I'm a big fan of the Center for Student Opportunity, a nonprofit organization with a mission to promote college access and opportunity among first-generation and historically underserved student populations. They've produced a very fine guidebook of colleges that focuses on information particularly appropriate to these students, including what support is offered, scholarships and so on. It also has essays and tips from experts in the front. I saw the first edition last year at NACAC and bought ten copies on the spot to give to the charter school counselors I've been working with over the past two years.
CSO has also created a strong website called College Center that lets students search for college access programs, ask experts questions about the college process and search for colleges offering advising, mentoring, transition programs, and so on. I expect them to continue adding to the list as they go on.
Colleges can find out how to partner with CSO to reach underserved students by clicking here. With a contribution to CSO (based on Carnegie Classification), institutions can not only reach individual students but also community organizations. Everybody wins.
CSO's most recent addition is a blog section where ten students from minority, low-income, and first-generation backgrounds are sharing their stories or high school and college. The initial entries have the energy of a new project, projecting optimism and immediacy. Although there are only a few from each student so far, I hope they continue to record their thoughts and experiences for the benefit of their peers about to go through the process themselves.
Their situations reflect the concerns that many first-generation students have, such as having to be an example for their younger siblings and communities. They are also poignant in their forthrightness--one student blogger talks about how she discovered she was pregnant while she was applying to colleges. This forthrightness can help students who think that personal circumstances make it impossible to think about continuing their educations. (They blog as part of their having become Opportunity Scholars--see below.)
If you are a counselor or community volunteer who works with first-generation, low-income, and otherwise underserved students, the Center for Student Opportunity can be a great help. Not only does the website have excellent resources, there is also a page where you can download free guides for helping high school students, parents/families, and others. Students also have the opportunity to be nominated as Opportunity Scholars; if selected, they receive college counseling support from a network of volunteer counselors as well as a chance for a $1,000.00 renewable scholarship in college.
If you are a college and want to expand your outreach to underrepresented students, be sure to look at CSO's Colleges Partnership Program.
There's plenty more to explore on the site, and I expect it just to get better and better as more and more individuals and institutions connect to it. It is a welcome and necessary resource for the students we serve.
Friday, October 30, 2009
Sunday, October 25, 2009
Creating a Self: The Facts of Fiction
The reasons many colleges give for requiring essays include getting to know more about the student, giving him or her a chance to explain something in the record, or providing a writing sample. Fair enough, but do they have to be Ӏtrue?Ԁ More than one student has asked me, "Is it OK to write an essay that isn't factually accurate as long as it's good?" Answering questions like "What is your most significant experience?" or "What person, real or fictional, has had a major influence on your life and why?" or "Topic of your choice" tend to frazzle students attempting to impress the mysterious admission Inquisitors they imagine gathering in dank basements to determine their futures. TheyҀre not talking about lying, exactly, but the bare-bones facts donҀt quite do it, either.
As long as you aren't claiming club presidencies or social service you haven't really done, is there anything wrong with saying Thomas Jefferson is your most influential hero instead of Bono, your real hero? Is there a problem if you exaggerate an incident that "changed your life" even if it didn't so much, really, or if the situation was more mundane than you present it? I brought this topic to my NACAC colleagues recently to get their impressions and received a dozen or so responses.
Most of us, including me, opt for "honesty" and "truth," but those are slippery concepts when you're really asking someone to essentially create a character in 500 words or less. Asking a student to include subjective narratives about relatives, experiences, or outlooks in an application introduces an element that, no matter how it turns out, I'd have to call "fiction," with the ӀfactԀ being what lies beneath that essay.
Let's distinguish between "fiction" and "falsehood," and the purpose of the essay. One colleague wrote that "If the goal of an essay is for the student to provide insight about himself or herself, and if that insight is authentic, then maybe it doesn't matter if the person didn't exist or the experience never happened." We teach novels and short stories even though they aren't factually true because they reveal important "truths" about human existence. If it works for Hemingway and Oates and David Sedaris, why not for Sally or Billy in their applications? That whale wasnҀt just a whale, was it?
Some said that it was important to hear the applicants' authentic "voice" and that it wouldn't come out in a "fictional" essay. But we hear and value authors' "voices" constantly in fiction. Even when they're not writing about themselves, they are by virtue of what they choose to observe and the stance they take toward it. I tell students that constantly--no matter what you choose to write about, you're writing about yourself. (Many parents do not like to hear this: At his parents' insistence one student substituted for an excellent and fascinating essay about his Jewish grandfather, who sold mattresses in Shanghai during WW II, a boring one that was all about himself.) We draw conclusions about Hemingway from his writing, why not about Billy?
Most of the colleagues I heard from said they expected students to be "truthful" and "honest" in their essays, but I think their reasons for doing so could as easily be answered by fiction if we are willing to look below the surface of the writing: "the essay helps us get to know the student better," it "reveals something about themselves that the rest of the application doesn't," it is designed to "communicate the living breathing person to assist admissions deans in putting together a diverse class with varying personalities, interests, and accomplishments...," "it reflects his genuine beliefs," it "shows the college who you are--both in the voice of your writing and in the content. Therefore it is essential that the content be trueԀ and so on.
Don't all these responses describe the best fictions? Poe said that every short story should focus on creating one unified effect in the reader. IsnҀt that what weҀre asking our students to do? No one expects ӀThe Tell-tale HeartԀ to be ӀtrueԀ but it sure is scary, because it taps into our basic fears. Shouldn't we give our young authors the same respect we give those we expect to show us truths through "lies?"
One colleague compared non-factual essay writing to phony reporting, but there's a difference--we expect reporters to give us the facts; to do otherwise gets you fired (unless you work for Fox News). Do we expect students to meet reportorial standards? I don't think so.
Conversely, we can blast the author of "A Million Little Pieces," not because he had actually written fiction, but because he lied to us about what he had done. We read memoirs differently from novels, as one colleague noted, distinguishing "between fiction and deception....If you read a 'real life account' of an adventure that was later revealed to be made up, you'd feel cheated--even if you continue to acknowledge the skill of the writer."
I think we may simultaneously place too much and too little responsibility on applicants and their essays. One colleague thought of the college essay "as less of a measure of writing talent and more of a glimpse inside the applicant's soul (his judgment, his perspective, his sensitivities, and his sensibilities." I'd still have to say that a fiction can do that maybe even better than "fact.Ԁ Expecting a look into an applicantҀs ӀsoulԀ may be way more than the exercise will bear. [I once read an application from a student whose essays were about his suicide attempt and his recovery. (Verified by a call to his counselor.) They were well written and the student was admissible, but his truthfulness sank him. That was a glimpse into a soul IҀd rather not have had.]
If we want "just the facts" how can we rely on imaginative constructs like essays? If "it is essential that the content be true" what do we mean by "true?"
I believe that whatever a student writes about reveals something about him or herself, so the factual truth is less important than the arrangement of facts to arrive at a "truth" that points to something about the author. If a student writes a touching essay about a relative who may not exist, can't I appreciate the author's ability to express compassion and empathy? Is that any less "real" or "truthful" than if the relative were real? I know the student has the capacity to express those qualities, at least. (Yes, that person may be a cold-hearted bugger in real life, but it's not the fictionalizing that makes him so.) And will I ever know the facts in any case? Probably not.
So if students "made up their feelings and included actions/results that never happened, they are lying about themselves?" I donҀt think so: they're creating a reality they know to be fictional. And maybe they have a clear understanding of what needs to be said.
Let's be honest: Every college admission essay really is a creative writing assignment. We should not expect rock-hard reportorial fact from seventeen-year olds under pressure to "reveal" themselves; it's not fair. We should broaden our sensibility to understand that what we receive is the "fact" and what we do with it is the result. If we read every essay as ӀliteratureԀ instead of reporting we might not only encourage better writing but also enjoy it more.
One colleague put it best: "I think if the essay is a vehicle for illustrating some important value/realization/personal motto that the kid really believes in, it's okay to stretch the truth or create a scene through which to convey the message."
If we agree that some of the greatest truths can be found in fiction, why not give college applicants the same consideration?
Thanks to everyone who responded to my question on the NACAC listserv. Here are some other comments I received:
ӀWe tell our students quite firmly that the college application essay is not a creative writing assignment!...It needs to be seen as an opportunity for the college to get to know the student more deeply than it could from a transcript and a set of test scores. How could that possibly happen if a student were to write about рtruthyҀ rather than truthful aspects of his/her life?Ԁ
ӀI think truthiness is where most essays fall. Does everyone have that one moment either while hiking the Grand Canyon or fishing with their grandpa where they learn some important life lesson before their 18th birthday? My life has never worked like that!Ԁ
ӀI have always called those fantasy essaysŀI simply tell my students that at some point they must clue their reader in that this is fiction.Ԁ
ӀThe essay should all be true and real, just like when the student signs the application indicating the work is his/her own true and original work, it should also be real׀otherwise whatҀs to stop them from adding activities and embellishing their apps in other ways?Ԁ
ӀIsnҀt the answer relatively simple? The student must designate a fictional essay as suchŔ
ӀIt would be nice if the point of the essay were more explicitly outlined on the application. If the point is to judge writing skills and creativity, I think the sky is the limit in terms of the truthiness of it all. But if the point is to learn more about the studentҀs life, and to gauge his thoughtfulness or self-awareness about his experiences up to now, then the actual truth is absolutely warranted.Ԁ
ӀThe admission committee can glean information from an honest essay, regardless of topic, to help us put a studentҀs academic and leadership career into contextŀThey may not be the most entertaining essays but if an essay offers insight that helps us make an informed decision itҀs far more engaging. I can read good fiction on my own time.Ԁ
Saturday, October 17, 2009
Things to Do
What do you do? You need to get the application process in gear!
http://moneywatch.bnet.com/saving-money/blog/college-solution/a-handy-college-admission-cheat-sheet/924/
http://moneywatch.bnet.com/saving-money/blog/college-solution/a-handy-college-admission-cheat-sheet/924/
Friday, October 16, 2009
Future Trend
Dallas is the first to begin a trend to use professional counselors, like myself, to do what they can do best. It's like going to a specialist when you need specific help after the generalist in the profession has done all they can do.
http://www.aacrao.org/transcript/index.cfm?fuseaction=show_view&doc_id=4439
http://www.aacrao.org/transcript/index.cfm?fuseaction=show_view&doc_id=4439
Score Choice
What is score choice? How does it affect you? This article has a long discussion with comments and feedback from readers at the end.
http://thechoice.blogs.nytimes.com/2009/09/30/score-choice/?hp
http://thechoice.blogs.nytimes.com/2009/09/30/score-choice/?hp
When Do You Begin?
Freshmen and sophomore year is not too early to begin the college application process--especially, if you want to attend a highly competitive school.
http://www.fredericknewspost.com/sections/art_life/display.htm?StoryID=95905
http://www.fredericknewspost.com/sections/art_life/display.htm?StoryID=95905
Tips for a Winning Essay
The following article gives guidelines for the steps to follow when creating your college entrance essay.
http://www.saycampuslife.com/2009/10/05/solid-tips-for-writing-a-winning-college-essay/
http://www.saycampuslife.com/2009/10/05/solid-tips-for-writing-a-winning-college-essay/
Thursday, October 15, 2009
List of Top Universities in France
List of Top Universities in France
The University of Paris 06 is the best university in France according to the Academic Ranking of World Universities (ARWU). The ARWU is published by the Institute of Higher Education at the Shanghai Jiao Tong University and several indicators of academic or research performance are used to establish the ranking, these include highly cited researchers, articles indexed in major citation indices and staff winning Nobel Prizes.
The Top-5 universities in France
There are twenty-three French universities in the WordҀs Top-500 universities (2008). The Top-5 universities in France are: 1. University of Paris 6 (ranked 42nd in the world); 2. University of Paris 11 (ranked 49th); 3. Ecole Normale Sup退rieure Paris (73rd); 4. University of Paris 7 (101-151) and University of Strasbourg(101-151). The University of Paris 6 has been the best university in France since 2003, when the ARWU was first published.
French Universities
Universities in France are predominantly public institutions. Interestingly, the best students attend the рGrandes EcolesҀ ['Grand Schools'] (a higher education establishment outside the mainstream framework of the public universities system). Whilst the universities are open to all students who finish their high school education (with a рBaccalaur退atҀ), the рGrandes EcolesҀ require an additional entrance exam which is highly competitive.
In comparison to French universities, the рGrandes EcolesҀ are relatively small institutions. For example, the University of Paris 6 (ranked 42rd in the world) has 30,000 students whilst the Ecole Normale Sup退rieure Paris (ranked 73rd in the world) only has 2,000 students.
Compared to other OECD countries, France has an average density of top universities (0.4 universities per 1 million inhabitants in France compared to 0.4 for OECD countries as a whole. It is striking to note that 9 out of the 23 universities (39%) that appear in the ARWU are located in Paris.
The University of Paris
The historic University of Paris was founded in the mid 12th century, In 1970 it was reorganized as 13 autonomous universities (University of Paris IրXIII). The university is often referred to as the Sorbonne or La Sorbonne. The universities are now essentially independent of each other. Despite this link, and the historical ties, there is no University of Paris system that binds the universities at an academic level.
The University of Paris 6
The University of Paris 6 or the Pierre and Marie Curie University (UPMC) is a public university that was established in 1971. It is a large university with 30,000 students: 22,000 undergraduates and 8,000 graduates. International students represent 14% of the student population.
The University of Paris 6 was the principal heir to the Faculty of Sciences of the University of Paris and is now the largest scientific and medical complex in France. The main campus (Jussieu Campus) is located in the Latin Quarter of the 5th arrondissement in Paris, with most facilities on a campus of 500 000m .
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The University of Paris 06 is the best university in France according to the Academic Ranking of World Universities (ARWU). The ARWU is published by the Institute of Higher Education at the Shanghai Jiao Tong University and several indicators of academic or research performance are used to establish the ranking, these include highly cited researchers, articles indexed in major citation indices and staff winning Nobel Prizes.
The Top-5 universities in France
There are twenty-three French universities in the WordҀs Top-500 universities (2008). The Top-5 universities in France are: 1. University of Paris 6 (ranked 42nd in the world); 2. University of Paris 11 (ranked 49th); 3. Ecole Normale Sup退rieure Paris (73rd); 4. University of Paris 7 (101-151) and University of Strasbourg(101-151). The University of Paris 6 has been the best university in France since 2003, when the ARWU was first published.
French Universities
Universities in France are predominantly public institutions. Interestingly, the best students attend the рGrandes EcolesҀ ['Grand Schools'] (a higher education establishment outside the mainstream framework of the public universities system). Whilst the universities are open to all students who finish their high school education (with a рBaccalaur退atҀ), the рGrandes EcolesҀ require an additional entrance exam which is highly competitive.
In comparison to French universities, the рGrandes EcolesҀ are relatively small institutions. For example, the University of Paris 6 (ranked 42rd in the world) has 30,000 students whilst the Ecole Normale Sup退rieure Paris (ranked 73rd in the world) only has 2,000 students.
Compared to other OECD countries, France has an average density of top universities (0.4 universities per 1 million inhabitants in France compared to 0.4 for OECD countries as a whole. It is striking to note that 9 out of the 23 universities (39%) that appear in the ARWU are located in Paris.
The University of Paris
The historic University of Paris was founded in the mid 12th century, In 1970 it was reorganized as 13 autonomous universities (University of Paris IրXIII). The university is often referred to as the Sorbonne or La Sorbonne. The universities are now essentially independent of each other. Despite this link, and the historical ties, there is no University of Paris system that binds the universities at an academic level.
The University of Paris 6
The University of Paris 6 or the Pierre and Marie Curie University (UPMC) is a public university that was established in 1971. It is a large university with 30,000 students: 22,000 undergraduates and 8,000 graduates. International students represent 14% of the student population.
The University of Paris 6 was the principal heir to the Faculty of Sciences of the University of Paris and is now the largest scientific and medical complex in France. The main campus (Jussieu Campus) is located in the Latin Quarter of the 5th arrondissement in Paris, with most facilities on a campus of 500 000m .
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Wednesday, October 14, 2009
Scholarship in the UK for international students
Most of the international students look for scholarship in the UK to fund their studies because the tuition fees in the UK
In the field of scholarship, the UK UK
There are some scholarships schemes awarding funds that cover all the costs related to the study of a student while on the other hand there are scholarships covering only the tuition fee or the half of it. All this depends upon the awarding body and its policies.
The universities and colleges in the UK
The selection criteria vary for each type of award so a student must be familiar with the requirements for a certain scheme. A student must know about the dates and deadlines for the award he/she is interested in. Remember, that some schemes require you to submit your application one year before you start your study. So you should give full consideration to the dates or you may waste your time.
So if you want to study in the UK and need scholarship for your study then you should go through the following link, as this link contains a list of the most high awarding scholarships schemes in the UK
If you want to look for scholarship in a certain university then you should go to the list of all universities in the UK
How can I get scholarship in the UK?
You can get scholarship in the
We have tried our best to search for the most honourable scholarships schemes in the
Click on the title of the scheme to know more
Commonwealth Scholarships and Fellowships
Commonwealth shared scholarship scheme
Overseas Research Students Award Scheme
USA/Canada Research Fellowship
Scholarship in Arts & Humanities
Monday, October 12, 2009
WorldҀs best universities in China
WorldҀs best universities in China
Six universities are ranked the best in
There are 18 Chinese universities in the WordҀs Top-500 universities. The Top-6 universities in
Two of the six universities are located in Peking (
You can view pictures of the
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The Best University in Germany: the University of Munich
The
There are twenty-nine German universities in the WordҀs Top-500 universities (2008). The Top-5 universities in
Compared to other OECD countries,
The
The university is located in the beautiful city of
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Best UK Colleges and Universities Ranking
It is a List of Best UK colleges and Universities Ranking
1. Imperial College London
2. KingҀs College London
3. University College London
4. Leeds University
5. Liverpool University
6. Leicester University
7. Loughborough University
8. London School of Economics
9. Heriot-Watt University
10.Nottingham University Business School
For more information of Top Universities in UK, university rankings 2009, heriot watt university ranking, kingҀs college london ranking, imperial college ranking, Uk Universities, Uk Universities Ranking, list of uk universities,top uk universities, england universities, ranking of uk universities, List of universities in the United Kingdom, Uk Universities List, UK Universities Study, Universities in England.
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Friday, October 9, 2009
Is Sweden a student friendly country?
Most of our students want to know whether Sweden is a student friendly country or not. This is not an easy question to be answered in a simple sentence because there are arguments on both sides and no one could answer with simple ӀYesԀ or ӀNoԀ.
However it is a fact that Sweden is a growing destination for students from all over the world because the state of Sweden is striving hard to facilitate the international students and to give them some pleasant memories when they go back to there homelands.
While solving this puzzle we have to accept the fact that Sweden is about to overtake UK and Australia because we have seen students complaining about the visa problems and the big monster Ӏthe mounting tuition feesԀ in the UK and Australia.
Keep in mind; we have not mentioned the education in USA because after 9/11, it is almost impossible for the students of some countries to get a US study visa.
We have reports from students saying that the states of UK and Australia are selling education rather than providing education. This clearly means that education in these countries is a business rather then a service to humanity.
In past, most of the international students were directed towards the UK and Australia because only in those countries all study programmes were available in English language which was the language readily accepted to the international students. Here we do not mean that other countries did not provide study programmes taught in English but we want to make it clear that there was a limit to such programmes.
Now thanks to the Swedish education policy makers that there are a lot of (more than 500) programmes available in English language for international students and all for free. Yes, there is no tuition fee. Once again thanks to them for taking these bold steps. This is what we call Ӏserving humanityԀ. This is the greatest ever contribution in the field of education and it shows the greatness of the state of Sweden. There is no discrimination in their system and all students are given equal opportunities to quench their thirst.
While discussing student visa problems we have seen that the UK and the USA are the top most countries mocking the wishes of international students. Before getting visa a student has to go through a tiresome procedure and the response is often in the reverse. For most nationals it is just killing time and nothing more. On the other hand the Swedish visa procedure is the soft most procedure of the glob and a student can easily get study visa if he/she meets all the requirements. However in the year 2008 and 09 we have reports that some students visas were rejected by the Swedish migration board even after the students met all the visa requirements. This may lead towards defame on the part of Sweden but we hope that the state of Sweden may take a notice of all this and may try to satisfy the students.
The standard of education in Sweden is high and high as compared to that in the UK and Australia because there are colleges and universities in the UK and Australia selling degrees to international students and this is shameful news in the field of education.
In the UK you can expect thousands of ghost colleges selling degrees.
While in Sweden each and every student has to satisfy the institution otherwise he/she will not be granted an extension in the visa.
I may go no further but give you a chance to express your experience whether you think Sweden a student friendly country or not. If you have anything in your mind/memories, just write it in the comments below and I would appreciate your efforts.
It would be of high value if you write about the problems a student faces while in Sweden.
However it is a fact that Sweden is a growing destination for students from all over the world because the state of Sweden is striving hard to facilitate the international students and to give them some pleasant memories when they go back to there homelands.
While solving this puzzle we have to accept the fact that Sweden is about to overtake UK and Australia because we have seen students complaining about the visa problems and the big monster Ӏthe mounting tuition feesԀ in the UK and Australia.
Keep in mind; we have not mentioned the education in USA because after 9/11, it is almost impossible for the students of some countries to get a US study visa.
We have reports from students saying that the states of UK and Australia are selling education rather than providing education. This clearly means that education in these countries is a business rather then a service to humanity.
In past, most of the international students were directed towards the UK and Australia because only in those countries all study programmes were available in English language which was the language readily accepted to the international students. Here we do not mean that other countries did not provide study programmes taught in English but we want to make it clear that there was a limit to such programmes.
Now thanks to the Swedish education policy makers that there are a lot of (more than 500) programmes available in English language for international students and all for free. Yes, there is no tuition fee. Once again thanks to them for taking these bold steps. This is what we call Ӏserving humanityԀ. This is the greatest ever contribution in the field of education and it shows the greatness of the state of Sweden. There is no discrimination in their system and all students are given equal opportunities to quench their thirst.
While discussing student visa problems we have seen that the UK and the USA are the top most countries mocking the wishes of international students. Before getting visa a student has to go through a tiresome procedure and the response is often in the reverse. For most nationals it is just killing time and nothing more. On the other hand the Swedish visa procedure is the soft most procedure of the glob and a student can easily get study visa if he/she meets all the requirements. However in the year 2008 and 09 we have reports that some students visas were rejected by the Swedish migration board even after the students met all the visa requirements. This may lead towards defame on the part of Sweden but we hope that the state of Sweden may take a notice of all this and may try to satisfy the students.
The standard of education in Sweden is high and high as compared to that in the UK and Australia because there are colleges and universities in the UK and Australia selling degrees to international students and this is shameful news in the field of education.
In the UK you can expect thousands of ghost colleges selling degrees.
While in Sweden each and every student has to satisfy the institution otherwise he/she will not be granted an extension in the visa.
I may go no further but give you a chance to express your experience whether you think Sweden a student friendly country or not. If you have anything in your mind/memories, just write it in the comments below and I would appreciate your efforts.
It would be of high value if you write about the problems a student faces while in Sweden.
Tuesday, October 6, 2009
Never Assume
A remarkable story appeared in the Chicago Tribune last Sunday. It's about a remarkable young man named Derrius Quarles and his determination to get somewhere and be somebody. A foster child whose father was stabbed to death when Derrius was four and whose mother struggled with drugs, he had the strength of character to overcome the vagaries of his life and end up winning scholarships to excellent colleges all over the country, including Morehouse, where he now attends.
Derrius's outlook can be summed up here: "You can't go around thinking you are inferior just because you didn't have parents," he says. "For me, it's about knowing where you are from and accepting it, but more important, knowing where you are going."
At 17, he was living on his own, keeping himself together and focusing on the future. He budgeted his money and when he did the grocery shopping he avoided junk food in favor of fruits and vegetables. He never took his eyes off his goal.
Derrius was fortunate to have someone see his potential. As often happens and as studies have shown, sometimes just one person can have an immense effect on a young person. For Derrius, that person was his summer biology teacher, Nivedita Nutakki, who told him he shouldn't waste his talent. Arriving as a freshman with a 2.5 GPA at Kenwood Academy, Derrius was taking three AP classes and earning a 3.6 by his junior year.
In the middle of this amazing story is a passage that made me angry: "Even his oversize ambition couldn't get Quarles past one roadblock. He dreamed of attending Harvard, until one college adviser told him his 28 ACT score was simply not high enough. He abandoned his plans."
Regardless of whether Harvard or Morehouse (or any other institution) would be the best for him, no college adviser should have told him not to bother applying to Harvard or anywhere else. It is not for that person to say. I always tell students that it is their right and privilege to apply wherever they want so long as they understand clearly what the odds are. In this case, it's a shame that someone assumed Derrius wouldn't get into Harvard on the basis of that score. And it's almost criminal that Derrius was convinced to abandon his plans as a result. Any college adviser who thinks he or she can or should make that determination suffers from a bad case of hubris.
The truth is, we cannot know what the future holds for our advisees. We don't know what colleges and universities will decide, even though we can come up with some pretty accurate guesses if we've had enough experience. We don't know how or when a student will suddenly "take off" and make us proud. But all you have to do is read Derrius's story to know that no matter where he went he'd make good, and that as a result the test scores say very little about him (and even so, they are miles above the average scores of someone from his background).
Again, I'm not saying Derrius should have gone to Harvard or anywhere else or that he's deprived as a result--clearly not. But no one should have told him it wasn't possible. Anything is possible, as this young man has already shown. While we may think we know a lot, the future always confounds us and we should always be humble in its presence.
Edit, Oct. 23: I was so taken with the story that I forgot I had met Derrius through Scholarship Chicago, a program that provides help and mentorship throughout the college process and in college as well as financial assistance during college. When I met him he had already received several admission offers from colleges and was racking up scholarships. I would never have guessed at the hurdles he was going through he was so poised, confident, and focused.
Derrius's outlook can be summed up here: "You can't go around thinking you are inferior just because you didn't have parents," he says. "For me, it's about knowing where you are from and accepting it, but more important, knowing where you are going."
At 17, he was living on his own, keeping himself together and focusing on the future. He budgeted his money and when he did the grocery shopping he avoided junk food in favor of fruits and vegetables. He never took his eyes off his goal.
Derrius was fortunate to have someone see his potential. As often happens and as studies have shown, sometimes just one person can have an immense effect on a young person. For Derrius, that person was his summer biology teacher, Nivedita Nutakki, who told him he shouldn't waste his talent. Arriving as a freshman with a 2.5 GPA at Kenwood Academy, Derrius was taking three AP classes and earning a 3.6 by his junior year.
In the middle of this amazing story is a passage that made me angry: "Even his oversize ambition couldn't get Quarles past one roadblock. He dreamed of attending Harvard, until one college adviser told him his 28 ACT score was simply not high enough. He abandoned his plans."
Regardless of whether Harvard or Morehouse (or any other institution) would be the best for him, no college adviser should have told him not to bother applying to Harvard or anywhere else. It is not for that person to say. I always tell students that it is their right and privilege to apply wherever they want so long as they understand clearly what the odds are. In this case, it's a shame that someone assumed Derrius wouldn't get into Harvard on the basis of that score. And it's almost criminal that Derrius was convinced to abandon his plans as a result. Any college adviser who thinks he or she can or should make that determination suffers from a bad case of hubris.
The truth is, we cannot know what the future holds for our advisees. We don't know what colleges and universities will decide, even though we can come up with some pretty accurate guesses if we've had enough experience. We don't know how or when a student will suddenly "take off" and make us proud. But all you have to do is read Derrius's story to know that no matter where he went he'd make good, and that as a result the test scores say very little about him (and even so, they are miles above the average scores of someone from his background).
Again, I'm not saying Derrius should have gone to Harvard or anywhere else or that he's deprived as a result--clearly not. But no one should have told him it wasn't possible. Anything is possible, as this young man has already shown. While we may think we know a lot, the future always confounds us and we should always be humble in its presence.
Edit, Oct. 23: I was so taken with the story that I forgot I had met Derrius through Scholarship Chicago, a program that provides help and mentorship throughout the college process and in college as well as financial assistance during college. When I met him he had already received several admission offers from colleges and was racking up scholarships. I would never have guessed at the hurdles he was going through he was so poised, confident, and focused.
Monday, October 5, 2009
NACACҀs 65th National Conference in Baltimore, MD
In September 2009 I attended the national conference for the National Association of College Admissions Counselors in Baltimore, Maryland.
NACACҀs National Conference is the largest annual gathering of college admission professionals. This yearҀs conference addressed current topics in counseling, admission, financial aid, testing and technology and provided members with specific in-service training suited to their institutional and career. There were over 5300 attendees representing 36 countries.
Conference attendees include secondary school counselors, college admission officers, independent counselors, financial aid administrators, enrollment managers, and affiliate organization members
More than 130 diverse and informational educational workshops, seminars and sessions were led by experts in the field of college admission counseling on such topics as admission testing, college access and selectivity. Experts also discussed careers in engineering, stress and the college application process, community college, early access programs, managing the generations and much more.
I had the opportunity to attend several professional sessions and listen to the keynote speakers. One of those speakers was Dan Clark, creator of the Chicken Soup series. An exhibit hall featuring more than 160 companies showcasing products and services that assist counseling professionals, including the latest technology, marketing and communication tools.
The exhibit hall featured more than 160 companies showcasing products and services that assist counseling professionals, including the latest technology, marketing and communication tools.
The counselors' college fair provided an opportunity for all of the national conference attendees to share information, network with colleagues and meet with representatives from approximately 500 colleges and universities. I made many good contacts with the myriad of represented colleges.
Networking also occurred at the many hosted receptions sponsored by various colleges and organizations. Attending this conference was time well spent.
Prior to the conference, I participated in the college-sponsored overnight tour of Penn State Harrisburg and the main campus of Penn State. Both schools offer many diverse educational opportunities. School spirit abounds at the main campus, especially in Paternoville.
NACACҀs National Conference is the largest annual gathering of college admission professionals. This yearҀs conference addressed current topics in counseling, admission, financial aid, testing and technology and provided members with specific in-service training suited to their institutional and career. There were over 5300 attendees representing 36 countries.
Conference attendees include secondary school counselors, college admission officers, independent counselors, financial aid administrators, enrollment managers, and affiliate organization members
More than 130 diverse and informational educational workshops, seminars and sessions were led by experts in the field of college admission counseling on such topics as admission testing, college access and selectivity. Experts also discussed careers in engineering, stress and the college application process, community college, early access programs, managing the generations and much more.
I had the opportunity to attend several professional sessions and listen to the keynote speakers. One of those speakers was Dan Clark, creator of the Chicken Soup series. An exhibit hall featuring more than 160 companies showcasing products and services that assist counseling professionals, including the latest technology, marketing and communication tools.
The exhibit hall featured more than 160 companies showcasing products and services that assist counseling professionals, including the latest technology, marketing and communication tools.
The counselors' college fair provided an opportunity for all of the national conference attendees to share information, network with colleagues and meet with representatives from approximately 500 colleges and universities. I made many good contacts with the myriad of represented colleges.
Networking also occurred at the many hosted receptions sponsored by various colleges and organizations. Attending this conference was time well spent.
Prior to the conference, I participated in the college-sponsored overnight tour of Penn State Harrisburg and the main campus of Penn State. Both schools offer many diverse educational opportunities. School spirit abounds at the main campus, especially in Paternoville.
Sunday, October 4, 2009
City Univ. London Scholarships
This page is designed to provide you with comprehensive information about the range of ways in which you can fund your postgraduate study. Please read the eligibility requirements for all awards carefully as some may have restrictions about who can apply, for example with regards to age or residency. Note that School of Informatics scholarships are open to all well-qualified full time postgraduate applicants, without restrictions.
School of Informatics Scholarships
The School of Informatics offers a number of scholarships of 2,000 for both home and overseas well-qualified postgraduate students on the following one year full-time master's courses:
Software Engineering
e-Business Systems
Information Systems
Human-centred Systems
Geographic Information Systems
Information Systems & Technology
Business Systems Analysis & Design
Information Science
Information Management
Library Science
Geographic Information Management
Information Management in the Cultural Sector
Electronic Publishing
Health Informatics
Healthcare Technologies
Scholarships will be offered to both home and overseas well-qualified applicants wishing to take up a place on any of the above courses in September 2009. The scholarships, each valued at 2,000, are intended to assist students to pay the fees for their chosen course of study. They will be awarded on a competitive basis to the most promising applicants.
How to apply
Complete an application form for your chosen programme of study, attaching a letter stating that you also wish to be considered for an Informatics Scholarship. Exceptionally well qualified applicants will be offered a scholarship at the time we make an offer of a place on the programme.
Deadlines for application
We will consider applications at three points in the year. If you wish to be considered for a scholarship, please make sure we receive your COMPLETE application form (ie complete references, transcripts etc) and letter by one of these dates.
Round 1: 1 January 2009
Round 2: 30 April 2009
Round 3: 30 June 2009
Terms and conditions
1. Scholarships are awarded at the discretion of the Scholarship's Panel. The panel may require applicants to submit an assignment or an essay, for example, as part of the selection process.
2. Scholarships are only available to students paying the full fee on one of the participating courses.
3. The scholarship is intended to assist the student meet the cost of the fee payable in respect of the course and will be deducted from the fees charged to the student or the student's sponsor.
4. The scholarship will not be recorded on the degree certificate from the University. However, references for students who have successfully completed the course may refer to the scholarship.
5. Applicants may only apply for a scholarship once, but if a deadline is missed it will automatically be considered for the next round.
Note that anyone who applied for the scholarships under previous rules will automatically be considered under the new rules.Tel: 020 7040 0248 Email:mailto:pginfo@soi.city.ac.uk
___________________________________________________________________
The Alex McVitty Memorial Award
The Memorial Award provides financial assistance of 1,500 towards living expenses. One award each year is offered to a full time home or overseas applicant on the following programmes of study who wishes to develop a career in law librarianship and can demonstrate financial need. All prospective students for the two programmes of study below are interviewed by Admissions Tutors, and applications for the award can be discussed at that point.
MSc Information Science
MA/MSc Library Science
History of the award: Alex McVitty studied for an MSc in Information Science at City University London in 1997-98. Tragically Alex died in a road accident whilst cycling to her work as a law librarian. As Alex had to fund herself through the course, combining study with part-time library jobs, her family and friends chose to establish a memorial fund to provide an annual award to help a student wishing to pursue a career in law librarianship. The memorial award fund is administered by The British and Irish Association of Law Librarians. Tel: 020 7040 0248
Email: mailto:pginfo@soi.city.ac.uk
_________________________________________________________________
Flexible and part time study
Some of our programmes are available on a part time or flexible study basis enabling students to combine work and study. Web: www.soi.city.ac.uk/pgcourses/Web:www.soi.city.ac.uk/pgcourses/flexiblestudy.html
____________________________________________________
Part time and temporary workThe City University London Student Employment Service, part of the Centre for Career and Skills Development, can help with information on part time and temporary work.
Tel: 020 7040 8093
Web: www.city.ac.uk/ses/
Benefits
Claiming benefits
Part-time students may be eligible for housing, council tax and other benefits. As the rules are complex, we advise checking with your local benefit agency. Full time students do not normally receive benefits, but may be eligible for exemption from Council Tax.
Benefits
Claiming benefits
Part-time students may be eligible for housing, council tax and other benefits. As the rules are complex, we advise checking with your local benefit agency. Full time students do not normally receive benefits, but may be eligible for exemption from Council Tax.
Web: http://www.jobcentreplus.gov.uk/cms.asp?Page=/Home/AboutUs/OurOffices
City student fee reductions
Fee reductions for City University London students and alumni
Current City University London undergraduate students or alumni who progress to a School of Informatics postgraduate degree are automatically entitled to either a 20% or 10%* fee reduction. * first class degree = 20% reduction. 2.1 degree = 10% reduction
City student fee reductions
Fee reductions for City University London students and alumni
Current City University London undergraduate students or alumni who progress to a School of Informatics postgraduate degree are automatically entitled to either a 20% or 10%* fee reduction. * first class degree = 20% reduction. 2.1 degree = 10% reduction
The Catherine D Hamilton Prize
This prize, for the most outstanding Master's dissertation in the broad area of information retrieval or electronic text management, is awarded annually in memory of Catherine D. Hamilton, a distinguished former student of the Department of Information Science at City University London and a senior figure within the information science community. Students on the following degrees are eligible:
Information Science
Library Science
The prize is awarded each year by the Board of Examiners in Information Science who will be looking for work which by virtue of its originality and academic distinction makes a substantial contribution to knowledge in this area. The Board reserves the right not to award the prize in a particular year if these criteria are not met.
The prize is worth 250 and is administered on City's behalf by CILIP, the Chartered Institute of Library and Information Professionals.
_______________________________________________________________
The Penny Yates-Mercer Prize
Awarded each year to the best part-time student on one of the following programmes:
Information Management
Information Systems
Information Systems and Technology
_______________________________________________________
The R T Bottle Prize
Awarded each year for a student on one of the following programmes for the best dissertation contributing to professional practice:
Information Science
Library Science
Information Management in the Cultural Sector
______________________________________________________________
The Jubilee Prize
Awarded each year to the best student on the following programme:
Information Systems and Technology
________________________________________________
Dept of Computing Best Student Prize
Awarded each year to the best student on one of the following programmes:
Business Systems Analysis and Design
e-Business Systems
Software Engineering
Human Centred Systems __________________________________________________________________
Dept of Computing Outstanding Project Prize
Awarded each year to the student with the best project on one of the following programmes:
Business Systems Analysis and Design
e-Business Systems
Software Engineering
Human Centred Systems
__________________________________________________________________
Centre for Health Informatics - Dr Foster Intelligence Health Informatics Graduate Award
MSc in Health Informatics Award: ӀDriving innovation: the Dr Foster Intelligence Health Informatics Graduate AwardԀ.
A prize of 1000 will be awarded to the MSc in Health Informatics student with the best dissertation in each year, with the option of a three month internship at Dr Foster Intelligence.
The prize is sponsored by Dr Foster Intelligence and will be known as ӀDriving innovation: the Dr Foster Intelligence Health Informatics Graduate AwardԀ. The aims of the award are to encourage excellence in postgraduate level research in health informatics and to stimulate public interest in the use and analysis of health information and data.
Dr Foster Intelligence is a joint venture between the Health and Social Care Information Centre (an NHS Special Health Authority) and the private sector, a combination that is designed to improve the delivery of quality information to Health and Social Care organisations and the public. It is a commercial organisation that provides management information to health and social care organisations as well as the voluntary and private sectors.
This prize, for the most outstanding Master's dissertation in the broad area of information retrieval or electronic text management, is awarded annually in memory of Catherine D. Hamilton, a distinguished former student of the Department of Information Science at City University London and a senior figure within the information science community. Students on the following degrees are eligible:
Information Science
Library Science
The prize is awarded each year by the Board of Examiners in Information Science who will be looking for work which by virtue of its originality and academic distinction makes a substantial contribution to knowledge in this area. The Board reserves the right not to award the prize in a particular year if these criteria are not met.
The prize is worth 250 and is administered on City's behalf by CILIP, the Chartered Institute of Library and Information Professionals.
_______________________________________________________________
The Penny Yates-Mercer Prize
Awarded each year to the best part-time student on one of the following programmes:
Information Management
Information Systems
Information Systems and Technology
_______________________________________________________
The R T Bottle Prize
Awarded each year for a student on one of the following programmes for the best dissertation contributing to professional practice:
Information Science
Library Science
Information Management in the Cultural Sector
______________________________________________________________
The Jubilee Prize
Awarded each year to the best student on the following programme:
Information Systems and Technology
________________________________________________
Dept of Computing Best Student Prize
Awarded each year to the best student on one of the following programmes:
Business Systems Analysis and Design
e-Business Systems
Software Engineering
Human Centred Systems __________________________________________________________________
Dept of Computing Outstanding Project Prize
Awarded each year to the student with the best project on one of the following programmes:
Business Systems Analysis and Design
e-Business Systems
Software Engineering
Human Centred Systems
__________________________________________________________________
Centre for Health Informatics - Dr Foster Intelligence Health Informatics Graduate Award
MSc in Health Informatics Award: ӀDriving innovation: the Dr Foster Intelligence Health Informatics Graduate AwardԀ.
A prize of 1000 will be awarded to the MSc in Health Informatics student with the best dissertation in each year, with the option of a three month internship at Dr Foster Intelligence.
The prize is sponsored by Dr Foster Intelligence and will be known as ӀDriving innovation: the Dr Foster Intelligence Health Informatics Graduate AwardԀ. The aims of the award are to encourage excellence in postgraduate level research in health informatics and to stimulate public interest in the use and analysis of health information and data.
Dr Foster Intelligence is a joint venture between the Health and Social Care Information Centre (an NHS Special Health Authority) and the private sector, a combination that is designed to improve the delivery of quality information to Health and Social Care organisations and the public. It is a commercial organisation that provides management information to health and social care organisations as well as the voluntary and private sectors.
Comparing homeschooling and traditional education
There are many different types of homeschooling methods used today. Each parent must decide which method or methods are best for their child. But, that can be a very difficult decision, when you don't know the difference. Once a parent understands the different homeschooling methods, they can make the decision for what will best suit their child.
Structured learning which is the most like a traditional school environment. Student's work out of texts at specified times. This is the first type that most parents implement.
Unschooling is the opposite of structured learning. This form of schooling does not use lesson plans or textbooks. Unschooling is considered Ӏchild centered learningԀ, meaning they focus the learning around what the child is interested in. Unschoolers usually believe that each child's learning is different, and that learning occurs all of the time. Parents work individually with their children based on the child's interests.
Eclectic learning is a mix of both, structured learning and Unschooling. Parents using this learning style do not feel bound to any particular style. They will often use texts for subjects such as Language Arts, Math, and Reading while other subjects may be more unstructured. The curriculum is generally a mix and match of what works best for the individual child. This is rapidly becoming more popular than any other type of homeschooling.
Virtual on-line homeschooling is where a child is enrolled in school, but participates on-line. Parents are provided with all the curriculum and access to a teacher. This method can sometimes be done for free via a charter or on-line public school, depending on your area.
Unit Studies are when a family uses one theme or literary text to incorporate most school subjects. Often times parents will use this method in combination with other methods. Unit studies can be done on just about anything from the Renaissance to the Milky Way Galaxy. Parents either purchase these or make their own. You can find various activities related your topic to fill as many school subjects as you wish.
Charlotte Mason method is using living books as texts. These parents use narration, copy work, dictation, and recitation as learning methods. This can encompass all subjects, or be used in combination with another method.
Saturday, October 3, 2009
Is TOEFL certificate accepted for Australian student visa?
I was amazed to see that TOEFL is not accepted for Australian student visa. The Australian High commission says that the only accepted English Language test certificate is that of IELTS.
Every student know that IELTS and TOEFL are the best known tests for English language but there are some countries that only accept IELTS from the British council as a proof of English language ability of a student. On the other hand there are some countries where both of these tests are acceptable and it doesnҀt matter whether a student provide IELTS or TOEFL certificate. But in the case of Australian visa, it does matter and it is clear that a student canҀt have a student visa without showing IELTS certificate and TOEFL means nothing in the Australian High Commission.
However, this is the choice of the Australian Commission abroad to Accept or reject certain tests but a student has to do what he/she has to do.
Not only for student visa but for admission in a University or College in Australia, a student is required to produce IELTS certificate. However the score requirements are different for some universities and colleges but for the High Commission a student has to have the required band/score. I mean that the acceptance or admission letter means nothing for the High Commission if the test score is lower than what is required by the Commission.
? Following is the IELTS test score required for different level of study.
Diploma/Advance
Diploma ( 5.5)
Bachelor, Graduate Diploma,
Masters degree, Doctorate (6.0)
So take the IELTS test first if you are interested in studying abroad in Australia because applying for Australian student visa without IELTS is just a waste of time and nothing more.
The criteria could be different or could be changed for a country. So it is good to visit the Australian High Commission in your country for more and updated information.
The information that I provided are general and not specific to a country.
Every student know that IELTS and TOEFL are the best known tests for English language but there are some countries that only accept IELTS from the British council as a proof of English language ability of a student. On the other hand there are some countries where both of these tests are acceptable and it doesnҀt matter whether a student provide IELTS or TOEFL certificate. But in the case of Australian visa, it does matter and it is clear that a student canҀt have a student visa without showing IELTS certificate and TOEFL means nothing in the Australian High Commission.
However, this is the choice of the Australian Commission abroad to Accept or reject certain tests but a student has to do what he/she has to do.
Not only for student visa but for admission in a University or College in Australia, a student is required to produce IELTS certificate. However the score requirements are different for some universities and colleges but for the High Commission a student has to have the required band/score. I mean that the acceptance or admission letter means nothing for the High Commission if the test score is lower than what is required by the Commission.
? Following is the IELTS test score required for different level of study.
Diploma/Advance
Diploma ( 5.5)
Bachelor, Graduate Diploma,
Masters degree, Doctorate (6.0)
So take the IELTS test first if you are interested in studying abroad in Australia because applying for Australian student visa without IELTS is just a waste of time and nothing more.
The criteria could be different or could be changed for a country. So it is good to visit the Australian High Commission in your country for more and updated information.
The information that I provided are general and not specific to a country.
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