ELI Adjunct Instructor Awarded Critical Language Scholarship

• May 29th, 2025
• in English Language Institute

Logann Shorter, a graduate student earning her Master of Art in teaching English to speakers of other languages from Dothan, was selected to study Korean in Busan, South Korea. Shorter earned her bachelor’s degree in interdisciplinary studies from Auburn University at Montgomery in 2023. Logann was recently appointed as an adjunct ESL instructor with UA’s English Language Institute.

The Critical Language Scholarship, or CLS program, is part of a U.S. State Department effort to expand the number of Americans studying and mastering critical foreign languages. CLS scholars gain critical language and cultural skills that enable them to contribute to U.S. economic competitiveness and national security.

Welbourne, Bryant. “4 UA Students Offered Critical Language Scholarships.” UA News Center, May 27, 2025.

REGISTRATION REQUIREMENT FOR CHILDREN AND MINORS – EFFECTIVE APRIL 11, 2025

• March 31st, 2025
• in Capstone International Services

New USCIS guidance published on February 25, 2025 and which will go into effect on April 11, 2025 will require young nonimmigrants who turn 14 while in the U.S. to “re-register” with USCIS within 30 days of their birthday, even if previously registered when entering the country. This may affect, for example, F-2, J-2, H-4 dependents and young F-1/J-1 students who entered before age 14. Most nonimmigrants who entered the U.S. at age 14+ are already automatically registered (as evidenced by their Form I-94) and DON’T need to re-register.

Read the USCIS page: Alien Registration Requirement (February 25, 2025, updated March 12, 2025); The USCIS guidance references statutes and regulations as well as Executive Order 14159 of January 20, 2025: Protecting The American People Against Invasion (see 90 FR 8443 (January 29, 2025)) as the legal basis for the agency action.

New requirement affects young people who turn 14 while staying in the United States:

• Those who turn 14 years old while in the U.S. must register again within 30 days of their 14th birthday; the USCIS Alien Registration Requirement page states that those who must register include: “Any alien, whether previously registered or not, who turns 14 years old in the United States, within 30 days after their 14th birthday.”
• This applies even for those who were properly registered when they first entered the country under age 14
• For example, this rule affects dependents with F-2, J-2, and H-4 status, as well as young students with F-1 and J-1 status (such as boarding school students) who entered the United States under age 14 and have remained in the U.S.; it also affects immigrants (green card holders) who acquired their lawful permanent residence under age 14 when they turn 14 years old

Regarding the 14-year-old requirement the USCIS Alien Registration Requirement page states: “This includes:

• “All aliens 14 years of age or older who were not registered and fingerprinted (if required) when applying for a visa to enter the United States and who remain in the United States for 30 days or longer. They must apply before the expiration of those 30 days;
• The parents or legal guardians of aliens less than 14 years of age: Parents or legal guardians must apply for the registration of aliens less than 14 years of age who have not been registered and remain in the United States for 30 days or longer, before the expiration of those 30 days; and
• Any alien, whether previously registered or not, who turns 14 years old in the United States, within 30 days after their 14th birthday.”

Individuals who have not be registered must also now register. In addition to the requirement for 14-year-olds to re-register, the USCIS Alien Registration Requirement page states: “Anyone who has not applied to the Department of State for a visa, been issued one of the documents designated as evidence of registration under 8 CFR 264.1(b), or has not submitted one of the forms designated at 8 CFR 264.1(a) and provided fingerprints (unless waived) is not registered. Aliens who have not registered include:

• Aliens present in the United States without inspection and admission or inspection and parole who have not otherwise registered (that is, aliens who crossed the border illegally);
• Canadian visitors who entered the United States at land ports of entry and were not issued evidence of registration; and
• Aliens who submitted one or more benefit requests to USCIS not listed in 8 CFR 264.1(a), including applications for deferred action or Temporary Protected Status who were not issued evidence of registration listed in 8 CFR 264.1(b).”

How to complete the re-registration. See the USCIS Alien Registration Requirement page for instructions on filing Form G-235R. Form G-325R must be filed online through a USCIS online account. It cannot be filed by mail or in person.

Where can I get advice on my or my family’s obligations to register or re-register? Individuals with questions about their and their family’s legal obligations to provide information to the U.S. government can contact an experienced Immigration Attorney or assistance through the Immigration Advocates Network.

Resources:

• NAFSA Page on “Re-Registration of Nonimmigrants Reaching Age 14″
• USCIS: Alien Registration Requirement

THIS WEEK! Chika Unigwe events!

• March 4th, 2025
• in International Main

The English Department is excited to continue their Spring 2025 Visiting Writers Series Tuesday, March 4^th and Wednesday, March 5^th with Nigerian-born novelist Chika Unigwe. They hope you will make every effort to attend her afternoon masterclass/lecture as well as her reading and Q&A the following evening. Faculty, staff and students are all invited.

Explore the World Through Education Abroad Opportunities

• February 13th, 2025
• in Education Abroad International Main

The University of Alabama not only offers countless enriching learning opportunities on campus but can also help students find empowering experiential learning endeavors around the globe.

Zachary Cole, a junior from Madison who is majoring in mathematics with a minor in actuarial science, had a strong desire to learn and travel the globe. So much so that his first trip abroad would be his first time on an airplane.

Cole worked closely with UA’s Education Abroad and External Scholarships and Fellowships offices to secure awards that have allowed him to achieve his goals of studying abroad. He offered some words of wisdom to those who are considering education abroad.

What sparked your interest in seeking study abroad scholarships?

My interest in study abroad awards stemmed from both a financial need and strong desire to experience learning in an international setting. I knew that studying abroad would provide invaluable academic and personal growth, but cost was a major factor. Discovering scholarships through Education Abroad and External Scholarships and Fellowships gave me the confidence to pursue these opportunities.

What was your first education abroad experience?

I traveled to Japan through the Gilman Scholarship, alongside a few other scholarships, through UA, which made the experience possible. During my time in Japan, I took courses both in religion and popular culture.

Through this, I had the chance to immerse myself in the culture, history and language. One of the highlights was visiting significant cultural sites such as Meiji Jingu Shrine, which deepened my understanding of Japan’s traditions.

What was it like having your first experience on an airplane be an international trip?

The experience was both exciting and stressful. Navigating massive airports like Atlanta and Haneda Airport in Tokyo without any prior experience was definitely a challenge, but in the end, it was completely worth it.

How has studying abroad made an impact on your life?

Studying abroad has significantly enhanced my time at UA by broadening my academic perspective, helping me develop a more global mindset and connecting me with so many amazing people. It also strengthened my adaptability, problem-solving skills and cross-cultural communication skills that will benefit me both personally and professionally.

Do you have any additional education abroad trips planned?

I have been selected for the Frederick Douglass and Daniel O’Connell Global Internship program, which will take me to Dublin, Ireland, for eight weeks. As a Douglass-O’Connell Global intern, I will complete academic coursework, immerse myself in my Irish work placement, participate in all program activities, and actively engage with instructors and peers throughout the experience.

How have UA’s Education Abroad and External Scholarships and Fellowships offices helped along the way?

I worked closely with both offices, which were incredibly helpful throughout the process. They guided me through applications, provided resources and ensured I had everything I needed for a successful experience.

What advice would you give to any student who may be considering studying abroad?

I would encourage them to take the leap. The experience is life-changing, and there are so many resources available to make it financially feasible.

Start researching early, apply for as many scholarships as possible and don’t hesitate to reach out to UA offices for guidance. It’s an opportunity that truly transforms your education and worldview.

Students interested in experiential learning opportunities abroad can contact the Education Abroad office or Office of External Scholarships and Fellowships to get started.

212(e) Skills List Updated

• December 9th, 2024
• in Capstone International Services

On December 9, 2024, the U.S. Department of State published an updated Exchange Visitors Skills List in the Federal Register.

The updated 2024 Skills List replaces the prior 2009 Skills List.

In developing the new Skills List, the Department of State used modern, data-driven criteria to assess which countries remain subject to the home residency requirement. Factors used to determine inclusion or exclusion from the Exchange Visitors Skills List include:

• Per Capita GDP
• Country Size
• Migration Trends

This Skills List change impacts J-1 and J-2 visa holders who may be subject to the 212(e) Two-Year Home Residency Requirement.

The Exchange Visitor Skills List identifies countries and fields of expertise deemed essential for a country’s development. Nationals of these countries who hold J-1 visas have historically been required to return home for at least two years after completing their programs.

The main change from the 2009 Skills List to the 2024 Skills List is that 37 countries which were previously included in the 2009 Exchange Visitors Skills List have been removed as of December 9, 2024.

A cross comparison table for the 2009 and 2024 Skills List Countries can be accessed here.  Please note that the table does not include the skills listed under each included country; reference the 2024 Skills List for specific skills included.

The list of countries which have been removed in the updated 2024 Exchange Visitors Skills list include:

• Albania
• Algeria
• Argentina
• Armenia
• Bahrain
• Bangladesh
• Bolivia
• Brazil
• Chile
• China
• Colombia
• Costa Rica
• Dominican Republic
• Gabon
• Georgia
• Guyana
• India
• Indonesia
• Kazakhstan
• Laos
• Malaysia
• Mauritius
• Montenegro
• Namibia
• Oman
• Paraguay
• Peru
• Romania
• Saudi Arabia
• South Africa
• South Korea
• Sri Lanka
• Thailand
• Trinidad and Tobago
• Turkey
• United Arab Emirates
• Uruguay

IMMEDIATE IMPACTS – WHAT DOES THIS MEAN?

J-1 and J-2 visa holders from the above list of removed countries will benefit significantly from this change:

• Starting December 9, 2024, the 212(e) two-year home residency requirement will no longer apply unless triggered by other factors, such as government funding or participation in medical training programs.
• Affected individuals will now be able to pursue other U.S. immigration options, such as H-1Bs or green cards, without the need for waivers.

The removal of the 212(e) requirement for those who were subject due to the prior EV Skills List has been removed retroactively.

Per the 12/09/2024 Revised Notice “Accordingly, J nonimmigrant exchange visitors who were subject to the two-year foreign residence requirement at the time of their admission or acquisition of J status based on designations in a previously published Skills List will no longer be subject to that requirement if their country is not designated in this revised list.”

Please note, those in J-1 or J-2 status whose country has been removed from the 2024 Exchange Visitors Skills may still be subject to the 212(e) 2-year home residency requirement if your program was government-funded or if you received medical education or training.

UA Wheelchair Tennis Player and the ELI

• November 13th, 2024
• in Capstone International Services English Language Institute

The top player on the Alabama wheelchair tennis team, Italian Francesco Felici, has spent this fall semester at the English Language Institute (ELI). While he was playing in junior international competitions, an Alabama coach contacted him with “an offer on the other side of the world, with a new language and everything new”. Francesco was a little hesitant at first, but his coach told him about the ELI and how helpful it could be before moving to a degree program.

In Spring 2024, he visited UA and “fell in love. The campus was so beautiful.” When his parents attended Francesco’s tennis tournament in November, “they understood why I came here. The campus is impressive by European standards. They saw I have a lot of opportunities”.

Francesco has now qualified for the NCAA Wheelchair Tennis Individual Championship to be held at Baylor University. Francesco will start a degree in Aerospace Engineering in Spring 2025. He concluded, “I’m enjoying the time here and hope to have a good result with my sport while learning new things in my classes.”

UA Graduate Named Fulbright-John Lewis Civil Rights Fellow

• September 26th, 2024
• in International Main

Written by Bryant Welbourne  | 2 min read

TUSCALOOSA, Ala. – Sean Coffman Atchison, a May 2024 graduate of The University of Alabama, has been named a Fulbright-John Lewis Civil Rights Fellow.

Atchison, a native of Chatom, was one of 29 awardees from around the nation selected to receive the fellowship that is a new part of the Fulbright U.S. Student Program. This new fellowship provides access to activities such as a dedicated lecture series, leadership training and other professional development activities, as well as a capstone seminar after the completion of each awardee’s Fulbright Program. These activities are in addition to, and complement, the fellows’ Fulbright projects.

Through the Fulbright-John Lewis Civil Rights Fellowship, Atchison will continue his research project in Rio de Janeiro, Brazil, that focuses on civil rights movements abroad by seeking to understand the modern landscape for aspiring political and social leaders in Brazil.

“Growing up in Alabama, we learn early on the legacy of John Lewis and the other civil rights icons who have bled for us to have a more perfect country,” Atchison said. “John Lewis is an American hero and to be a part of this fellowship recognizing his legacy is a deep honor.

“This fellowship will help facilitate this research through greater networking opportunities, resources and a deeper understanding of the history and tenets of nonviolent civil rights movements.”

Established through bipartisan legislation in both the U.S. House of Representatives and U.S. Senate, the U.S. Department of State’s Bureau of Educational and Cultural Affairs created the Fulbright-John Lewis Civil Rights Fellowship in 2024 to honor the legacy of the civil rights leader and former member of the U.S. House of Representatives John Lewis.  The fellowship is designed to inspire future generations to carry on his vision of nonviolent civil rights work and provides expanded learning opportunities to Fulbright U.S. Students to promote studies, research and international exchange on nonviolent movements that establish and protect civil rights around the world.

Atchison is a summa cum laude graduate in Latin American studies through UA’s New College. He received a Fulbright Student Research Award earlier this year. Atchison plans to attend Georgetown University to pursue a master’s degree in Latin American studies following his fellowship.

The Long and Safe Road: International Graduate Helps Others

• July 31st, 2024
• in Capstone International Services International Main

(Original Article: https://news.ua.edu/2024/07/the-long-and-safe-road-international-graduate-helps-others/)

Sunday Okafor likes to help others. Before he started studying for his doctorate in civil engineering at The University of Alabama, he knew he wanted to help make roads safer for everyone.

“I love to see a more efficient transportation system; I love to see how we can ensure the safety of people who are moving from one place to another,” Okafor said. “My dissertation was on the idea of instead of looking at the historical crashes to prevent future ones, why not try to do something to prevent the crashes from happening in the first place?”

A first-generation student from Nigeria with five siblings, Okafor came to UA in 2021 after finishing his master’s degree in civil engineering in the United Kingdom. In three short years at UA, he is set to cross the stage in August before heading to Arkansas to work as a project engineer for Garver, an engineering and consulting firm.

He began looking at UA because he had some friends who were already studying here, but he ultimately chose UA for the support and resources offered to international students.

“That understanding of the international community is very important to me,” Okafor said. “Being able to integrate easily and have people that can guide you, the support here, that was a big deal for me to make that decision to come to UA.”

He has presented his research and served on a panel at conferences such as the Transportation Research Board annual meeting and the ITE annual meeting. He also earned the honor of being named a 2024 ITE Young Leader to Follow.

On top of continuing his educational career at UA, Okafor served as the president of the African Students Association and vice president of the UA students’ chapter of the Institute of Transportation Engineers.

Okafor said he has honed his interpersonal skills through these conferences, as a Graduate School Ambassador, and as part of the first class of Graduate Ambassador Influencer Network, GAIN for short, Influencers — a group of students who promote the Graduate School on campus and through social media. He said the experiences he’s had at UA not only made him more confident but also more compassionate.

It is possible to do great things even if you are from a very humble background.

“Emotional intelligence and patience are some things that being an ambassador has helped me fully develop,” Okafor said. “It taught me to be patient with people and put myself in their shoes when I’m trying to respond. Being calm and well-receptive in terms of my responses, it helps those students.”

In his own time, Okafor extends his role as an influencer on X, formerly known as Twitter, and on LinkedIn. He gives advice on applying to graduate school in the United States, and he hosts informational webinars for those students. However, as he transitions to working in the field, he will likely not be on as much, and his content will shift to be more career-centered.

Though his time at the Capstone is coming to a close, Okafor is glad for his experience and the professional development opportunities he received at UA. He wants to encourage others to take a leap of faith and never let others impact their belief in themselves.

“It is possible to do great things even if you are from a very humble background,” Okafor said. “I never doubted what I could do. I always know that whatever I want to do, I can achieve it if I put my mind to it.”

Fulbright Language Teaching Assistants at ELI

• July 29th, 2024
• in English Language Institute International Main

Quechua is the ancient language of the Incas and the native language of three future Fulbright Language Teaching Assistants (FLTAs). Mercedes Velarde (Peru), Jairo Mariscal (Bolivia) and Elsa Cain (Ecuador) spent six weeks at the English Language Institute in the summer before traveling to three U.S. universities to teach Quechua in 2024-2025. Their time at the ELI gave them the opportunity to perfect their English and adapt to U.S. culture, but their main purpose will be to promote the Indigenous language of their countries and help to preserve its use.

The FLTAs learned Quechua from their parents and grandparents, who often suffered discrimination due to the language they spoke. Today there are systems in place to help people maintain Quechua, but migration from the countryside to the cities means that most young people now speak only Spanish. The FLTAs all expressed pride in their Indigenous language and culture. Elsa said, “Through our scholarships others will realize the importance of Quechua and help the new generation to become interested.”

Transformative Experience: Students Hike Spain’s Camino de Santiago

• July 10th, 2024
• in Education Abroad International Main

Exploring the sites and experiencing the culture of different countries is a must when studying abroad. A group of 10 UA students took it to a new level this summer.

The group hiked over 230 miles in 27 days from St. Jean Pied du Port, France, to Santiago de Compostela, Spain, along the famous Camino de Santiago, a route traveled by pilgrims since the ninth century.

“As much prep as I did, nothing could have prepared me fully for what the experience would be,” said Nick Pate. “It was the hardest thing I had ever done while also being the most fun experience of my life.”

Guided by history professors Drs. Margaret Peacock and Juan Ponce Vazquez, the students were immersed in multiple cultures as they were challenged both intellectually and physically.

“I organized this trip after hiking a portion of the Camino de Santiago with my daughter in 2019. I have been a long-distance thru-hiker for decades and have seen how hiking can teach some of life’s most important lessons,” Peacock explained.

Those lessons translated well for the students on this excursion.

Immersive Education

Sophia Biernat believes the trip made for an entirely unique learning experience.

“As we traveled across Spain on foot, we became active participants in our environment. Hiking through multiple regions of Spain helped us understand the distinct cultures and climates that exist within the country,” she said.

Ponce Vazquez is a native of Spain who has completed the hike before. He said the physical strenuousness of the trip didn’t detract from the academics.

“Margaret and I gave mini, impromptu lectures on the road about Iberian medieval history, current Spanish culture, outdoor leadership, the meanings of pilgrimage and many other topics. But the most incredible thing was that students ended up teaching each other,” he said.

“They gave presentations along the way of different sites: fortresses, monasteries, cathedrals. Two-thirds into the trip they could talk in elaborate ways about Romanesque and Gothic art, and they naturally gravitated towards and wanted to visit every historical building we found along the road.”

The pilgrimage, which the students documented on Instagram, not only took them out of the classroom but their comfort zones as well.

“This trip was meant for me to go on,” said Nathaniel Sonmez. “For me, the hike was about testing myself and proving that I could make it through something like this.”

“I had not been very physically active since high school and doing this hike enabled me to push my limits. I’ve become much more confident in myself and made friendships that I believe will last a long time,” added Summer Pettis.

“I can tell people that I’ve hiked across a country — how many people can say that?”

A Walk to Remember

Peacock and Ponce Vazquez created an experience the group won’t soon forget.

“Unlike most study abroad programs, students had to physically work really hard every day and we were right there with them every step of the way. It allowed us to get to know each other in ways that would be unthinkable in any other ordinary academic setting,” explained Ponce Vazquez.

“We laughed together, sang together, thought together and suffered together when our feet hurt at the end of the day.”

Friendships weren’t formed just between students.

“We got to see so many things that normally wouldn’t be accessible on a normal study abroad trip, but this trip also allowed for us to build better connections with our professors since the group was so small and always together,” said Sonmez.

Study abroad opportunities can be life-changing for the teachers as well.

“Between us, we were able to create an exciting, challenging and safe experience for the students. It is hard to put into words how transformative this experience was,” said Peacock.

“When I feel anxious or stressed, I remember the quiet of the ninth-century churches that we visited in every village, the expanse of the land as it stretched out before us and the capacity that all of us have to face any challenge when we have our friends with us.”

Added Ponce Vazquez, “This was a transformative experience that will stay with students for the rest of their lives. It will certainly stay with me. I consider myself lucky for having been able to walk alongside my colleague and this incredible group of young men and women.”

Scenes from the Journey

Visit the Capstone International Center website to learn more about UA’s other study abroad opportunities.