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International Students Day – November 17, 2024

International Students’ Day is on November 17. It’s a day when we remember the bravery of thousands of students in Prague who fought for national pride and the right to higher education. In 1939, Nazi forces arrested and executed nine protesters without trial and sent over 1,200 students to concentration camps. Many did not survive. International Students’ Day commemorates their sacrifice. And while we seem worlds apart today, the right to education and peaceful protest remains a struggle in many countries. On International Students’ Day, let’s strengthen the resolve to protect the rights of our youth and support them by directing them towards the right resources such as Scholaroo — a platform providing information on scholarships and resources for acquiring education.

History of International Students Day

For insights into International Students’ Day, let’s first trace the events leading up to it. When Adolf Hitler came to power in 1933, the Third Reich staked aggressive claims over territories outside Germany’s borders. The Nazis first annexed Austria in 1938, Hitler’s home country. Next, they forced Czechoslovakia to give up parts of its territories. Germany occupied the Czech regions, forcing Slovakia to split into a satellite state.

In 1939, students of the Medical Faculty at Charles University in Prague held a demonstration to commemorate the formation of an independent Czechoslovak Republic. The Nazis brutally suppressed the gathering, resulting in a student Jan Opletal’s death.

Thousands of students turned up at his funeral procession – an event that transformed into an anti-Nazi demonstration. The Nazis responded by shutting down all Czech education institutions. In a shocking display of brute power, they arrested over 1,200 students and sent them to concentration camps. But the worst was yet to come. On November 17, the Nazis rounded up nine protesters, executing them without trial.

Historians believe that the Third Reich allowed the funeral procession because they anticipated a violent outcome. It would give the regime the validation they needed to close down all Czech universities, dealing a severe blow to rebellion from academics and student activists.

November 17 is International Students’ Day, to remember the courage of student activists during the 1939 Nazi storming of the University of Prague. The first observance took place in 1941 at the International Students’ Council in London. It was there that students decided to introduce International Students’ Day, to be observed every November 17.

Since then, many organizations and international student groups have continued to observe the day. The day is a public holiday in the Czech Republic and Slovakia. It is formally called the “Struggle for Freedom and Democracy Day.”

International Students Day timeline

    In Prague, the Nazi forces violently suppress a student gathering to celebrate the anniversary of independent Czechoslovakia. 

The Nazis execute nine protesters without a trial on November 17.

Led by several refugee students, the International Students’ Council in London marks the first International Students’ Day. 

On November 17, the Greek military junta crushes the Athens Polytechnic by storming the gates of the university.

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International Students Day FAQ s

What is international students day.

November 17 is International Students’ Day. The day commemorates the courage of student protestors in Prague. On this day in 1939, Nazi forces executed nine protestors (eight students and one professor) without trial. They also arrested over 1,200 students and sent them to concentration camps.

What are the benefits of being an international student?

International students have a global outlook since they encounter multiple perspectives and therefore multiple possibilities. Studying in international universities helps students see the world and meet people with diverse interests.

What does November 18 celebrate?

National Naturopathy Day. Observed in India, the day celebrates and seeks to promote positive mental and physical health through Naturopathy, a drugless system of medicine.

How to Observe International Students Day

Organise events at your university.

International Students' Day is a reminder not just about the power of the youth but also about the strength of diversity. Encourage your university to organize events that celebrate multiculturalism. Bring different groups together for an engaging day of discussion, film, music, and art from around the world.

Talk about it

Spread the word in your circles. Share resources and information on social media. The more people you can reach, the better.

Chat with someone new

   Walk over and introduce yourself to an exchange student or a new student in the class. Maybe even invite them home for dinner. There’s nothing like a personal connection to break stereotypes and preconceived notions. 

5 Facts About World Universities That Will Blow Your Mind

Where no university flag has gone before.

Charles “Pete” Conrad, a Princeton graduate, was the third man to walk on the moon in 1969; he planted a Princeton flag on its surface.  

Iranian women in science outnumber other countries

With over 70% of female students in pure sciences and engineering, Iran has the highest female to male ratio in universities.

The first university mascot

Yale’s 'Handsome Dan' was the first mascot in the history of U.S. universities.

M.I.T. students can technically become pirates

M.I.T. students who complete sailing, pistol, fencing, and archery classes can officially receive a pirate’s license. 

The world’s largest scavenger hunt

 The University of Chicago holds an annual four-day scavenger hunt, complete with a 200-mile road trip, cryptograms, challenges, and a three-course meal.

Why International Students Day is Important

Never take things for granted.

Today we’re reminded about the privilege of education and the importance of dissent. It inspires us to keep asking the big questions, no matter the consequences.

A celebration of youth

Students are tomorrow’s leaders, thinkers, creators, and moral centers. Higher education helps everyone make a difference in their own lives and the world. International Students’ Day celebrates young people and their rights to education. 

The importance of student activism

It’s a day that commemorates student activism. Throughout history, student-led activism has challenged the authority of fascists and despots. Student-led events at Beijing’s Tiananmen Square, Prague’s Velvet Revolution, or the protests at India’s Jawaharlal Nehru University will forever inspire generations to come. 

International Students Day dates

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International Students’ Day

• Updated on  
• Nov 14, 2023

International Students’ Day is celebrated every year on 17 November. This day marks the right of students to access resources available for a better education. Going back to the roots, the day was originally commemorated to remember the students of Czech universities who were killed and sent to concentration camps by Nazis in 1939. A number of universities celebrate International Students’ Day sometimes on a day other than 17 November, to mark a non-political celebration of the multiculturalism of international students studying at their respective universities. Read on to know more about the history, significance and celebrations.

Table of Contents

• 1 History 
• 2 Significance
• 3 How is it celebrated?
• 4 Why should we celebrate International Students’ Day?
• 5 International Students’ Day Wishes 2023

History 

The date marks the anniversary of the Nazi attack on the University of Prague after the affirmation against the German occupation of Czechoslovakia including the killings of Jan Opletal and worker Václav Sedláček. It all began when the Nazis stormed the students, murdering nine student leaders and sending more than 1,000 students to concentration camps. The Nazis eventually closed all Czech universities and colleges. 

In 1940, the initial idea to mark the atrocities imposed on students in Nazi-occupied Czechoslovakia was discussed among Czechoslovak Army troops in England. The idea of commemorating the day on 17 November was discussed with the British National Union of Students of England and Wales and other international students fighting the Nazis from England. 

Constant efforts were made to convince students from different countries to acknowledge 17 November as a day for encouraging resistance against the Nazis and the fight for freedom and democracy across the world.

Students of Great Britain , India,  America , the then USSR , Belgium, Czechoslovakia, France , Greece , China , Holland , Norway , Poland and Yugoslavia came together to honour the tortured and executed students who were the first to raise their voices against the Nazi oppression.

Significance

International Students’ Day promotes student harmony, diversity and multiculturalism. On this day, students pay homage to the bravery and determination of the students who fearlessly defended their university during the Nazi Stormining in 1939. On this day, students are made aware that they have the right to raise their voices against the atrocities, freedom and equality. Many universities across the world celebrate this day with utmost enthusiasm. 

Also Read: Chhatt Puja 2023

How is it celebrated?

On this day, universities organize events like cultural performances, sports activities, academic workshops and competitions such as essay writing contests, quizzes , debates , and other fun activities to keep the students active and entertained. Students are also provided with expert talks from dignitaries on various issues discussing issues faced by the international student community.

Also Read: Best Rangoli Designs for Diwali 2023

Why should we celebrate International Students’ Day?

Apart from honouring the sacrifices made by the brave students of Czech Universities , here are some other reasons why we should celebrate International Students’ Day:

• International students leave their families behind to make their dreams come true.
• The lively spirit to move beyond boundaries and gain confidence.
• Millions of international students enrolled in higher education institutions worldwide get the chance to experience global diversity .
• Importance of access to educational resources for bright international students who study abroad through scholarships.
• International students and their vital role in the global economy.
• Addressing discriminatory problems faced by students abroad.

Also Read: National Press Day

International Students’ Day Wishes 2023

• Looking back at your life, there are a few things you are always going to miss. One of them is your life as a student. No matter how boring the history classes may seem right now, the time spent with friends will remain in your memories forever. Happy International Students’ Day!
• Nelson Mandela once said, “Education is the most powerful weapon, which you can use to change the world.” So, this International Students’ Day, let’s take a pledge to make the world a better place together.
• There is no shortcut to success; therefore, you should never compromise your studies. Happy International Students’ Day to you.
• On the occasion of International Students’ Day, I wish all the students great success and a bright future. 

Relevant Blogs 

International Students’ Day is celebrated every year on 17 November.

International Students’ Day is celebrated to mark the bravery of students of Czech universities against the Nazi Attack in 1939.

Apart from marking the sacrifices made by the brave students of Czech Universities, we must celebrate International Student’s Day to address the international student community.

For more information about such informative articles, make sure to check the  trending events  page of  Leverage Edu .

Damanpreet Kaur Vohra

Daman is a creative and enthusiastic writer who loves to create well researched and impactful content for students willing to pursue higher studies abroad, from universities, courses and exams to writing fun blogs for students abroad.

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International Student’s Experience in the United States Essay

Often, students opt to study abroad to escape from their parents or guardians. They fail to appreciate the challenges associated with transitioning from one country to another (Altbach 126). Studying in a distant country is attributed to numerous challenges that include language barrier, culture shock, adapting to a foreign diet, getting an apartment, and commuting from one’s residence to school. Everything that an individual knew seems to have been inverted. Some students are unable to withstand the challenges associated with studying overseas, prompting them to go back to their countries. In spite of the challenges associated with studying in a foreign country, the experience makes one independent (Smith and Khawaja 705). One requires creating a connection with the local students. It enables him/her not only to learn the local language but also to get an apartment in a secure neighborhood and commute with limited difficulties.

One of the biggest challenges that international students face is the language barrier (GU, Schweisfurth, and Day 14). When I moved to the United States as an international scholar, I had challenges in interacting with students. The official teaching language was English. I had never studied English before. Therefore, I only had a basic knowledge of English. Before moving to the United States, my colleagues encouraged me to take English lessons. They claimed that it would help me to interact with students and understand the lecturers. I did not take them seriously since I thought that having a basic knowledge of English was sufficient. I was astounded to find that the Americans used jargons that were unfamiliar to me. Besides, words like balling, intense, radical, and many others had different meanings. It was hard to understand what the students were saying. I avoided speaking with classmates due to poor English. I endured the challenge of the language barrier for three months, which to me seemed like ten years. Communicating with taxi drivers was hard. Therefore, I stayed indoors during the free time since it was hard to tour the city.

I could not socialize for three months. I only had two friends who understood my challenges and were ready to assist. I recalled the many friends that I had back in my country and resolved to go back. I talked to one of my friends about the decision to go back to my homeland, but he convinced me to stay. He said that it would not take long to overcome the challenges, which I was facing. My friend volunteered to help me learn English. He also helped me to look for a better apartment in a secure neighborhood. It eased my travel from home to school.

International students encounter challenges in managing their money. It becomes hard for the students to compare their local denominations with foreign currencies when purchasing products (Hsieh 381). Eventually, the students end up spending all their money within a short duration. Another challenge that I encountered was getting acquainted with the American dollar. I had been used to our local currency. Hence, it was hard for me to assess the value of items in terms of dollars. On the other hand, the taxi drivers took advantage of my innocence. They could charge me high for a short distance. Induration of three months, I contacted my parents four times asking for additional money. My parents were not happy with my spending. They accused me of being too extravagant. One day, I invited my friends for lunch at my place. I offered to pay for their transport. They were surprised to learn that I paid $30 for a distance that costs $15. That is when I realized that the taxi drivers had been overcharging me. I confronted the taxi drivers, and since then, they never overcharged me again.

International students go through many challenges that impact their academic performance in the first year of college (Poyrazli and Grahame 33). The primary reason for moving to the United States was to advance my educational background. I had hopes that studying in the United States would boost my academic credentials and enable me to secure a better job in the future. Unfortunately, my dreams were almost shattered in the first semester. I did not perform according to my expectations. One of the factors that contributed to my poor performance was the language barrier. It was hard to understand the lecturers. Besides, I took a long to settle down. Therefore, I had little time to study.

Understanding the factors that lead to poor performance can go a long way towards helping one to improve his/her academic achievements (Salisbury et al. 125). I decided to concentrate on the subjects that seemed quite difficult. Besides, we formed a discussion group with some friends who helped me tackle the difficult subjects. I also liaised with lecturers who spared some of their time to assist me. The study group and assistance from the professors helped to boost my academic performance. I was among the most academically improved students in the second semester.

Works Cited

Altbach, Philip. “Globalization and the University: Realities in an Unequal World.” International Handbook of Higher Education 18.1 (2009): 121-139. Print.

Gu, Qing, Michele Schweisfurth, and Christopher Day. “Learning and Growing in a ‘Foreign’ Context: Intercultural Experiences of International Students.” Compare: A Journal of Comparative and International Education 40.1 (2010): 7-23. Print.

Hsieh, Min-Hua. “Challenges for |International Students in Higher Education: One Student’s Narrated Story of Invisibility and Struggle.” College Student Journal 41.2 (2007): 379-391. Print.

Poyrazli, Senel, and Kamini Grahame. “Barriers to Adjustment: Needs of International Students within a Semi-Urban Campus Community.” Journal of Instructional Psychology 34.1 (2007): 28-42. Print.

Salisbury, Mark, Paul Umbach, Michael Paulsen, and Ernest Pascarella. “Going Global: Understanding the Choice Process of the Intent to Study Abroad.” Research in Higher Education 50.2 (2009): 119-143. Print.

Smith, Rachel, and Nigar Khawaja. “A Review of the Acculturation Experiences of International Students.” International Journal of Intercultural Relations 35.6 (2011): 699-713. Print.

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HIR Academic Writing Contest

The Harvard International Review is a quarterly magazine offering insight on international affairs from the perspectives of scholars, leaders, and policymakers. Since our founding in 1979, we've set out to bridge the worlds of academia and policy through outstanding writing and editorial selection.

The quality of our content is unparalleled. Each issue of the Harvard International Review includes exclusive interviews and editorials by leading international figures along with expert staff analysis of critical international issues. We have featured commentary by 43 Presidents and Prime Ministers, 4 Secretaries-General, 4 Nobel Economics Prize laureates, and 7 Nobel Peace Prize laureates.

The Contest

Inspired by our growing high school readership around the world, we have run the Harvard International Review Academic Writing Contest since 2020 to encourage and highlight outstanding high school writing on topics related to international affairs.

Contest Format

Participants in the contest submit a short-form article on a topic in international affairs. Each submission will be read and scored by the Harvard International Review .

A number of contestants will be selected as finalists, who are invited to participate in a virtual HIR Defense Day. At the Defense Day, students will have the opportunity to give a 15-minute presentation and oral defense to Harvard International Review judges.

Submission Guidelines

All submissions must adhere to the following requirements, as outlined in the Submission Guide below.

Participants will have a choice of two different themes and must note which prompt they have chosen at the top of their submissions.

Theme A: Inequalities in a VUCA World

Theme B: Global Challenges and Collective Actions

Contestants may choose either topic above when writing the article.

Content: Articles should address a topic related to international affairs today. Potential categories include (but are not limited to): Agriculture, Business, Cybersecurity, Defense, Education, Employment & Immigration, Energy & Environment, Finance & Economy, Public Health, Science & Technology, Space, Trade, and Transportation. Articles should examine the theme from a global perspective rather than focusing on the United States.

Length: Articles should be at least 800 words but not exceed 1,200 words (not counting diagrams, tables of data, or authorship declaration).

Writing Style: Submissions should present an analytically backed perspective on an under-appreciated global topic.  

AI Policy : The usage of ChatGPT is prohibited. Judges will be running all articles through multiple AI checkers, and articles that receive high AI generation scores across multiple checkers will be disqualified.

Excellent contest submissions will aim to present a topic holistically from a balanced perspective. Evidence and nuance are critical. Submissions should be well-researched, well-informed, and formal in style and prose.

The HIR does not accept op-eds , otherwise known as editorials or opinion pieces for its competition. Articles are expected to have a thesis but should not have an agenda. Submissions should also not be merely a collection of facts.

As a journalist organization, we ask that submissions follow AP Style's newest edition . We also ask that submissions are culturally sensitive, fact-checked, and respectful.

Examples of pieces that would be considered excellent submissions are below.

Citation and Sources : All factual claims must be backed by a citation from a reliable source. All ideas that are not your own must be properly attributed. Citations should be made via hyperlinks. Non-digital sources are welcome but must be cited properly as per AP Style . See the examples above for examples of using hyperlinks for citations.

Click Here: Submission Guide

Contest dates.

There are three distinct submission cycles for the 2024 Contest.

Please note that contestants are requested to register and pay before becoming eligible to submit their articles prior to the submission deadline.  

Admissions are done on a rolling basis! Capacity is limited.

Spring 2024

Article Submission Deadline: May 31, 2024

HIR Defense Day: June 29, 2024

Summer 2024

Article Submission Deadline: August 31, 2024

HIR Defense Day: October 5, 2024

Fall 2024 / Winter 2024

Article Submission Deadline: January 2, 2025

HIR Defense Day: February 5, 2025

Contest Prizes

All submissions will receive a score from the Harvard International Review based on the Evaluation Rubric described in the Submission Guide. Contestants that receive a passing score without qualifying for a HIR Defense Day will receive individual prizes. Finalists will be eligible for the following Gold/Silver/Bronze medals based on their scores and performance in the HIR Defense Day.

Commendation Prize: HIR Certificate

Outstanding Writing Content / Style Prize : HIR Certificate

High Commendation Prize : HIR Certificate

Bronze Medal : HIR Certificate and name listed on website (global top 20 percent)

Silver Medal: HIR Certificate and name listed on website (global top 10 percent)

Gold Medal: HIR Certificate and name listed on website (global top three percent)

All scoring and prize decisions are final. The contest will not be able to provide additional detail beyond the scores provided by HIR graders. All contestants who manage to submit their articles will receive a certificate of completion.

Contest Eligibility:

United States

Students are eligible if they are in grades nine through twelve in any of the fifty states, the District of Columbia, the U.S. territories, or if they are U.S. citizens/lawful permanent residents attending high school overseas.

International

Students in countries outside of the United States (grades 9-12) are also welcome to submit. Submissions are expected to be written in English and with traditional American spelling. For more information on submissions in your country, please contact [email protected]

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Your local college is organising an event on International Student's Day. Write a letter to the organiser. In your letter • suggest topics you would like them to cover • explain why it would be interesting for students • ask questions about the arrangement

Dear Sir or Madam, I’m writing this letter to inform you about some suggestions for university annual function which will be held on International Student’s Day dated 17th Nov’. I assume that the origination would have prepared with the events however would like you to suggest some topic which would be more interesting for the […] Read More Band 5+

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My experience as an international student at the University of Geneva

Stella sakellaridou, from athens, reveals the international experience, social life and academic environment at the university of geneva, ranked fifth in the world's most international universities..

• Student life
• Study abroad

Stella Sakellaridou

View the 200 most international universities in the world 2016

Stella sakellaridou shares her story and experience as an international student:.

I am from Athens, Greece, and am currently a PhD law candidate at the University of Geneva and the Graduate Institute of International and Development Studies. 

The international experience

My experience as an international student has, overall, been positive; any challenges I meet are outside the academic programme, namely affordable housing and the general cost of living. First, Geneva is one of the most expensive cities in the world, so it is by no means student-budget friendly. Second, as Geneva hosts many students, interns at international organisations and young professionals in mobility, finding a place to stay is a time- and money-consuming process. Student residences remain the  most affordable option – definitely not enough for the number of applicants – or there is flat sharing, which is rarely a “value for money” option. The rent is high in comparison with many other European student cities. On the other hand, student residences (private or of the university) are often not able to take in the incoming students. I hadn’t found a place until one week before my initial arrival in Geneva. On the positive side, I must mention the broad academic curriculum offered within a high-quality education system, the efficiently operating administration and infrastructure, and, above all, the international environment.

The social environment

Geneva offers an ideal multiculti environment. Socialising with my international classmates was quite easy at the start, and I soon expanded my social network by joining several student or interns’ groups  via Facebook that often organise events and activities: fun and good times guaranteed! I am still friends with people from different countries whom I had met during my exchange term – and it’s been more than five years since then. However, socialising with the local students seemed to be more complicated, perhaps because of the “temporary” status of the international students. With regards to my compatriots, Greeks, I have met only a few, so there have not been many chances to frequently communicate in Greek. As a matter of fact, this turned out to be a plus, because this way I managed to substantially improve my skills in French and English.

University support

As mentioned before, the University of Geneva has a very efficient administration structure that goes beyond the enrolment procedure. The competent staff were also very helpful with issues to do with official documents, such as the residence permit and other procedural issues. Well in advance of my arrival they had provided me with practical information and guidance, including lists of student residences and particular renting rooms to apply to.

Upon arrival, we were welcomed and properly guided through well-organised orientation days, informative sessions, as well as language-advancing courses. 

The academic experience

As I progressed with my studies from undergraduate to the LL.M. level and further, I mostly appreciated courses and classes being interactive and not purely theoretical, with opportunities for written essay assignments, educational trips, moot courts and conferences. During my exchange programme, as well as the certificate in transnational law, the majority of courses were taught in French while only a number of them were offered in English. In the MIDS LL.M. the working language was exclusively in English with optional courses in French. The professors, either locals or internationals – especially during my LL.M. – were very renowned and highly esteemed in their field.

Living in Geneva

I would describe Geneva as a relatively small “metropolis” – an international business centre, where so many global organisations and private companies operate. Yet, despite all this business activity, Geneva remains human-scaled and friendly to its inhabitants who, any time and only by travelling a short distance, may easily benefit from calm open areas and the incomparable lakefront. 

The quality of life and the vast professional and academic activity attract a great number of expats for work or studies. Personally, in the context of my studies, I had the opportunity to gain substantial professional experience in my area of interest. So far, I have successfully completed internships at the Permanent Mission of Greece at the United Nations, and I have worked with the international arbitration groups of renowned Geneva-based law firms.

The University of Geneva is fifth in the ranking of the  world’s most international universities.

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International Students Essay

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Topic: Students , Culture , Education , Experience , Communication , Learning , Innovation , Campus

Published: 07/07/2021

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Studying abroad has become a notable pattern in present higher education context. Indeed, more and more students are opting for an international education for very different reasons. However, if anything, one most notable reason for studying abroad for students is a different cultural experience. This is, in fact, an interesting pattern by which students are not only seeking better education in more developed educational systems but are also looking for more fulfilling personal as well as social life experiences. These decisions are not, in fact, free of challenges. Indeed, international students face growing pressures, particularly during first months. Therefore, in order to appreciate international student dilemma, so to speak, on foreign campuses, experiences of international students could be compared to experiences of local student sojourners who opt for a different educational experience outside own state or region but who remain still in same cultural context. This paper aims, hence, to compare student sojourners' experiences – international and local – for locale, communication skills and cultural novelty.

For locale, international students experience a dramatic shift in not only educational context but also overall learning experience. Compared to local student sojourners – who only experience partial shift in learning context by opting for a different campus in a different state – international students have to adapt to completely new communicative situations in different physical contexts which impact negatively on learning experiences, particularly during first three months (Hechanova-Alampay, Beehr, Christiansen and Van Horn). Interestingly, further support is confirmed as an asset for international students – as compared to local student sojourners – for a more fulfilling learning experience. Thus, compared to local student sojourners, international students are far removed physically from familiar cultural contexts – and hence miss necessary support – of which local student sojourners have more resources.

On a cultural novelty platform, international students appear to be much disadvantaged, compared to local student sojourners, in daily interactions on campus. Indeed, international students experience cultural shock as one most defining learning experience on foreign campuses (Lewthwaite). This is attributed to not only differential educational and learning contexts – which might also be similar in novelty to local student sojourners – but also to broader social and cultural contexts international students have to experience on a regular basis during sojourn period. The case for cultural novelty becomes far more acute if international students happen to belong to a culture which is far removed from host culture. Compared to local student sojourners, international students need to adapt to too many cultural variations. Further, in lack of adequate support – particularly if international student offices are not active enough, understaffed or lack experienced counselors – international students are in much disadvantaged position compared to local student sojourners who enjoy family and friend support at much closer distance. Therefore, compared to local student sojourners, experiences of cultural novelty for international students are characterized by more intensity, psychological impact and social implications for overall educational experience.

On an intercultural communication competency platform, international students experience very different communication situations compared to local student sojourners. For example, international students on U.S. campuses appear to feel much more confident communicating with American students and hence show more intercultural competence (Zimmermann). Admittedly, local student sojourners are less removed from host campus communication styles and situations compared to international students who might belong to a completely different culture and hence cannot compete communicationally with local student sojourners. Accordingly, international students and local student sojourners experience differential intercultural communication competencies based primarily on both student category's cultural background and communication styles.

In conclusion, international students and local student sojourners experience different educational and learning contexts. If both categories relocate away from home, international students and local student sojourners can be compared based on educational locale, cultural novelty as well as intercultural communication competency. Compared to local student sojourners, international students experience a physical relocation which more acute and unsettling, particularly if international students belong to an educational system which varies considerably from host country's comparative one. For cultural novelty, international students experience far more novel cultural experiences than local student sojourners. This is manifest in not only different educational and learning institutions which both category of students experience but also broader social and cultural contexts in which both international and local student sojourners interact on a regular basis. Finally, from an intercultural communication competency perspective whereas international students need to feel confident interacting with local students in order to feel more integrated into a host campus culture and beyond, local student sojourners interact in much familiar communication contexts and need only adapt to minor differences compared to international students particularly ones whose cultural background vary considerably from host campus. If anything, international student status compared to local student sojourners' needs to be further investigated for educational, social and, not least, re-entry cultural implications.

Works Cited

Hechanova-Alampay, Regina, Beehr, A. Terry, Christiansen, D. Neil, and Van Horn, K. Roger. " Adjustment and Strain among Domestic and International Student Sojourners: A Longitudinal Study." School Psychology International 23.4 (2002): 458-474. Sage Journals. Web. 19 Apr. 2015. Lewthwaite, Malcolm. "A study of international students' perspectives on cross-cultural adaptation." International Journal for the Advancement of Counselling 19.2 (1996-7): 167-185. Springer Link. Web. 19 Apr. 2015. Zimmermann, Stephanie. "Perceptions of intercultural communication competence and international student adaptation to an American campus." Communication Education 44.4 (2009): 321-335. Taylor & Francis Online. Web. 19 Apr. 2015.

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• International Student
• Essay Writing Center
• Sample Essays

Sample Scholarship Essays

If you’re applying for a scholarship, chances are you are going to need to write an essay. Very few scholarship programs are based solely on an application form or transcript. The essay is often the most important part of your application; it gives the scholarship committee a sense of who you are and your dedication to your goals. You’ll want to make sure that your scholarship essay is the best it can possibly be.

See the sample essays:

The book that made me a journalist, planners and searchers, saving the manatees.

Unless specified otherwise, scholarship essays should always use the following formatting:

• Double spaced
• Times New Roman font
• 12 point font
• One-inch top, bottom, and side margins

Other useful tips to keep in mind include:

• Read the instructions thoroughly and make sure you completely understand them before you start writing.
• Think about what you are going to write and organize your thoughts into an outline.
• Write your essay by elaborating on each point you included in your outline.
• Use clear, concise, and simple language throughout your essay.
• When you are finished, read the question again and then read your essay to make sure that the essay addresses every point.

For more tips on writing a scholarship essay, check out our Eight Steps Towards a Better Scholarship Essay .

I was taking a composition class, and we were learning how to write persuasive essays. Up until that point, I had had average grades, but I was always a good writer and my teacher immediately recognized this. The first paper I wrote for the class was about my experience going to an Indian reservation located near my uncle's ranch in southwest Colorado. I wrote of the severe poverty experienced by the people on the reservation, and the lack of access to voting booths during the most recent election. After reading this short story, my teacher approached me and asked about my future plans. No one had ever asked me this, and I wasn't sure how to answer. I said I liked writing and I liked thinking about people who are different from myself. She gave me a book and told me that if I had time to read it, she thought it would be something I would enjoy. I was actually quite surprised that a high school teacher was giving me a book titled Lies My Teacher Told Me. It had never occurred to me that teachers would lie to students. The title intrigued me so much that on Friday night I found myself staying up almost all night reading, instead of going out with friends.

In short, the book discusses several instances in which typical American history classes do not tell the whole story. For example, the author addresses the way that American history classes do not usually address about the Vietnam War, even though it happened only a short time ago. This made me realize that we hadn't discussed the Vietnam War in my own history class! The book taught me that, like my story of the Indian reservation, there are always more stories beyond what we see on the surface and what we’re taught in school. I was inspired to continue to tell these stories and to make that my career.

For my next article for the class, I wrote about the practice of my own high school suspending students, sometimes indefinitely, for seemingly minor offenses such as tardiness and smoking. I found that the number of suspensions had increased by 200% at my school in just three years, and also discovered that students who are suspended after only one offense often drop out and some later end up in prison. The article caused quite a stir. The administration of my school dismissed it, but it caught the attention of my local newspaper. A local journalist worked with me to publish an updated and more thoroughly researched version of my article in the local newspaper. The article forced the school board to revisit their “zero tolerance” policy as well as reinstate some indefinitely suspended students. I won no favors with the administration and it was a difficult time for me, but it was also thrilling to see how one article can have such a direct effect on people’s lives . It reaffirmed my commitment to a career in journalism.

This is why I’m applying for this scholarship. Your organization has been providing young aspiring journalists with funds to further their skills and work to uncover the untold stories in our communities that need to be reported. I share your organization’s vision of working towards a more just and equitable world by uncovering stories of abuse of power. I have already demonstrated this commitment through my writing in high school and I look forward to pursuing a BA in this field at the University of Michigan Ann Arbor. With your help, I will hone my natural instincts and inherent writing skills. I will become a better and more persuasive writer and I will learn the ethics of professional journalism.

I sincerely appreciate the committee’s time in evaluating my application and giving me the opportunity to tell my story. I look forward to hearing from you soon.

Scholarship Essay Do's and Don'ts

Being African, I recognize Africa’s need for home- grown talent in the form of “planners” (assistants with possible solutions) and “searchers” (those with desperate need) working towards international development. I represent both. Coming from Zimbabwe my greatest challenge is in helping to improve the livelihoods of developing nations through sustainable development and good governance principles. The need for policy-makers capable of employing cross-jurisdictional, and cross- disciplinary strategies to solve complex challenges cannot be under-emphasized; hence my application to this scholarship program.

After graduating from Africa University with an Honors degree in Sociology and Psychology, I am now seeking scholarship support to study in the United States at the Master’s level . My interest in democracy, elections, constitutionalism and development stems from my lasting interest in public policy issues. Accordingly, my current research interests in democracy and ethnic diversity require a deeper understanding of legal processes of constitutionalism and governance. As a Master’s student in the US, I intend to write articles on these subjects from the perspective of someone born, raised, and educated in Africa. I will bring a unique and much-needed perspective to my graduate program in the United States, and I will take the technical and theoretical knowledge from my graduate program back with me to Africa to further my career goals as a practitioner of good governance and community development.

To augment my theoretical understanding of governance and democratic practices, I worked with the Zimbabwe Election Support Network (ZESN) as a Programs Assistant in the Monitoring and Observation department. This not only enhanced my project management skills, but also developed my skills in research and producing communication materials. ZESN is Zimbabwe’s biggest election observation organization, and I had the responsibility of monitoring the political environment and producing monthly publications on human rights issues and electoral processes . These publications were disseminated to various civil society organizations, donors and other stakeholders. Now I intend to develop my career in order to enhance Africa’s capacity to advocate, write and vote for representative constitutions.

I also participated in a fellowship program at Africa University, where I gained greater insight into social development by teaching courses on entrepreneurship, free market economics, and development in needy communities . I worked with women in rural areas of Zimbabwe to setup income-generating projects such as the jatropha soap-making project. Managing such a project gave me great insight into how many simple initiatives can transform lives.

Your organization has a history of awarding scholarships to promising young students from the developing world in order to bring knowledge, skills and leadership abilities to their home communities. I have already done some of this work but I want to continue, and with your assistance, I can . The multidisciplinary focus of the development programs I am applying to in the US will provide me with the necessary skills to creatively address the economic and social development challenges and develop sound public policies for Third World countries. I thank you for your time and consideration for this prestigious award.

It is a cliché to say that I’ve always known what I want to do with my life, but in my case it happens to be true. When I first visited Sea World as a young child, I fell in love with marine animals in general. Specifically, I felt drawn to manatees. I was compelled by their placid and friendly nature. I knew then and there that I wanted to dedicate my life to protecting these beautiful creatures.

Since that day in Orlando, I have spent much of my spare time learning everything there is to know about manatees. As a junior high and high school student, I attempted to read scholarly articles on manatees from scientific journals. I annoyed my friends and family with scientific facts about manatees-- such as that they are close relatives of elephants--at the dinner table. I watched documentaries, and even mapped their migration pattern on a wall map my sister gave me for my birthday.

When I was chosen from hundreds of applicants to take part in a summer internship with Sea World, I fell even more in love with these gentle giants. I also learned a very important and valuable lesson: prior to this internship, I had imagined becoming a marine biologist, working directly with the animals in their care both in captivity and in the wild. However, during the internship, I discovered that this is not where my strengths lie. Unfortunately, I am not a strong student in science or math, which are required skills to become a marine biologist . Although this was a disheartening realization, I found that I possess other strengths can still be of great value to manatees and other endangered marine mammals: my skills as a public relations manager and communicator . During the internship, I helped write new lessons and presentations for elementary school groups visiting the park and developed a series of fun activities for children to help them learn more about manatees as well as conservation of endangered species in general. I also worked directly with the park’s conservation and communication director, and helped develop a new local outreach program designed to educate Floridians on how to avoid hitting a manatee when boating . My supervisor recommended me to the Save the Manatee Foundation so in addition to my full-time internship at Sea World, I interned with the Save the Manatee Foundation part-time . It was there that I witnessed the manatee rescue and conservation effort first hand, and worked directly with the marine biologists in developing fund-raising and awareness-raising campaigns. I found that the foundation’s social media presence was lacking, and, using skills I learned from Sea World, I helped them raise over $5,000 through a Twitter challenge, which we linked to the various social media outlets of the World Wildlife Federation.

While I know that your organization typically awards scholarships to students planning to major in disciplines directly related to conservation such as environmental studies or zoology, I feel that the public relations side of conservation is just as important as the actual work done on the ground . Whether it is reducing one’s carbon footprint, or saving the manatees, these are efforts that, in order to be successful, must involve the larger public. In fact, the relative success of the environmental movement today is largely due to a massive global public relations campaign that turned environmentalism from something scientific and obscure into something that is both fashionable and accessible to just about anyone. However, that success is being challenged more than ever before--especially here in the US, where an equally strong anti-environmental public relations campaign has taken hold. Therefore, conservationists need to start getting more creative.

I want to be a part of this renewed effort and use my natural abilities as a communicator to push back against the rather formidable forces behind the anti-environmentalist movement. I sincerely hope you will consider supporting this non-traditional avenue towards global sustainability and conservation. I have already been accepted to one of the most prestigious communications undergraduate programs in the country and I plan to minor in environmental studies . In addition, I maintain a relationship with my former supervisors at Save the Manatee and Sea World, who will be invaluable resources for finding employment upon graduation. I thank the committee for thinking outside the box in considering my application.

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DepEd celebrates National Students’ Day, millions of students gathered virtually

PASIG CITY, November 17, 2020 – With the goal to recognize the invaluable contribution of student activism to Philippine education and democracy, the Department of Education (DepEd), through the Bureau of Learner Support Services -Youth Formation Division (BLSS-YFD), in cooperation with the National Youth Commission (NYC), launched the celebration of the 1st National Students’ Day (NSD).

The event likewise also commemorated the International Students’ Day, which was spearheaded by the International Students’ Council in 1941.

Anchored on the theme Mag-aaral na Pilipino, Palaban sa Buhay, Gamit ang Puso, Galing at Talino, this year’s celebration of NSD virtually gathered millions of students all over the country.

“Magtutulungan kami para magpatuloy ang edukasyon ng mga mag-aaral,” DepEd Secretary Leonor Magtolis Briones expressed support to the learners as she underscored the importance of education, especially in this time of crisis.

“Through DepEd Commons, TV and radio, along with the outpouring assistance of our partners and stakeholders, no learners will be left behind. Mahal na mahal namin kayo,” the DepEd Chief assured.

Meanwhile, Undersecretary for Administration Alain Del B. Pascua highlighted in his message the young Filipino heroes of the past that may inspire the youth of today. “Nawa’y kilalanin natin at gawing inspirasyon ang ating mga bayani sa ating pagharap sa mga hamon ng buhay natin ngayon. Isapuso natin ang kanilang halimbawa at paniigin sa inyong mga gawain ang pagiging maka-Diyos, maka-tao, makakalikasan at makabansa.

BLSS OIC Director Lope B. Santos, on the other hand, emphasized that NSD is a tribute to the power of students. “Your contributions to our country continue to make marks in different fields towards nation building and development. In this era of new normal, our students have immersed themselves as heroes against the pandemic.”

Also present in the virtual celebration are the DepEd Executive Committee (ExeCom) members, Regional Directors, Schools Division Superintendents, NYC officials led by Chairperson and CEO Ryan R. Enriquez, advocates and artists like Antoinette Taus, Bobby Yan, Xia Vigor, Isabelle De Leon, and Katarina Rodriguez, student leaders, teachers, parents, and students, among others.

BLSS-YFD Chief Adolf P. Aguilar, the overall head of the event, challenged all young leaders to continue their advocacies. “We have witnessed how students blended in and created their own coping mechanisms in the new normal. “We call on you, young leaders of today, to continue working on your advocacies for change, especially in this time of the pandemic.”

“Marami sa ating mga naging bayani ay mga estudyante nung sila ay lumaban para sa ating bayan at sa ating kasarinlan. Kaya sa ating selebrasyon ng National Students’ Day, hinihikayat ko kayong mga estudyante, sapagkat kayong mga kabataan, kayong mga mag-aaral, ang isa sa mga pag-asa ng ating bayan,” Undersecretary Alain concluded.