Description
This resource should help advisers who are working with refugee and permanent resident students. This link will provide information on who these students are and what their most common advising issues are.

Basic Information
Who are refugee and permanent resident students and how do they differ from international students?

Although they are similar in many ways to foreign students at the University, refugees and permanent residents are subject to different regulations governing their residence in the United States and their admission to the University. Most of the refugees over the last 10-15 years have come from Cambodia, Laos, Vietnam, the former Soviet Union, Cuba, Ethiopia, Somalia, Sudan and Liberia.

In processing applications for admission, financial aid, and some special support services (such as the Learning Resource Centers supported by the Office of the Associate Vice President for Multicultural Affairs), the University treats refugees and permanent residents like U.S. citizens. Since refugees have permanent rather than temporary visas (like the nonimmigrant F-1 or J-1 visas), they are not required to carry a 12-credit load each semester. Although refugees are not yet permanent residents or citizens (citizenship requires special application after several years of residence in the United States), they may be classified as Minnesota residents; as such, they would qualify for resident tuition rates. (A student’s residence status is indicated on the upper left corner of the SAP.) Nonetheless, in terms of English proficiency and academic planning, refugees or permanent residents are often very much like international students.

Why should advisers work closely with these students?
Although refugees and permanent residents share a common immigration status, substantial variability exists in their cultural experiences and exposure to the U.S. educational system. Some students have recently arrived in this country and share many of the same language and adjustment issues as international students. Others have lived in this country for many years and have extensive experience with U.S. high schools or colleges. They usually have few language or cultural adaptation issues.

Often, however, they have needs that are different than those of other domestic students who have gone through the U.S. educational system. For example, there may be conflict within their families because of differences between U.S. cultural norms and their parents’ values. This is an especially common issue as students are selecting majors. The learning resources centers are a particularly good resource for advisers and students when dealing with these issues.

The diversity of experience in this group of students makes it difficult to generalize about their needs. Consequently, advisers must take into account each student’s background when planning a program of study or making referrals to other resources.

Advising Issues:

Academic credentials
Occasions arise when a student cannot present academic credentials due to political strife in the home country. These cases are reviewed individually by the Office of Admissions, and referrals may be made to local community colleges as a means of generating a measurable academic transcript. Alternatively, a student who passes the GED examination is provided with certification equivalent to a U.S. high school diploma.

Advanced standing credit can be awarded only if the student presents a transcript—a requirement that is particularly disheartening for refugees who have completed professional education and have been employed for years in high-level occupations but who were unable to emigrate with their credentials. Students in this position can get credit for their previous coursework only through CLEP or special University exams.

Advisers may wish to exercise caution in discussing with these students the number of credits attainable through CLEP or special exams. Some professional-level programs prefer to see grades and credit for coursework completed in U.S. colleges.

Admission and testing in English
Unlike international students, refugees and permanent residents are allowed to apply to the University of Minnesota using the same application as native students. “U.S. citizens, permanent residents, and refugees should use the domestic application.” http://www1.umn.edu/twincities/03_admissions.php on the admissions page

If the refugee/permanent resident student has been in the United States for eight years or less and are from a non-Anglophone country (contact the English Language Program or the ISSS ESL Adviser), he or she will need to take the Test of English as a Foreign Language (TOEFL).

The AZ hold requires students, prior to registration each semester, to meet with a staff member in the Minnesota English Center (MEC) and enroll in part-time English as a second language courses. The MEC staff member then removes the AZ hold temporarily to enable the student to enroll for academic classes. MEC staff will ensure that the AZ hold is not released permanently until the student is proficient in English and is able to handle full-time academic studies. Students should not register for Freshman composition (EngC 1011) until their AZ hold has been permanently removed. For more information on the AZ hold, see Section 5.3.

English Composition
Like all undergraduate students at the University, immigrants are expected to fulfill the English composition requirement. Those who have not yet met this requirement, and who do not need to improve their English skills through taking ESL classes, do not have an AZ hold, often benefit from registering for composition sections for nonnative speakers of English. (Even if they have attended U.S. schools nonnative speaker sections are often advisable.)

1. If students have been exempted from taking ESL (no AZ hold) classes on the basis of their score on the MELAB, they can register for a nonnative speaker composition section. For questions, please refer students to Sheryl Holt, the Composition Coordinator for Nonnative Speakers, in 337 Nolte Center, 624-4524, holtx001@umn.edu. She will screen students for best placement in composition courses and give permission numbers for the nonnative speaker sections of EngC 1011, 1027, 3031 or 3027.

2. Students who have not yet taken the MELAB (or equivalent) or otherwise demonstrated their English language proficiency should be urged to do so as soon as possible. They will not be allowed to register for Freshman composition until they have done so. Test referrals can be made through the General College, 25 Appleby Hall, from 9 a.m. to 3 p.m. in person. The student will need to bring five things:

(1) passport, alien registration card, or proof of U.S. citizenship, (2) photo identification, (3) social security number if applicable, (4) two recent photographs of passport size, (5) a check or money order.

Students who are already admitted can also take the Minnesota Battery Test. They register for the test at the Language Center in 52 Folwell Hall. They will need a photo id and there will be a fee.

3. If the student’s record contains an “AZ” hold, the student must register for ESL courses through the English Language Program. The following statement is contained in the student’s admission letter:
• Your score on the Michigan English Language Assessment Battery (MELAB) or the Test of English as a Foreign Language (TOEFL) indicates that you need additional work in reading and writing when you begin your university study. As a condition of your admission to the University of Minnesota, you will need to register for English as a Second Language (ESL) courses until your English proficiency level is high enough for you to take a full academic course load. The number of ESL classes that you will need to complete will depend on your English placement exam, which you can take during orientation. Your adviser will help you register for your academic classes, and an ESL adviser will then help you register for your ESL classes.

The “AZ” hold will prevent the student from registering unless he/she has a hold release from the ESL Adviser. The remaining CLA academic classes to constitute a full academic load should be ones that do not depend heavily on English fluency.

Registration Concerns
When helping refugee students register in CLA, advisers should follow these procedures:

1. In student community offices, alert the Community Coordinator if extra time is needed for the interview.

2. Review the student’s folder carefully to determine the student’s previous experience in U.S. schools.

3. If the student has taken the MELAB or TOEFL, ask to see the score report form. If the student has not taken the test and has not completed the composition requirement, the adviser should review with the student the procedure outlined in point 2 under “English Composition” above.

4. Help the student choose courses. If students are taking ESL or GC language development classes, care should be used in helping them select academic courses appropriate to their level of English language skills.

Note that these students are not required to maintain a full-time load for immigration purposes, because they are not in the United States on student visas; however, they will be subject to the 13-credit policy. (Those students certified for financial aid by the Office of the Associate Vice President for Multicultural Affairs must register for at least 12 credits each semester.)

5. Explain, where appropriate, the separate procedures for registering for noncredit ESL classes. Refer students to Nolte Center, 624-1183, or 190 Humphrey Center, 624-5225.

Related Information
The General College offers a program called the Commanding English program, specifically aimed at helping refugee students gain command of the English language. To find out if a student is eligible and see answers to common questions asked about the program, go to http://www.gen.umn.edu/programs/ce/

Resources

1. English Language Program provides ESL courses in reading and writing, 624-1183, http://www.iles.umn.edu/esl/courses/index.htm.

2. Learning Resource Centers for understanding cultural context of refugee and permanent resident students:
• African American Learning Resource Center, 625-1363, 185 Klaeber Court
• American Indian Learning Resource Center, 624-2555, 125 Fraser Hall
• Asian/Pacific American Learning Resource Center, 624-2317, 185 Klaeber Court
• Chicano/Latino Learning Resource Center, 625-6013, 315 Science Building

3. General College, for the MELAB test and to find out if a student qualifies for the Commanding English Program, 625-3514, Appleby Hall.