International Educator - January/February 2017 - 53

JUAN MONINO/ ISTOCK

formation and Career Center (CHESICC)
in China, etc. Be mindful and respectful of
the student's circumstances regarding his/
her ability to retrieve official documents.
For example, an institution in the student's
home country may be issuing transcripts but
he/she cannot go in person to retrieve them,
and it might put the student's friends and
family in danger if the student asks them to
go. Verify as best as possible that the circumstances exist, or existed. Print and web
resources, professional organizations, and
colleagues are good sources of information.
Next, have a solid understanding of the
standard application and admission requirements of your own institution. Check with
the appropriate individuals at your institution to see if there is already a process in
place for working with these students. Because U.S. higher education is decentralized,
your institution's policies might be governed
by your state government, an accreditation
board, a Board of Regents, or other departments within the institution, and the policies
may have varying levels of flexibility. Some
U.S. universities may not have the ability
to accommodate a student without documents; if this is the case, you will want to
communicate this to all student applicants
early in the process.
A policy to consider is offering alternative routes to admission procedures that are
already in place for U.S. students. Examples
include accepting high school equivalency
exams like the GED or college level examination programs (CLEPs), or allowing the

student to enter at a higher level on an academic track, such as a language or math,
and then giving the student credit for the
lower-level courses if he/she is successful. If
deemed necessary, establish a committee of
pertinent staff and administrators to review
the academic records.
For each and every case, determine
an outcome and communicate it to the
student. The decision could range from
recognizing no level of academic work to
partial or full academic work. You could
conclude that the student should be able to
submit documentation and the application
will remain incomplete until you receive the
necessary paperwork. Whatever the deci-

sion may be, it is important that you keep
all pertinent documentation in the student's
application record.
This process can be easily modified to
apply to other situations in which students
cannot provide complete official documentation. Such events include pandemics,
natural disasters, school closings, and even
the case of the student losing a box of important documents during a cross-country
move. A well-thought-out policy can cover
multiple circumstances and conditions.
As you encounter these situations, it
is important to balance compassion with
practicality in meeting the needs of the students and your organization. You'll want to
exercise due diligence and maintain best
practices. Remember, behind each request
is an individual who wishes to better his or
her circumstances through higher education.
Mason, Jeff, and Julia Edwards. "The US May Be About to
Admit a Lot More Syrian Refugees Very Soon." Business
Insider. April 28, 2016, http://www.businessinsider.
com/r-obama-expects-us-to-admit-10000-syrianrefugees-this-year-2016-4.
JEANNINE BELL is senior assistant director of
international admissions at the University of
Colorado-Boulder.

This article originally appeared in the August
2016 edition of the NAFSA online publication
IEM Spotlight, Volume 13, Issue 2.

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http://www.businessinsider.com/r-obama-expects-us-to-admit-10000-syrian-refugees-this-year-2016-4 http://www.businessinsider.com/r-obama-expects-us-to-admit-10000-syrian-refugees-this-year-2016-4 http://www.spantran.com

Table of Contents for the Digital Edition of International Educator - January/February 2017

From the Editor
In Brief
Voices
Act Globally
Tradition and History
Health and Insurance
Education Abroad
International Enrollment
View From Out Here
In Focus
International Educator - January/February 2017 - Cover1
International Educator - January/February 2017 - Cover2
International Educator - January/February 2017 - 1
International Educator - January/February 2017 - From the Editor
International Educator - January/February 2017 - 3
International Educator - January/February 2017 - In Brief
International Educator - January/February 2017 - 5
International Educator - January/February 2017 - 6
International Educator - January/February 2017 - 7
International Educator - January/February 2017 - 8
International Educator - January/February 2017 - 9
International Educator - January/February 2017 - 10
International Educator - January/February 2017 - 11
International Educator - January/February 2017 - Voices
International Educator - January/February 2017 - 13
International Educator - January/February 2017 - 14
International Educator - January/February 2017 - 15
International Educator - January/February 2017 - Act Globally
International Educator - January/February 2017 - 17
International Educator - January/February 2017 - 18
International Educator - January/February 2017 - 19
International Educator - January/February 2017 - 20
International Educator - January/February 2017 - 21
International Educator - January/February 2017 - 22
International Educator - January/February 2017 - 23
International Educator - January/February 2017 - 24
International Educator - January/February 2017 - 25
International Educator - January/February 2017 - Tradition and History
International Educator - January/February 2017 - 27
International Educator - January/February 2017 - 28
International Educator - January/February 2017 - 29
International Educator - January/February 2017 - 30
International Educator - January/February 2017 - 31
International Educator - January/February 2017 - 32
International Educator - January/February 2017 - 33
International Educator - January/February 2017 - 34
International Educator - January/February 2017 - 35
International Educator - January/February 2017 - Health and Insurance
International Educator - January/February 2017 - 37
International Educator - January/February 2017 - 38
International Educator - January/February 2017 - 39
International Educator - January/February 2017 - 40
International Educator - January/February 2017 - 41
International Educator - January/February 2017 - Education Abroad
International Educator - January/February 2017 - 43
International Educator - January/February 2017 - 44
International Educator - January/February 2017 - 45
International Educator - January/February 2017 - 46
International Educator - January/February 2017 - 47
International Educator - January/February 2017 - International Enrollment
International Educator - January/February 2017 - 49
International Educator - January/February 2017 - 50
International Educator - January/February 2017 - 51
International Educator - January/February 2017 - 52
International Educator - January/February 2017 - 53
International Educator - January/February 2017 - View From Out Here
International Educator - January/February 2017 - 55
International Educator - January/February 2017 - In Focus
International Educator - January/February 2017 - Cover3
International Educator - January/February 2017 - Cover4
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