U. S. Embassies and Consulates employ foreign national employees to assist with many aspects of their work, including designing and running educational and cultural programs that enhance mutual understanding. In April 2005, the Department of State brought 18 of these employees to the United States for training, which included visits to several colleges in and around Charlotte, North Carolina, to look at the international student experience on those campuses. This article summarizes the group's report and provides an idea of the variety of educational opportunities available in the United States.

C harlotte was chosen because it is a major banking, media, business, cultural, and transportation center in the Southeast and is home to a wide variety of respected educational institutions. The 18 participants were divided into teams, each of which visited one campus to meet students, observe classes, discuss the resources and challenges for students who attend that school, and get a feel for the international student experience. All of these schools are very interested in attracting international students and they maintain up-to-date and easy-to-use Web sites to make information accessible for them. An excerpt from the Davidson College Web site typifies the colleges' shared interest in international students:

International awareness and concern for global issues are an important part of the Davidson education. As a student who has lived and studied in an international environment, you have much to share with the members of our college community. We look forward to learning more about you and your experiences through the application process.

THE SEVEN SCHOOLS

Belmont Abbey College is a small, liberal arts college of 1,000 students, noted for its "family-oriented" environment and its dedication to developing the whole person—mind, body, and spirit. The college is located in Belmont, North Carolina, just minutes west of Charlotte, and is affiliated with Belmont Abbey, a Benedictine monastery
[http://www.belmontabbeycollege.edu/].

Central Piedmont Community College (CPCC) is the largest community college in North Carolina, with more than 70,000 students participating in more than 100 programs on several campuses. President George W. Bush chose Central Piedmont Community College for his April 5, 2005, announcement of workforce development initiatives. The college proudly claims international students from well over 100 countries [http://www.cpcc.edu].

Davidson College is located about 30 minutes north of Charlotte in Davidson, North Carolina; population, 8,000. The college is an independent, liberal arts school with 1,600 students. Since its founding by Presbyterians in 1837, the college has graduated 23 Rhodes Scholars. The Dean Rusk International Studies Program, founded 20 years ago and named for the Davidson alumnus who served as secretary of state, is just one of the outstanding program offerings. Founded as a men's school, Davidson today has about equal numbers of male and female students [http://www.davidson.edu].

Johnson & Wales University calls itself "America's Career University." The university has campuses in four states; the Charlotte campus opened in 2004. The university offers both associate (two-year) and bachelor's (four-year) degrees, with majors in business, hospitality (hotel and restaurant), and culinary arts. The Web site has information in 17 languages [http://www.jwu.edu/charlotte].

Johnson C. Smith University is a historically Black university. The 1,400 students enjoy a spacious residential campus, only one mile from the center of Charlotte, and a friendly atmosphere in which students are stimulated and nurtured by dedicated and caring faculty and staff. The college requires students to perform community service in order to graduate, and it offers study abroad opportunities in nine foreign countries and internships or other practical educational experiences in conjunction with more than 90 companies [http://www.jcsu.edu/].

Queens University of Charlotte began as a women's seminary. Today, male students make up almost 30 percent of the undergraduate program at this private, comprehensive master's-level school, which is affiliated with the Presbyterian Church. Located in a lovely residential section of the city, Queens has a core program in liberal arts with an undergraduate program offering 24 majors. Queens has an enrollment of about 2,200 students and a 13:1 ratio of students to faculty [http://www.queens.edu/] .

University of North Carolina at Charlotte (UNCC) has more than 19,500 students and grants bachelor's, master's, and doctoral degrees. It is housed on a modern campus about 10 miles from downtown Charlotte and has become an important regional business and research center. Students come to UNCC from throughout the United States and about 80 foreign countries. [http://www.uncc.edu/]

FINDINGS

Admissions and Applications. Admission requirements vary. Davidson and Queens describe themselves as highly selective. Belmont Abbey focuses on academic and spiritual development, and Johnson C. Smith is very interested in applicants' character and personality, as well as their grades. Central Piedmont has programs for almost everyone, but not everyone is right for every program. The two largest schools, UNCC and CPCC, both have extensive resources but are large enough to be somewhat intimidating. It really is true that finding the right match makes all the difference in the application process and in the student's academic performance and personal satisfaction after enrolling. Each of the schools has a Web site that gives information about admissions, financial aid, and, in most cases, specifics for international students.

Housing, Food, Resources, Health, and Security. Central Piedmont does not have campus housing, but the other schools discussed here do, and they can provide students with application information. Food and meal programs, as well as style of housing vary from campus to campus, but most offer a variety of choices, especially after the first year. All of the schools have libraries and computer access for students, and all post information about campus security. All the schools require students to carry health insurance, but each also has a health service available for students. Counseling may be available for students who need support in adjusting to the college experience. Costs and policies vary from school to school. Each college's academic schedule is different and will vary some from year to year, so prospective students should check the Web sites or other information source for dates of classes, paperwork deadlines, and holidays.

Academic Support. Several of the schools help students through English tutoring or writing programs. Most libraries will help students learn how to utilize the resources and how to conduct research. All the schools help organize career fairs or other placement services for jobs after graduation.

International Students' Services and Organizations. The colleges have offices with organized events and/or associations and clubs that bring together international students, or internationally minded foreign and U.S. students. Several feature a number of organizations founded by ethnically or geographically related students. Some international student services also help pair foreign students with local students and families, especially for holidays. In some cases, students from more than one school will be associated with a local group, such as Charlotte's International House, a local nonprofit organization that affords them a chance to meet others in the city.

Religion. When the State Department visitors asked about religion, they were assured by the students they met, and by the international student advisors, that students of all religions are welcome and respected at each of the campuses, whether public, private, or religiously affiliated.

CONCLUSION

The team members found that even a short visit helped bring to life many points they had read or heard before coming, but now understood more fully. The most important lesson was that there are many different but great ways to study in the United States.

The contributors were Mohamed Ahmed Abdalla Ahmed, Doha, Qatar; Vivian Abdallah, Jerusalem; Paraskevi Vivien Allimonos, Melbourne, Australia; Nada A. Al-Soze, Baghdad, Iraq; Majka Brzostek, Krakow, Poland; Borie Bendezu-Velez, Lima, Peru; Josita Ekouevi-Amavi, Lome, Togo; Alejandra Escobosa, Hermosillo, Mexico; Usawadee Katpichai, Bangkok, Thailand; Pamela Kuwali, Lilongwe, Malawi; Ratna Mukherjee, Chennai, India; Maria Paola Pierini, Rome, Italy; Dana Polcikova, Bratislava, Slovak Republic; Karin Rosnizek, Munich, Germany; Luisa Maria Viau, Guatemala City, Guatemala; Beatrice GP Vilain, Port-au-Prince, Haiti; Cornelia Vlaicu, Bucharest, Romania; and Zhou Hong, Guangzhou, China.

The opinions expressed in this article do not necessarily reflect the views or policies of the U.S. government