PROFESSIONAL NETWORKS
Admission and Credential Evaluation
ADSEC News, December 2004
NAFSA's Admissions Section
December 2004
V o lu m e 1 , I s s u e 4
NAFSA: ASSOCIATION OF INTERNATIONAL EDUCATORS
D e c em b e r 2 0 04
ADSEC NEWS
A NEWSLETTER FOR THOSE INTERESTED IN INTERNATIONAL ADMISSIONS AND RECRUITING
INSIDE THIS ISSUE:
News You Can Use
2
ADSEC Needs Your
Help
2
THE FORENSICS OF ACADEMIC CREDENTIAL
F R A U D A N A LY S I S A N D D E T E C T I O N
By Eva-Angela Adan
Introduction
“You are never aware of how little you
3
NAFSA Bologna
know until you realize how much is there
Task Force
to be discovered,” famous words I heard
long ago but still are so resonant in my
4
TOEFL Is Not
mind. They keep reminding me that
Needed in My Case
even though I am not a scientist, the
6
professional world in which I operate has
Document Fraud in
been redefined by researching the
Afghanistan
obvious to investigating the questionable,
16
Letters to the Editor
the unexplainable and the unknown. It
has expanded from the traditional
17
A View from the
research and analytical exercise of
Armchair
determining the comparability and
placement of foreign academic
18
Meet the ADSEC
credentials to the investigative task of a
Team
sleuth: the investigation of legitimacy. I
am thankful to my childhood readings of
19
Credentials Evaluation:
Sherlock Holmes, which instilled in me
Germany
the curiosity of looking beyond
appearances! This is what the daily task
of international credentials analysts or
international education professionals calls
for no matter where they are in the
world, balancing the act of fairly
assessing legitimate academic credentials
and qualifications while identifying both
Featured country for
the obvious and the skillful deceits
credentials evaluation
flooding the market today. Why and
in this issue:
where they are coming from is not so
much a mystery; but one thing is certain,
Germany
keeping track of the innovative ways
(post-secondary)
illegitimate documentation continues to
evolve is a daunting task. For college
This publication has been developed
personnel in U.S. academic institutions
by NAFSA members for use by their
and for professional credential analysts
colleagues.
No part of t his
the world over, the detection of
newsletter may be reproduced
fraudulent and illegitimate documents is
without written permission from
a constant challenge and not as
NAFSA: Association of International
elementary as Holmes used to remind his
Educators.
long time partner Watson.
Page ADSEC News - December 2004
Taking into account the investigative
road we have taken in this new area of
academic credential analysis, a carefully
designed methodology or quasi-scientific
examination should be considered. This
is an effective and reliable approach to
analyzing and establishing the legitimacy
of documents, beyond the initial reaction
that something is wrong (which in many
cases is the start of a long journey to
uncover the truth). Such an approach
allows analysts to conduct a transparent
review of the elements physically
identified as potentially questionable and
lead to evidential confirmation of fraud
and/or verification of legitimacy. This
should clearly convince all involved, and
especially the culprit, that the findings
derived from the examination of facts are
more than a mere biased opinion, and
that the likely analysis of facts by others
would conclude with the same results.
For the complete article, go to
www.adsec.nafsa.org/commonpractice.asp
NEWS YOU CAN USE
Transitions: On January 1, 2005 ADSEC bids a fond farewell to Robert Prather, ADSEC Past Chair and
Newsletter Manager, and Mary Fetterly, Education and Training Representative, as they roll off the
national team. The Chair stream reshuffles to welcome Marybeth Gruenewald as ADSEC Chair Elect, with
Ellen Silverman becoming Chair and Sandy Gault becoming Past Chair. Sandy will become Newsletter
Manager for 2005. Ted McKown joins the national team as Education and Training Representative. The
Admissions Section also welcomes Pat Parker as the Content Editor of “ADSEC.news”.
Liberia:
The Liberian Embassy has posted a statement about unrecognized, unauthorized higher
education institutions in Liberia, including St. Regis University. The URL for the Liberian Embassy’s
statement is: http://www.embassyofliberia.org/news/item_a.html.
Restructure: Our Knowledge Community—which will most likely be called Recruitment, Admissions,
Preparation and Training (RAPT)—combines ADSEC, SPA, ATESL and OSEAS. Under the RAPT Knowledge
Community we plan to have five Professional Educator Networks (PENs), with one geared specifically for
admissions officers, credential evaluators and enrollment managers and one specifically for recruiters and
marketers.
Taiwan: The final PIER volume has been published! This book is a study of the structure and content of
the education system of Taiwan with a set of placement recommendations approved by the National
Council on the Evaluation of Foreign Educational Credentials.
Orders can be placed on-line at:
https://www.aacrao.org/forms/publicationForm/. The AACRAO Distribution Center can be reached by
phone at (301) 490-7651, fax at (301) 206-9789 or e-mail at [email protected].
ADSEC NEEDS YOUR HELP!
By Kate Trayte
The ADSEC team has been working hard to improve and expand admissions, recruitment, and credential evaluation resources available to NAFSA members. We have several ongoing projects that require the support and assistance of ADSEC members.
¾ Updating NAFSA’s Guide to International Recruitment – This book was published in 2000 and needs extensive updating to make it current. Authors are still needed to review and update several chapters. These chapters are:
“Preparing to Recruit,” “Building Foreign Credentials Evaluation Experience,” “Creating Effective Publicity Materials,”
“Building an On-Campus Recruiting Team,” “Making the Most of Alumni Contacts,” and “Intensive English Programs”. If
you have knowledge and expertise in any of these areas and would like to update a chapter, please contact Kate Trayte
at [email protected] for more information.
¾ Updating the ADSEC website resources section – The ADSEC website includes a section on Internet resources
for international admissions professionals that is divided by country. This section of the website for created in 1999 and
also needs revisions and updating because many of the links are broken and many Internet resources have been developed since then.
If you are interested in updating a group of countries, please contact Kate Trayte at
[email protected] for more information. It doesn’t take very long to review each country and it’s a lot of fun to see
what you can find. This is a great project for international admissions professionals who do not have a lot of admissions
experience, but who want to get more involved with NAFSA.
¾ Updating the ADSEC Bibliography 2000 – As the title suggests, the ADSEC Bibliography was edited in 2000, so
it is also in need of updating. We envision this as a multi-year project because it is so big. If you are interested in updating the ADSEC Bibliography, please contact Kate Trayte at [email protected].
Anyone who volunteers for any of the above will be recognized in future ADSEC Newsletters and will have the neverending gratitude of the ADSEC team.
Page 2 ADSEC News - December 2004
NAFSA BOLOGNA TASK FORCE
By Margit A. Schatzman
Admissions professionals who are looking for
information on changes in European education as a
result of the Bologna Declaration have a new
resource. NAFSA has established a Task Force on
the Bologna Process.
Task Force Goals
The purpose of the Task Force is to respond to
NAFSA members’ needs for more information on the
Bologna Declaration and the resulting changes that
will impact transatlantic exchange. In addition to
developing plans for collecting and sharing
information on the Bologna Process, the Task Force
has been charged with promoting dialog between the
U.S. and the European exchange communities. The
work of the Task Force is scheduled for completion
at the 2006 NAFSA national conference. However,
plans are underway to provide members with
information
and
resources
immediately
and
discussions with European colleagues on ideas for
cooperation and collaboration have already begun.
Task Force Constituencies and Representatives
The Task Force is designed to address the needs of a
number of NAFSA interest groups. These include
professionals in admissions, study abroad, graduate
schools, administrators of international programs,
and European members.
Barbara Olson, NAFSA Vice President for Professional
Development, assigned co-chair responsibilities to
Valerie Woolston and Margit Schatzman. Other Task
Force members are Nana Reinhart, Linda Tobash,
Wedigo de Vivanco and John Yopp. The Task Force’s
focused charge and the available funds necessitated
a small working group. However, the plans of the
Task Force will ensure the need for active
participation by scores of NAFSA members. The
Task Force will be counting on the ideas and actions
of many to help achieve the assigned charges.
Plans Being Developed
Professional Conferences. The Task Force has
begun its work by making recommendations on
programming for the 2005 NAFSA national
conference in Seattle.
Preliminary program
offerings include a number of sessions and
workshops dealing with the Bologna Process and
change in European education. The Task Force is
also identifying other professional associations
that can be encouraged to provide Bologna
Process programming.
Page 3 ADSEC News - December 2004
Media Contacts. Task Force members have
responded to inquiries and been interviewed
by U.S. and foreign media concerning the
impact of the Bologna Declaration in the U.S.
NAFSA Web Site. NAFSA has set up a section
on its web site devoted to the Bologna
Declaration. The Task Force plans on adding
resources to the web site that will increase its
value to those searching for current
information and a variety of perspectives.
The site is especially valuable because it
serves both NAFSA members and nonmembers.
Survey of Needs. The Task Force is currently
planning a survey to determine the
information needs of the international
exchange community related to the Bologna
Process.
Planned for later this winter,
information on the survey will be available on
the NAFSA web site later this year. If you are
interested in helping to shape the direction of
the work of the Task Force and want to make
your information needs known, be sure to
participate in the survey.
Task Force members are interested in your ideas
and suggestions.
The Bologna Declaration
presents
challenges
and
opportunities
to
admissions professionals.
The Task Force
members believe that we improve our chances
for successful outcomes by increasing the
availability of information and by encouraging
transatlantic dialog.
Margit
Schatzman
is
Vice
President
at
Educational Credentials Evaluators, Inc., in
Milwaukee, Wisconsin. She is also Co-Chair of
NAFSA’s Bologna Task Force.
“TOEFL IS NOT NEEDED IN MY CASE”
By Robert Watkins
“Yes, sir, we have all the documents we need to
complete your file EXCEPT the TOEFL score,” you politely
declare in the midst of an already long conversation that
could have been avoided had the applicant simply used
the application status function on your school’s web site.
“Oh, but Sir, you don’t understand, TOEFL is not needed
in my case! We speak English in my country so I do not
need to take the TOEFL.” With a weary voice you ask,
“In what country did you complete your studies?” “I am
from India where all courses are taught in English and
the country has a long heritage with the English
language.” “Yes,” you retort, “but India has been
independent since 1946, and while the medium of
instruction is English in most institutions, it is by no
means the language of choice spoken in the home on a
consistent basis. There are numerous regional languages
which are becoming increasingly used in colleges and
universities and so, you, sir, must take the TOEFL.”
Sound familiar?
For anyone who has been in
international admissions for very many years, this
scenario is played out countless times.
It is truly
amazing in how many countries English is spoken!
Certainly English is the second language of choice of
many university students all over the world and just a
little exposure in class to English results in the assurance
of language mastery from a host of would-be applicants
to U.S. colleges.
So what is an Admissions Officer to do? Take the
applicant’s word? Believe the Athletics Office when they
say “Oh, her English is as good as yours or mine?”(You
bite your tongue to keep from saying “well, anyone
would have better English skills than you, Coach!”).
Maybe there is a LIST of countries somewhere that some
organization you can trust (assuming you trust
organizations) has compiled that will, Rosetta Stone-like,
enable you to unerringly tell those asking, that THEY
have to take TOEFL or not? Surely, NAFSA has one, it
has been around for more than 50 years after all!! Those
folks know EVERYTHING about international admissions!
Or, maybe those registrars and admissions officers over
at AACRAO know something, aren’t they always making
lists of this and that? No, it HAS to be one of those
organizations always churning out statistical studies you
never read: IIE or College Board or, OF COURSE!!! ETS
has GOT to have some sort of magic list of countries for
which TOEFL is always waived because they TRULY are
English-speaking?!! They MAKE the TOEFL, don’t they?
Who better than they would know the answer to this
one?
Page 4 ADSEC News - December 2004
Sorry to disappoint you, harried International Admissions
Officer, there is NO SUCH animal!! Not even ETS has a
list (I know, I asked the person at TOEFL who should
know). Oh, there are lists all right, but NOT anywhere
YOU can readily access. Furthermore, those that do exist
belong to….international admissions officers just like
YOU. You see, those are THEIR best guess of who
should take TOEFL and who should not. About now, I
should also point out that increasingly institutions are
adding other English proficiency tests to their arsenal
such as IELTS (International English Language Testing
Service) or the Michigan Test or even home grown
versions built by the campus ESL center. Whichever
measuring device is used, how does one go about finding
out which are the folks who can have a bye and which
have to take it, all protestations notwithstanding?
The answer is, you have to use some logic. I know that
hurts those of us with social studies degrees, but even
that history degree can help here. Look at the history of
the country, its traditional language(s), medium of
instruction over time, officially stated language at the
U.N. , demographic make-up (the CIA web site can help
here along with UNESCO and others), and, yes, even
some of those old WES and PIER volumes, workshop
reports, and session handouts from conferences. Simply
build your own list based on logical extrapolation of the
various points mentioned with a healthy mix of historical
background and culture of the country under review.
How did the country come about?
Are these
descendants of English, Spanish, French, Dutch,
Portuguese settlers? What language was established
over the ensuing years and has that changed with
independence? History plays a significant role as does
culture that has either assimilated the language customs
of these original settlers or maintained an indigenous
dialect apart from a European historically-imposed
language for formal discourse. Then you might compare
your list to the list your peers have pulled together in
their office and then do a little fine tuning.
What’s that? You want ME to give you a ‘for instance’ list
so you can start building one? OK, OK, here we go.
Well, we can get the no-brainers out of the way first:
Australia, New Zealand, U.K., Ireland (yes, we give the
Irish the benefit of the doubt even though they embrace
Gaelic whenever possible), Canada (well, except for
Quebec, where bilingualism is NOT the true state of
affairs), Bahamas, Barbados, Belize (an English oasis in
Central America), Dominica, Grenada, Grand Cayman,
Guyana, Jamaica, Trinidad-Tobago, and Liberia. I am
leaving out American Samoa, U.S. Pacific Trust
Territories, and Virgin Islands that ‘belong’ to the USA
(Continued on page 5)
(TOEFL - ontinued from page 4)
since we are talking about foreign countries, right? Of
course, there is the Commonwealth of Puerto Rico
where Spanish is very much the lingua franca and
applicants from there should be required to submit
evidence of English proficiency.
Now, why don’t we look at the ones I purposely failed
to mention: Nigeria, Ghana, Kenya, Philippines, South
Africa and Zimbabwe, just to name a few of those
which I see on some waiver lists from time to time.
Nigeria and Ghana, both independent from British rule
since 1960 and 1957 respectively, now over 40 years
ago. Nigeria indicates English as the official language,
but you know deep down that Ibo, Hausa, or Yoruba,
among other dialects, is what is truly taught at home
and in early grades. Ghana also has English as an
official language, but to what extent is English drowned
out by the speakers of Akan, Moshi-Dagomba, Ewe,
and Ga, the major ethnic constituents of the country?
Kenyans historically do well on English proficiency
exams but the second official language is Kiswahili and
which do you think is the more natural tongue for
teaching the children? The Philippines still does claim
English as an official language, but ever since President
Ferdinand Marcos officially named Tagalog, along with
Filipino and English, as the official language (much to
the chagrin of the Cebuanese who were still fighting
that in court in 1999 when our PIER Workshop folks
were collecting information for the book), it is clear
that any number of the 80 regional languages extant in
the Philippines has more predominance than English.
Ah, how about South Africa? My response is simple.
The English settlers on the Rand (dubbed Uitlanders or
Foreigners by the Boers) certainly speak the Queen’s
English everywhere, but what percentage of the
population are they now? Far more Bantus, Boers, and
those of Indian descent speak their own languages
than Uitlanders these days. Yes, the Afrikaaners still
living there do fine with English, but Afrikaans is the
mother tongue. Zimbabwe? Where did that come
from? Just because Southern Rhodesia unilaterally
declared independence from England in order to
maintain a white minority government of former
English settlers back in 1965 is no reason to assume
English is the universal language (though officially
listed as one), especially not since true independence
arrived in 1980. More often one hears Shona or
Sindebele spoken in the streets of Harare, the Capital
of Robert Mugabe’s paradise, that is if anyone dares
speak anything.
Surely that is enough to
thing left are places like
THERE) or Fiji (yes, they
British, but now Fijians
get you going since the only
Pitcairn Island (let’s don’t go
speak English and were once
prefer their own indigenous
Page 5 ADSEC News - December 2004
tongue and the large influx of Indians prefer Hindustani).
And by the way, I was somewhat disingenuous earlier
when I said there is no such Government list. If you MUST
have Uncle Sam’s idea of who doesn’t need to take TOEFL
or IELTS for an H-1B visa, have a look at Section 343 of
the Federal Register (Vol. 68, No. 143 page 43913) which
was enacted with IRAIRA (Illegal Immigration Reform and
Immigrant Responsibility Act of 1996) and only now been
finalized. Graduates from health professions programs
(this is what 343 is all about) in Canada (except Quebec),
UK, Australia, New Zealand, and Ireland (and of course the
U.S.) are not required to provide evidence of English
language proficiency. But those reading and critiquing the
Section quickly informed the Department of Homeland
Security that there are several countries that should be on
the list. Said list is even now circulating in Government
circles awaiting inclusion in Section 343. Do you think it
will include some or all of those countries listed above?
Would it matter to your institution if it did or didn’t? I
thought so!!
Robert Watkins is Assistant Director of International
Admissions at The University of Texas - Austin.
DEALING WITH DOCUMENT FRAUD - THE CASE OF
A F G H A N I S TA N - P A R T 2
By Herman de Leeuw
April 1978 to 29 November 1987) and some time beyond.
The first part of this article dealt with the context in
which document fraud takes place among Afghan
applicants. The most important thing to keep in mind is
that the Afghan educational system over the last ten to
twenty years hasn’t been able to meet expectations
regarding educational quality and output, nor have
educational bodies been able to deliver or control the
issuance and circulation of documents. In summary, this
created a vacuum in terms of meeting student demands
for official documentation.
Here’s where market
economics comes into play: if you can’t get what you
want by legal means, try to get it by other means.
#3 Authentic. Used as of the 2003-2004 school year.
The next pages present a few examples of both authentic
and falsified documents. This selection cannot possibly
claim to be exhaustive, nor is it meant to serve as a tool
kit with which to spot falsified documents. Readers
who’d like to have some general guidance in this field are
advised to consult Richard Kearney’s 1994 World
Education News and Review article “Detecting Forged
Credentials in a High-Tech World” (WENR vol 7, No. 4,
pp. 9-16), and AACRAO’s 1996 Misrepresentation in the
Marketplace and Beyond: Ethics Under Siege, prepared
by AACRAO’s Task Force on Credential Fraud.
That being said, I’d like to offer a few hints that might be
helpful in detecting forgeries. Always keep in mind that
forgeries usually don’t come alone, but in a file
containing more than one document.
Applicants
invariably like you to focus on the one ‘master
document,’ the academic document that represents the
highest level of achievement. You will therefore find that
most attention has been paid to this master document.
Subsidiary or “lesser” documents (usually, high school
diplomas and anything below the master document) if
also forged, are generally less well executed, and may
easier be recognized. Make it a habit to take the whole
file in consideration, and always check for chronological
consistency – is it possible, for instance, to earn a
bachelor’s degree at the age of 19, or a baccalaureate
diploma at the age of 11 in Afghanistan?
Comments on the following sample documents:
#1 False. Typeface varies from that on the original
certificate, cf. #2. Dating in upper right corner, in
Arabic, unusual. All seal stamps and signatures are
imitations.
#2 Authentic. Used in era of Democratic Republic (27
Page 6 ADSEC News - December 2004
#4 False. Forms like this one were introduced only from
1996 onwards, not before then!
The signatures are
imitations. The seal stamp in upper right corner is a handmade imitation, reading “Vocational af Education”.
#5 Authentic.
#6 False. Forms like this one were no longer used by
1992.
The English text below contains a glaring
misspelling: “Higher and Vocectonal.” There is handwritten
lettering around the university logo.
The year the
University was established is given as MCMXXXN instead of
MCMXXXII.
#7 Authentic. Used in the early 1970’s.
#8 Authentic. This is used beginnng in 2004. Note,
however, the carelessness of the issuing authority:
According to this document, the graduate would have
studied from 1984 to 2004. It probably was issued out of
courtesy, without prior verification.
#9 Completely false. According to the applicant, the
document is a university graduation certificate (“B.A. in
Philosophy”, from Kabul University), but the wording is
gleaned from a high school graduation document; the text
is entirely handwritten; and a decorative rim around
document does not exist with authentic high school and
university diplomas.
Herman de Leeuw works at the Informatie Beheer Groep,
Agency for International Educational Credential
Recognition, The Netherlands
Afghani Document #1
Page 7 ADSEC News - December 2004
Afghani Document #2
Page 8 ADSEC News - December 2004
Afghani Document #3
Courtesy of the Afghan Ministry of Education
Page 9 ADSEC News - December 2004
Afghani Document #4
Page 10 ADSEC News - December 2004
Afghani Document #5
Page 11 ADSEC News - December 2004
Afghani Document #6
Page 12 ADSEC News - December 2004
Afghani Document #7
Page 13 ADSEC News - December 2004
Afghani Document #8
Courtesy of the Afghan Ministry of Education
Page 14 ADSEC News - December 2004
Afghani Document #9
Page 15 ADSEC News - December 2004
LETTERS TO THE EDITOR
The editors encourage readers to write to us concerning matters of interest and concern in international admissions.
Responses to the Letters to the Editor are welcome. Creating an exchange of opinions can be a most instructive venture.
DOES THREE ALWAYS EQUAL THREE?
I just wanted to say that I enjoyed reading your article on the Indian 3-year bachelor’s and master’s degrees. I have
wrested with this issue at least once or twice each semester in the four years I’ve been in this position. Historically,
WVU has required a completed master’s coupled with a 3-year bachelor’s for graduate admissibility and I have continued
that. Two years ago, though, multiple challenges to this stance prompted me to present at the Region 8 conference on
this topic. I polled a number of folk on Inter L and found about half the respondents followed the completed master’s
requirement, while the other half used some form of the “16 years” formula. Only a handful actually admitted applicants holding only the 3-year degree. Your third “Questions to Ponder” regarding how to consider the 2nd year of the
two-year master’s is one that came up recently. We ultimately transferred in the credit as undergrad 5th year, but I am
not convinced that this was the right road to take.
The issue of the 3-year Indian bachelor’s becomes more relevant to me when I consider what my institution will do in
response to the upcoming 3-year European bachelor’s. Because I don’t want to set my institution’s response to this degree myself, I plan to convene a meeting of key people to determine how we will handle (this). Numerically, the European graduate student presence on our campus is pretty small. As on most campuses, though, the Indian student
population is quite large and I think we cannot deal with the European 3-year degree without thinking about the Indian
3-year degree. Do you have any thoughts on this? Are people talking about this issue? It seems to me that if we decide to accept the 3-year degree from Europe, we may need to do the same for the Indian degree. I would appreciate
any input on this issue you may have.
Thank you,
Stuart R. Wells,
Supervisor, International and Graduate Admissions
West Virginia University
A GERMAN PERSPECTIVE ON GERMAN EDUCATION
I read the credential evaluation section for Germany with particular interest, as I am a German and went through the
system. I have to admit I was rather surprised at what some schools consider a high school diploma without any further
qualification, since none of the documents except for the Arbitur would allow the bearer to enroll in a German university.
The Fachhochschulzeugnis would entitle the bearer to attend a Fachhochschule (institution of higher learning but not
the same as a university).
Also (I) found one comment on denial due to (a) low GPA (less than a c+ average) intriguing since that particular student had an average slightly worse than B-.
Always interesting what other colleagues do.
Keep up the good work.
Sasha Wagner-Adamo
International Student Coordinator/Recruiter
Office of Admissions
The University of the South
Page 16 ADSEC News - December 2004
A VIEW FROM THE ARMCHAIR
By Alan Margolis
status.
At a time in NAFSA’s history when the Sections
dominated the Organization with almost regal disdain, several
attempts were made to widen the scope of Sectional
knowledge by considering such projects as “What ESL
Administrators Need to Know About International Student
Admissions,”
“Visa Information for Foreign Admissions
Officers,” or “Foreign Educational Systems for Study Abroad
Administrators.”
The purpose of this was to create in
international education administrators a holistic view with the
aim of rounding out their knowledge so that their student
populations could be better advised.
These attempts never got very far. Cross-Sectional
workshops and conference sessions were held; however, the
follow-up in terms of reinforcing publications was scant if it
existed at all. The enormous amount of work burdening all
areas in international education both on campuses and within
the Association reduced the impetus to a small and almost
dry trickle. Of course, we all learned, if rather indirectly in
many cases, some of the issues affecting other areas. What
we may not have done as well as we might is to share this
cross learning in an organized way, sharing experiences and
concepts with colleagues within our institution and beyond.
In many respects, the new reorganization of the
Association pays tacit tribute to this concept; however,
perhaps it needs to be revisited conceptually as it was twenty
or more years ago that the original idea was presented.
What needs to be done is to look at the aspects of each
service area’s work and to extract from that the elements
that may be of value to other areas.
Study Abroad Learning From Admissions
1. The structure and calendar of the foreign system
as it related to the level of the study abroad program.
This would be especially valuable for programs where
students attend “regular” classes at a foreign
institution.
2. Knowledge of teaching methods and faculty
expectations at the foreign institution.
3. An analysis of transfer credit practices at the home
institution with reference to the foreign educational
system so that study abroad agreements and
information to students can be consistent with
domestic policies and practices. This should include a
discussion of grade equivalencies.
These are but a sampling of what possibilities exist.
Is this worth the trouble?
Well, the holistic
approach assumes that uniformity of policy and
practice within an institution is a valuable asset. Also,
wherever possible, consistency among US institutions
across the boundaries that exist among the various
professional areas would make our educational
“system” more comprehensible to those from other
nations who, in the main, come from educational
systems that are far more consistent than our own.
The perceived need for cross training, while the
results would vary from institution to institution,
recognizes that the degree of decentralization existing
at US institutions tends toward an environment where
truth may be in the head of the speaker rather than in
objective criteria. Changing the speaker changes the
truth. The complaints of students that, “But, Mr.
Bigmouth told me . . .” is not an uncommon
occurrence.
Is there sufficient commonality among US
institutions to create standardized information? Well, if
there isn’t, perhaps there should be. Yes, “institutional
culture” does allow for differences between colleges;
however, it really is not an excuse for the continued
application of ignorance.
How can it be accomplished? Again, the new
NAFSA makes the creation of this cross-fertilization
process easier to do. Sitting folks down who come
from all the areas dealing with student exchange, and
asking them, “What is it you would like to know about
_____?” should create a dialogue resulting in a list of
topics to be considered and, ultimately, would lead to a
formal exchange of information that would enlarge the
perspective of all professionals in the field.
A LITTLE OF WHAT WE MIGHT NEED TO KNOW
ESL Learning From Admissions
1. A generalized grading scale so that the quality of
performance in the native language can be ascertained to aid
in determining the level of basic literacy.
2. Benchmarks for determining academic levels so that
students are not admitted from abroad using standards
unacceptable to the US institution’s standards.
3. A curricular view of prior study in English.
Knowledge of teaching methods used in prior coursework in
English language.
Admissions Learning From Foreign Student Advisers
1. The basics of F and J (and others, as needed) regulations
so that the Admissions Office may anticipate the time it
would take to have the student’s visa processed abroad in
order for the student to arrive in time for orientation, etc.
This would help in the establishment of appropriate
application completion deadlines.
2. The process students go through to obtain a visa abroad.
3. Student responsibility concerning maintenance of good
Page 17 ADSEC News - December 2004
Think about it and let us know.
Alan Margolis is the Editor of ADSEC News
MEET
THE
ADSEC TEAM
Sandy Gault
Ellen Silverman
Robert Prather
Mary Fetterly
Panetha Ott
Educational
Perspectives, Inc.
City University of
New York
Career Education
Corporation
University of
Washington
Brown University
Darryl Calkins
Kate Trayte
Kim Cowen
Negar Davis
Julie Sinclair
California Lutheran
University
Drexel University
University of
Washington
Utah State
University
Oklahoma City
University
Ann Gogerty
Jim Crawley
Jennifer Marinello
Deborah Lisano
Iowa State
University
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University
Ohio State University
Lisano International
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Chair
Public Affairs Rep
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COMINFO Rep
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Page 18 ADSEC News - December 2004
Past Chair
Region I Rep
Region VI Rep
Region XI Rep
E & T Rep
Region II Rep
Region VII Rep
Region XII Rep
Ethics Rep
Region III Rep
Steve Risch
Region VIII Rep
Old Dominion
University
C R E D E N T I A L E VA L U AT I O N S E C T I O N
This is meant to be used as a guide to help you in determining the admissibility of a student with a
specific foreign credential, given, of course, that the student meets all of your other admissions
requirements. This guide is not an official endorsement by NAFSA: Association of International
Educators. Remember that intelligent people disagree even when they are looking at the same facts!
This tool is meant for you to begin to see the process on how to evaluate a credential from another
country, and why your assessment might be different from a colleague’s assessment.
The evaluation of a foreign credential usually entails several steps, such as:
¾ gathering information on a country's educational system,
¾ gathering information on a particular credential,
¾ determining where the credential falls on the US credential benchmark spectrum,
¾ determining if the student is admissible given institutional policies, and
¾ determining placement and transfer credit, if any is warranted.
Ascertaining the benchmark comparability of a credential should be carefully distinguished from
determining the admissibility of a student. Students may have the equivalent to a US bachelor's degree,
but they may not be admissible to your institution. Thus, the evaluation of a foreign credential is
heavily determined by your institutional type and your institutional policies. Below, you will find that
the benchmark comparability and the admissibility determination are clearly separated into two steps.
In the following section, you will see several credentials from Germany. You will also see evaluations
from three sources:
1. The National Council on the Evaluation of Foreign Educational Credentials:
The “Council” is an
interassociational group that provides guidelines for interpreting foreign educational credentials for
the placement of holders of these credentials in U.S. educational institutions. The membership of
the Council reflects the diversity of U.S. education institutions for which recommendations are made.
Council recommendations are not directives, nor do they make judgments about the quality of
programs and schools.
2. U.S. educational institutions: The following evaluators volunteered to evaluate the educational
credentials appearing in this newsletter:
x Nathan Jensen, Director of International Admissions, California State University — Long
Beach
x Jennifer Minke, Graduate Admissions Office and Luisa Havens, Associate Director of
Admissions at the University of Idaho
x Ann Gogerty, Senior International Admissions Counselor and Robin Morgan, International
Records Analyst, Iowa State University
x Rose Ann Trantham, Director of Graduate and International Admissions, University of
Tennesse
x Robert Watkins, Assistant Director, Graduate and International Admission Center, The
University of Texas at Austin
3. Credential evaluation services: In this issue, we have invited Emily Tse, Manager of Evaluations at
International Education Research Foundation to evaluate the educational credentials.
Page 19 ADSEC News - December 2004
C R E D E N T I A L E VA L U AT I O N :
GERMANY: DIPLOM-BETRIEBSWIRT (BA)
Page 20 ADSEC News - December 2004
C R E D E N T I A L E VA L U AT I O N :
GERMANY: DIPLOM-BETRIEBSWIRT (BA)
Page 21 ADSEC News - December 2004
C R E D E N T I A L E VA L U AT I O N :
GERMANY: DIPLOM-BETRIEBSWIRT (BA)
Page 22 ADSEC News - December 2004
C R E D E N T I A L E VA L U AT I O N :
GERMANY: DIPLOM-BETRIEBSWIRT (BA)
DOCU MEN T SUMMARY
Credential Name
Institution
Recognition/accreditation body
Prior education required
Official length of program
Time period covered by credential
Program type
Diplom-Betriebswirt (BA)
Berufsakademie Stuttgart
Ministry of Education
Zeugnis der Allgemeinen Hochschulreife
3 calendar years (part-time)
1993-1996
Tertiary academic
E V A L U AT I O N F R O M :
National Council on the Evaluation of Foreign Educational Credentials
“May be considered for undergraduate admission with up to 30 semester transfer credits determined
through a course-by-course analysis” (1986)
E V A L U AT I O N F R O M :
U.S. Educational Institutions
U.S. Educational Benchmark
Evaluation
Eligible for admission
consideration?
Comments
California State University,
Long Beach (N. Jensen)
Yes
Undergraduate transfer
University of Idaho
(L. Havens/J. Minke)
Yes
Undergraduate transfer;
need course records, marks;
require 2.50 (C+) and
department approval
Iowa State University
(A. Gogerty/R. Morgan)
Associate’s degree
Yes
Undergraduate transfer
University of Tennessee
(R.A. Trantham)
Associate’s degree?
Yes
Undergraduate transfer
Yes
Undergraduate transfer;
credit via course-by-course
review
University of Texas at
Austin
(R. Watkins)
E V A L U AT I O N F R O M :
Evaluation Service
Benchmark Evaluation
International Education
Research Foundation, Inc.
(E. Tse)
Bachelor’s degree
Page 23 ADSEC News - December 2004
Eligible for admission
consideration?
Comments
Including abitur
C R E D E N T I A L E VA L U AT I O N : S E C T I O N
F
R
A
N
C
E
:
D
I
P
L
Ô
M
E
D
’
É
T
U
D
E
S
U
N
I
V
E
R
S
I
T
A
I
R
E
S
G
É
N
É
R
A
L
E
S
GERMANY: ZWISCHENZEUGNIS
Page 24 ADSEC News - December 2004
C R E D E N T I A L E VA L U AT I O N :
GERMANY: ZWISCHENZEUGNIS
Page 25 ADSEC News - December 2004
Page 26
C R E D E N T I A L E VA L U AT I O N :
G
EUG
IS TION
CERR EM ADNEY :NZTWII SACLH EEN ZVA
LNUA
P
E O P L E
’
S
R
E P U B L I C
O F
C
H I N A
:
I
N C O M P L E T E
B
A C H E L O R
’
SECTION
S
DOCU MEN T SUMMARY
D
S
O C Name
U M E N T U M M A RY
Credential
Institution
Credential Name
Recognition/accreditation body
Country
Prior education required
Institution
Official length of program
Recognition/accreditation body
Time period covered by credential
Prior education required
Program type
Official length of program (if completed)
Time
covered
E
V Aperiod
L U AT
I O N byFcredential
ROM:
Program type
Zwischenzeugnis
Fachhochschule Furtwangen
Undergraduate academic transcript
Ministry of Education
People’s Republic of China
12-year fachhochschulreife
Huazhong University of Science and Technology
2 years
State Education Commission
1995-1997
Primary/secondary completion and NCEE
Tertiary academic/technical
4 years
2000-2003
Academic
National Council on the Evaluation of Foreign Educational Credentials
“May be considered for undergraduate admission with up to 2 years of transfer credit determined
through a course-by-course analysis” (1986)
E VA L UA T I O N F R O M :
ENational
V A L U AT I O N F R O M :
Council on the Evaluation of Foreign Educational Credentials
U.S. Educational Institutions
U.S. Educational Benchmark
Eligible for admission
Comments
“May be considered for undergraduate admission, with transfer credit determined through a course-byEvaluation
consideration?
course analysis.”
California State University,
Long Beach (N. Jensen)
Yes
Undergraduate transfer must
meet math and TOEFL
requirements, etc.
University of Idaho
(L. Havens/J. Minke)
Yes
Undergraduate transfer;
scheines required; Must
meet coursework
Comments
requirements,
etc.
E VA L UA T I O N F R O M :
Associate’s degree
U.S. Educational Institutions
U.S. Educational Benchmark Eligible for admission conEvaluation
sideration?
Iowa
University
Ellen State
Silverman
(A. Gogerty/R. Morgan)
Vocational/technical
degree
Incomplete
undergraduate-level
course work
YesNo
Darryl Calkins
Incomplete undergraduate-level
course work
No
Panetha Ott
University
of Tennessee
(R.A. Trantham)
Incomplete
undergraduate-level
Technical school
diploma
course work
NoYes
University of Texas at
Austin
(R. Watkins)
Yes
We need more
information;
Undergraduate
transfer
course information to
determine credit; need
GPA too low
abitur to be sure high school
information is admissible
WeFreshman
generally admission
do not consider
students for transfer admission if they have nearly comUndergraduate
transfer; up
pleted
their undergraduate
to 60elsewhere.
credits hours via a
degree
course-by-course review
EEVVA
A L ULAT
I OT
NI F
UA
ORNO MF: R O M :
Evaluation Service
Evaluation Service
Benchmark Evaluation
Benchmark Evaluation
International Education
Associate’s degree
Research Foundation, Inc.
Educational PerspecIncomplete undergraduate-level
(E. Tse)
tives, Inc.
course work
Page 26 ADSEC News - December 2004
Eligible for admission
consideration?
Eligible for
admission consideration?
Yes
Comments
Comments
Up to 60 semester units
Undergraduate transfer
C R E D E N T I A L E VA L U AT I O N :
G E R M A N Y : D I P L O M - I N F O R M AT I K E R ( F H )
Page 27 ADSEC News - December 2004
C R E D E N T I A L E VA L U AT I O N :
G E R M A N Y : D I P L O M - I N F O R M AT I K E R ( F H )
Page 28 ADSEC News - December 2004
C R E D E N T I A L E VA L U AT I O N :
G E R M A N Y : D I P L O M - I N F O R M AT I K E R ( F H )
DOCU MEN T SUMMARY
Credential Name
Institution
Recognition/accreditation body
Prior education required
Official length of program
Time period covered by credential
Program type
Diplom-Informatiker (FH)
Fachhochschule Furtwangen
Ministry of Education
Fachhochschulreife
4 years
1995-1999
Tertiary academic/technical
E V A L U AT I O N F R O M :
National Council on the Evaluation of Foreign Educational Credentials
“May be considered for undergraduate admission with up to 3 years of transfer credit determined
through a course-by-course analysis. Students who have entered with the Abitur, achieved a strong
academic record, and wish to continue in the same academic field of study may be considered for
graduate admission” (1986)
E V A L U AT I O N F R O M :
U.S. Educational Institutions
U.S. Educational Benchmark
Evaluation
Eligible for admission
consideration?
Comments
California State University, Bachelor’s degree
Long Beach (N. Jensen)
Yes
Graduate level without
transfer credit; must have
department approval
University of Idaho
(L. Havens/J. Minke)
Yes
Graduate level without
transfer credit; require
course records and marks
earned
Yes
Undergraduate transfer
Yes
Undergraduate; limited
transfer credit for nontechnical courses
Yes
Graduate level without
transfer credit; 4-years
tertiary studies, though
somewhat applied in nature
Iowa State University
(A. Gogerty/R. Morgan)
Technical college degree
University of Tennessee
(R.A. Trantham)
University of Texas at
Austin
(R. Watkins)
Bachelor’s degree
E V A L U AT I O N F R O M :
Evaluation Service
Benchmark Evaluation
International Education
Research Foundation, Inc.
(E. Tse)
Bachelor’s degree
Page 29 ADSEC News - December 2004
Eligible for admission
consideration?
Comments
C R E D E N T I A L E VA L U AT I O N :
GERMANY: DIPLOM-KAUFMAN
Page 30 ADSEC News - December 2004
C R E D E N T I A L E VA L U AT I O N :
GERMANY: DIPLOM-KAUFMAN
Page 31 ADSEC News - December 2004
C R E D E N T I A L E VA L U AT I O N :
GERMANY: DIPLOM-KAUFMAN
DOCU MEN T SUMMARY
Credential Name
Institution
Recognition/accreditation body
Prior education required
Official length of program
Time period covered by credential
Program type
Diplom-Kaufman
Hochschule der Buneswehr Hamburg
Ministry of Defense
Zeugnis der Allgemeinen Hoschschulreife
8 semesters
1980-1983
Tertiary academic
E V A L U AT I O N F R O M :
National Council on the Evaluation of Foreign Educational Credentials
“May be considered for graduate admission. May yield transfer credit for work completed during
final year of study, determined through a course-by-course analysis” (1986)
E V A L U AT I O N F R O M :
U.S. Educational Institutions
U.S. Educational Benchmark
Evaluation
Eligible for admission
consideration?
Comments
California State University, Bachelor’s degree
Long Beach (N. Jensen)
Yes
Graduate level without
transfer credit; must have
department approval
University of Idaho
(L. Havens/J. Minke)
Master’s degree (?)
Yes
Graduate level without
transfer credit; postgraduate level
Iowa State University
(A. Gogerty/R. Morgan)
Bachelor’s degree
Yes
Graduate level without
transfer credit
University of Tennessee
(R.A. Trantham)
Bachelor’s degree
Yes
Graduate level without
transfer credit
University of Texas at
Austin
(R. Watkins)
Master’s degree
Yes
Post-graduate level; we call
the university diplom a
master’s degree equivalent
E V A L U AT I O N F R O M :
Evaluation Service
Benchmark Evaluation
International Education
Research Foundation, Inc.
(E. Tse)
Bachelor’s and Master’s degree
Page 32 ADSEC News - December 2004
Eligible for admission
consideration?
Comments
Including Abitur
C R E D E N T I A L E VA L U AT I O N :
GERMANY: DIPLOM-INGENIEUR
Page 33 ADSEC News - December 2004
C R E D E N T I A L E VA L U AT I O N :
GERMANY: DIPLOM-INGENIEUR
Page 34 ADSEC News - December 2004
C R E D E N T I A L E VA L U AT I O N :
GERMANY: DIPLOM-INGENIEUR
DOCU MEN T SUMMARY
Credential Name
Institution
Recognition/accreditation body
Prior education required
Official length of program
Time period covered by credential
Program type
Diplom-Ingenieur
Universität Stuttgart
Ministry of Education
Zeugnis der Allgemeinen Hochschulreife
5 years
1982-1989
Tertiary academic
E V A L U AT I O N F R O M :
National Council on the Evaluation of Foreign Educational Credentials
“May be considered for graduate admission. May yield transfer credit for work completed during
final year of study, determined through a course-by-course analysis” (1986)
E V A L U AT I O N F R O M :
U.S. Educational Institutions
U.S. Educational Benchmark
Evaluation
Eligible for admission
consideration?
Comments
California State University, Bachelor’s degree
Long Beach (N. Jensen)
Yes
Graduate level with possible
transfer credit; must have
department approval
University of Idaho
(L. Havens/J. Minke)
Master’s degree
Yes
Post-graduate level; need
course records and marks
Iowa State University
(A. Gogerty/R. Morgan)
Bachelor’s degree
Yes
Graduate level with possible
transfer credit; need
transcripts
University of Tennessee
(R.A. Trantham)
Bachelor’s degree
Yes
Graduate level without
transfer credit
University of Texas at
Austin
(R. Watkins)
Master’s degree
Yes
Post-graduate level; post a
master’s degree on
transcript
E V A L U AT I O N F R O M :
Evaluation Service
Benchmark Evaluation
International Education
Research Foundation, Inc.
(E. Tse)
Bachelor’s and Master’s degree
Page 35 ADSEC News - December 2004
Eligible for admission
consideration?
Comments
C R E D E N T I A L E VA L U AT I O N :
GERMANY: ZEUGNIS-ÜBER DIE ERSTE STAATSPRÜFUNG
AN GRUND-UND HAUPTSCHULEN
Page 36 ADSEC News - December 2004
FÜR DAS
LEHRAMT
C R E D E N T I A L E VA L U AT I O N :
GERMANY: ZEUGNIS-ÜBER DIE ERSTE STAATSPRÜFUNG
AN GRUND-UND HAUPTSCHULEN
Page 37 ADSEC News - December 2004
FÜR DAS
LEHRAMT
C R E D E N T I A L E VA L U AT I O N :
GERMANY: ZEUGNIS-ÜBER DIE ERSTE STAATSPRÜFUNG
AN GRUND-UND HAUPTSCHULEN
Page 38 ADSEC News - December 2004
FÜR DAS
LEHRAMT
C R E D E N T I A L E VA L U AT I O N :
GERMANY: ZEUGNIS-ÜBER DIE ERSTE STAATSPRÜFUNG
AN GRUND-UND HAUPTSCHULEN
Page 39 ADSEC News - December 2004
FÜR DAS
LEHRAMT
C R E D E N T I A L E VA L U AT I O N :
GERMANY: ZEUGNIS-ÜBER DIE ERSTE STAATSPRÜFUNG
AN GRUND-UND HAUPTSCHULEN
FÜR DAS
LEHRAMT
DOCU MEN T SUMMARY
Credential Name
Zeugnis-Über die Erst Staartsprüfung für das Lerhamt
an Grund-und Hauptschulen
Landeslehrerprüfungsamt
Ministry of Education and Sport
Zeugnis der Allgemeinen Hoschschulreife
3.5 — 4.5 years
1991-1994
Tertiary academic
Institution
Recognition/accreditation body
Prior education required
Official length of program
Time period covered by credential
Program type
E V A L U AT I O N F R O M :
National Council on the Evaluation of Foreign Educational Credentials
“May be considered for graduate admission. May yield transfer credit for work completed during
final year of study, determined through a course-by-course analysis” (1986)
E V A L U AT I O N F R O M :
U.S. Educational Institutions
U.S. Educational Benchmark
Evaluation
Eligible for admission
consideration?
Comments
California State University, Bachelor’s degree
Long Beach (N. Jensen)
Yes
Graduate level without
transfer credit; must have
department approval
University of Idaho
(L. Havens/J. Minke)
Bachelor’s degree
Yes
Graduate level without
transfer credit; need course
records
Iowa State University
(A. Gogerty/R. Morgan)
Teaching certificate
Yes
Graduate level without
transfer credit
University of Tennessee
(R.A. Trantham)
Bachelor’s degree
Yes
Graduate level without
transfer credit
University of Texas at
Austin
(R. Watkins)
Master’s degree
Yes
Post-graduate level; post a
master’s degree on record
E V A L U AT I O N F R O M :
Evaluation Service
Benchmark Evaluation
International Education
Research Foundation, Inc.
(E. Tse)
Bachelor’s degree
Page 40 ADSEC News - December 2004
Eligible for admission
consideration?
Comments
Including Abitur
C R E D E N T I A L E VA L U AT I O N :
GERMANY: ZEUGNISÜBER DIE ZWEITE STAATSPRÜFUNG
AN GRUND-UND HAUPTSCHULEN
Page 41 ADSEC News - December 2004
FÜR DAS
LEHRAMT
C R E D E N T I A L E VA L U AT I O N :
GERMANY: ZEUGNISÜBER DIE ZWEITE STAATSPRÜFUNG
AN GRUND-UND HAUPTSCHULEN
Page 42 ADSEC News - December 2004
FÜR DAS
LEHRAMT
C R E D E N T I A L E VA L U AT I O N :
GERMANY: ZEUGNISÜBER DIE ZWEITE STAATSPRÜFUNG FÜR DAS LEHRAMT
AN GRUND-UND HAUPTSCHULEN
Page 43 ADSEC News - December 2004
C R E D E N T I A L E VA L U AT I O N :
GERMANY: ZEUGNISÜBER DIE ZWEITE STAATSPRÜFUNG FÜR DAS LEHRAMT
AN GRUND-UND HAUPTSCHULEN
DOCU MEN T SUMMARY
Credential Name
Zeugnis-Über die Zweite Staartsprüfung für das Lerhamt
an Grund-und Hauptschulen
Landeslehrerprüfungsamt
Ministry of Education and Sport
Zeugnis-Über die Erste Staartsprüfung für das Lerhamt
an Grund-und Hauptschulen
1.5 — 2 years
1994-1996
Tertiary academic
Institution
Recognition/accreditation body
Prior education required
Official length of program
Time period covered by credential
Program type
E V A L U AT I O N F R O M :
National Council on the Evaluation of Foreign Educational Credentials
“A professional teaching credential” (1986)
E V A L U AT I O N F R O M :
U.S. Educational Institutions
U.S. Educational Benchmark
Evaluation
California State University,
Long Beach (N. Jensen)
Eligible for admission
consideration?
Comments
Yes
Graduate level without
transfer credit
University of Idaho
(L. Havens/J. Minke)
Master’s degree
Yes
Post-graduate level
Iowa State University
(A. Gogerty/R. Morgan)
Teaching certificate after practice
teaching
Yes
Graduate level without
transfer credit
University of Tennessee
(R.A. Trantham)
Bachelor’s degree with teacher
certification
Yes
Graduate level without
transfer credit
University of Texas at
Austin
(R. Watkins)
Master’s degree with teacher
certification
Yes
Post-graduate level
E V A L U AT I O N F R O M :
Evaluation Service
Benchmark Evaluation
International Education
Research Foundation, Inc.
(E. Tse)
Master’s degree
Page 44 ADSEC News - December 2004
Eligible for admission
consideration?
Comments
C R E D E N T I A L E VA L U AT I O N :
G E R M A N Y : D O K T O R S D E R N AT U R W I S S E N S C H A F T E N
Page 45 ADSEC News - December 2004
C R E D E N T I A L E VA L U AT I O N :
G E R M A N Y : D O K T O R S D E R N AT U R W I S S E N S C H A F T E N
Page 46 ADSEC News - December 2004
C R E D E N T I A L E VA L U AT I O N :
G E R M A N Y : D O K T O R S D E R N AT U R W I S S E N S C H A F T E N
DOCU MEN T SUMMARY
Credential Name
Institution
Recognition/accreditation body
Prior education required
Official length of program
Time period covered by credential
Program type
Doktors der Naturwissenschaften
Friedrich-Alexander-Universität Erlangen-Nürnberg
Ministry of Education
Diplom (or equivalent)
Variable
1989-1993
Tertiary academic
E V A L U AT I O N F R O M :
National Council on the Evaluation of Foreign Educational Credentials
“May be considered to be comparable to a Ph.D. degree from a U.S. institution” (1986)
E V A L U AT I O N F R O M :
U.S. Educational Institutions
U.S. Educational Benchmark
Evaluation
Eligible for admission
consideration?
Comments
California State University, Doctorate
Long Beach (N. Jensen)
Yes
Post-graduate level
University of Idaho
(L. Havens/J. Minke)
Yes
Post-graduate level
Iowa State University
(A. Gogerty/R. Morgan)
Master of Natural Science
Yes
Graduate level with possible
transfer credit
University of Tennessee
(R.A. Trantham)
Doctor of Philosophy degree
Yes
Post-graduate level
University of Texas at
Austin
(R. Watkins)
Doctor of Philosophy degree
Yes
Post-graduate level; a
second doctorate must be in
a different field
E V A L U AT I O N F R O M :
Evaluation Service
Benchmark Evaluation
International Education
Research Foundation, Inc.
(E. Tse)
Doctor of Philosophy degree
Page 47 ADSEC News - December 2004
Eligible for admission
consideration?
Comments
ADSEC National Team
Sandy L Gault, ADSEC Chair,
Vice President and Director of Evaluations, Educational Perspectives, NFP
E-mail: [email protected]
Ellen Silverman, ADSEC Chair-Elect
Director, International Evaluations, UAPC, City University of New York
E-mail: [email protected]
Robert Paul Prather, ADSEC Past Chair
Director, International Marketing and Admissions, Career Education Corporation
E-mail: [email protected]
Panetha Nychis Ott, ADSEC Representative to the Committee on Ethical Practice
Associate Director, Office of Admission, Brown University
E-mail: [email protected]
Mary E. Fetterly, ADSEC Representative to Education and Training
International Counseling Services Coordinator, Office of Graduate Admissions, University of Washington
E-mail: [email protected]
Darryl G. Calkins, ADSEC Representative to the Council on Public Affairs
Dean of Enrollment, California Lutheran University
E-mail: [email protected]
Kathleen Trayte, ADSEC Representative to the Communication and Information Committee
Executive Director, International Students and Scholars Services, Drexel University
E-mail: [email protected]
Newsletter Team
Editor: Alan Margolis, CUNY Office of Academic Affairs
Content Editor: Pat Parker, Iowa State University
Credential Evaluation Editor: Mike Lisano, Lisano International
Design: Kate Trayte, Drexel University
Newsletter Manager: Sandy Gault, Educational Perspectives
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Feedback? E-mail: [email protected]
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Page 48 ADSEC News - December 2004