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As a  student, you'll have a choice of international programs in countries around the world, as well as the chance to take classes on campus that include a travel component. You can even start your Princeton journey in another nation through the innovative Novogratz Bridge Year Program. And after you graduate, you'll have opportunities to engage globally through alumni service programs such as Princeton in Africa, Princeton in Asia and Princeton in Latin America. 

The Novogratz Bridge Year Program

Some students jump into an international experience right away before starting their first year on campus. As an incoming student, you can apply to spend nine months doing public service work abroad through the University's tuition-free Novogratz Bridge Year Program. This experiential "bridge" between high school and college gives you an opportunity to widen your perspective before you begin your first year.

As of fall 2023, the Novogratz Bridge Year Program will be hosted in six locations on four continents. Students live with local families while immersing themselves in the local culture, learning the language and serving the needs of the community. You might volunteer with a human rights or environmental project, tutor local children, teach IT skills — the opportunities vary by locale and the organizations with which Princeton partners. And you'll start your studies at Princeton with deep connections to a place other than home, and strong bonds with fellow students who have shared your experiences abroad.

Learn more about the Novogratz Bridge Year Program

A Semester or Year Abroad

As an undergraduate student in any major, you can choose from among more than 100 semester- or year-long study abroad programs in over 40 countries. Living and learning in another country for an extended period of time teaches you things you never knew about yourself and the world. It can provide you with new skills, confidence and the feeling of possibility. And while you further your academic studies, you may also discover new ideas and interests that will shape you for a lifetime.

With so many options to choose from, you'll get plenty of help deciding which program best fits your interests and goals. Students who receive financial aid continue to receive support from the University while studying abroad during the academic year. The Office of International Programs helps students decide why and where to study abroad and supports them on their journey. Study Abroad Global Ambassadors are available to tell you about their experiences and answer your questions.

Learn more about a semester or year abroad 

Summer Language Immersion 

The summer provides time for intensive language study abroad, allowing you to learn or master languages among the people who speak them and explore new cultures. Many language programs, such as Princeton in Munich, Princeton in Beijing, Princeton in Argentina or the Aix-en-Provence Program for French studies, are organized by academic departments.

Summer Internships Abroad

Learning abroad doesn't have to mean studying abroad. You can spend your summer as an international intern instead, working with an organization that matches your interests in any of more than 50 countries. From helping migrant families in rural Mexico to working on architecture projects in Dubai, the opportunities are varied and fascinating. 

The International Internship Program lets you live and work abroad during summer break and comes with a financial award that covers most expenses. You can gain valuable experience, expand your academic interests and immerse yourself in new languages and cultures, and explore possible career paths through internships in a wide variety of fields.

Learn more about being an intern abroad

PIIRS Global Seminars

How are Cuban writers and artists making sense of the changes in their society? What can you learn about contemporary Chinese society by experiencing it up-close? Every summer Princeton students head overseas through the PIIRS Global Seminars, traveling to fascinating locations with historical or political significance to explore a specific topic.

Each six-week seminar is designed and led by Princeton faculty, and each presents a unique program of study that relies on visiting the locale at the heart of its subject matter. Daily lectures by seminar faculty and guests, language classes, weekend excursions to sites relevant to the course, and community service make up the experience.

Explore the range of Global Seminars

Clearly defined purpose

There is no universal model to incorporate an international service-learning (ISL) component to an off-campus semester or interim. While we believe that the benefits from ISL are many, it should not be included for all study abroad programs. Before including service activities in an off-campus curriculum or itinerary, the purpose of such service must be clearly identified and known by all stakeholders in the program: directors, professors, students, and community partners. To avoid the dangers of short-term service projects, both students and community partners must be aware of (and possibly included in identifying) program goals regarding service and learning outcomes. Service goals will be community-centered, identifying standards of community development, various community actors and short and long-term outcomes of service. Learning goals will generally be student-centered, identifying outcomes regarding academic objectives, worldview development and personal growth.

The New School is a vibrant global community that welcomes students from around the world. In fact, we have 116 countries represented in our student body. Our international student population includes students who have never been to the United States, those who currently live in the United States, and U.S. citizens who haven't called the United States home in a while. We hope you choose to apply to The New School, home to a diverse academic and artistic community in one of the world's greatest cities.

How to Connect

Our admission counselors and student tour guides are available to meet with you and answer your questions about the international student experience at The New School.

See the Plan Your Visit page to:

• Take a virtual tour, available 24 hours a day, seven days a week, in seven languages
• Attend a live online information session or event, including regular student-led panels
• Read through our many publications

If you are interested in our Paris campus, check out Parsons Paris student-led virtual tours, online information sessions, and events.

Our admission team participates in both in-person and virtual high school visits, college fairs, and virtual graduate school fairs around the world. If you would like to request either an in-person or a virtual visit to your high school or college, please ask your college or university counselor to email [email protected].

How to Apply

International applicants follow the same application process as our domestic applicants. Application instructions may vary for applicants whose native language is not English or whose transcripts are not in English. Visit the following pages to learn more:

Students who wish to come to The New School to Strengthen their English are invited to enroll in one of our many English as a Second Language Certificate Programs.

Preparing for Arrival

All new students whose native language is not English will need to take an English Language Placement Test before registering for classes. The New School uses the Duolingo English Test as our English Placement Test for students who will be enrolling in Parsons School of Design. Parsons students who submit results of the Duolingo English Test with their application for admission will not need to take the Placement Test. Results of the Duolingo English Test will determine if a student is required to take English as a Second Language (ESL) coursework alongside their degree coursework or if they will need to enroll in one of our many ESL Certificate programs offered through the Center for English Language Studies before beginning their degree program. 

The International Student and Scholar Services (ISSS) office guides students and scholars through the process of obtaining an I-20 or DS-2019 in order to apply for their visas. ISSS also advises on issues such as immigration status, employment authorization, and other student and scholar visa-related matters.

Additionally, ISSS offers international students cultural support to help make The New School feel like home. Starting with New Student Orientation, we support international students throughout their time at The New School, providing assistance and expert advice during their academic career and beyond. We invite you to follow ISSS on Instagram to learn more about programming offered.

Financing a New School Education

All admitted students are automatically considered for partial tuition scholarships based on a holistic review of their application, which includes the review of auditions and portfolios when required. These scholarships are merit-based and do not take financial need into consideration.

The New School offers need-based financial aid to U.S. citizens and eligible non-citizens. Most international students are not eligible for need-based financial aid.

Please review the cost of attendance when determining if The New School is a good fit for you. Be sure to review tuition and all applicable fees, including housing and meal plan costs.

Note: All international students must show enough funds for the the first year of study in order to apply for either the I-20 or DS-2019. To learn more, consult our International Student and Scholar Services office.

Campus Life

New School students are members of a vibrant campus community that extends beyond the classroom. We invite you to learn more about campus life, including on-campus housing, student activities, and health and wellness.

A student-centric university culture is fundamental to preparing students for lifelong learning. By encouraging students to control their individual drivers and direction through a degree programme, we empower them to engage a mindset for personalised education throughout their lives. It is through our co-creation and collaboration with students that universities have a substantive role in cultivating a lifelong-learning mentality.

But what if international students are not as fluent in or comfortable with this form of university engagement? Then we have work to do to prepare them for lifelong learning so they are not left behind.

Lifelong learning is transforming education landscapes across the globe, with microcredentials, blended learning and more continuous professional development requirements in the workplace just the beginning of sector-wide change. It is what individuals need more than ever before to thrive throughout dynamic and changeable careers.

Universities have rapidly mobilised to become providers of lifelong learning to those who are ready for it. We build short courses, Moocs, chunked lectures, flipped classrooms, skill-based assessment and edtech that claims to deliver anything to anyone, anywhere, any time. But none of this prepares students – domestic or international – for lifelong learning. Are we missing the critical step of equipping learners with the mindset for the lifelong learning we are busily preparing to deliver?

What motivates lifelong learning?

We understand many of the motivations that build a mindset for lifelong learning. Perhaps a little cynically, workplace dissatisfaction scores high on that list. Other factors include personal growth, curiosity, networking, individual fulfilment, well-being and career advancement.

Many international students already have this mindset. Consider the motivation it takes to leave your country, to invest massively or take on enormous debt to pursue international education, to remove yourself from family, friends and culture, and to possibly build a new life in a new country with a new career, wherever that might take you. This is a self-driven, transformative mentality. As a pioneering international PhD student in regional Australia during the dying days of the White Australia policy, my Sri Lankan father-in-law transformed the trajectory of his family. This type of experience is common among our international students at the University of Canterbury | Te Whare Wānanga o Waitaha (UC). With their commitment to personal growth through learning, it could be argued that international students might be eminently prepared for a lifelong-learning journey.

However, spending thousands of hours answering student enquiries in recruitment halls around the world can be enlightening. International students often push back against modern Western approaches to academic co-design, which consider students and universities to be partners in a collaborative learning journey, where students have significant freedom to choose their own adventures. Many international students from our largest markets look to us as experts with the specialised knowledge and the responsibility to direct them towards the outcomes they need. Concepts of partnership risk the perception that we do not take that responsibility seriously. Anecdotal evidence and empirical research suggest that international students from our largest markets need time to acclimatise to Western teaching styles, to accept teachers as guides rather than enforcers, to feel comfortable making personal contributions to group tasks, and to be self-directed in a flipped-classroom learning environment.

I used to question university marketing rhetoric such as “We are a student-centred university”. Haven’t we always been focused on students? But look how far we have grown from traditional, one-size-fits-all degree programmes to programme designs that supply control of the learning journey to the personal drivers of each individual student. Based on the desire for personal growth, students can co-create with universities customised education from a plethora of options, including workplace engagement, international mobility, remote attendance, a choice of electives, majors and minors, engagement with research, dual or conjoint degrees, and greater personal expression through skills-based assessment.

Welcoming international students through intercultural orientation

UC prepares international students for this engaged learning environment through an intercultural approach to first-year orientation and transition that leans heavily on the Māori concept of Manaakitanga. We offer Manaakitanga to international students: to care about their well-being and sense of belonging through hospitality and protection; to uplift and support them with humility, compassion and empathy; and to respect their individual backgrounds, mindsets and needs, which might be foreign to us. The UC orientation and transition programme delivers ongoing support not only to orientate international students within the university, but also to transition them to the mindset needed to engage fully with student-centred learning, and ultimately with the concept of lifelong learning.

The concept of ongoing transition rather than orientation in week one has rapidly gained acceptance. However, there is value in examining the intercultural competency of our orientation and transition programmes. A 2013 Unesco conceptual and operational framework for intercultural competencies broadly states that intercultural competences aim to free people from their own logic and cultural idioms. Surely that should be the aspiration of an interculturally competent orientation and transition programme: to free our students from cultural, historic or other preconceptions about higher education and prepare them to embrace a student-centred approach to learning.

UC’s orientation and transition programme, particularly as delivered through the UC Business School, has been co-designed with the Māori iwi of our region, drawing on an indigenous worldview to help overcome our own cultural preconceptions and reach out to our international students with greater cultural fluency, learning from them as they learn from us. In doing so, we stand the best chance of preparing our students for lifelong-learning journeys, irrespective of their origins and the types of teaching that they are used to.

International students have specific learning needs and are at risk of being left behind. I believe preparing international students for lifelong learning is so important that to fail this responsibility would be to neglect our overarching pastoral care obligations.

Graham Wise is the director of international development at the University of Canterbury | Te Whare Wānanga o Waitaha, in Ōtautahi Christchurch, Aotearoa New Zealand.

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José Roger Flahaux is a retired hands-on high-tech operations executive with an extensive background in global supply chain and operations management with companies such as Burroughs, Unisys, Raychem, SanDisk, and Corsair Components. He is also an adjunct professor in the department of Industrial and Systems Engineering at San José State University, where he teaches Engineering Management Systems in a Global Society. He holds an Electrical Engineering undergraduate degree from ITPLG in Belgium, and an MSE in Engineering Management from SJSU.

Brian Patrick Green is the Director of Technology Ethics at the Markkula Center for Applied Ethics at Santa Clara University. He has worked extensively with technology corporations as well as organizations such as the World Economic Forum, the Partnership on AI, and the Vatican’s Dicastery for Culture and Education. He teaches AI Ethics in Santa Clara University’s Graduate School of Engineering. He holds doctoral and MA degrees in ethics and social theory from the Graduate Theological Union in Berkeley, a BS in genetics from the University of California at Davis, and is author or editor of several volumes on ethics and technology.

Ann Gregg Skeet is the Senior Director of Leadership Ethics at the Markkula Center for Applied Ethics. She works with corporations and organizations such as the World Economic Forum, the Partnership on AI, and the Vatican’s Dicastery for Culture and Education. She teaches in corporate board readiness programs at Santa Clara University’s Silicon Valley Executive Center. She served as CEO of American Leadership Forum Silicon Valley for 8 years, worked for a decade as a Knight Ridder executive, and served as president of Notre Dame High School in San Jose. She is a graduate of Bucknell University and has a master of business administration degree from Harvard Business School.

‘Via an intellectual tour of rare erudition and stunning breadth, Ralph drags American pragmatism from IR’s margins to its core, exhorting New Constructivists not only to describe how norms matter, but to evaluate which norms ameliorate pressing global problems. Richly illustrated with examples from security, health and climate governance, supporters and critics alike will have to engage Ralph’s powerful thesis.’

David McCourt - Department of Sociology, University of California, Davis

‘The pragmatist turn in International Relations is well overdue. Global learning among diverse communities is needed to tackle planetary challenges for which twentieth century institutions are no longer fit for purpose. Jason Ralph develops and defends a pragmatist constructivist analysis that shows how that ‘learning by doing’ can happen. This is an inspiring book for all IR scholars and practitioners, deeply informed by pragmatists a century ago who similarly confronted a world in flux and crisis.’

Jacqui True - School of Social Sciences, Monash University