
and abroad, bring Argentines abroad back to Argentina to
develop
11. research, and implement retention policies that promote the
return
of Argentines.
Bavaria Return to Bavaria www.returntobavaria.com Sponsored
by the Bavarian Ministry of Economic Affairs and Media,
Energy and Technology, the program was initiated in 2012 to
motivate Bavarian and German professions to return home.
Brazil Science Without Borders “Young
Talent Program” (i.e., Jovens
Talentos)
www.cienciasemfronteiras.
gov.br
A joint effort from Brazil’s Ministry of Education and the
Ministry of
Science and Technology, the program aims to (1) place 100,000
Brazilian students and researchers in top universities worldwide
by
2014 and (2) to attract talented young researchers from outside
the
country, especially Brazilians, to Brazil.
Chile Start-up Chile startupchile.org Program started by the
Chilean government in 2010 to attract early
stage entrepreneurs to build their startup companies in Chile.
China 1000 Talents Program www.1000plan.org Launched by
the Central Organization Department of the Chinese
Communist Party in 2008, the program aims to recruit 1000
outside
Chinese talents to return to China.
Europe Horizon 2020 ec.europa.eu Commencing in 2014,
12. Horizon 2020 is an initiative aimed at
securing Europe’s global competitiveness. There are many
different
programs (e.g., European Research Council Starting Grants,
European Research Council Advanced Grants, Marie
Sklodowska-
Curie Actions Program, etc.) that facilitate the return of young
European scientists back to Europe.
Germany German Academic International
Network (GAIN)
www.gain-network.org Created by the Deutscher Akademischer
Austausch Dienst (i.e.,
German Academic Exchange Service) in cooperation with the
German Research Foundation and the Alexander von Humboldt
Foundation, the program provides support, networking
opportunities, workshops, and job postings for German scholars
and scientists working in North America. GAIN promotes the
dissemination of information across the Atlantic and prepares
German scientists to return to Germany.
Israel Gvahim gvahim.org.il Initiated in 2006, this non-
governmental organization promotes
Israel’s “Brain Bain” efforts by offering highly-skilled Olim
with
opportunities and networking in Israel.
Italy Dulbecco Telethon Institute dti.telethon.it Founded in
1999, the institute provides funding to early stage
researchers who work on human genetic diseases.
Moldova Gsorm Gala Studenilor galastudentilor.md Moldovan
students abroad competed in the competition “Academic
Excellence Moldova”. The program encourages Moldovan
students
13. abroad to return to Moldova.
Portugal Cienca 2007 www.fct.pt An international call for 1000
post-doctoral research positions, both
Portuguese and foreign nationals, at Portuguese scientific
institutions. The program was launched and closed in 2007.
Russia Mega Grant (i.e., Resolution No.
220)
www.p220.ru Launched in 2010 by the Government of the
Russian Federation,
the program provides grants of up to $5 million USD to conduct
research in Russia. The program hopes to bring Russian
scientists
residing abroad as well as foreign scientists to Russian
institutions.
South Korea Brain Return 500* www.ibs.re.kr/en/careers/
brainReturn.jsp
Established by the Institute for Basic Science, the goal of the
program is to attract 500 talented young scholars and scientists
back to South Korea by 2017.
Spain Spanish Ramón y Cajal Program www.mineco.gob.es
Funded by the Spanish Ministry of Economy and
Competitiveness,
the program provides financial support to PhD researchers for a
period of five years.
(Continued)
International STEMGraduate Students in the United States
PLOS ONE | DOI:10.1371/journal.pone.0118183 March 11,
14. 2015 4 / 18
http://www.raices.mincyt.gov.ar
http://www.iie.org
http://dx.doi.org/10.6084/m9.figshare.1121633
http://dx.doi.org/10.6084/m9.figshare.1121633
http://startupchile.org
http://www.1000plan.org
http://ec.europa.eu
http://www.gain-network.org
http://gvahim.org.il
http://dti.telethon.it
http://galastudentilor.md
http://www.fct.pt
http://www.p220.ru
http://www.ibs.re.kr/en/careers/brainReturn.jsp
http://www.ibs.re.kr/en/careers/brainReturn.jsp
http://www.mineco.gob.es
those who study abroad are imbued with personal ambition, and,
upon graduation, will seek to
go where their skills will be most valued, although this ambition
will be internally moderated
by a desire to return to their families. For those who are not
inclined to return home, their deci-
sions will be limited by the frictions of career choice,
immigration restrictions, and
personal interactions.
A parallel question regards the initial career choices of
graduating doctoral and masters stu-
dents: while many may have entered graduate school with
academic aspirations, there are also
attractive options for a PhD in STEM fields in industry that may
prove decisive upon gradua-
15. tion. Additionally, there are geographic and other restrictions
on a career in the academy that
are not as prevalent in the business community.
Unlike other studies, which either analyze each factor discretely
or group them into person-
al, social, and professional factors, we hypothesize that the
greatest insight can be afforded by
observing the interactions of these factors. Accordingly, a
person may be interested in going
into academia after he or she graduates, but the impact of a
factor, such as the strength of one’s
network, is not independent of other factors, like one’s
adjustment to life in the U.S. or treat-
ment in graduate school. Consequently, we propose an
interactive model, in which we identify
the interdependencies between each factor. This allows us to
build a decision tree that identifies
the most important factors as well as how they interact with
each other. How those factors in-
fluence each other is further dependent upon the individual’s
experience.
Through a survey and follow up interviews, we examine three
decisions through this inter-
dependency model. For the first decision—whether to pursue
higher education on one’s home
country to come to the United States to study—we draw on
previous research, identifying the
following factors as potentially important: quality of education,
career opportunities, experi-
ence living abroad, opportunity to work with specific faculty, a
desire to live in the United
States, and proximity to friends or family. For the second and
third decisions—to remain in
the United States upon graduation or return home, and to pursue
16. a career in academia or in-
dustry—we hypothesize that these decisions are influenced both
by professional factors (career
plans, treatment in school, job opportunities, quality of
advising, professional networks), per-
sonal factors (parents’ education, socioeconomic status), and
social factors (desire to live in the
United States, adjustment to American society, be close to
friends and family).
Table 1. (Continued)
Country Program Name Website Program Description
Sub-Saharan
Africa
Homecoming Revolution homecomingrevolution.com Started in
2003, the goal of Homecoming Revolution is to bring
highly skilled Africans back to their homelands.
Sweden Study in Sweden Swedish Institute
www.studyinsweden.se The institute is a public agency that
provides grants to researchers
around the world in order to establish cooperating and lasting
relations with other countries. A variety of programs and grants
are
available depending on the applicant’s nationality.
Thailand Reverse Brain Drain (RBD) www.nstda.or.th The RBD
initiative by Thailand’s National Science and Technology
Development Agency began in 1990. Initially, the primary goal
of
the initiative was to promote the permanent return of overseas
Thai
professionals. In 1997, the RBD’s main objective shifted to the
17. promotion of temporary returns of science and technology
professionals. As of 2007, RBD promotes the brain circulation
of
Thai professionals overseas.
Turkey 2232 Repatriation Research
Scholarship Program
www.tubitak.gov.tr Enacted by the Scientific and Technological
Research Council of
Turkey, the program encourages the return of successful
Turkish
researchers from abroad to continue their work in their home
country.
doi:10.1371/journal.pone.0118183.t001
International STEMGraduate Students in the United States
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http://homecomingrevolution.com
http://www.studyinsweden.se
http://www.nstda.or.th
http://www.tubitak.gov.tr
Methods
We combine the results of three separate measures to reach our
conclusions. For national and
historical data, we used data from the Institute of International
Education’s national surveys
[31]. We supplemented this national data with survey data at the
University of California—
Santa Barbara, a Research 1 Institution with highly-ranked
18. programs in STEM fields. To pro-
vide greater clarity, we conducted follow up interviews with
volunteer respondents to this sur-
vey. This hybrid approach afforded us the broad scope of
national data while leading us to
some of the in-depth findings of a more limited survey.
International students in the U.S. over time
The Institute of International Education has been tracking the
number of international stu-
dents studying at higher education institutions in the U.S. since
1949 and the data have been
published annually in its Open Doors Reports (www.iie.org).
Data are collected annually
through surveys sent to approximately 3,000 accredited U.S.
higher education institutions.
These institutions provide voluntary information regarding the
international students enrolled
at their respective campuses. The reports provide
comprehensive data on international stu-
dents’ places of origin, sources of financial support, fields of
study, host institutions, academic
level, rate of growth of international students in the U.S., and
the economic impact of interna-
tional students to the U.S. economy.
Survey design and implementation
The primary goals of our study were threefold: to determine
which factors influenced foreign
STEM students to pursue their education in the United States;
their plans to remain or return
home after graduation; and their decision to pursue academic or
business-oriented careers. To
accomplish this, we emailed international graduate students in
STEM fields at the University
of California, Santa Barbara (UCSB) with an introduction to the
19. study and a survey link, assur-
ing anonymity for their responses. UCSB is a public research
university with a total enrollment
of approximately 22,000 students, of which about 3,000
students are those at the graduate level.
Human Subjects approval for the survey and follow-up
interviews was granted by the Universi-
ty of California, Human Subjects Committee, Office of
Research, Santa Barbara. Participants
provided consent to participate in the survey via an online
agreement. Individuals who partici-
pated in follow-up interviews also provided written consents.
Responses were confidential and
were not associated in any way with a participant's identity.
Data presented in this manuscript
are aggregated such that responses are anonymized. The survey
consisted of four categories of
questions: (1) basic background information (e.g., age, gender,
major, year of study); (2) rea-
sons for studying in the U.S.; (3) perceptions of their graduate
education in the U.S.; and (4)
plans after graduation. The online survey was active fromMay
2–24, 2013, and resulted in a
42% completion rate (the full survey can be found as S1
Survey). Students were given an option
at the end of the survey to specify their interest in conducting
any follow-up interviews. A total
of 12 follow-up interviews were conducted between January 27
and February 21, 2014. See
http://dx.doi.org/10.6084/m9.figshare.1121633 for raw survey
data.
Data processing and statistical analysis
A total of 166 international graduate students, representing 32
different countries, responded.
We used a classification tree to determine how professional,
20. social, and personal factors inter-
act to influence students’ decisions on choosing to stay or
depart from the U.S. upon gradua-
tion. Classification tree models provide a robust method to deal
with nonlinear relationships,
International STEMGraduate Students in the United States
PLOS ONE | DOI:10.1371/journal.pone.0118183 March 11,
2015 6 / 18
http://www.iie.org
http://dx.doi.org/10.6084/m9.figshare.1121633
high-order interactions, and missing values (for reviews, see
[32–34]). A classification tree is a
nonparametric regression approach in which models are
obtained through recursive partition-
ing of the data space. The data space in this study is the space
spanned by all predictor variables
that may influence whether an individual will stay or depart the
U.S. upon graduation. Obser-
vations with similar response values are grouped within a
partition. Once a classification tree is
fitted under the full model, the tree is ‘pruned’ to avoid
overfitting of the model. Pruning occurs
by eliminating branches that do not add to the prediction
accuracy in cross validation. The
classification tree in this study was fitted using the ‘rpart’
package in R [35] and pruned to a
seven-leaf tree using the cross-validation method with the 1-SE
rule. We downloaded all survey
responses and used R [36] for all data cleaning, standard
statistical summarizations, and
statistical analyses.
21. Foreign programs to attract expatriates
To determine the extent to which brain drain is viewed as a
problem that countries are seeking
to address, we identified programs around the globe that are
aimed at attracting expatriates
back to their home countries. We used a web-crawling approach
using search terms “reverse
brain drain + [country name]” and “bring researchers back to
[country name]” to find
these programs.
Results
International students in the U.S. over time
The total number of international students studying in the U.S.
has steadily increased since
1949/50 (Fig. 1A). In 2011/12, Asia was the leading place of
origin and accounted for 64% of all
international students studying in the U.S. followed by Europe
(11%), Latin America (8.4%),
the Middle East (7.5%), Africa (4.6%), North America (3.6%),
and Oceania (0.75%). China was
the leading country of origin, accounting for 28.7% of all
international students in 2012/13, fol-
lowed by India (11.8%), South Korea (8.6%), Saudi Arabia
(5.4%), and Canada (3.3%). The
number of international undergraduate students studying in the
U.S. has experienced an aver-
age (± 1 SE) of 7.0 (± 1.6%) increase in the past five years
while international graduate students
have only increased by 2.5% (± 0.57%) over the same time
period. The number of international
Fig 1. Temporal trends of international students studying in the
U.S. (a) Total number of international
22. graduate students studying in the U.S. from 1949/50–2012/13.
(b) Breakdown of international students
studying in the U.S. by academic level from 1979/80–2012/13.
Source: Institute of International Education,
Open Doors Reports.
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undergraduate students has been consistently higher than the
number of international gradu-
ate students studying in the U.S. with the exception of 2001/02–
2010/11 (Fig. 1B). Graduate
students accounted for 46% of the total number of international
students in 2002/03 but only
38% of the total international student population as of 2012/13.
During the same time period,
undergraduate students accounted for 44% in 2002/03 and 42%
in 2012/13. During the same
period the number of non-degree seeking international students
has more than doubled from
*20,000 students in 2002/03 to*74,000 in 2012/13, to account
for 5.2% of all international
students in 2002/03, increasing to 8.9% ten years later. The
percentage of international students
studying in a STEM field (36.7%) was more than double that of
those studying in a social sci-
ence or humanity discipline (16.6%) in 2012/13.
Survey
23. Our study received 166 completed survey questionnaires from
students representing 32 differ-
ent countries (S1 Summary). Despite having a small sample
size, the demographics of our sur-
vey respondents matched closely to that of the national
distribution of international students
studying in the U.S. Asia was the leading place of origin among
survey respondents and ac-
counted for 69.2% (64%) of the survey (national) population of
international students, followed
by Europe at 12.4% (11%), the Middle East at 9.5% (7.5%),
Latin America at 4.7% (8.4%),
North America at 2.4% (3.6%), Africa at 1.2% (4.6%), and
Oceania at 0.6% (0.75%). The largest
sending country was China, accounting for 28% of all
respondents, followed by India (24%),
Taiwan (7%), South Korea (5%), Iran and Turkey (4% each). Of
the total number of respon-
dents, a quarter were female and three-quarters male. Master’s
level and PhD level students ac-
counted for 21% and 79%, respectively, of our survey
respondents. Engineering students
accounted for 73% of our respondents and life and physical
sciences accounted for the remain-
ing 27%.
Reasons for coming to the U.S.
Students indicated that professional factors were more
important than social and personal rea-
sons in their decisions to conduct graduate studies in the U.S.
(Fig. 2). Higher quality education
and future career opportunities were the top two factors that
influenced students’ decisions to
study in the U.S. (88% and 74%, respectively; Fig. 2). On a
scale from 1 (low) to 5 (high), stu-
dents strongly believed that their U.S. education will provide
24. them with a strong advantage in
their careers (mean = 4.36, SE = 0.07). Large percentages of
respondents believed that in com-
parison with their home country, a U.S. education provides
better education/knowledge of
their chosen field (83%), better professional network (73%),
better advisors/mentorship (70%),
and better job opportunities (69%).
Students on average, on a scale of 1 (have not adjusted well to
American educational cul-
ture) to 5 (have adjusted well to American educational culture),
felt that they have adjusted
well to the American educational culture (mean = 3.95, SE =
0.06). During their adjustment pe-
riod, students indicated that they encountered a variety of
challenges (cultural: 62%, social:
51%, financial: 40%, academic: 35%, and racial: 10%).
Factors for staying/departing the U.S. upon graduation and
career plans
A student’s career plans for after graduation provided the
strongest prediction for whether a
student will desire to stay in the U.S. (Fig. 3). Students who
intend to pursue a career outside of
academia and research have a 90% probability of pursuing a
career path in the U.S. upon grad-
uation. In contrast, students who plan to remain in academic
research and believe that they
will be treated much better by colleagues back home had an
86% probability of leaving the U.S.
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2015 8 / 18
25. upon graduation. For students who wanted to remain in a
research-oriented career, who be-
lieved that they will not receive overwhelmingly better
treatment by colleagues back home, and
who did not think that there are better job opportunities in the
U.S., their plans to remain or
leave the U.S. depended on their perception of the quality of
their current U.S. advisor. For
those who felt their U.S. advisor is better than one they would
have had in their home country,
there was an 80% probability that they will leave the U.S. In
contrast, students who did not be-
lieve they have a better advisor in the U.S. compared to that of
their home country had a 75%
probability of staying in the U.S. Students who want to remain
in research, who do not believe
they will receive overwhelmingly better treatment upon
returning to their home country, who
believe there are better job opportunities in the U.S. and have
adjusted well to the educational
culture in America had an 83% probability that they will remain
in the U.S. And lastly, for stu-
dents who want to remain in research, who do not believe they
will receive overwhelmingly
better treatment upon returning to their home country, who
believe there are better job oppor-
tunities in the U.S., and who have not adjusted well to the U.S.
educational culture, their deci-
sion to remain in the U.S. depended on their perception of their
professional network. Students
who believed that their U.S. education offered them a better
professional network compared to
that of their home country had an 83% probability that they will
26. leave the U.S. upon gradua-
tion. In contrast, there was a 100% probability of staying in the
U.S. among students who did
not believe that their U.S. education offered them access to a
better professional network. Sev-
enty-eight percent of students indicated that they hoped to
remain in the U.S. upon graduation.
Fig 2. Reasons for studying in the United States. Percentage of
respondents that selected each
factor as an influential reason behind their decision to conduct
their graduate studies in the United States.
Respondents were allowed to select multiple factors.
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Among these, professional factors accounted for three of the top
four reasons of why respon-
dents wanted to stay in the U.S. (Fig. 4A). Aside from overall
quality of life, fewer than 20% of
respondents indicated that social, cultural, and personal factors
influenced their decisions to
27. stay. Among students who wish to leave the U.S. after
graduation (N = 36), family was the
number one reason for wishing to leave and accounted for 72%
of all respondents (Fig. 4B).
Foreign programs to attract expatriates
We identified 18 countries with programs to attract expatriates
who have studied and are cur-
rently living abroad back to their home countries (Table 1).
Most programs are open to scien-
tists and researchers of all nationalities but many programs state
within their mission
statements that a major objective is to reverse the brain drain of
its specific country by bringing
back their own citizens from abroad (e.g., Argentina’s Raices,
Bavaria’s Return to Bavaria, Isra-
el’s Gvahim).
Fig 3. Decision Tree—Reasons for remaining in the U.S. or
leaving upon graduation. Final classification tree of factors
influencing whether international
graduate students will remain in the US upon graduation after
pruning using the cross-validation with one standard error rule.
‘P’ is the fitted probability of
students staying in the US after graduation. ‘N’ provides the
number of students for that terminal leaf of the tree. The
numbers in parentheses following the
sample size are the number of students who chose to leave the
US and the number of students who would like to remain in the
US upon graduation,
respectively, for each terminal leaf of the tree.
doi:10.1371/journal.pone.0118183.g003
Fig 4. Reasons given for remaining in or leaving the United
States. Percentage of respondents that indicated each factor as
28. an influential reason behind
their decision to (a) remain in the US among students who wish
to remain in the US upon graduation (n = 130); (b) to leave the
US among students who
wished to leave the US upon graduation (n = 36). Respondents
were allowed to select multiple factors.
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Discussion
A student’s career path after graduation was the most important
factor in determining whether
he or she will remain in the U.S. or return to his or her home
country. Students who wished to
pursue a career in industry or a non-governmental organization
(NGO) overwhelmingly decid-
ed to remain in the U.S. upon graduation. This suggests that
despite recent economic woes, the
U.S. is still perceived as an attractive country for scientists and
researchers, which was echoed
in our interviews. “It is quite likely that I will end up in the
U.S. because it is still seen as the
center of innovation and the best opportunities will be in the
U.S.” stated a Mechanical Engi-
neering graduate student. A graduate student from Chemical
Engineering commented that the
reason he chose to come to the U.S. for his graduate studies was
because he can receive a good
education in the U.S. and that “research is more advanced here
29. in the U.S.” Students also indi-
cated that a major difference between the U.S. education system
and that of their home coun-
tries is the emphasis of critical thinking and openness in
classroom discussions in the U.S. A
Geography graduate student commented that her “biggest
challenge [to living in the U.S.] was
to adapt to critical thinking. My background knowledge is very
strong because of my education
[but critical thinking] is something I had to work on.”
For those who wish to work in industry or a NGO, we found that
if given a choice, 90% of
would choose to remain in the U.S. after graduation. Past
studies have shown that, in fact, the
percentage of foreign S&E doctorate recipients staying in the
U.S. is approximately 50% [37,
38]. Although this percentage is based on scientists from all
career paths, it perhaps provides a
rough estimate for how difficult it is for a foreign born scientist
to remain in the U.S. after grad-
uation, suggesting that many highly skilled foreign scientists
and engineers who wish to remain
in the U.S. may be forced to leave. There are many factors that
lead to this observation, and, no-
tably, U.S. immigration policy plays a key role.
The predominant method for foreign citizens to remain and
work in the U.S. currently is
through the H-1B visa program, in which foreign workers are
sponsored by U.S. businesses.
The H-1B visa has been widely criticized for having high
rejection rates, low caps, and contrib-
uting to the large exodus of highly skilled immigrant workers
leaving the U.S. [5]. For the H-1B
fiscal year (FY) 2015 “cap season,” which began on April 1,
30. 2014, a regular cap of 65,000 H-1B
visas, and an exemption of 20,000 H-1B visas for individuals
who have obtained a U.S. master’s
degree or higher, were mandated [39]. For the FY 2014 cap
season, the H-1B visas were capped
at 65,000 visas total, with no exemptions for higher degree
recipients. The FY 2014 cap filled
within the first week of the filing period. During this time, the
U.S. Citizenship and Immigra-
tion Services office received approximately 124,000 H-1B
petitions [39].
Students recognize the limitations imposed by these policies.
“The H-1 visa makes you get a
sponsor for 5 years or so and you are bound to that employer
and that is not very attractive. If
the U.S. wants to retain talent, people need freedom to pursue
what they want to research,”
stated an Electrical and Computer Engineering graduate student.
A Mechanical Engineering
graduate student from a country with poor relations with the
U.S. stated the frustration felt by
many international students: “The fact that you don’t have a
green card at the end of your
PhD—it’s a nightmare. For international students, not having a
green card, it impacts the job
search, everything. The U.S. is welcoming to graduate students
to come and study but there
doesn’t seem to be a plan for after students graduate. Students
settle for jobs that are below
them because they work for companies that will provide them
with a green card.”
Studies have shown that foreign scientists and entrepreneurs
play an important role in the
U.S. economy because they not only help create new businesses
31. and jobs, but are also a key
source of American innovation: foreign-born scientists and
engineers contribute to more than
half of the international patents filed by U.S. based
multinational corporations (for a review,
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2015 12 / 18
see [5]). Our study suggests that changes in the current U.S.
immigration policy regarding PhD
graduates in STEM fields are needed if the U.S. wants to retain
the talent that it has helped cre-
ate. American policymakers are aware of the importance in
retaining foreign scientists who
have been trained in the U.S. Most recently, U.S. lawmakers
proposed legislation known as the
‘Stopping Trained in America PhDs from Leaving the Economy
Act of 2011’ (i.e., STAPLE
Act) to exempt PhD STEM degree holders who graduated from a
U.S. institution of higher ed-
ucation from the numerical limitations of the H-1B visa and to
be admitted for permanent resi-
dence (i.e., green card) went before Congress in January 2011
[40]. The act did not pass the
112th Congress (2011–2012) and was reintroduced on March
2013 to the 113th Congress
(2013–2014) [41]. The bill, if passed, would exempt foreign-
born individuals who have a U.S.
STEM PhD diploma from the H-1B numerical limitations. The
potential economic impact that
foreign-born, U.S. trained scientists can have on a country has
32. been recognized by many source
countries (Table 1). These countries have created incentive
programs in the hopes of luring
highly skilled students who have been educated abroad back to
their home countries. The effec-
tiveness of these programs, however, is unclear.
Past studies focused on how single push-pull factors could
influence a person’s decision to
stay or leave the U.S., but did not examine how these factors
interacted with one another [22].
Our results suggest that for students who are interested in
remaining in academia or working
for a governmental agency after graduation, the interaction of
the factors that influenced their
decisions to stay or depart the U.S. were much more complex.
We found that a person’s deci-
sion to stay or leave the U.S. upon graduation was dependent on
the interaction of professional
(i.e., job opportunities, quality of advisor/mentorship, and
quality of professional network),
personal (i.e., perception of treatment by colleagues in their
home country), and social/cultural
factors (i.e., adjustment to American educational culture).
Despite having a small sample size,
our study provides a first look at how these factors interact and
the implications behind
these interactions.
Our results indicate that for those who do not wish to enter
industry, perception of how
they will be treated by colleagues in their home country is a
major factor in determining wheth-
er they desire to stay or leave the U.S. upon graduation.
Institutional prestige has often been
cited as a potential influential factor in driving academic and
33. scientific mobility [42, 43] but
few studies have closely examined the roles of personal prestige
and preferential treatments as
motivating factors of mobility [44, 45]. Our study suggests that
as countries develop policies to
attract highly skilled researchers, a sense of heightened personal
prestige and preferential treat-
ments offered by these policies may play a larger role in driving
scientific mobility than in pre-
vious decades. Past research has found that individuals who
return to China after building a
career in the U.S. are offered considerable tax and housing
incentives and startup or research
funding, which can kickstart their career [46, 47]. Nonetheless,
some individuals have express-
ed concern that they are resented by colleagues who never left
China and who were not af-
forded the same opportunities [46, 47]. It is not clear how aware
of such factors students are
upon graduating, but potential personal prestige and resentment
appear to weigh on them.
For those who did not believe they will be treated significantly
better if they returned to
their home country, and also believed that the U.S. will not
offer better job opportunities, we
found, seemingly paradoxically, that those students who
believed they had received better men-
torship or advising in the U.S. than they would have received in
their home country were more
likely to leave the U.S., while those who received worse
mentorship or advising were more like-
ly to stay. We hypothesize this reflects the greater confidence
possessed by students with top U.
S. advisors, making them less hesitant about leaving their
current networks to pursue indepen-
34. dent careers. During our interviews, those respondents who
appeared more confident and as-
sertive cited excellent mentorship as a strength of the U.S.
academic system. On the other
International STEMGraduate Students in the United States
PLOS ONE | DOI:10.1371/journal.pone.011 8183 March 11,
2015 13 / 18
hand, we theorize that students who did not receive effective
mentorship from their advisors
would be less willing to leave their current professional
networks to return to their home coun-
try, where professional success is often less certain, inadequate
funding levels, and institutional
support often lacking.
For students who felt that they have not adjusted well to
American educational culture, the
quality of their professional networks determined whether they
will remain or depart the U.S.
upon graduation. Students who felt that they have not adjusted
well to American educational
culture but have developed an excellent professional network in
the U.S. are more likely to
leave the U.S. than students who also have not adjusted well to
American educational culture
but who felt they were unable to develop a solid U.S.-based
professional network. We consider
this to be the case because students with strong U.S.
professional ties are often able to leverage
their connections once they return home, while students lacking
such ties are more hesitant to
35. leave, preferring to remain—even if adjustment to the U.S. has
been difficult—until they feel
more fully established. Such students might seek to continue to
stay in the U.S., where they can
further develop the professional networks that will be important
for their careers once they re-
turn to their home country.
We realize that there may be some limitations to our study
because of its small sample size
but we believe our results are generalizable to the larger
international student population in the
U.S. because of how closely the demographic distribution of our
survey respondents matches
to that of the national distribution of international students
studying in the U.S. Differences
among students of different nationalities were not detectable
because of the small sample size
and future studies should focus on elucidating whether students
from different nationalities are
influenced by different factors to pursue their studies in the
U.S. and in their decisions to stay
or return to their home countries.
Conclusion
Overall, our survey and interviews suggest that the American
university system is still viewed
as a world-class destination for international students to train
and gain experience in graduate
level science and engineering. As a result, the American
university system continues to attract
some of the world’s top technical talent, thus remaining a
beneficiary of the high level of skills
and unique perspective offered by the world’s top international
students. While our study was
performed at a single institution, we received a clear impression
36. that the international graduate
student population is composed of a highly motivated and
talented group of individuals that
are adding substantial value to the university environment, both
through providing the local
academic community with valuable direct connections to
international professional networks
as well as bringing different viewpoints to bear on complex
problems.
We conclude that a major reason the U.S. academic system
remains at the forefront of the
world’s scientific communities is because the U.S. system
remains so inclusive to the diverse,
talented international students who are seeking to pursue
educational opportunities outside of
their home countries. The United States was home to 28% of all
globally mobile students in
2001 and 19% of all globally mobile students in 2012 [48]. The
decline in percent share of glob-
ally mobile students coming to the U.S. is likely due to
multitude of reasons not limited to in-
creased effort put into recruiting foreign students by key
competitive nations, immigration-
friendly visa policies by other countries, and hesitancy of
applying to U.S. institutions due to
changing governmental regulations [49, 50]. Despite the
decrease in the global share of interna-
tional students, the U.S. remains the number one destination for
students [48]. We therefore
find it important to conclude by noting that our interviews
brought up two recurring themes
that may have direct relevance to the continued excellence of
the U.S. university system:
International STEMGraduate Students in the United States
37. PLOS ONE | DOI:10.1371/journal.pone.0118183 March 11,
2015 14 / 18
Many students expressed concern about ways in which the
complex nature of America’s im-
migration policies hinders their ability to succeed. In particular,
uncertainties about obtaining
green cards following graduation were listed as a deterrent for
choosing to study in the U.S.
and attempting to stay following graduation.
Many students also noted that the U.S. is no longer an automatic
choice for obtaining the
best PhD education in science and engineering. In particular,
Europe was listed as becoming
increasingly competitive choice for many students and their
undergraduate colleagues. One
cause of this is the EU’s relaxed immigration policies, under
which students from EUMember
States have the opportunity to study at institutions in other EU
countries. With cost and prox-
imity so important to students from Asia, why go all the way the
U.S.?
Both of these themes show that policy makers can no longer
safely assume that the U.S. uni-
versity system will attract the world’s top talent simply by the
virtue of being the world’s most
highly desired academic destination. If the U.S. wishes to
continue to both attract and keep the
world’s best young scientific minds, policy makers must make
changes to the current immigra-
tion policies regarding advanced degree STEM holders.
38. Universities in other countries are seen
as increasing in scientific competitiveness, and as a result the
U.S. may lose out to other regions
in attracting scientists in the global talent pool. This, in turn,
could compromise America’s
leading position in research and innovation.
While the U.S. clearly pays a price when the best post-graduates
repatriate to their home
countries, the loss of talent is not necessarily total. Students
who return home often become
part of a global innovation network, continuing to work with
their colleagues in the U.S. (and
elsewhere), encouraging their own students to attend school in
the U.S., and contributing to
global innovation in which the U.S. plays the major role and
reaps many benefits. As Luo and
Wang (2002) demonstrate, the migration of talent can create
networks of expatriates and re-
turnees who work together to conduct research or build
businesses in both countries.
Today, with the rise of China, India, and other emerging
economies, there is growing con-
cern in policy circles that the U.S. may be losing its competitive
edge [51–57]. Our research
strongly suggests that the U.S. is losing out in terms of
retaining talented foreign students, in
large part because U.S. immigration policies make it difficult
for the best and the brightest to
remain after graduating, even though the large majority would
prefer to do so. While some re-
turnees may retain their ties with former U.S. professors and
colleagues, it is a matter of debate
whether this offsets the direct loss of talent through
repatriation. We argue that by reworking
39. immigration policies and thereby making the environment more
appealing for the most talent-
ed international students to stay for the early portion of their
careers, the U.S. would benefit
greatly.
Supporting Information
S1 Summary. Total number of survey respondents and percent
of total response by country
of origin. Countries are listed in order by descending total
number of respondents.
(DOCX)
S1 Survey. Full survey administered to University of California,
Santa Barbara internation-
al STEM graduate students during May 2–24, 2013.
(DOC)
International STEMGraduate Students in the United States
PLOS ONE | DOI:10.1371/journal.pone.0118183 March 11,
2015 15 / 18
http://www.plosone.org/article/fetchSingleRepresentation.action
?uri=info:doi/10.1371/journal.pone.0118183.s001
http://www.plosone.org/article/fetchSingleRepresentation.action
?uri=info:doi/10.1371/journal.pone.0118183.s002
Author Contributions
Conceived and designed the experiments: XH GS MAG RPA.
Performed the experiments: XH
GS MAG. Analyzed the data: XH GS MAG RPA. Contributed
reagents/materials/analysis
tools: XH GS. Wrote the paper: XH GS MAG RPA.
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