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Students Archives - AASCU

Sino-US CHEPD 1+2+1 Program 

The Sino-US CHEPD program is designed for undergraduate and graduate Chinese students to study at participating AASCU member institutions. The  program is jointly administered by AASCU and the China Center for International Educational Exchanges (CCIEE).  Students who complete the program receive two separate degrees from a US institution and their Chinese home institution.

Participate.
1+2+1 students graduate from UW Eau Claire
CHEPD 1+2+1 students graduate from UW Eau Claire.

Sino-US 1+2+1 CHEPD program is the largest student mobility program between the US and China.

Under the platform of Sino-US Cooperation in Higher Education and Professional Development (CHEPD), with joint administration of the China Education Association for International Exchange (CEAIE) and the China Center for International Educational Exchange (CCIEE) in China, AASCU is proud to offer the Sino-American CHEPD 1+2+1 Program.

Since 2001, this program has provided the opportunity for Chinese students to spend up to two years at an AASCU institution to pursue undergraduate and graduate studies. Participants then receive two separate degrees from their Chinese home institution and their U.S. host institution.

The CHEPD 1+2+1 Program has become the largest and most successful program of its kind. Recognized by the Chinese Ministry of Education as a Program of Excellence, it is one of most important platforms for cooperation between Chinese and American universities.  

Graduation 2019
CHEPD 1+2+1 Program Graduation, 2019.

Criteria to join.

  • AASCU member 
  • Eligibility to grant J visas 
  • Institutions MUST offer ESL or bridge programs 
  • Identified designated campus coordinator  
  • Ability to host Chinese visiting scholars 

How will you benefit?

  • Opportunity to partner with an extensive range of Chinese institutions 
  • Support and network for developing robust academic exchange programs 
  • Teaching and research opportunities for faculty members  
  • Scholarship resources for US students 
  • Additional program development opportunities 
impact

20+ years 

Our program has built sustainable partnerships for over two decades. 

170

Number of participating institutions – 40 AASCU members, 130 from Chinese partners.

$300 M USD

U.S. campuses have received of approximately $300 million in tuition, fees, room and board.

Program Structures and Types 

Chinese students who pass the national entrance examination will complete their initial year of study in China. They will study in the US during their 2nd and 3rd years, then return to their Chinese home institution for the final year. After completing all the degree requirements, the student will receive two degrees from both US and Chinese institutions. 

First-year graduate students are selected from Chinese universities to spend two or three academic semesters studying in an AASCU member university. They return to their Chinese universities for the final academic year. Qualified students will be granted diplomas and masters’ degrees from both Chinese and U.S. universities.

Students follow the regular 1+2+1 Program, i.e., the International Cohort Program students complete their freshmen year in Chinese university. In the second and third years of the program, students come to the United States to complete their sophomore and junior years at the US partner university. Students return to China to finish their senior year at Chinese university and graduate with two separate bachelor’s degrees from Chinese and American universities. All students participating in this program have already had their four-year curriculum mapped out, through articulation agreements between the two partner institutions.

Learn more about ICP.

Students who are not interested in pursuing a degree in the United States, but are seeking study abroad experiences, can apply for the Youth Exchange Student program for one academic semester or one year through US partner institutions. YES students are allowed to transition to 1+2+1 Program degree-seeking status once they are on the US campuses. 

CHEPD 1+2+1 Program Participating Institutions
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Testimonials

Studying abroad at NAU has helped me exercise my independent thinking and problem-solving abilities.  The ability to expand my horizons and experiences will be very beneficial to my future work and life.

Tingxiao Lu

Mass Media and Film major  
Northern Arizona University and Nanjing University of the Arts

During my time at Troy University I gained a lot.  I experienced humanistic care; gained professional knowledge; and learned how to face difficulties independently.  

Yin Xiatoting

Broadcasting and Journalism Major
Troy University and Nanjing University of the Arts  

Our Partners

CCIEE

The China Center for International Education Exchange (CCIEE) is an independent legal entity established by China Educational Association for International Exchange (CEAIE), affiliated with the Ministry of education of China. Over the past thirty years, CCIEE has extensively conducted short- and long-term programs such as student exchange, study in China, teaching training, self-funded overseas-study. Aiming at promoting education exchange and cooperation between China and other countries, CCIEE insists on bringing in high-quality foreign educational resources, and facilitating China’s education to be internationalized and worldwide recognized. 

CEAIE

Founded in 1981, the China Education Association for International Exchange (CEAIE) is China’s nationwide not-for-profit organization that conducts programs and activities that facilitate international educational exchanges and cooperation. CEAIE is fully committed to promoting the advancement of education, culture, science and technology; and strengthening understanding and friendship among the peoples of all countries and regions of the world. 

Interested in participating in the
Sino-American CHEPD 1+2+1 program?

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Does your institution have an ESL/bridge program?*
Does your institution grant J1 visas?*
Do you currently work with any Chinese institutions ?*

 

 

Questions about this program? Let us know.

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American Short-Term Study in China Initiative

ASSCI provides funding and support through AASCU and the Embassy of China to facilitate partnership building through institutional based faculty-led study abroad programs in China. 

Apply now.
AASCU meets with members of the Chinese embassy.
AASCU meets with members of the Chinese embassy.

ASSCIASSCI supports faculty-led study abroad programs.

The American Short-Term Study in China Initiative (ASSCI) is a scholarship program offered by the Embassy of the People’s Republic of China in the United States of America and administered by the American Association of State Colleges and Universities (AASCU). The scholarship will fund institutional-based, faculty-led study abroad programs in China. Faculty members with existing China study abroad programs, or institutions interested in developing a program for studying in China, are encouraged to apply by submitting a funding proposal.

Who should participate?

  • Faculty from accredited US institutions  
  • Faculty members with existing study abroad programs with Chinese institutions 
  • Faculty members that have plans to create study abroad programs, but need matching partners 

How will you benefit?

  • Scholarship support for students’ expenses in China 
  • Support for identifying Chinese university partners and developing robust academic exchange programs 
  • Opportunity to partner with an extensive range of Chinese institutions 
  • Teaching abroad opportunities for US faculty  

Applying to ASSCI.

Proposals should be submitted by faculty on U.S. campuses, with support from the provost, along with accompanying approval and signatures from the individual responsible for study abroad programs on each campus.

The ASSCI program focuses on joint efforts between U.S. and Chinese partner institutions. Chinese partners must be recognized by the China Scholarship Council (CSC) [Search Universities & Regions_Universities & Programs_留学中国 (campuschina.org)]. AASCU can assist with identifying Chinese institutional partners. Applicants requiring assistance with identifying a partner to apply for the scholarship should indicate this when completing the application form.   

Proposals will be accepted through October 15 every year.  Submitted proposals will be reviewed and rated by the Selection Committee organized by the Chinese Embassy and recommended to CSC for approval.  Applicants will be notified by December 15 every year.   

  • Program fee, AASCU member: No charge 
  • Program fee, non-AASCU member: $1000 

Students in the program will be eligible to receive the ASSCI scholarship. The scholarship covers the following expenses for each participating student:
 

  • Tuition at the Chinese institution 
  • On-campus accommodation 
  • Health insurance 
  • Monthly stipend 
     

The scholarship does NOT cover: 

  • Tuition at the US institution 
  • Airfare and other travel expenses to China 
  • China visa application fees 

Applicant must be a:

  • Faculty in any discipline who teaches a course that requires students to study abroad in China 
  • Faculty who are interested in developing a course for students to study abroad in China  

The course must meet the following requirements:

  • Co-designed and co-taught with a Chinese partner institution, with at least 50% of the content delivered by the Chinese partner on site in China
  • Offers academic credits for all the students  
  • Has a duration of no less than four weeks and no longer than one academic year 
  • Has a minimum of six students 
  • Has a maximum of no more than 30 students 

The selection committee will use several criteria when reviewing applications:

  • The proposed program will be measured for clarity of learning goals and the extent to which the program’s activities contribute to those goals. 
  • The proposed program includes faculty leadership at the US institution. 
  • The proposed program uses the resources of the Chinese partner, such as academic strengths, location in China, and connections outside the institution.  
  • The proposed program involves students from the Chinese partner institution. 

 

  1. Complete and submit the Proposal Form and Nomination Form before October 15, 2023
  2. Submitted proposals will be reviewed by a Selection Committee organized by the Chinese embassy and AASCU. They will then recommend proposals to the CSC for approval.  
  3. Applicants will be notified by Dec. 15, 2023.  
  4. Once an American institution has received notification of its successful application, participating students, under the supervision of the leading American faculty, will complete individual scholarship applications on the CSC website during Jan.–March 2024. 
  5. Faculty-led group study abroad in China, May–July 2024. 

Proposal form.   Nomination form.

Visit the China Scholarship Council website for more information about the scholarship.

China Scholarship Council

Instructions for students who are admitted in a study abroad in China program on your campus and the teaching faculty will work with you to fill out the ASSCI scholarship application. 

CSC application instructions.

A form to submit to certify physical health.

Physical examination form.

 

Applications will not be considered complete
without the following items.

Frequently asked questions 

Faculty  in any discipline can apply for the ASSCI program. The students in the program are qualified to apply for the scholarship automatically once the program is approved. 

The scholarship for each student covers tuition paid to the Chinese partner institution, accommodations, a monthly stipend, and comprehensive medical insurance. The value of each scholarship for a four-week program could be approximately $10,000 or more. 

Part of the scholarship, such as tuition fees, accommodation fees, and comprehensive medical insurance, goes to the host university directly. The student receives a monthly stipend upon arriving at the Chinese campus. 

  • ¥2500 per month for undergraduate students 
  • ¥3000 per month for master’s students 
  • ¥3500 per month for doctoral students 

Yes. You will need to state that you have no partner and you’re requesting assistance in the proposal form. AASCU will work with the Chinese embassy to find a matching partner for the program.  Once you accept our recommendation and work out the articulation plan with the recommended partner, we will continue to work on your application for funding. 

Once your proposal is approved, all students registered for the course are qualified to apply. However, the student applicant must be a full-time student who is not a Chinese citizen. 

You will need to renew your program with the embassy if there is no change to the previously approved program. The renewal process is simple. The purpose of renewal is for the embassy to have a record of the program each year. If there are changes at the partner institutions in China, such as different teaching faculty, altered course description or delivery methods, etc., you will need to submit a new proposal for approval. Your students will also need to apply for the scholarships through CSC’s online application every year to participate and receive the scholarships. 

Only eligible students can apply for the scholarship. The leading faculty member is responsible for all the expenses, including international travel, room, and board in China. It is possible that your partner university will be able to cover room and board. However, these costs are not considered part of the scholarship program. 

There are no limits and restrictions for institutions. We welcome faculty members in any major as long as the proposal reflects the goals, and the teaching curriculum involves joint activities of the program that contribute to those goals. Multiple faculty members from one institution could submit individual proposals for separate funding as long as they have partners in China. 

Have questions about the American Short-Term Study in China Initiative? Let us know.

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Enacting the Vision: Institutionalizing Civic and Community Engagement on Campus

A cohort of senior campus leaders committed to operationalizing and sustaining civic and community engagement across their institutions.

This cohort focuses on leaders enacting strategic and intentional planning about community engagement on campuses.

Since 2020, ADP and Collaboratory have invited AASCU members to join cohorts and participate in meetings to connect with others to form a community of practice; in 2020 and 2021, those cohorts focused on strategies for data collection. For the 2022-2023 academic year, the program focuses on bringing small teams from each campus together to organize and collaborate on implementing an institutional vision for community engagement. As an added benefit, all teams can connect to other institutional teams to share best practices, refine their strategies, and have professional development opportunities.

Who is participating?

  • ADP member campuses 
  • Campus leaders looking to operationalize civic and community engagement across their institutions and who are actively working to identify the most sustainable path forward to support this work
  • Senior leaders committed to prioritizing inclusive community engagement as a foundational aspect of their institutional mission, strategy, and infrastructure 

Benefits of this program

  • Define inclusive community engagement, sharing effective strategies and approaches 
  • Ensure institutions create more equitable and responsive relationships with community partners 
  • Build infrastructure to support and sustain deep, pervasive, and integrated partnerships 
  • Use data to deepen work with community partners and identify the most effective partnerships and models to address pressing issues in the community 
  • Better tell the institutional story of engagement qualitatively and quantitatively 
Cohort membership
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Guam
Puerto Rico
U.S. Virgin Islands
Bahamas
Canada
Mexico

    impact

    Key data captured in Collaboratory from the 2021-2022 cohort

     

    2,681

    published activities

    3,300

    community partners

    894

    course sections

    57,586

    involved students

    8.1 M+

    hours contributed by those students

    $844 M+

    total funding for engagement and service

    Key data captured in Collaboratory from the 2020-2021 cohort

     

    2,324

    published activities

    2,834

    community partners

    637

    course sections

    74,903

    involved students

    10.3 M+

    hours contributed by those students

    $1.7 B+

    total funding for engagement and service

    Institutional civic engagement activity examples

    Several years of assessments indicate that the Town Hall Meeting improves students learning of course content, changes students’ self-perception from an identification with high school notions of schooling as too often boring and meaningless to a college appropriate identification of schooling as relevant and part of students’ development as adult participants in a democracy, improves students’ civic participation, and increases students’ self-esteem.

    Explore more on the institution's Collaboratory site.

    By considering the city’s rich history in civil rights and economic justice, as well as the even more powerful desire for civility that has impacted our ability to have deep, community-wide discussion of the area’s struggles, this program explores the different traditions of participation that drive public policy, governance, and citizen engagement.

    Explore more on the institution's Collaboratory site.

    Students in the Gender Institute for Teaching Advocacy program work to compile a digital library including information related to various organizations throughout the state.

    Explore more on the institution's Collaboratory site.

    Professional practice internship on voter registration, marketing, and increasing voter turnout among youth voters.

    Explore more on the institution's Collaboratory site.
    our stories

    How we’ve approached documenting institutional engagement via Collaboratory has actually shaped my current role and responsibilities. Up until [recently] this role didn’t exist on campus, and I like to think that the effort around Collaboratory was actually driving the creation of my role and its placement within the Office of President.  It is ultimately an acknowledgment that community partnerships are a campus-wide priority. 

    Jenn Perry

    Executive Director of Regional Education Partnerships
    California State University Channel Islands

    In addition to capturing engagement data for accreditation, we have also been using Collaboratory when talking to alumni and advancement about donors and how beneficial it would be to show our donors about what engagement our colleges are doing.  Additionally, for faculty, they are now leveraging digital dossiers and Collaboratory is an excellent way to link to their community engagement into their digital dossier; it gives so much more color, description, and complexity to their service work.

    Ann Schulte

    Director of Civic Engagement, Professor
    California State University, Chico

    Ten years ago we were surveying our faculty and hoping that people would respond.  Then, we had to chase them down for 6 months, all to write one report.  Very soon, we had to start the whole process over again.  At the time what we were collecting were numbers of students and numbers of hours.  And, now with Collaboratory that whole narrative has changed for the faculty members.  They now can connect their engagement activities to other pieces of their work, and our campus community engagement reporting that we now capture through Collaboratory.

    Ellen Szarleta

    Center for Urban and Regional Excellence and Professor
    Indiana University Northwest
    Cohort Webinar

    Advancing Campus-Community Partnerships Through Data: Trends and Reflections From an AASCU Cohort
    November 16, 2022

    Our Partner

    Want to learn more about Enacting the Vision? Let us know.

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    Constructive Dialogue: Fostering Trust, Curiosity, and Deeper Learning in the Classroom

    Resources and professional development equipping campus faculty to promote civil discourse and deliberative dialogue within their classrooms and across their campuses.

    Providing campus faculty and staff with resources and professional development to foster civil discourse within their classrooms and throughout their campuses.

    Participating faculty will use online resources, attend monthly online cohort meetings with faculty across the country, and present work at the Civic Learning and Democratic Engagement (CLDE) meeting in Boston in June 2023 where they demonstrate how to integrate constructive dialogues across the curriculum. 

    2022-2023 cohort member campuses
    +
    Guam
    Puerto Rico
    U.S. Virgin Islands
    Bahamas
    Canada
    Mexico

      Participants use these these resources to equip students with the mindsets and skillsets to have difficult conversations.

      Constructive Dialogue Institute's Perspectives modules.

      Research on constructive dialogue in the classroom.

      Notes the critiques of bridge-building in order to promote discussion about social justice communities.

      Read report

      How an online educational program can reduce polarization and improve dialogue in college classrooms.

      Details the randomized study, summarizes the findings, and provides recommendations for fostering mutual understanding and constructive dialogue in the classroom and on campus more broadly. 

      Read report.

      Explores three techniques for communicating and collaborating across differences: moral reframing, separating goals from strategies, and integrative thinking. 

      Read report

      Notes how Perspectives users experienced small- to medium-sized decreases in affective polarization, small to medium-sized increases in intellectual humility (understanding the limits of one’s knowledge) and increases in sense of belonging. 

      Read more.

      Provides insights not only into debate-based course design and learning improvement strategies but also into how faculty, students, and administrators can partner between institutions to demonstrate a shared commitment to the civic mission of higher education and democratic promise of our nation. 

      Read more.

      Webinar: Research-Based Strategies for Fostering Constructive Dialogue
      October 6, 2022

      Our Partner

      Want to learn more about Constructive Dialogue? Let us know.

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      Civic Solutions: Problem-Solving Through the Up to Us Case Competition

      Equipping faculty and staff to support students’ fiscal thinking, advocacy experience, creative problem solving, and civic engagement experience through participation in the Up to Us Case Competition.

      Innovative support to encourage innovative solutions.

      AASCU provides participating faculty and staff with resources and learning tools that support students in their journey to develop fiscal thinking, advocacy experience, creative problem solving, and civic engagement skills. 

      The Case Competition Format 

      Teams of students nationwide will respond to prompts addressing the rising national debt in the context of growing climate concerns, the affordability of higher education, or rising health care costs by proposing creative yet practical solutions that consider the often competing — yet critical — aspects of the policymaking process: equitable policy development, prudent fiscal management, and long-term political feasibility.   

      AASCU provides faculty & staff with the case, resources, and a community of practice as participants integrate this competition into their classes and on campus. Participants organize teams of students to investigate the prompts, explore research, and develop solutions.

      In April 2023, teams will submit their policy solutions to an expert panel of judges with a 4–7-minute video presentation and a one-page policy memo. The judging panel will select the first-place winning team for the $5,000 grand prize, and award $1,000 prizes to the second through fifth-place teams.

      At the Civic Learning and Democratic Engagement (CLDE) conference, all participants will share insights and learning outcomes with their civically engaged peers. The five winning student teams will share their solutions and faculty & staff will share strategies, successes, and challenges.

      Explore the Up to Us Case Competition Brief

      Download brief.

      Participating Campuses

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      Guam
      Puerto Rico
      U.S. Virgin Islands
      Bahamas
      Canada
      Mexico