Professional for Advising Leadership (PAL) Program: An Opportunity Not to Be Missed
A Report Submitted by: Esmeralda “EC” S. Cunanan
Philippines
In Retrospect
I can vividly recall that there was not much time to respond to the cable requesting for applications for the first PAL program as it was nearing NAFSA time. But the substance and relevance that the PAL experience has to offer could not deter me from turning in an application. It goes without saying that our Public Affairs Counselor, Cultural Affairs Officer, and the Executive Director of the Philippine-American Educational Foundation (PAEF) supported my application. Dr. Marti Thomson, REAC for East Asia/Pacific, also encouraged me to apply. A day before I left for NAFSA in Salt Lake City, we received the cable announcing the first PAL batch and that I was part of the group. I was thrilled to learn about it. The surge of being able to carry out one’s research agenda was apparent among all the PAL fellows during and after their initial meeting with the College Board officials and Dorothy Mora and Deborah Hefferon. The 2003 PAL fellows are one in thanking and commending the Department of State for making this advanced professional development program available to educational advisers based outside of the United States.
An Experience to Remember
The PAL program is designed to be a short program that gives fellows the chance to conduct their research proposals and to participate in a leadership-training workshop. There were 11 PAL fellows for the first batch representing the countries of Argentina, Bahamas, Belarus, Bolivia, Colombia, Costa Rica, Egypt, India, Romania, Ukraine, and the Philippines. Topics of PAL fellows ranged from technology-related projects, graduate admissions, financial aid (undergraduate), alumni development, credential evaluation, visa processing, and SEVIS. The PAL program is administered by the College Board and sponsored by the U.S. Department of State Bureau of Educational and Cultural Affairs.
Eight of the 11 PAL fellows met on September 29, 2003 at the College Board in DC to begin their PAL experience with Debbie Hefferon and Janine Farhat facilitating. This was in preparation for the individual ventures of the fellows that were to commence the following day for some, for others before the end of the first day. The first meeting also covered the preliminary steps for the 2-day leadership-training workshop toward the end of the program. At the end of the first day, the fellows were raring to begin their programs, in spite of some apprehensions. Two of the PAL fellows had begun their PAL program in July while one was to begin her project after the 2-day leadership workshop. But all eleven convened during the last part of the second week for the leadership training session.
My PAL proposal was on SEVIS and Homeland security impact. University of Maryland (UM) in College Park, John Hopkins University (Homewood campus), and Johns Hopkins: The Medical Institutions graciously hosted me to learn how each institution implemented SEVIS and how it has affected their lives as “implementers” and its impact on international students. The three educational institutions unselfishly shared every bit of information about the tracking system and how it is being implemented in their universities. Each had its own way of carrying it out guided by the general procedures and policies provided by the Department of Homeland Security.
University of Maryland improved its existing university database that allows them to incorporate the SEVIS database. The two days I was in UM gave me a total picture of how everyone at the International Education Services Office work as a team to meet this DHS requirement with the intent of serving international students in UM. I had hands-on-training on the software used as well as holds-no-bar interviews with all those involved in the implementation of the new tracking system. At the two campuses of Johns Hopkins University, I had the pleasure of meeting with the directors of Offices of International Students of both campuses who shared their precious time showing me the nuts and bolts of the implementation of SEVIS in their campuses. I was also given tours of the three campuses and information about the other services available to their international students. My heartfelt thanks to Ms. Valerie Woolston, director of International Education Services in UM, Ms. Murray Welsh, director of the Office of International Student, Faculty and Staff Services in JHU: The Medical Institutions, Dr. Nicholas Arrindell, director of Office of International Student, Faculty and Staff Services in JHU’s Homewood campus, all the officials and staff of the three campuses, in particular, Ms. Nancy Lee Gong, international advisor at UM who went the extra mile during my visit at UM.
Together with Celia Chaves from Costa Rica, we had the fortune of receiving a comprehensive orientation from Mr. David Fosnocht about SEVIS and NAFSA’s Advocacy, Public Policy, and Government Relations arm. Five of the PAL fellows also had the chance to meet with Mr. Martin Tatuch, deputy chief, Office of Post Liaison, Office of visa Services, Bureau of Consular Affairs, US Department of State who offered the latest developments about visa issuance or non-issuance policy changes as it would relate to SEVIS. I was disappointed when our appointment with a representative from the Department of Homeland Security did not push through.
The last leg of the program was our participation in a 2-day Leadership Training Workshop with Debbie Hefferon as the facilitator who is effective in bringing out the best in everyone. This portion of the PAL program is a must for all PAL fellows for there is much to learn about oneself as a leader and how to further hone one’s leadership skills. Bonding among PAL fellows is strengthened during the leadership sessions.
Insights and Lessons Learned
My university visits gave me hopes and a sense of relief that international students could count on committed Offices of International Students as they navigate through the changes brought about by SEVIS. American international educators remain to be their and our best allies. As an aftermath of the SEVIS implementation, I discovered the following:
1. Numbers of international students in American universities are on a downward trend but SEVIS would not solely account for this phenomenon. Budget cuts, tuition increase and security issues/concerns should be factored in as well.
2. SEVIS has allowed universities to be proactive; where they used to be more reactive, they now find themselves in a situation that calls for them to anticipate possible problems and how to resolve these as they continue to provide the best services to international students.
3. For big universities, I see the advantages of working as team as they fulfill the SEVIS requirement.
4. International students learn to be more responsible in order for them to remain “in-status”. They need to be aware of procedures related to maintaining their status as students, especially when there are changes. University of Maryland has put in place a systematic and user-friendly “Verification Procedure”.
5. International students must do things with plenty of time. There is a need for them to provide enough lead-time when requesting for changes, such as extension of I-20s.
6. It is important for international students to attend orientations that universities plan for them on their arrival in the institution.
7. While university officials have been positive in carrying out SEVIS, the system is considered (a) a rigid system; (b) cumbersome and costly that requires additional expense [especially for our international students who may not be able to afford]; and (c) to require policing functions which universities are not thrilled about.
8. While they strive to fine tune, delays in the transmission of SEVIS information (i.e., universities to DOH, from the DOH to American consulates) delays should still be expected.
9. SEVIS is a reality and is here to stay. All of us need to work together as we help our student-advisees.
Ms. Murry Welsh of Johns Hopkins shared the following summary of changes impacting international students in F and J status:
1. Immigration documents allowing international students to apply for F-1 status will be called SEVIS 1-20s. Immigration documents allowing international students to apply for J-1 status will be called SEVIS DS-1029s. Students in F-1 status will have a 60-day grace period to depart the US after their program is completed. J-1s will have a 30-day grace period.
2. Dependents of international students F-2 and J-2 status can no longer attend or enroll in school full time. They must apply to change their status to F-1 or J-1 accordingly.
3. International students applying for F-1 or J-1 status who cannot arrive within 30 days of their program start indicated on the SEVIS I-20 or SEVIS DS-2019 date must notify the university (through the Office of International Students) and receive a new SEVIS document with revised start dates.
4. International students must register with the Office of International Students within two weeks of arrival on campus or they will be considered out of status.
5. Changes to students’ programs cannot occur after the visa document (SEVIS I-20 and DS-2019) has expired. Request for extensions, requests for practical training and any other changes must occur before the SEVIS document and SEVIS record expire.
6. Grace periods are only to be used for departure from the US or to submit a change of status request to the DHS. Grace periods may be not be used to extend a student’s program of study, apply for practical training, or otherwise engage in official activities related to F or J status.
7. International students in F-1 or J-1 status must maintain full time enrollment at al times. If a student in F-1 or J-1 status plans to fall below full time, they must secure a written authorization from the Office of International Students before falling below full time.
8. International students must notify the OIS within 5 days if they change their address in the US. (NOTE: They must also notify DHS using an AR-11 of the address change.) Students who fail to update their addresses in a timely manner are considered out of status and are not reinstate-able.
While there are minor differences as to how universities comply with the SEVIS, the above changes affecting the lives of F-1 and J-1 visa holders as summarized by JHU are indications of the impact of SEVIS.
In addition, during our meeting at the NAFSA office, one of the items I learned that the rest of us could benefit from is the information about the DHS (Department of Homeland Security) SEVIS info site. Please visit http://www.immigration.gov/graphics/shared/sevis/index.htm
This is the official DHS SEVIS information site that includes notices and downloadable resources. One of the downloadable databases is the list of SEVIS Approved Schools (i.e., to determine if schools are certified to issue I-20s, DS-2019s, and M-20s). Advisers can check this website if schools that our advisees are applying to are authorized to issue certificates of eligibility. There is also a listing of Pending Schools. Downloading the database will depend on your Internet connection.
As I reflected on my PAL experience even when I was still in the U.S. and now that I am back in the Philippines, I could not help but recognize how critical it is to forge a strong working relationship with the Nonimmigrant Visa officials of US Embassies and Consulates. Since the realization of our advisees’ goal of studying in American universities will depend on their being issued the student visas, within our respective countries advising centers must continue to strive to be the conduit (whenever possible) between them and US Embassies.
My PAL experience allowed me to grow not only as a professional (i.e., with a clearer understanding of SEVIS, expanding my network) but also as a person. It is an opportunity that my colleagues in educational advising/international education should not pass up.