《厚仁WholeRen：2024留美中國學生現狀白皮書-勸退學生群體狀況分析（英文版）（25頁）.pdf》由會員分享，可在線閱讀，更多相關《厚仁WholeRen：2024留美中國學生現狀白皮書-勸退學生群體狀況分析（英文版）（25頁）.pdf（25頁珍藏版）》請在三個皮匠報告上搜索。

1、1WholeRen Education1WholeRen EducationAbout WholeRen EducationWholeRen Group,LLC was established in 2010.WholeRen is a multinational,professional education company which seeks to create and promote Sino-US educational opportunities.We integrate a range of educational services from middle school,high

2、 school and college application assistance to transfer assistance,academic emergency services,on-going academic counseling,homestay services,winter/summer camps,executive education programs,job search,career planning,internship/research opportunities,career placement and more.WholeRen is a long-stan

3、ding US based agency assisting with placements of Chinese students from the US and China,having received certification from the American International Recruitment Council(AIRC)through 2029.We have been invited to interview with mainstream media such as CCTV,CGTV,the New York Times,and the Wall Stree

4、t Journal.We are among the most knowledgeable professionals regarding American and Chinese academic cultural differences and have a dedicated research team that pays close attention to the long-term development of students.The WholeRen Group Research Center devotes itself to research analysis on Chi

5、nese international students in America in order to provide accurate consultations based on first-hand data.If you are interested in learning more about WholeRen,we invite you to visit our website:https:/.Copyright 2024 WholeRen Group,LLC PublishingAll rights reserved.No part of this publication may

6、be reproduced,distributed,or transmitted in any form or by any means,including photocopying,recording,or other electronic or mechanical methods,without the prior written permission of the publisher,except in the case of brief quotations embodied in critical reviews and certain other noncommercial us

7、es permitted by copyright law.Any use of this report should be done with discretion and duly cited:WholeRen Group.2024 WholeRen White Paper on Chinese International Student Dismissal and Consequences2AbstractSince 1979s establishment of diplomatic ties between the United States and China,Chinese int

8、ernational students choosing to study in America remains consistently high.With abundant educational resources and outstanding instructional quality,the United States continues to be the first choice for Chinese students looking to study abroad.There are more international students from China studyi

9、ng at US universities than international students from any other country.In 2023,approximately 27.39%of international students studying in the United States were Chinese students.1 Although many Chinese students wish to study in America,it can be a difficult journey.In accordance with the Family Edu

10、cational Rights and Privacy Act(FERPA),the WholeRen Group Research Center compiled data from 12,936 dismissed Chinese international students who studied in the US from 2013-2024 and utilized WholeRens services.A random sample of 800 cases from March 2023 to March 2024,representing the latest trends

11、regarding academic dismissal,were selected to develop this report.The 11th edition of the White Paper on Chinese International Student Dismissal and Consequences(2024 White Paper)is the latest to our annual White Paper reports since 2014.The 2024 edition of WholeRens White Paper investigates Chinese

12、 international students who were dismissed from US schools,analyzes why they were dismissed,and looks at changes and trends which led to their dismissals.The 2024 White Paper provides valuable data for international students,universities,governments,industry professionals,host families,and all those

13、 involved with Sino-US educational exchange.The data from the past year showed that academic dishonesty is still the primary reason for the dismissal of Chinese international students.After the pandemic,international students have resumed their normal campus activities.However,having become accustom

14、ed to online classes,some students found it difficult to readjust to the rigors of face-to-face instruction and the pace of traditional teaching methods,causing a decline in their GPA.In order to improve their grades and achieve good results in a short period of time,they resorted to dishonest means

15、 such as plagiarism and cheating,or paying others to write their papers or take exams for them.Once such behavior is discovered,the students face severe penalties from the school.After being suspended or expelled,their I-20 document was invalidated,leading to a significant increase of students who h

16、ave overstayed this year.Even more seriously,the record of overstaying in the United States will have negative impacts on the students future academic studies and reentry.1 Institute of International Education.(2023).Places of Origin.Open Doors Report on International Educational Exchange.Retrieved

17、from https:/opendoorsdata.org/data/international-students/all-places-of-origin/3WholeRen EducationTable of ContentsPart 1 Background Overview 1.1 Overview of Chinese Students in America 1.2 Research IntentPart 2 Data Analysis On Students Who Have Been Dismissed 2.1 Data Collection 2.2 Personal Data

18、Analysis 2.2.1 Gender Distribution of Dismissed Students 2.2.2 Academic Level at Time of Dismissal 2.2.3 Ranking of Schools from which Students were Dismissed 2.2.4 Location of Student Dismissals 2.3 Analysis of Reasons for Student Dismissal Academic Dishonesty Poor Academic Performance Behavioral M

19、isconduct Incomplete Understanding of Academic PoliciesPart 3 ConclusionReferencesAppendix Extended Research:Academic Dishonesty Plagiarism Cheating Asking others to complete academic activity Hiring others to take exam Others Extended Research:Overstaying Caused by the Invalidation of I-20 Successf

20、ul Case of Visa Counseling for Those with History of Overstaying Academic Dismissal Crisis due to Academic Dishonesty Returning on Track After Facing Academic Crisis040407080809090911121314 1415 1516171818 1919191920202222 232024 WholeRen White Paper on Chinese International Student Dismissal and Co

21、nsequences4Part 1 Background OverviewBased on the most recent data from UNESCO(Figure 1-1),Chinese students are still choosing to study abroad at a very high rate.As the number of Chinese international students increases each year,the United States remains the top destination for these students.22 G

22、lobal Flow of Tertiary-Level Students.(n.d.).In the United Nations Educational,Scientific and Cultural Organization.Retrieved May 1,2024,from UNESCO Institute For Statistics.Figure 1-1:The Number of Chinese International Students Studying in Each CountryFigure 1-2:The Number of Chinese International

23、 Students Studying in the US1.1 Overview of Chinese Students in America5WholeRen EducationFor a better analysis of the changing trends in the number of Chinese international students studying in the United States,we categorized the students based on their pursued degrees.According to Figure 1-3,it c

24、an be seen that during the period from 2020 to 2023,the number of Chinese undergraduate students studying in the United States showed a sharp decline,with 9,143 fewer students in 2023 compared to 2022.However,the number of students going to the United States for graduate studies began to show an upw

25、ard trend in 2020,with an increase of 2,846 in 2023 compared to 2022.In 2023,the number of international graduate students exceeded those going for undergraduate studies by 25,679.4Figure 1-3:The Number of Chinese Undergraduate and Graduate Students Studying in the US3 Institute of International Edu

26、cation.(2023).Data by Region Fact Sheets.Open Doors Report on International Educational Exchange.Retrieved from https:/www.iie.org/Research-and-Insights/Open-Doors/Fact-Sheets-and-Infographics/Data-by-Region-Fact-Sheets4 Institute of International Education.(2023).Place of Origin.Open Doors Report o

27、n International Educational Exchange.Retrieved from https:/www.iie.org/en/Research-and-Insights/Open-Doors/Data/International-Students/Places-of-OriginThe 2023 Open Doors Report on International Educational Exchange has indicated that China continues to be the primary source of international student

28、s in the United States.From Figure 1-2,it can be observed that the number of Chinese students studying in the United States increased annually from 2006 to 2020.However,between 2020 and 2023,there was a slight downward trend in the number of Chinese students studying in the United States,with the to

29、tal number in 2023 being 289,526.32024 WholeRen White Paper on Chinese International Student Dismissal and Consequences65 Institute of International Education.(2023).Place of Origin.Open Doors Report on International Educational Exchange.Retrieved from https:/www.iie.org/en/Research-and-Insights/Ope

30、n-Doors/Data/International-Students/Places-of-OriginIn 2023,the percentage of graduate students studying in the United States exceeded the percentage of undergraduate students,accounting for 43.53%of all international students(Figure 1-4).The proportion of undergraduate students was 34.66%,and the p

31、roportion of non-degree students,such as those studying at language schools or pursuing certificate programs,was 2.77%.The percentage of students in their Optional Practical Training(OPT)period was 19.04%,which included students who were engaged in internships after graduating from different degree

32、programs.5Figure 1-4:2023 Academic Level Distribution of Chinese International Students Studying in the US7WholeRen EducationAlthough China has consistently been the largest source of international students in the United States,the pandemic in 2020 has led to a decreasing trend in the number of stud

33、ents studying abroad.With challenges posed by the pandemic,many students who were already inadequately prepared for studying in the United States,lacking in adaptability,and lacking in self-directed learning skills faced even greater obstacles.Among them,a considerable number of students encountered

34、 academic crises such as being placed on academic probation,suspension,or even being advised to withdraw from their studies.This has significantly hindered the academic progress of many international students.The 2024 WholeRen White Paper continues the analysis of Chinese international students stud

35、ying in the United States.From recent years data,it is evident that the main reasons for students falling into academic crises include a lack of in-depth understanding of American cultural background and educational system,difficulties in communication,and the back-and-forth transition between onlin

36、e and offline learning modes due to the pandemic of the past two years,making it even more challenging for international students to adapt to the academic life in the United States.This is particularly evident for Chinese students who have grown up in cultures characterized by mutual interdependence

37、.The WholeRen Group Research Center carefully monitors Chinese international students who have been dismissed from school.We continue to collect and analyze data from 2014 to 2024 regarding the causes of dismissal,individual student situations,and further development of these students after dismissa

38、l.One of our main areas of concern is whether or not students who were dismissed are able to continue studying and complete their course of study in the US As educators,we believe in second chances for students who have made a mistake but choose to learn from the experience.We hope that what we have

39、 learned from our findings can help students get back on track academically and avoid additional setbacks.1.2 Research Intent2024 WholeRen White Paper on Chinese International Student Dismissal and Consequences8Part 2 Data Analysis On Students Who Have Been DismissedData in this report is from Whole

40、Ren Groups proprietary database.WholeRen Group was the first professional educational organization in the United States to provide second-chance opportunities for international students who had been dismissed.As such,this database is compiled by Americas oldest organization with an expertise in inte

41、rnational students who have previously been dismissed and contains comprehensive information on the students and why they were forced to leave their schools.In the following sections,we/us will refer to the WholeRen Group Research Center.Following the previous 2014-2023 editions of the White Paper,w

42、e further continued to examine the age,duration of stay,school location,academic performance,school ranking,and other relevant pieces of information for students who had been dismissed in order to determine the root causes of dismissal.We aim to compile data over the years so that we might acquire a

43、 deeper understanding of high-risk international students and the challenges they face,helping educators understand how to better prepare such students for their study abroad experiences.From 2013 to 2024,we used our proprietary database to compile 12,936 cases of Chinese international students who

44、were dismissed.Of these cases,we used data from 11,917 students whose data sets were complete.These complete cases represent 92.12%of the total cases.821 cases occurred from March of 2023 to March of 2024 and 800 of them were randomly selected for the analysis in this report.In accordance with the s

45、cientific method,WholeRen meticulously collects and refines its data.The simulated entry shown below has been derived from specific cases in WholeRen Groups database:Sample Data ExampleWhen collecting the data,we first obtained student Ls basic personal information and academic information to produc

46、e the profile below:Full Name:YGender:MaleYear of Birth:2002School Level at Time of Dismissal:UndergraduateMajor:FinanceDismissing School:New York UniversityThe rank of the Dismissing School:35Dismissing Schools Type:PrivateDismissing Schools Location:NYGPA at Time of Dismissal:3.1Year Dismissed:202

47、2Grade at Time of Dismissal:Third-year undergraduateReason for Dismissal:Academic Dishonesty2.1 Data Collection9WholeRen EducationAnalysis Process By analyzing the selected sample from WholeRen Groups database,we aim to:1.Conduct a descriptive analysis of student information2.Classify and analyze th

48、e specific reasons why a student was dismissed3.Compare and compile historical data and analyze longitudinal trends4.Put forth a summary of the characteristics,including the most vulnerable and high-risk academic demographics among Chinese students5.Analyze current trends and highlight root causes f

49、or dismissal2.2 Personal Data AnalysisIn the 2024 White Paper,we looked at student gender at the time of dismissal,degree being pursued,and reasons for dismissal.We then further analyzed the data to understand trends in Chinese international student dismissals.For this years analysis,we started by e

50、xamining the gender of dismissed students.In 2024,as shown in Figure 2-1,69.6%of dismissed students were male while 30.4%were female.This is in line with historical trends as male students are more vulnerable to academic dismissal and continue to make up the majority of dismissed students.2.2.1 Gend

51、er Distribution of Dismissed StudentsFigure 2-1:2024 Dismissed Students Gender DistributionIn this section,the academic level of students at time of dismissal was analyzed in order to observe which group of students are most likely to be dismissed.2.2.2 Academic Level at Time of Dismissal2024 WholeR

52、en White Paper on Chinese International Student Dismissal and Consequences10Undergraduate students accounted for 71.9%of the total number of students who were dismissed,while masters level graduate students accounted for 22.6%,doctoral students accounted for 2.8%,and high school and below accounted

53、for 2.7%(Figure 2-2).In 2024,undergraduate students remain the majority of dismissed Chinese international students.Breaking down the degrees of students who were dismissed,as shown in Figure 2-3,we can see that the proportion of college freshmen who were dismissed is relatively low at 13.4%.The pro

54、portion of college sophomores is 21.3%,juniors is 19.1%,and seniors is 18.1%,where the proportion of dismissed college sophomores is the highest.It is worth noting that compared alongside college sophomores,the proportion of those at the masters level is the second highest group of dismissed student

55、s.Among these students,the number of first-year masters students who were dismissed is higher than the second-year students,accounting for 14.3%of the total.Figure 2-2:2024 Academic Level at Time of DismissalFigure 2-3:2024 Academic Grade at Time of Dismissal11WholeRen EducationBy comparing the data

56、 of students who were dismissed over the past six years(Figure 2-4)we can see that undergraduates have always been the main group of students who were dismissed,accounting for more than two-thirds of the total.The number of undergraduates who were dismissed saw a slight decrease since the pandemic,b

57、ut this year,the upward trend returns.Conversely,the proportion of masters students being dismissed has seen a decline compared to last year.Figure 2-4:2019-2024 Academic Grade at Time of DismissalWe analyzed the rankings(US News&World Report6)of the schools from which students were dismissed in 202

58、4 and studied the relationship between school rankings and the number of dismissed students.As shown in Figure 2-5,it can be observed that in 2024,among the students who were dismissed,the proportion of students from the top 50 ranked schools and those from schools ranked 51-100 is similar.The propo

59、rtion of students beyond the top 100 ranks is 14.5%.Thus,85.4%of students who were dismissed in 2024 are from the top 100 ranked universities in the United States.2.2.3 Ranking of Schools from which Students were DismissedFigure 2-5:2024 Ranking of Schools from which Students were Dismissed6 https:/

60、 WholeRen White Paper on Chinese International Student Dismissal and Consequences12Reviewing the map in Figure 2-7,we can see that dismissals happened frequently along the western coast,most prominently in California.A large number of cases also occurred on the East Coast(Massachusetts,New York,and

61、Pennsylvania)as well as the Great Lakes region(including Ohio,Illinois,Indiana,Michigan,and others).The areas with the most serious cases are often economically developed,Chinese immigrant centers-popular destinations for Chinese students studying in America.In addition,the universities in these are

62、as tend to be ranked higher than those in other locations,also making them a popular destination for Chinese students.Reviewing the data alongside school ranking(Figure 2-6),there has been a significant decline in the proportion of dismissed students from schools ranked 1-50 compared to the previous

63、 two years.Based on the rankings of the schools where the help-seeking students are from,the majority of the dismissed students attended schools ranked in the top 100.This could be partly attributed to the larger population of Chinese international students in higher-ranked schools,which also have m

64、ore rigorous requirements and higher academic pressure,making it more challenging for students to maintain good academic performance or adhere to disciplinary standards.2.2.4 Location of Student DismissalsFigure 2-7:Location of Student Dismissals(Data from March 2023 to March 2024)Figure 2-6:2019-20

65、24 Distribution of the Rank of Schools for Dismissed Students13WholeRen EducationAnalyzing the data from 800 students who sought help from WholeRen Group regarding their dismissals between March 2023 and March 2024,we are able to take a closer look at the reasons behind student dismissals,including

66、academic dishonesty,poor academic performance,behavioral misconduct,incomplete understanding of academic policies,and other inappropriate behaviors.As shown in Figure 2-8,the main reasons for students being dismissed continue to be academic dishonesty and poor academic performance.The proportion of

67、students dismissed due to academic dishonesty has decreased year by year since 2021 to 43.6%,while the proportion of dismissals due to poor academic performance has increased to 46.8%since 2021(Figure 2-9),which is approximately the same as the proportion of students dismissed due to academic dishon

68、esty.2.3 Analysis of Reasons for Student DismissalFigure 2-8 2024 Distribution of Reasons for Student DismissalFigure 2-9:2021-2024 Distribution of Reasons for Student Dismissal2024 WholeRen White Paper on Chinese International Student Dismissal and Consequences14In 2024,academic dishonesty continue

69、d to be the most common reason why Chinese international students were dismissed.46.8%of Chinese international student dismissal cases were related to academic dishonesty.The most common behaviors categorized as academic dishonesty include cheating on tests,impersonation,plagiarism,incorrect citatio

70、ns,fraudulent application materials,and falsifying grades.Academic dishonesty can be divided into intentional or unintentional behavior.Intentional academic dishonesty is when students knowingly and purposely violate school rules,such as completing assignments and exams through dishonest means becau

71、se they are worried about not being able to complete them or failing.Their self reported reason for the unintentional behavior is due to a lack of understanding of the academic integrity policies in American schools,and not realizing that certain behaviors violate school rules.For example,improper o

72、r incorrect citation formats in papers,not understanding exam rules,not placing enough attention on the academic integrity requirements of the American education system,and adopting a casual or lucky attitude,among others.Poor Academic Performance43.6%of our student sample were dismissed because of

73、poor academic performance(defined as when a students GPA is lower than the schools minimum requirement).American colleges and universities typically stipulate that undergraduates cannot have a total GPA under 2.0 and graduate students cannot have a GPA below 3.0.Most often,the first time a student h

74、as a low GPA,the school places the student on academic warning or probation.If the academic performance does not subsequently improve,or if the student has a low GPA for consecutive semesters,the school will likely suspend or dismiss the student.Among the students who were dismissed due to poor acad

75、emic performance,there were also those whose performance was affected by attendance and psychological problems.Low attendance rates are more common among younger international students who may become lax and spend their time on activities other than studying,faced with the sudden freedom of being al

76、one in America.Physical and mental health problems can also affect students academic performance.International students may experience injuries or illnesses during their studies,which can prevent them from attending classes regularly,directly affecting their academic performance and leading to dismi

77、ssal because the students do not proactively seek help and/or communicate with their instructors.Common mental health problems among international students usually arise from graduation pressure,heavy coursework,language barriers,difficulties in making friends,changes in family environment,and cultu

78、ral differences.Without actively seeking solutions to balance these pressures,academic performance can also be affected.Academic Dishonesty15WholeRen EducationIncomplete Understanding of Academic PoliciesBehavioral MisconductChinese international students who were dismissed due to an incomplete unde

79、rstanding of academic policies accounted for 4.5%of Chinese international students in our samples from 2022 to 2024.These students generally encountered problems such as not registering on time,not enrolling in required courses,and/or not taking enough credits.At the start of each academic year,Amer

80、ican colleges and universities hold orientation sessions to provide an overview of general rules and policies.However students,including international students,may miss out on crucial information due to a language barrier or lack of attention to lengthy orientation sessions.Additionally,some student

81、s fail to recognize the significance of these events and choose not to attend orientation,putting themselves at a higher risk of violating school policies.In 2024,Chinese international students who were dismissed due to behavioral misconduct accounted for 5.1%of our samples from the past year.Studen

82、ts who fall into this category violate school regulations or US laws through behaviors such as bullying,fighting,engaging in violent behavior,underage drinking,driving under the influence,using illegal substances,and/or racially discriminating.In America,if an international student threatens public

83、security,it is probable that in addition to facing dismissal,the student will be subject to a judicial trial and repatriation.2024 WholeRen White Paper on Chinese International Student Dismissal and Consequences16In 2024,despite a continued decrease in the number of Chinese international students st

84、udying in the United States,they still comprise the largest proportion of international students in the country.Additionally,the number of Chinese international students facing academic crises remains consistently high.By analyzing trends of Chinese international student dismissal over the last eigh

85、t years,the 2024 edition of the White Paper sheds light on the current situation and future development trends of Chinese international students who have been dismissed from American universities.By sorting and analyzing data on the reasons for Chinese students being dismissed,understanding the impo

86、rtance of academic integrity among Chinese international students is still insufficient.American universities have always maintained strict academic requirements for academic integrity.To avoid facing dismissal,Chinese international students need to understand the rules and regulations of American u

87、niversities,especially with regard to academic integrity and plagiarism.Otherwise,they risk violating their institutions code of conduct and even US laws.In 2024,the proportion of students dismissed due to poor academic performance has increased.As traditional classroom instruction resumes,the stric

88、t supervision of students grades has also been restored.Whereas matriculation may be easy,graduation itself can be challenging and school policies continue to be enforced by the school.Students need to quickly adapt and achieve the corresponding GPA to maintain good academic performance.When facing

89、the possibility of dismissal,students should seek help as early as possible to explore different options to increase their chances of staying in the United States to continue their studies.It is important to avoid blindly seeking out unaccredited schools or other illegal means to maintain their stat

90、us.Similarly,beyond academics,it is imperative that students know if they plan to work or intern legally,they must confirm their status with the international student office at their school and avoid illegal work,which can have serious consequences for future entry and studies in the United States.A

91、s educational institutions,universities do recognize and appreciate the good characteristics of students.As long as students can reflect after making mistakes,correct themselves,and improve their performance,many schools are willing to offer students a second chance.Students who have a record of aca

92、demic dismissal can still return back to the right track after solving the root cause.Part 3 ConclusionThe development of this White Paper benefited significantly from the input and support provided by the outstanding staff in the WholeRen Group Research Center and WholeRen Group.In particular,we th

93、ank Yanan Zhang,Sa Guo，Xinzhu Li,and Bingjie Shi for their contributions and insights which greatly improved this manuscript.We are also grateful to J.Y.Chu for the comments and edits.17WholeRen Education1 Institute of International Education.(2023).All Places of Origin.Open Doors Report on Internat

94、ional Educational Exchange.Retrieved from https:/opendoorsdata.org/data/international-students/all-places-of-origin/2 Global Flow of Tertiary-Level Students.(n.d.).In United Nations Educational,Scientific and Cultural Organization.Retrieved May 1,2024,from http:/uis.unesco.org/en/uis-student-flow UN

95、ESCO Institute For Statistics.g3 Institute of International Education.(2023).All Place of Origin Open Doors Report on International Educational Exchange.Retrieved from https:/opendoorsdata.org/data/international-students/all-places-of-origin/4 Institute of International Education.(2023).Academic Lev

96、el and Places of Origin.Open Doors Report on International Educational Exchange.Retrieved from https:/opendoorsdata.org/data/international-students/academic-level-and-places-of-origin/5 Institute of International Education.(2023).Academic Level and Places of Origin.Open Doors Report on International

97、 Educational Exchange.Retrieved from https:/opendoorsdata.org/data/international-students/academic-level-and-places-of-origin/References2024 WholeRen White Paper on Chinese International Student Dismissal and Consequences18Figure 3-1 Types of Academic Dishonesty for Students who were Dismissed in 20

98、24Figure 3-2 Distribution of Types of Academic Dishonesty for Students who were Dismissed from 2021 to 2024From March 2023 to March 2024,46.8%of students were dismissed due to academic dishonesty.We categorized academic dishonesty into several types based on the main reasons for student dismissal:ch

99、eating,plagiarism,ghostwriting,proxy test-taking,and other violations.AppendixExtended Research:Academic Dishonesty 19WholeRen EducationPlagiarism CheatingAsking others to complete academic activityFrom March 2023 to March 2024,49.5%of students were dismissed due to plagiarism(Figure 3-1).Compared t

100、o 2021-2023(Figure 3-2),the proportion of students who were dismissed due to plagiarism decreased in 2024,but remained the most common type of academic misconduct leading to student dismissal.Although there might be slight differences in the definition of plagiarism among different universities,the

101、most commonly seen behaviors are submitting others work as their own,copying others work,and improper use of citation.Among those behaviors,our study showed that improper use of citation frequently caused Chinese international students to violate academic integrity policies.If students are not famil

102、iar with how and when to use citations,it can easily be labeled academic dishonesty,albeit unintentionally.From March 2023 to March 2024,the proportion of Chinese international students who were expelled due to cheating was 37.8%(Figure 3-1),representing a significant increase compared to the data f

103、rom 2023.Common cheating behaviors include collaboration or discussion during exams without permission,sharing or selling ones own exam answers or any exam materials with others,copying or assisting others to cheat during exams,and using unauthorized materials or electronic devices during exams.Aski

104、ng others to complete students assignments is another common reason for violations,accounting for 4.4%of students who were dismissed due to academic dishonesty.Compared to 2021-2024(Figure 3-2),the change is not significant.Contract cheating,which refers to paying someone else to complete ones assig

105、nments,has a long history and has now infiltrated major universities.Some students choose contract cheating out of a desire to get good grades or to complete assignments before the deadline,with the mentality of taking a chance.The growing industry of providers who will complete assignments on a stu

106、dents behalf aggressively advertise their success while also minimizing the consequences of academic dishonesty,attracting students who not only lack discipline but also,who have fallen behind and seek this solution out of desperation.It is one of the most serious forms of academic dishonesty,and if

107、 discovered,students will face the most severe consequences.Hiring others to take examsUpon analyzing the data in 2024,we also discovered that 4.4%(the same percentage as above)of students were dismissed due to hiring others to take exams.This practice,similar to hiring others to complete assignment

108、s,has its own industry as well.Just like with any other academic dishonesty violation,the consequences for engaging in such behavior can be severe.2024 WholeRen White Paper on Chinese International Student Dismissal and Consequences20OthersBesides what has been mentioned above,other behaviors leadin

109、g to academic dismissal include falsifying documents or sabotaging peers work,accounting for 3.2%of academic dishonesty dismissals(Figure 3-1).Falsifying documents can manifest itself in a number of ways,from the submission of fraudulent materials/transcripts to hiding aspects of ones academic recor

110、d,not being completely forthright during entrance interviews,submitting an application essay written by someone else,submitting fake standardized test scores or purchasing fake diplomas,obtaining fake enrollment certificates,fake medical leave notes,and fabricating false internship experiences.Disho

111、nesty in any way during the application procedure is unfair to other students and is in direct violation of all schools policy.It becomes a serious problem for the students academic career and can lead to dismissal once discovered,affecting students F-1 status.International students studying in the

112、United States must hold a valid student status,and if they are expelled from school,they will risk losing their legal status in the United States.Unlike normal graduation,international students who are expelled from school do not have the 60-day grace period and often only have a short time to respo

113、nd and manage the situation.If they do not handle it properly in a timely manner,their legal status in the United States will be affected,and they may end up overstaying illegally in the United States.Extended Research:Overstaying Caused by the Invalidation of I-20Figure 3-3:Percentages of Students

114、who Overstayed between 2020 and 202421WholeRen EducationAccording to Figure 3-3,since the pandemic in 2020,the proportion of students overstaying in the US has increased annually,from 5.79%in 2020 to 19.47%in 2023,with a growth of 13.68%over the four years.However,as international students gradually

115、 return to their normal study routines,the number of overstays has slightly decreased in 2024,dropping by 7.46%compared to 2023.In the early stages of the pandemic,the introduction of online learning led to various changes in immigration policies related to international students,creating a particul

116、arly unique situation.Additionally,some students who took online classes from outside the US did not face the issue of overstaying,even if they experienced academic crises.In the middle and later stages of the pandemic,the proportion of overstaying students showed an upward trend.At the macro level,

117、this is closely related to changes in the entry and exit policies of various countries during the pandemic,which made it difficult for students to travel.Some students even sought our help after being stuck in the US for 1-2 years,resulting in more serious consequences.Reasons for overstayDuring the

118、 pandemic,changes in the travel policies of various countries led to some students missing the deadline to leave the United States after being advised to leave,resulting in their overstay.In the later stages of the pandemic,as students returned to campus,some were unable to adapt to the offline lear

119、ning mode,leading to an increase in the number of students who were dismissed and subsequently,an increase in the number of those who overstayed.In addition,Chinese international students often have a limited understanding of the F-1 status policy and assume that they are entitled to a 60-day grace

120、period after their status has ended.However,this grace period typically applies only to students who have matriculated without any issues.If a student is suspended or dismissed due to poor academic performance or violation of school regulations,their I-20 will be terminated immediately,and they will

121、 lose their legal status in the United States.Failure to leave the country promptly in such circumstances would result in overstaying.Even for students who graduate on time,if they fail to find an internship or switch to another student status within 60 days of the grace period,they may also end up

122、overstaying.2024 WholeRen White Paper on Chinese International Student Dismissal and Consequences22Academic Dismissal Crisis due to Academic DishonestyCase Study One:Student from Top School Facing Dismissal due to Second Academic DishonestyCase Study:Visa approval after four month overstaying and be

123、ing deportedCase Study Two:Senior Student Facing Dismissal due to Two Consecutive Academic MisconductsStudent B,during an exam,attempted to search for a formula on their phone she failed to memorize but before she could access any content,she was caught by a teaching assistant and reported to the co

124、urse instructor.Subsequently,Student B received an email from the school requesting a meeting to explain her actions.Since the student had a previous academic dishonesty on her record,she was placed on academic probation for this transgression.It is likely that any other violations or misconduct wil

125、l lead to Student B facing dismissal from the university.Student A,upon graduating from graduate school in the United States,struggled to secure an ideal job offer and consequently had to alter plans and apply for a second masters degree program.However,due to the gap between his OPT employment auth

126、orization and application for the second program,the school informed Student A that he had overstayed for several months and needed to re-enter the country to reactivate his status.Student A chose to enter a third country but was deported back to China.With the experience of deportation,he faced a h

127、igh risk of visa rejection upon reapplication.As a result,Student A sought assistance from Wholerens expert teachers.After understanding the students situation and analyzing the challenges related to the students visa,we guided Student A in preparing visa documents and practicing interview responses

128、.Following several rounds of working with Wholeren staff,Student A successfully obtained a visa and returned to the United States to continue his studies.Student C,while completing an assignment,utilized an article generated by ChatGPT without properly verifying its sources or citing references.This

129、 violation was discovered by the teacher and reported to the school.Subsequently,the student admitted the mistake and was placed on academic probation by the school,along with being required to submit a reflective essay.However,while writing the reflective essay,Student C once again engaged in acade

130、mic dishonesty by using unauthorized software.As a result,Student C now is facing dismissal from the university.Successful Case of Visa Counseling for Those with History of Overstaying23WholeRen EducationReturning on Track After Facing Academic CrisisCase Study One:Dismissed for Underperformance and

131、 Readmitted to Original SchoolCase Study Two:Admitted to a Prestigious Graduate School Despite Academic Dishonesty RecordStudent D studied in the United States without a proper study plan,leading to consistently poor academic performance and eventual dismissal from his school.Our expert teachers hel

132、ped the student transfer to a new school promptly to keep the students F1 status.Additionally,Student D joined the Caring Support Program provided by WholeRen Education,where,under the guidance of our expert teachers,he steadily improved his grades and returned on academic track.Subsequently,Wholere

133、n teachers assisted Student D in crafting a well-planned readmission application,including high-quality essays,which ultimately enabled the student to successfully return to his original school.Student E previously attended an ordinary liberal arts college,where she barely maintained a GPA just abov

134、e 2.0.In her sophomore year,Student E was expelled from the school due to academic dishonesty.Wholeren teachers assisted the student in transferring to a new school to continue her education and helped her develop a proper study plan.While steadily improving her grades,Student E actively participate

135、d in internships and research projects under our guidance to enhance her competitiveness and soft skills background.With the support of high-quality recommendation letters obtained through these experiences,Student E successfully secured admission to a top 40 ranked graduate school,achieving a remarkable comeback despite her past academic indiscretion.2024 WholeRen White Paper on Chinese International Student Dismissal and Consequences24