Last week, Dean Bridget Long announced HGSE’s difficult decision to deliver a fully online learning experience during the academic year 2020-2021, due to the continuing and anticipated effects of the COVID-19 crisis on residential learning. As you may be aware, HGSE has also made the unprecedented decision to continue to recruit students through July 13 for the first-ever, fully online Master’s in Education (Ed.M.) , enrolling fall 2020. Making the Ed.M. available online, with full-time and part-time options, is an immense opportunity for HGSE to expand access and to make the program available to applicants who might otherwise not have been able to relocate to Cambridge and/or leave their current jobs.
Earlier today, Adele and I learned that we tested positive for COVID-19. We started experiencing symptoms on Sunday—first coughs then fevers, chills, and muscle aches—and contacted our doctors on Monday. We were tested yesterday and just received the results a few minutes ago. We wanted to share this news with all of you as soon as possible.
Neither of us knows how we contracted the virus, but the good news—if there is any to be had—is that far fewer people crossed our paths recently than is usually the case. We began working from home and completely limiting our contact with others on March 14 in keeping with recommendations to adopt social distancing measures. In line with standard protocols, the Department of Public Health will be in touch with anyone with whom we have had close contact over the past fourteen days.
We will be taking the time we need to rest and recuperate during a two-week isolation at home. I am blessed with a great team, and many of my colleagues will be taking on more responsibility over the next few weeks as Adele and I focus on just getting healthy. Thanks, in advance, for your good wishes. Thanks also for your understanding if I am not as responsive to email as I normally am.
This virus can lay anyone low. We all need to be vigilant and keep following guidelines to limit our contact with others. Your swift actions over the past few weeks—to respond to the needs of our community, to fulfill our teaching mission, and to pursue research that will save lives—have moved me deeply and made me extraordinarily grateful and proud. I hope to see as few of you in our situation as possible, and I urge you to continue following the guidance of public health experts and the advice and orders of our government officials.
The world needs your courage, creativity, and intelligence to beat this virus—wishing each of you good health.
The rot in Nigeria’s educational system is costing the country hundreds of millions of dollars.
the past academic year, the economic impact of spending by Nigerian
students studying in the United States reached $514 million, data from the Institute of International Education shows. The figure outstrips the economic impact of students from France, Germany and the United Kingdom in the US.
Keeping in trend with a long-standing preference for seeking education abroad, Nigeria was the only African country ranked among the top 25 origin countries for international students in the US over the past year. MORE
From November 18-22, the U.S. Department of State and the U.S.
Department of Education are celebrating International Education Week
(IEW) by encouraging Americans to seek opportunities to study abroad and
welcoming international students to study in the United States.
International education makes the United States stronger, forging
lasting connections between Americans and peers in other countries,
bringing benefits to local communities, and generating knowledge to
solve shared challenges.
During IEW, events at schools, universities and communities across
the United States and around the world will focus on the importance of
international education in fostering security and economic growth and
highlight why more students should experience international education.
To open IEW, the State Department, in collaboration with the Institute of International Education, released the annual Open Doors report
of data and trends in international academic mobility. In academic
year 2018/19, for the fourth year in a row, more than one million
international students studied at U.S. institutions of higher education,
with an increase of .05 percent over last year. The number of American
students studying abroad also increased by 2.7 percent from the prior
year, to 341,751 Americans.
The Benjamin A. Gilman International Scholarship Program provides
scholarships to U.S. undergraduates with financial need for study
abroad, including students from diverse backgrounds and students going
to non-traditional study abroad destinations. Established under the
International Academic Opportunity Act of 2000, Gilman Scholarships
provide up to $5,000 for American students to pursue overseas study for
Critical Need Languages
Students studying critical need languages are eligible for up to
$3,000 in additional funding as part of the Gilman Critical Need
Language Supplement program. Those critical need languages include:
The Critical Language Scholarship (CLS) program provides overseas
foreign language instruction and cultural immersion experiences for
American undergraduate and graduate students in fifteen critical need
CLS is part of a U.S. government initiative to expand the number of
Americans studying and mastering foreign languages that are critical to
our national security and prosperity. These critical languages are less
commonly taught in U.S. schools, but are essential to America’s positive
engagement with the world.
WASHINGTON, D.C., November 18, 2019—The
number of international students in the United States set an all-time
high in the 2018/19 academic year, the fourth consecutive year with more
than one million international students. The total number of
international students, 1,095,299, is a 0.05 percent increase over last
year, according to the 2019 Open Doors Report on International Educational Exchange.
International students make up 5.5 percent of the total U.S. higher
education population. According to data from the U.S. Department of
Commerce, international students contributed $44.7 billion to the U.S.
economy in 2018, an increase of 5.5 percent from the previous year.
Open Doors 2019, released
today by the Institute of International Education (IIE) and the U.S.
Department of State’s Bureau of Educational and Cultural Affairs,
highlights the continued competitiveness of the U.S. higher education
sector as a destination of choice for international students and the
growing interest in international educational exchange among U.S.
“We are happy to see the continued
growth in the number of international students in the United States and
U.S. students studying abroad,” said Marie Royce, Assistant Secretary of
State for Educational and Cultural Affairs. “Promoting international
student mobility remains a top priority for the Bureau of Educational
and Cultural Affairs and we want even more students in the future to see
the United States as the best destination to earn their degrees.
International exchange makes our colleges and universities more dynamic
for all students and an education at a U.S. institution can have a
transformative effect for international students, just like study abroad
experiences can for U.S. students.”
For the tenth consecutive year, China remained the largest source of
international students in the United States in 2018/19 with 369,548
students in undergraduate, graduate, non-degree, and optional practical
training (OPT) programs, a 1.7 percent increase from 2017/18. India
(202,014, +2.9 percent), South Korea (52,250, -4.2 percent), Saudi
Arabia (37,080, -16.5 percent), and Canada (26,122, +0.8 percent) round
out the top five. Emerging market countries showed some of the strongest
growth year over year, especially Bangladesh (+10.0 percent), Brazil
(+9.8 percent), Nigeria (+5.8 percent), and Pakistan (+5.6 percent).