Exchange Programs

Online Professional English Network (OPEN) Program

CALL FOR APPLICATIONS – Winter 2024
The Online Professional English Network (OPEN) Program
Open to English Language Teachers/Educators

The Online Professional English Network (OPEN) courses are intensive, post-graduate level professional development opportunities for English language teaching professionals and are developed and facilitated by U.S. universities. These competitive scholarships are funded by the U.S. State Department to support English language teaching around the world.

Important Dates and Details

Application Deadline: October 24, 2023
Deadline for selected participants to register in the OPEN Portal: November 1, 2023
Course Orientation: December 4-29, 2023
Course Dates: January 9, 2024 – March 4, 2024

Eligibility Requirements

Eligible candidates should be highly motivated teachers or teacher trainers who are both dedicated to their own professional development and willing to share their knowledge with colleagues. Qualified candidates must:

Be a citizen of and live in India at the time of the course.
Not have dual citizenship with the United States.
Be able to complete advanced academic work in English (CEFR Level B2) and be familiar with English language teaching terminology.
Have at least eight to ten hours per week for coursework.
Have reliable internet access four to five times per week, on a computer or smartphone.
Have basic technology skills related to creating usernames and passwords to log into secure websites, using email, searching the internet, and downloading, creating, and uploading files in formats such as Word, Excel, PDF.
Be able to type in English to participate in online discussions and submit original written assignments to strict deadlines.

How to Succeed in this Course

If your application is successful, and you are nominated for a course; you will receive an invitation to register and attend a webinar about the course orientation November 8, 2023. This webinar is important for your success on this course. We also recommend that you watch this recorded webinar as soon as possible: https://www.openenglishprograms.org/nomineewebinar. This will help you prepare for participation in the live webinar, including identifying questions that you may like to ask.

Important Note

This course requires up to ten hours work every week.
Please register only if you believe you will complete the course within stipulated deadline.
Participants who do not complete a course are not offered a second scholarship.
If your work or personal situation mean that you do not have time this term, please let me know and I will be able to invite you to a future course.

Application link

Apply for this scholarship by submitting this application form by October 24, 2023: https://forms.gle/Jbo8YWV1sZcbutux9

Courses Offered

Teaching for the Future: English Teaching to Take on Climate Change *NEW COURSE!*
This course is delivered by Kansas State University
Course Overview
The purpose of this online course is for participants to learn about, discuss, and create English Language Teaching (ELT) materials they can use in the classroom to help prepare their students for the future. Participants will examine documents about climate change and the environment and evaluate their usefulness in their own teaching contexts. Participants will then prepare to share what they have learned in the course with colleagues through conference presentations, workshops within their schools, or discussions with others within their contexts.

Developing and Teaching Academic Writing (DATAW)
This course is delivered by Iowa State University
Course Overview
As a participant in this course, you will learn what academic writing is and how to develop courses that suit the writing needs of your students. You will also develop an understanding of different approaches and key components of academic writing courses while learning the important strategies for teaching academic writing skills in a student-centered classroom. Specifically, you will learn to teach students how to go through the writing process, how to search for and evaluate sources, how to develop arguments, how to follow the characteristics of different text types, and how to consider the context/audience/culture, and even how to prepare an application essay for possible study abroad in the United States.

Creating and Implementing Online Courses (CIOC)
This course is delivered by Arizona State University
Course Overview
This course will give participants powerful tools to create and deliver hybrid and fully online courses for online learners. Using the ADDIE model for curricular design, participants will first analyze (A) students, stakeholders, and objectives by writing a learner story. They will then design (D) and develop (D) the course by creating a course geography and course outline. Finally, participants will develop an action plan to demonstrate how they intend to implement (I) and evaluate (E) the English language courses they develop. The main outcome of the course is to have participants apply tools and strategies for creating and delivering online courses in their contexts.

Fostering Student Motivation and Engagement (FSME)
This course is delivered by the University of Oregon
Course Overview
Fostering Student Motivation and Engagement (FSME) is an online course for English language educators who want to improve their teaching practices and increase their students’ level of motivation and engagement in learning English. Participants will develop skills to increase student motivation and engagement, acquire knowledge about differentiated instruction, develop skills to address students’ learning needs, and engage in reflection activities as a matter of professional practice. Participants will identify an area of need in their teaching contexts and will choose tools, strategies, techniques, and resources to try with a group of learners to help meet that need. At the end of the course, this will become a collection of resources, or a “toolkit,” that they can use in their contexts and share with others.

Integrating Critical Thinking Skills into the Exploration of Culture in an EFL Setting (ICT)
This course is delivered by World Learning- SIT Graduate Institute
Course overview
Exploration of culture in an EFL setting requires helping students engage in authentic situations to develop the ability to navigate across a variety of cultures. This intercultural ability requires language choices and awareness of oneself as a cultural being. It also requires critical thinking skills, which are themselves culturally defined. Using experiential learning as the organizational model, this course will engage participants in analyzing personal experiences, media, EFL textbooks, and classrooms to develop the capacity to think critically about the cultural assumptions and viewpoints embedded in their teaching content and process. After examining themselves as cultural beings and assessing learners’ needs and goals, participants will develop a concrete teaching lesson that reflects their view of teaching critical thinking and intercultural competence in their particular context.

Methodology for TESOL (TM)
This course is delivered by the University of Maryland Baltimore County
Course Overview
This course is designed to provide participants with current methodologies for teaching English learners (ELs) of different ages in many learning contexts. Participants will discuss and practice a wide variety of strategies and techniques for teaching English to speakers of other languages (TESOL). While exploring best practices for teaching listening, speaking, reading, and writing, including grammar and vocabulary, participants will learn how to create an effective and communicative language classroom for all learners. In addition, participants will examine what best practices means in the context of teaching English in the 21st century, where English is an international language, and the use of English incorporates modern technologies.

Professional Development for Teacher Trainers (PDTT)
This course is delivered by Arizona State University
Course Description
This course, designed for both new and experienced teachers, gives participants methods for creating, presenting, and evaluating effective teacher training workshops. You will gain tools and techniques for promoting professional development in your teaching context. Through participation in this course, you will develop your skills for delivering engaging and relevant teacher trainings.

Teaching English to Young Learners (TEYL)
This course is delivered by George Mason University
Course Overview
Teaching English to Young Learners (TEYL) is designed to introduce you to the theory and practice of teaching English as a foreign language (EFL) to young learners 3-10 years old. Through engaging videos and practical readings, you will explore approaches for teaching English to children that are not only effective but also fun and engaging. You will learn techniques for teaching new vocabulary and grammar that encourage student participation. In addition, you will gain new ideas for teaching listening, speaking, reading and writing in a meaningful context. Through learner-centered activities and group discussions, you will have many opportunities to share ideas with peers and apply course content to your learning environment. Get ready to learn about TEYL and be part of an international learning community with teachers around the world!

Teaching Grammar Communicatively (TGC)
This course is delivered by World Learning- SIT Graduate Institute
Course overview
In this practice-oriented course, participants will explore how to adapt grammar instruction to meet their students’ needs. They will also focus on integrating grammar instruction with teaching language skills, varying grammar instruction to meet the needs of large, mixed ability classes, and using available technology effectively to enhance grammar learning inside and outside the classroom. Participants will discuss different challenges their learners may have with learning grammar and discover how they can help learners use grammar to improve fluency and accuracy.

Using Educational Technology in the English Language Classroom (ET)
This course is delivered by Iowa State University
Course Overview
This course is designed to help English language teaching professionals around the world acquire and maintain basic knowledge and skills in technology for professional purposes through hands-on learning. It will help teachers integrate pedagogical knowledge and skills with technology to enhance their language teaching and learning through their reading, discussion, and creation of new learning activities. The course will help participants apply technology in record keeping, feedback, and assessment, and use technology to improve communication, collaboration, and efficiency by participating in online discussion and presentation.

2023-2024 Gandhi-King Scholarly Exchange Initiative (G-KSEI)

2023-2024 Gandhi-King Scholarly Exchange Initiative (G-KSEI)

Program dates: Two weeks in June 2023 and two weeks in January 2024

Introduced in the U.S. Congress on 10/02/2017, the Gandhi-King Scholarly Exchange Initiative Act of 2017 aims to inspire young leaders from the United States and India to work together to advance civil rights, social justice, and inclusion locally, nationally, and globally by exploring the history and legacies of Mahatma Gandhi and Dr. Martin Luther King, Jr. The exchange will seek to develop participants’ leadership skills and equip them with the tools and networks to support these endeavors.

Twenty (20) undergraduate, graduate, and/or recently graduated students—ten (10) from the United States and ten (10) from India—will participate in the program which includes approximately three weeks in summer 2023 and two weeks in January 2024. The summer 2023 component will begin with a one-week virtual program that will prepare participants for the in-person academic residency hosted jointly by the University of Alabama (UA) and an Historically Black College or University (HBCU). The two-week academic residency at UA and the HBCU will include classroom learning and discussion as well as visits to relevant historical landmarks and sites across the southeastern United States. Additionally, an educational forum that includes participants, experts, professionals, and civic leaders will take place during the U.S. component with the participants. In January 2024, the India-based two-week experiential learning component will include educational travel to relevant communities and historical sites that highlight and explore the program themes.

The G-KSEI program will offer participants the opportunity to develop their leadership skills and discuss a variety of topics related to the work of Mahatma Gandhi and Dr. Martin Luther King, Jr., particularly in their practice of peace, nonviolence, and reconciliation as champions of civil rights. Topics may include but are not limited to civil rights movements; social justice; the roles of civic and government organizations in advancing human rights; the rights of minorities and historically disadvantaged groups, whether racial, ethnic, religious, or based on sexual orientation or gender identity; community building; resilience; diversity, equity, inclusion, and accessibility; grassroots activism; women’s issues; peaceful conflict resolution; and social change. The program incorporates socially engaged art as a method of reflection and learning about historical and contemporary civil rights activism while a uniquely designed leadership curriculum centers upon supporting their communities through counseling.

Indian candidates nominated for this program will:

be proficient in English;
be interested in the themes of peace, nonviolence, and reconciliation as it pertains to civil rights and social justice;
be between the ages of 18 and 25 years;
reside in India full-time and be from one of the Southern states of Karnataka, Kerala, Tamil Nadu, the Andaman and Nicobar Islands, Lakshadweep, and Puducherry.
be an undergraduate student, graduate student, or recently graduated (within two years before the start of the program).
demonstrate strong leadership qualities and potential in their academic, professional, and/or community activities;
indicate a serious interest in learning about the United States;
have a sustained high level of academic achievement, as indicated by grades, awards, and teacher recommendations;
demonstrate commitment to their communities and extracurricular activities;
have little or no prior study or travel experience in the United States or elsewhere outside of their home country;
be mature, responsible, independent, confident, open-minded, tolerant, thoughtful, and inquisitive;
be willing and able to fully participate in an intensive academic and experiential program in both the United States and India;
For in-person components, be comfortable with shared living accommodations and able to adjust to cultural and social practices different from those of their home country.

Funding: ECA will cover all participant costs, including program administration; international and pre-program visa travel, travel allowances, domestic travel, and ground transportation in both the United States and India; book, cultural, mailing, and incidental allowances; and housing and subsistence within set budgets and in coordination with U.S. Consulate, Chennai.

English Language Ability: English Language proficiency is required to participate in this program. All candidates must be proficient in English so that they can actively participate in the program.

Housing and Meal Arrangements: In the United States, the U.S. and Indian participants will be housed in shared or single university dorms on campus and/or full-service hotels within close proximity to the program activities. In India, U.S. and Indian participants will be housed in a hotel or another suitable location. Participants will not be permitted to live at their own residence during their home country’s component of the program; they must reside in the provided program accommodations.

Program Requirements and Restrictions: Selected participants are expected to participate fully in the academic program. They should attend all lectures and organized activities, and complete assigned readings. The Institute is very intensive and that there will be little time for personal pursuits unrelated to the program. Under no circumstances are participants allowed to arrive in the U.S. prior to the start date of the Institute or remain in the U.S. after its end date. Similarly, participants will not be allowed to leave the Institute to visit relatives or friends while in the U.S.

Virtual Program Contingency: Should health, safety, and travel conditions continue to pose significant challenges, the program will pivot to a modified virtual format. The program will consist of a minimum of 36 hours of required programming with a combination of synchronous and asynchronous virtual components. Any modified programming would include lectures, small group discussions, videos, readings, panels, site visits, leadership development, assignments, and individual and group activities in a hybrid (combination of virtual and in-person) or fully virtual format.

Selection and Screening: The Public Diplomacy Section of the U.S. Consulate General in Chennai is responsible for recruiting and nominating candidates for the program from Karnataka, Kerala, Tamil Nadu, the Andaman and Nicobar Islands, Lakshadweep, and Puducherry.

The final selection of candidates is made by the U.S. Embassy in New Delhi and the Bureau of Educational and Cultural Affairs at the State Department in Washington, D.C.

The application period for this program is now closed. Stay tuned for when the next round of recruitment will open.

Link to application: https://heq9004cwdp.typeform.com/ChennaiGKSEI

Note: The exchange is a non-degree program and therefore it is up to the institution/university to determine whether any credits accumulated during the program would be considered for evaluation/promotion of the participating students once they return from the United States and resume their education in India. The candidate should be prepared that this may delay their graduation from their home university by 6 weeks to one year based on the duration of the exchange program.

2023-2024 Community College Initiative (CCI) Program

2023-2024 Community College Initiative (CCI) Program

The Community College Initiative (CCI) Program provides participants from underserved areas and underrepresented groups with a one-year non-degree academic program at a U.S. community college. The program is designed to build participants’ technical skills in applied fields, enhance their leadership capabilities, and strengthen their English language proficiency. The program also provides opportunities for professional internships, service learning, and cultural exchange through community engagement activities.

The eligible fields of study for the 2023-2024 CCI programs include

Agriculture (PDF: 124 KB)
Applied Engineering (PDF: 124 KB)
Business Management/Administration (PDF: 128 KB)
Early Childhood Education (PDF: 174 KB)
Information Technology (IT) (PDF: 128 KB)
Digital Media, Journalism and Communications (PDF: 175 KB)
Social Services, Health, & Public Safety (PDF: 124 KB)
Tourism & Hospitality Management (PDF: 122 KB)

Eligibility: To apply to the program, candidates must have the following requirements:

Is an Indian citizen and is not a U.S. citizen.
Is currently residing in India.
Is 18 years or older by the beginning of the program – July 1, 2023.
Has successfully earned a secondary school diploma.
Has not earned a Bachelor’s degree or higher.
Has some academic or work experience or demonstrated rationale for selecting a particular field of study. The program aims to identify participants with proven skills or interest in the fields of study offered.Has basic working knowledge of English language as demonstrated by a minimum TOEFL score of 420. (Note: To pursue credit-bearing courses in an academic field of study, the applicant must meet the minimum language requirements of the host college—usually 500 on the TOEFL test, or equivalent scores on other standardized tests. English language training will be necessary and is available for those who do not demonstrate this level of proficiency. All participants will be retested upon arrival at their host institutions. The host campus testing result will be the score used to determine course placements.)
Has limited or no overseas study experience.
Nominees with no prior overseas study or travel to the United States will be given placement priority.
Submits a complete original application.
Is able to receive a U.S. J-1 visa and meet the program conditions to maintain that status.
Is willing and physically able (with accommodations as required) to complete the program in its entirety, including activities or travel that may be programmed on any day of the week, possibly including early morning or evening hours.
Is committed to returning to their home country after completion of the program and satisfying the J-visa, two-year residency requirement.
Is able to begin the academic exchange program in the United States in July or August 2023.

Applicants with Bachelor’s degrees, Masters, or Ph.D. degrees are not eligible to participate. Candidates who are slated to complete their graduation in 2022 are also not eligible to apply.

Please note that applicants to the applied engineering field will need to have a solid foundation in math and will need to take a math placement exam at their host campuses to be eligible for credit-bearing courses.

Logistical Details: Selected students will be provided with the following:

J-1 visa support
Round trip travel from participant’s home city to host institution in the United States
Tuition and mandatory college fees
Housing and meals
Small allowance for books and incidental expenses
Limited Accident and Sickness coverage
A variety of personal and professional development activities
Selected candidates may need to forward fund/pay for some initial costs like that of passport issuance, travel & lodging during the English Language Testing, pre-departure visa process, medical tests and immunizations, and a few other minor costs. These costs will be reimbursed.

Students will be hosted in groups by community colleges that are competitively selected to participate in the program. Programs are approximately one year in duration. Successful participants will receive a certificate upon completion of the year. Students are required to return home at the end of their program and may not transfer to a four-year U.S. academic institution.

Submission of Applications:
Completed applications should reach our office on or before Sunday, November 20, 2022. The candidates should have completed their 12^th grade (class 12) and are now either working or studying. Work experience (a minimum of six months) in the relevant fields for the program for which they are applying will be an additional qualification for selection.

Selection and Screening: The Public Affairs Sections of the U.S. Consulate General in Chennai is responsible for recruiting and nominating candidates for the program from Karnataka, Kerala, Tamil Nadu, the Andaman and Nicobar Islands, Lakshadweep, and Puducherry. Only shortlisted candidates will be informed and interviewed by Consulate officials in late November. Selected candidates will have to appear for the Test of English for International Communication (TOEIC) around mid-December 2022.

The final selection of candidates is made by the U.S. Embassy in New Delhi and the Bureau of Educational and Cultural Affairs at the State Department in Washington, D.C.

The application period for this program is now closed. Stay tuned for when the next round of recruitment will open.

Link to application: https://heq9004cwdp.typeform.com/CCIPChennai

Website: https://exchanges.state.gov/non-us/program/community-college-initiative-program

Note: The CCI exchange is a non-degree programs and therefore it is up to the institution/university to determine whether any credits accumulated during the program would be considered for evaluation/promotion of the participating students once they return from the United States and resume their education in India. The candidate should be prepared that this may delay their graduation from their home university by one year.

2023 Study of U.S. Institutes for Global Student Leaders (SUSI-GSL)

Study of the U.S. Institutes for Global Student Leaders (SUSI-GSL)

Program Dates: late June 2023 through early August 2023

Study of the U.S. Institutes (SUSIs) for Global Student Leaders are intensive short-term academic programs that provide groups of undergraduate student leaders with a deeper understanding of the United States while simultaneously enhancing their leadership skills.  The Institutes consist of a four-week academic residency with a balanced series of seminar discussions, readings, group presentations and lectures.  Site visits, leadership development, cultural activities, and community service complement the coursework and academic sessions.  Note that if the program must take place virtually, participants will engage in similar activities but online from their home countries.

Participants are expected to be highly motivated first through third year undergraduate students from colleges, universities, and other institutions of higher education, who demonstrate leadership through academic work, community involvement, and extracurricular activities. Emphasis should be made on nominating participants from historically underserved and disadvantaged groups, including women, minority communities, and individuals with disabilities, and who have little or no international experience.

The SUSI-GSL on Religious Diversity and Democracy (SUSI-GSL RD&D) will enhance participants’ knowledge of U.S. history, government, institutions, society, and culture within the context of the theme. Participants will explore the intersection of religious diversity and pluralism with American democracy; the First Amendment and separation of church and state; early religious traditions and the current religious landscape of the United States; conflict resolution and interfaith dialogue in a democracy; and the engagement of faith groups in civil society and the voluntary sector. The Institute will incorporate a focus on U.S. historical events as well as contemporary American life, including current political, social, and economic debates in a pluralistic society. Participants will engage with networks promoting interfaith dialogue and empowering underserved religious, ethnic, and political groups.

Candidate profile for SUSI-GSL RD&D: ideal candidates will –

demonstrate English language proficiency (speaking, reading, writing, listening);
demonstrate interest in the topic of Religious Diversity and Democracy;
be between 18 and 25 years of age;
have at least one semester left of their undergraduate studies, and be committed to returning to their home universities following completion of the program;
demonstrate strong leadership qualities and potential in their university and community activities;
indicate a serious interest in learning about the United States;
have a sustained high level of academic achievement, as indicated by grades, awards, and teacher recommendations;
demonstrate commitment to community service and extracurricular university activities;
have little or no prior study or travel experience in the United States or elsewhere outside of their home country;
be mature, responsible, independent, confident, open-minded, tolerant, thoughtful, and inquisitive;
be willing and able to fully participate in an intensive academic program, community service, and educational travel; and be comfortable with campus life, prepared to share living accommodations, and able to adjust to cultural and social practices different from those of their home country.

The SUSI GSL for Young Women Leaders on Public Policy (SUSI-GSL YWLPP) will examine topics including, but not limited to, women in public service, the roles of government, private sector, civil society, and media in the policymaking process, and public policy as it relates to education, public health, economic issues, technology and privacy, and diversity and inclusion, among others.

It will examine the history and participation of women in public life in the United States. The Institutes focus on two major areas: (1) Developing participants’ leadership skills in areas such as critical thinking, communication, decision-making and managerial abilities; and (2) Placing these abilities in the context of the history and participation of women in U.S. politics, economics, culture, and society.

Candidate profile for SUSI-GSL YWLPP: ideal candidates should –

be female;
demonstrate English language proficiency (speaking, reading, writing, listening);
demonstrate interest in the Institute topic;
be between 18 and 25 years of age;
have at least one semester left of their undergraduate studies, and be committed to returning to their home universities following completion of the program;
demonstrate strong leadership qualities and potential in their university and community activities;
indicate a serious interest in learning about the United States;
have a sustained high level of academic achievement, as indicated by grades, awards, and teacher recommendations;
demonstrate commitment to community service and extracurricular university activities;
have little or no prior study or travel experience in the United States or elsewhere outside of their home country;
be mature, responsible, independent, confident, open-minded, tolerant, thoughtful, and inquisitive;
be willing and able to fully participate in an intensive academic program, community service, and educational travel; and
if the program is conducted in-person, be comfortable with campus life, prepared to share living accommodations, and able to adjust to cultural and social practices different from those of their home country.

Funding: ECA will cover all participant costs, including program administration; international and visa travel, travel allowances, domestic travel and ground transportation; book, cultural, mailing and incidental allowances; and housing and subsistence within set budgets and in coordination with U.S. Consulate, Chennai.

Housing and Meal Arrangements: Housing will be in university dormitories located on campus or full-service hotels within walking distance of most classroom activities. Male and female participants will be housed in separate quarters. Participants will be expected to share a room and bathrooms. Most meals will be provided at campus facilities, though participants may have access to a kitchen to cook some meals on their own. Care will be taken to ensure that any special requirements regarding diet, daily worship, housing and medical care are satisfied.

Virtual Program Contingency: Should health, safety, and travel conditions continue to pose significant challenges, the SUSI will pivot to a virtual format. The virtual program would consist of a minimum of 36 hours of required programming with a combination of synchronous and asynchronous learning.  To the extent possible, the virtual programming would include lectures, small group discussions, videos, readings, panels, site visits, leadership development, assignments, and individual and group activities.  Participants will be expected to fully participate in the entire virtual program from their locations.

The application period for this program is now closed. Stay tuned for when the next round of recruitment will open.

Link to application: https://heq9004cwdp.typeform.com/SUSI-GSLChennai

Website: https://exchanges.state.gov/non-us/program/study-us-institutes-student-leaders

Note: The SUSI-GSL exchange is a non-degree programs and therefore it is up to the institution/university to determine whether any credits accumulated during the program would be considered for evaluation/promotion of the participating students once they return from the United States and resume their education in India. The candidate should be prepared that this may delay their graduation from their home university by 6 weeks to one year based on the duration of the exchange program.

2023-2024 Global Undergraduate Exchange Program (Global UGRAD)

2023-2024 Global Undergraduate Exchange Program (Global UGRAD)

The Global Undergraduate Exchange Program (Global UGRAD) provides a diverse group of emerging student leaders with a scholarship for one semester of non-degree academic study at a U.S. college or university. Global UGRAD is a program of the Bureau of Educational and Cultural Affairs of the United States Department of State and aims to recruit participants from underrepresented backgrounds who have not had other opportunities to study in the United States. Successful applicants can expect an in-depth exposure to U.S. society, culture, and academic institutions, as well as opportunities to enhance their professional skills.

All participants will be enrolled for one semester in full-time, non-degree, undergraduate coursework chosen from their host institution’s existing curriculum. Participants will be required to take one, 3-credit U.S. studies course to enhance their understanding of the United States. Participants will live in campus housing facilities with American peers and will be required to participate in 20 hours of community service. There will also be a virtual arrival orientation and an in-person end-of-program workshop.

Eligibility:

Applicants must be a citizen of the country in which they apply for the Global UGRAD Program.
Applicants must be studying in the country in which they apply for the Global UGRAD Program.
Scholarships will be granted to students who currently are enrolled in full-time undergraduate programs only, having completed a minimum of their first semester of study. Participants must have at least one semester or an equivalent term to complete at their home institutions upon completion of the Global UGRAD Program.
Applicants should demonstrate leadership potential through academic work, community involvement, and extracurricular activities.
Applicants must achieve a minimum TOEFL score of 48iBT to be considered. Students who score between 48-60 will be considered for the virtual English Language Training prior to the exchange portion of the program. Students must achieve a minimum score of 61 to be eligible to participate in the exchange portion of the program in the United States.
Preference will be given to those who have had little or NO experience in the United States or outside of their home countries.
Applicants are required to return directly to their home country after the completion of the program.
Applicants are over 18 years of age.

Academics- Global UGRAD is a non-degree program. Participants may not be able to transfer credits from their U.S. host university to their home university. The candidate should be prepared that this may delay their graduation from their home university. Neither World Learning nor their U.S. host institution can guarantee enrollment in specific courses for the purposes of transfer.

All students must provide official university transcripts with their current academic standing. Students should be in good academic standing at their home university in order to be considered for the Program.

Application and Program Timeline:

Applications will be accepted from November 1, 2022 to December 15, 2022 for the 2023-2024 academic year. Participants will be placed at a U.S. university in either the fall 2023 semester (August – December 2023) or spring 2024 semester (January to May 2024).

The application period for this program is now closed. Stay tuned for when the next round of recruitment will open.

2023-2024 Global UGRAD: Prospective Student Application – https://webportalapp.com/sp/closed/ugrad_student_application_2023

Website: https://www.worldlearning.org/program/global-undergraduate-exchange-program