I have friends who are STEM academic advisers at OSU and UIUC. My OSU friend confirmed the accuracy of this article. When I was in graduate school, my department was ~75% international students. I think people can learn the fundamentals of engineering in the U.S. with a limited grasp of English, but I’m not sure that other disciplines, especially language-intensive ones, are suitable for people with limited English proficiency. I was surprised to see how high the percentage of international students at Mt Holyoke and Bryn Mawr is (28%) and I wonder if the education there is affected. One of my acquaintances left his engineering professorship in part over how repeated cheating by international students was handled by the local university.
Do you think a US college education will continue to be valuable? Do you share my concern about students with limited English requiring slower instruction in language-intensive disciplines?
On a recent Monday, 22-year-old [Shao] woke up in the apartment he shares with three Chinese friends. He walked to an engineering class at the University of Illinois, Urbana-Champaign, where he sat with Chinese students. Then, he hit the gym with a Chinese pal before studying in the library until late into the night. He recalls uttering two fragments in English all day. The longest was at Chipotle, where he ordered a burrito: “Double chicken, black beans, lettuce and hot sauce.”
At first glance, a huge wave of Chinese students entering American higher education seems beneficial for both sides. International students, in particular from China, are clamoring for American credentials, while U.S. schools want their tuition dollars, which can run two to three times the rate paid by in-state students. On the ground, American campuses are struggling to absorb the rapid and growing influx—a dynamic confirmed by interviews with dozens of students, college professors and counselors.