In order to get the most out of attending a college fair there is some pre-planning that you should do. Read the following to get started--
http://www.examiner.com/x-766-College-Admissions-Examiner~y2009m1d28-College-Admissions-09-Getting-the-most-out-of-a-college-fair
Saturday, January 31, 2009
Sunday, January 18, 2009
Financial Aid
Who should apply for financial aid? According to this article the answer is EVERYONE!
http://www.usatoday.com/money/perfi/columnist/block/2009-01-12-college-student-loan_N.htm
http://www.usatoday.com/money/perfi/columnist/block/2009-01-12-college-student-loan_N.htm
Monday, January 12, 2009
Idol Worship
Today's online Chronicle of Higher Education had an article about the chancellor of Texas A & M's idea to give faculty members bonuses of up to $10,000, but there's a catch: They're based on student evaluations. As he put it, ӀThis is customer satisfaction. It doesnҀt have to do with tenure, promotion, status. It has to do with studentsҀ having the opportunity to recognize good teachers and reward them with some money.Ԁ It's hard to know where to begin with such a ridiculous concept, although it's certainly not the first time "students" have been transformed into "customers" and "professors" into "salesmen" or, rather, "monkeys," who simply need to know how to perform to win the approbation of their audience.
Here's another instance where the collapse of linguistic categories does more harm than good. In the academic world, a "student" is someone who agrees to be taught by and learn from someone who has more knowledge, experience, and understanding of a subject than the student does. In the course of this interaction, there may be difficulties, false starts, and other thorny issues that impede the way to understanding. In fact, in good education that's more likely than not to be the case. Our expectation is that the professor is a knowledgeable and compassionate person who helps the student through those difficulties with clear explanations, engaged discussion, and all the other things that make good teachers.
A "customer," however, is someone in an extremely different relationship with a person or institution. The "customer" wishes to purchase something, and for some unit of exchange, the "seller" is willing to give it to him. No other interaction is expected except that the "customer" get what he pays for, whether it's a car, a watch, or a houseboat. The "customer's" satisfaction is based on how well the product lives up to its billing. (When I ride the CTA here in Chicago I cringe a bit every time I'm called a "customer" instead of a "passenger." The latter has a dignity that is lost when I'm treated simply as a source of $2.25 per trip.) It's a simple quid pro quo, not a lengthy interaction.
A "customer"-based relationship is really impossible in any but the most basic teaching situations, such as when someone pays for an insurance licensing course: You get the rules, you learn them, you take the test. But even that depends on your own abilities, motivation, and outlook. Students are not passive receptacles just needing to be filled with inert facts, and whatever happens in a classroom can have radically different effects on them. A particularly rigid yet wildly knowledgeable professor can be excruciating during a course but fondly remembered for inspiring students to hold high standards; a hip, chatty, and easy-to-please professor can be a pal, but often not a memorable teacher. And the same professor can be a literary lion to some and a turgid windbag to others.
The teacher/student relationship embodies complexities that are all stripped away in this lame attempt to become the Wal-Mart of universities. Putting professors at the mercy of student satisfaction guarantees that teaching will get worse and students will feel more entitled to get what they want, not what they should have. Peter Sacks wrote a book a while ago about his experience with this sort of thing called Generation X Goes to College: An Eye-Opening Account of Teaching in Postmodern America (Open Court). In it he chronicles how he turned his low student evaluations into high marks by slacking off the tough grading, lowering his demands, and generally playing to the crowd, thus reaping the rewards that came with them at the institution he worked at. It's a depressing read, but while it may say something about Generation X, I think it says even more about the inverted structure of the teacher/student relationship, the "seller"/"customer" model of education, if you will.
The Texas A & M chancellor has divorced this scheme from anything to do with scholarly effort. But it also reflects a shift in child rearing and studenthood that has been going on for some time and that upends the traditional hierarchy. Where once parents and professors were authorities at the top helping to mold and educate feral and ignorant children, who had to learn and sometimes struggle for entry into society or the world of educated persons, now children and students are the golden calves who are revered for just being themselves, no matter how wild or insipid they may be. If they're lazy and ignorant, well, professors will just have to go with that because they've been taught all their lives that it's just who they are. And parents have spent countless hours making sure that nothing will spoil junior's day, so you'd better not, either, Ms. Professor.
This is not to say that every student would react as a "customer" at Texas A & M. I'm sure there will be many who take the enterprise seriously and evaluate professors based not on their willingness to give As or let homework slide, perhaps, but on their high expectations and low tolerance for stupidity. There may be some who relish the idea that their teachers won't put up with nonsense in class or in a paper. But even that insight may not come right away. It may be only years later that a student is thankful that Professor Hardgrade made him rewrite a paper four times before accepting it. Will there be a retroactive evaluation and bonus in that case?
Mr. McKinney's thuddingly ignorant take on the student/teacher transaction should be swept into the dustbin of history (will Texas students know that reference? And who will teach it to them?). He should not turn Texas A & M students into "customers" because that makes his professors simply performers grasping for shiny pennies. The idea is an insult to everyone involved in education.
Here's another instance where the collapse of linguistic categories does more harm than good. In the academic world, a "student" is someone who agrees to be taught by and learn from someone who has more knowledge, experience, and understanding of a subject than the student does. In the course of this interaction, there may be difficulties, false starts, and other thorny issues that impede the way to understanding. In fact, in good education that's more likely than not to be the case. Our expectation is that the professor is a knowledgeable and compassionate person who helps the student through those difficulties with clear explanations, engaged discussion, and all the other things that make good teachers.
A "customer," however, is someone in an extremely different relationship with a person or institution. The "customer" wishes to purchase something, and for some unit of exchange, the "seller" is willing to give it to him. No other interaction is expected except that the "customer" get what he pays for, whether it's a car, a watch, or a houseboat. The "customer's" satisfaction is based on how well the product lives up to its billing. (When I ride the CTA here in Chicago I cringe a bit every time I'm called a "customer" instead of a "passenger." The latter has a dignity that is lost when I'm treated simply as a source of $2.25 per trip.) It's a simple quid pro quo, not a lengthy interaction.
A "customer"-based relationship is really impossible in any but the most basic teaching situations, such as when someone pays for an insurance licensing course: You get the rules, you learn them, you take the test. But even that depends on your own abilities, motivation, and outlook. Students are not passive receptacles just needing to be filled with inert facts, and whatever happens in a classroom can have radically different effects on them. A particularly rigid yet wildly knowledgeable professor can be excruciating during a course but fondly remembered for inspiring students to hold high standards; a hip, chatty, and easy-to-please professor can be a pal, but often not a memorable teacher. And the same professor can be a literary lion to some and a turgid windbag to others.
The teacher/student relationship embodies complexities that are all stripped away in this lame attempt to become the Wal-Mart of universities. Putting professors at the mercy of student satisfaction guarantees that teaching will get worse and students will feel more entitled to get what they want, not what they should have. Peter Sacks wrote a book a while ago about his experience with this sort of thing called Generation X Goes to College: An Eye-Opening Account of Teaching in Postmodern America (Open Court). In it he chronicles how he turned his low student evaluations into high marks by slacking off the tough grading, lowering his demands, and generally playing to the crowd, thus reaping the rewards that came with them at the institution he worked at. It's a depressing read, but while it may say something about Generation X, I think it says even more about the inverted structure of the teacher/student relationship, the "seller"/"customer" model of education, if you will.
The Texas A & M chancellor has divorced this scheme from anything to do with scholarly effort. But it also reflects a shift in child rearing and studenthood that has been going on for some time and that upends the traditional hierarchy. Where once parents and professors were authorities at the top helping to mold and educate feral and ignorant children, who had to learn and sometimes struggle for entry into society or the world of educated persons, now children and students are the golden calves who are revered for just being themselves, no matter how wild or insipid they may be. If they're lazy and ignorant, well, professors will just have to go with that because they've been taught all their lives that it's just who they are. And parents have spent countless hours making sure that nothing will spoil junior's day, so you'd better not, either, Ms. Professor.
This is not to say that every student would react as a "customer" at Texas A & M. I'm sure there will be many who take the enterprise seriously and evaluate professors based not on their willingness to give As or let homework slide, perhaps, but on their high expectations and low tolerance for stupidity. There may be some who relish the idea that their teachers won't put up with nonsense in class or in a paper. But even that insight may not come right away. It may be only years later that a student is thankful that Professor Hardgrade made him rewrite a paper four times before accepting it. Will there be a retroactive evaluation and bonus in that case?
Mr. McKinney's thuddingly ignorant take on the student/teacher transaction should be swept into the dustbin of history (will Texas students know that reference? And who will teach it to them?). He should not turn Texas A & M students into "customers" because that makes his professors simply performers grasping for shiny pennies. The idea is an insult to everyone involved in education.
Sunday, January 11, 2009
Scotland Has Highest Density of World's Top-500 Universities in the U.K.
An assessment carried out by AllAboutUni.com found that Scotland has the highest density of the World's Top-500 universities in the United Kingdom. AllAboutUni.com is an independent, global and interactive website where visitors can obtain information about universities (global rankings, student reviews, university news and campus pictures).
The Academic Ranking of World Universities (ARWU) is produced by the Institute of Higher Education at the Shanghai Jiao Tong University click here. 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 WorldҀs Top-500 universities (2008) are mainly located in Europe (n=210; 40%), the Americas (n=190; 40%) and the Asian/Pacific region (n=100; 20%) (click here). There are 42 (8%) universities located in the United Kingdom (UK), representing 20% of the universities in Europe.
The top-10 universities in the UK (click here) are: University of Cambridge (ranked 4th in the world), the University of Oxford (10th), University College London (22nd), Imperial College London (27th), The University of Manchester (40th), University of Edinburgh (55th), University of Bristol (61st), University of Sheffield (77th), KingҀs College London (81st) and University of Nottingham (82nd).
The UK has the highest number of universities in the WorldҀs Top-500 universities (42) compared to the other European countries: Germany (40), France (23), Italy (22), the Netherlands (12), Sweden (11) and Spain (9). In the ranking of Europe's Top-10 universities, five are located in the UK and in the Top-25 universities, 9 are located in the United Kingdom (click here).
The UK universities are located in following regions: England (34), Scotland (5), Wales (2) and Northern Ireland (1). An interesting difference is that universities in Scotland are much older than in the other three regions: the median age of the Scottish universities is 513 years (range 127-598) compared to 101 years (range 39-912) in England and 107 years (range 88-125) in Wales.
In order to make a comparison with other industrialized countries, AllAboutUni.com calculates the number of universities in the WorldҀs Top-500 (2008) per one million inhabitants. The overall number of universities per million inhabitants in industrialised countries is 0.5. An earlier assessment found that small countries in Western Europe (Sweden (1.2), Finland (1.1) and Switzerland (1.0)) (click here) and New Zealand (1.2) have the highest number of universities per million inhabitants.
The number of universities in the WorldҀs Top-500 universities that are located in the UK is 0.7 per million inhabitants, which compares favourably with other large industrialized countries: Canada (0.6), Germany (0.5), United States (0.5), France (0.4), Italy (0.4) and Japan (0.2). For the four regions of the United Kingdom, the numbers are as follows: Scotland (1.0), England (0.7), Wales (0.7) and Northern Ireland (0.6).
Conclusions:
Within the UK, Scotland has a much higher density of top universities compared to England, Wales and Northern Ireland. Scotland also performs very well compared to other industrialised countries and the number of Scottish universities per million inhabitants is one of the highest in the world.
Summary:
An assessment carried out by AllAboutUni.com found that Scotland has the highest density of top universities in the United Kingdom. In addition, the assessment found that Scotland has one of the highest densities of top universities per million inhabitants in the world.
Thursday, January 8, 2009
Best Value Colleges 2009
Watch this video clip to get an idea of what amazing opportunities are out there for some wondeful colleges. The Princeton Review and USA Today have partnered to present this information.
http://today.msnbc.msn.com/id/28548647/
http://today.msnbc.msn.com/id/28548647/
Athletes Are They Equals?
The following link discusses the large gap in academic abilities between athletes and others in the student bodies. At what point are these athletes able to attain academic success and not be exploited only for their physical abilities?
http://www.usnews.com/blogs/paper-trail/2008/12/30/athletes-show-huge-gaps-in-sat-scores.html
http://www.usnews.com/blogs/paper-trail/2008/12/30/athletes-show-huge-gaps-in-sat-scores.html
Monday, January 5, 2009
Taming the Testing Dragon
The coming new year for the Chinese is the Year of the Ox, so I'm going to go with that spirit and suggest it's time to tell students applying to college that they can take the ACT or SAT once and that's it. The current discussion about "score choice" and what colleges want versus what the College Board wants them to want versus what ACT is doing and how all the test prep companies figure into all this mess cries out for a Gordian knot solution (sorry to mix cultural references). I've said many times that the admission process is far too complicated, overgrowing students' educations and becoming more important than what they're learning in high school. So, to repeat: Limit students to taking the SAT or ACT once. Period. We'll all be better off.
I know many will shriek at this limitation of students' right to flay themselves in the quest for collegiate Valhalla, but let's think about some of the issues (and for the sake of argument I'll try to limit my own abhorrence of these tests):
Argument: Students should have the right to take the test as many times as they wish and report their best scores to enhance their applications. It's a free country!
Response: Many may see a one-time testing approach as too similar to the European all or nothing tests (and many people still think of the tests as the be-all-and-end-all for college admission). But a test score in the U.S. is not determinative; it can be considered, downplayed, or lauded by any college to whom it is reported. And it doesn't limit where students can apply. Hundreds of institutions don't even use the scores or are score optional, with little effect on the quality of their student bodies. And even those who use scores often downplay them when necessary to enroll athletes, legacies, talented minority students, and so on. In other words, scores are fungible, not fixed; one set of scores or six doesn't really make that much of a difference.
Argument: Students should have the opportunity to get their best scores to indicate their true abilities.
Response: The College Board, which produces the SAT, long ago gave up the myth they themselves originated that the test can't be coached since it was an indicator of innate abilities. It even offers its own prep courses to subvert (sorry, prepare for) the test. And companies like Princeton Review and others, whatever one might think of them, have demonstrated that it is possible to raise scores not by knowing more about geometry or American history, but by knowing how the test is structured. How this adds to a student's academic qualities has yet to be determined. Ironically, students who take the test again and raise their scores significantly can be accused of cheating, and a very high test score coupled with low or mediocre grades can brand an applicant a slug in class. So it's damned if you do, damned if you don't, and whatever "true ability" is is certainly not being measured by the ACT or SAT.
Argument: Taking the test several times is just a good way to get a better score; it's not unfair or anything.
Response: Practice tests already exist for the SAT and the ACT, namely, the PSAT and the PLAN. Administered at students' schools, they come back with detailed explanations of what students got right and wrong and what concepts they need to work on for when they take the test for real. In fact, students can take the PLAN and the PSAT in their sophomore and junior years, without scores being reported anywhere, so they have plenty of time to see what they need to improve when the time comes.
Argument: If students want to take the test multiple times, what's wrong with that?
Response: Well, nothing, really, if you think that going through hours of test prep, anxiety, and craziness, not to mention hundreds if not thousands of dollars somehow are positive educational developments. Testing already crowds out actual academic subjects as early as third grade, and drilling for college entrance exams is the most tedious, boring, and retrograde activity a school can indulge in. No wonder students hate it. Students are already idiotically overtested and as to whether it's always the students' choice to take and retakes the tests, I'd look more closely at parental influence.
Argument: Test prep and multiple testing give students a taste of what's expected of them in college.
Response: I for one wouldn't attend an institution that focused on testing like that as an evaluative measure. Does it introduce concepts to think about, encourage intellectual development, accurately measure what a student knows? No. Testing is something to be gotten through, not embraced. It is intellectually deadening and as welcome as plague. Most students will find that, except for huge institutions with classes of hundreds, they will rarely see SAT-like tests.
Argument: A student can have an "off" day on the one day that the test is given, leading to a "false negative" score.
Response: A student's score is always considered in the context of high school strength and GPA; an "off" day could easily be seen as that in the admission process when so-so scores accompany an otherwise strong record. Scores (as well as every other application element) are subject to the sense and good judgment of the individuals reading applications, so there is every reason to believe that a sense of who's "off" can be developed with a one-test limit even as it is now with multi-test scores being reported.
Argument: Colleges need to be able to put the best scores of their applicants together so they can put together the best profiles possible, so allowing students to take the tests multiple times is to their advantage.
Response: This is a college issue, not a student or educational issue. In my experience we spent much more time talking about students' activities, courses, and achievements than their test scores in committee. One argument is that no college wants to have poorer scores to report than its competitors do. But if everyone has only the one score to report, a deflation will occur across the board and equilibrium should be maintained.
Argument: Multiple scores enable colleges to get the best bond ratings and rankings.
Response: Aside from the insidiousness of these methods of rating colleges, the same principle applies as in the answer above: If all institutions have the same one-test figures, it seems likely that everything will reach an equilibrium that would merely lead to a recalibration of the ratings and the rankings.
Argument: A single test date would put more pressure on students because there would be no "safety valve" if the results weren't good.
Response: Probably, but it would be up to colleges and universities to put the test in a more enlightened context by showing how they use it and where it actually stands in the admission hierarchy. In fact, adopting the one-time test might cause colleges to rethink how they use it because it would be a rawer picture of the test-taker, more "authentic," so to speak. A single date would be intense, but knowing it would all be over afterwards might be liberating. If the date were at the end of junior year, results received in the summer might provide motivation for doing better in courses senior year to make up for a poor score.
There are many reasons to support a one-time only test:
1. The hours and dollars spent on test prep seriously distract from more useful activities like homework and true academic development, whether they're sponsored through schools as classtime sessions or after school. Especially in areas with a high percent of first-generation or poor students, it is critical that time and dollars not be sacrificed for something as ephemeral and uncertain as test prep. I know of one school that has spent nearly $60,000.00 on test prep for students who could have better been served by spending that money on academic enhancement, tutoring, equipment, and so on. A recent article in Harper's magazine (September 2008) documenting a year of test prep in a New York City school is illuminating. Click on this entry's title to go to the article.
2. Test prep as a part of schooling is a kind of regression to the days of rote learning, which has long since been abandoned in this country. It kills motivation, deadens intellectual curiosity, and makes education look like a hoop to jump through rather that an ongoing source of personal development. It makes students and teachers cynical; no good teacher I know will sacrifice a classroom discussion about "Death of a Salesman" for an SAT vocabulary drill. And no student would willingly attend. He may not care for Arthur Miller, either, but at least there's the possibility that something interesting might come up. (Furthermore, it most disadvantages those who can least afford it: First-generation and other underserved students who most need to learn the basics of English, math, and so on to do well in college.)
3. Multiple testing opportunities favor those already privileged; a one-time test date can even the playing field to a certain extent. While privileged students can still afford the books and testing that non-privileged students can't, the one-time test means that what you see is what you get on the other end. Will non-privileged students suffer because they can't afford test prep or the ability to try again? Those students already have extra consideration for their backgrounds and lack of educational support, so test scores will continue to be seen that way. (Remember, test scores have been shown definitiely to have cultural biases.) It will affect privileged students more, because they'll have to live with their scores without being able to tinker with them over and over. (Idea: After adopting the one-test only policy, schools can ask "Estimate how much preparation you received or paid for before the test." The more that's reported, the less credible the test. Fantasy I know, but still...)
4. Multiple testing is a financial bonanza that offers little real improvement in educational environment, siphoning off money from individuals and school systems that could be put to better use. While test prep companies and the College Board get rich coming and going, that money doesn't go to enhancing educational opportunity (although the companies do provide their services pro bono in many circumstances). And schools that can't really afford it are led to chase the ephemara of scores as a way to getting their students into college rather than focusing on building their academic programs.
5. The ability to take the test multiple times fosters the idea that testing is more crucial than it really is. Like Sysiphus, rolling the stone up the hill only to have it roll down again so he has to start all over again, multiple testing really accomplishes very little while creating great strain and anxiety. Nothing gets learned, nothing is accomplished, other more fruitful opportunities are passed up, and in the end, an admission decision can be made in spite of scores as much as because of them. Consistently, according to NACAC, a student's GPA and course strength are the most compelling parts of the application; the scores are really more window dressing. They're easy to look at and mess with; they have acquired a magical quality; and they play into our love of lists and bests/worsts. So while admission officers tend to drool over big scores, they also can see the proverbial "diamonds in the rough" that shine in class without the burnishing of high test scores.
Adopting a one-time only testing policy may be seen as radical, but it would help to simplify and equalize the whole testing universe. Colleges and universities should consider cutting back the testing underbrush while at the same time promoting the importance of academic achievement more forcefully.
I know many will shriek at this limitation of students' right to flay themselves in the quest for collegiate Valhalla, but let's think about some of the issues (and for the sake of argument I'll try to limit my own abhorrence of these tests):
Argument: Students should have the right to take the test as many times as they wish and report their best scores to enhance their applications. It's a free country!
Response: Many may see a one-time testing approach as too similar to the European all or nothing tests (and many people still think of the tests as the be-all-and-end-all for college admission). But a test score in the U.S. is not determinative; it can be considered, downplayed, or lauded by any college to whom it is reported. And it doesn't limit where students can apply. Hundreds of institutions don't even use the scores or are score optional, with little effect on the quality of their student bodies. And even those who use scores often downplay them when necessary to enroll athletes, legacies, talented minority students, and so on. In other words, scores are fungible, not fixed; one set of scores or six doesn't really make that much of a difference.
Argument: Students should have the opportunity to get their best scores to indicate their true abilities.
Response: The College Board, which produces the SAT, long ago gave up the myth they themselves originated that the test can't be coached since it was an indicator of innate abilities. It even offers its own prep courses to subvert (sorry, prepare for) the test. And companies like Princeton Review and others, whatever one might think of them, have demonstrated that it is possible to raise scores not by knowing more about geometry or American history, but by knowing how the test is structured. How this adds to a student's academic qualities has yet to be determined. Ironically, students who take the test again and raise their scores significantly can be accused of cheating, and a very high test score coupled with low or mediocre grades can brand an applicant a slug in class. So it's damned if you do, damned if you don't, and whatever "true ability" is is certainly not being measured by the ACT or SAT.
Argument: Taking the test several times is just a good way to get a better score; it's not unfair or anything.
Response: Practice tests already exist for the SAT and the ACT, namely, the PSAT and the PLAN. Administered at students' schools, they come back with detailed explanations of what students got right and wrong and what concepts they need to work on for when they take the test for real. In fact, students can take the PLAN and the PSAT in their sophomore and junior years, without scores being reported anywhere, so they have plenty of time to see what they need to improve when the time comes.
Argument: If students want to take the test multiple times, what's wrong with that?
Response: Well, nothing, really, if you think that going through hours of test prep, anxiety, and craziness, not to mention hundreds if not thousands of dollars somehow are positive educational developments. Testing already crowds out actual academic subjects as early as third grade, and drilling for college entrance exams is the most tedious, boring, and retrograde activity a school can indulge in. No wonder students hate it. Students are already idiotically overtested and as to whether it's always the students' choice to take and retakes the tests, I'd look more closely at parental influence.
Argument: Test prep and multiple testing give students a taste of what's expected of them in college.
Response: I for one wouldn't attend an institution that focused on testing like that as an evaluative measure. Does it introduce concepts to think about, encourage intellectual development, accurately measure what a student knows? No. Testing is something to be gotten through, not embraced. It is intellectually deadening and as welcome as plague. Most students will find that, except for huge institutions with classes of hundreds, they will rarely see SAT-like tests.
Argument: A student can have an "off" day on the one day that the test is given, leading to a "false negative" score.
Response: A student's score is always considered in the context of high school strength and GPA; an "off" day could easily be seen as that in the admission process when so-so scores accompany an otherwise strong record. Scores (as well as every other application element) are subject to the sense and good judgment of the individuals reading applications, so there is every reason to believe that a sense of who's "off" can be developed with a one-test limit even as it is now with multi-test scores being reported.
Argument: Colleges need to be able to put the best scores of their applicants together so they can put together the best profiles possible, so allowing students to take the tests multiple times is to their advantage.
Response: This is a college issue, not a student or educational issue. In my experience we spent much more time talking about students' activities, courses, and achievements than their test scores in committee. One argument is that no college wants to have poorer scores to report than its competitors do. But if everyone has only the one score to report, a deflation will occur across the board and equilibrium should be maintained.
Argument: Multiple scores enable colleges to get the best bond ratings and rankings.
Response: Aside from the insidiousness of these methods of rating colleges, the same principle applies as in the answer above: If all institutions have the same one-test figures, it seems likely that everything will reach an equilibrium that would merely lead to a recalibration of the ratings and the rankings.
Argument: A single test date would put more pressure on students because there would be no "safety valve" if the results weren't good.
Response: Probably, but it would be up to colleges and universities to put the test in a more enlightened context by showing how they use it and where it actually stands in the admission hierarchy. In fact, adopting the one-time test might cause colleges to rethink how they use it because it would be a rawer picture of the test-taker, more "authentic," so to speak. A single date would be intense, but knowing it would all be over afterwards might be liberating. If the date were at the end of junior year, results received in the summer might provide motivation for doing better in courses senior year to make up for a poor score.
There are many reasons to support a one-time only test:
1. The hours and dollars spent on test prep seriously distract from more useful activities like homework and true academic development, whether they're sponsored through schools as classtime sessions or after school. Especially in areas with a high percent of first-generation or poor students, it is critical that time and dollars not be sacrificed for something as ephemeral and uncertain as test prep. I know of one school that has spent nearly $60,000.00 on test prep for students who could have better been served by spending that money on academic enhancement, tutoring, equipment, and so on. A recent article in Harper's magazine (September 2008) documenting a year of test prep in a New York City school is illuminating. Click on this entry's title to go to the article.
2. Test prep as a part of schooling is a kind of regression to the days of rote learning, which has long since been abandoned in this country. It kills motivation, deadens intellectual curiosity, and makes education look like a hoop to jump through rather that an ongoing source of personal development. It makes students and teachers cynical; no good teacher I know will sacrifice a classroom discussion about "Death of a Salesman" for an SAT vocabulary drill. And no student would willingly attend. He may not care for Arthur Miller, either, but at least there's the possibility that something interesting might come up. (Furthermore, it most disadvantages those who can least afford it: First-generation and other underserved students who most need to learn the basics of English, math, and so on to do well in college.)
3. Multiple testing opportunities favor those already privileged; a one-time test date can even the playing field to a certain extent. While privileged students can still afford the books and testing that non-privileged students can't, the one-time test means that what you see is what you get on the other end. Will non-privileged students suffer because they can't afford test prep or the ability to try again? Those students already have extra consideration for their backgrounds and lack of educational support, so test scores will continue to be seen that way. (Remember, test scores have been shown definitiely to have cultural biases.) It will affect privileged students more, because they'll have to live with their scores without being able to tinker with them over and over. (Idea: After adopting the one-test only policy, schools can ask "Estimate how much preparation you received or paid for before the test." The more that's reported, the less credible the test. Fantasy I know, but still...)
4. Multiple testing is a financial bonanza that offers little real improvement in educational environment, siphoning off money from individuals and school systems that could be put to better use. While test prep companies and the College Board get rich coming and going, that money doesn't go to enhancing educational opportunity (although the companies do provide their services pro bono in many circumstances). And schools that can't really afford it are led to chase the ephemara of scores as a way to getting their students into college rather than focusing on building their academic programs.
5. The ability to take the test multiple times fosters the idea that testing is more crucial than it really is. Like Sysiphus, rolling the stone up the hill only to have it roll down again so he has to start all over again, multiple testing really accomplishes very little while creating great strain and anxiety. Nothing gets learned, nothing is accomplished, other more fruitful opportunities are passed up, and in the end, an admission decision can be made in spite of scores as much as because of them. Consistently, according to NACAC, a student's GPA and course strength are the most compelling parts of the application; the scores are really more window dressing. They're easy to look at and mess with; they have acquired a magical quality; and they play into our love of lists and bests/worsts. So while admission officers tend to drool over big scores, they also can see the proverbial "diamonds in the rough" that shine in class without the burnishing of high test scores.
Adopting a one-time only testing policy may be seen as radical, but it would help to simplify and equalize the whole testing universe. Colleges and universities should consider cutting back the testing underbrush while at the same time promoting the importance of academic achievement more forcefully.
Saturday, January 3, 2009
List of all universities in the UK
Here is the list of all universities in the UK. The WebPages of all the UK Universities has been given so that a student may easily find all the information about a certain university by visiting the webpage of the university.
University of Aberdeen
Web: http://www.abdn.ac.uk/
University of Abertay Dundee
Web: http://www.abertay.ac.uk/
Aberystwyth University
Web: http://www.aber.ac.uk/
Anglia Ruskin University
Web: http://www.anglia.ac.uk/
University of the Arts London
Web: http://www.arts.ac.uk/
Aston University
Web: http://www.aston.ac.uk/
Bangor University
Web: http://www.bangor.ac.uk/
University of Bath
Web: http://www.bath.ac.uk/
Bath Spa University
Web: http://www.bathspa.ac.uk/
University of Bedfordshire
Web: http://www.beds.ac.uk/
Queen's University Belfast
Web: http://www.qub.ac.uk/
Birkbeck College, University of London
Web: http://www.bbk.ac.uk/
University of Birmingham
Web: http://www.bham.ac.uk/
Birmingham City University
Web: http://www.bcu.ac.uk/
University of Bolton
Web: http://www.bolton.ac.uk/
Bournemouth University
Web: http://www.bournemouth.ac.uk/
University of Bradford
Web: http://www.bradford.ac.uk/
University of Brighton
Web: http://www.brighton.ac.uk/
University of Bristol
Web: http://www.bristol.ac.uk/
Brunel University
Web: http://www.brunel.ac.uk/
The University of Buckingham
Web: http://www.buckingham.ac.uk/
Cardiff University
Web: http://www.cardiff.ac.uk/
University of Cambridge
Web: http://www.cam.ac.uk/
Canterbury Christ Church University
Web: http://www.canterbury.ac.uk/
University of Central Lancashire
Web: http://www.uclan.ac.uk/
The Central School of Speech and Drama
Web: http://www.cssd.ac.uk/
University of Chester
Web: http://www.chester.ac.uk/
University of Chichester
Web: http://www.chiuni.ac.uk/
City University London
Web: http://www.city.ac.uk/
Coventry University
Web: http://www.coventry.ac.uk/
Cranfield University
Web: http://www.cranfield.ac.uk/
University of Cumbria
Web: http://www.cumbria.ac.uk/
De Montfort University
Web: http://www.dmu.ac.uk/
University of Derby
Web: http://www.derby.ac.uk/
University of Dundee
Web: http://www.dundee.ac.uk/
Durham University
Web: http://www.dur.ac.uk/
University of East Anglia
Web: http://www.uea.ac.uk/
University of East London
Web: http://www.uel.ac.uk/
Edge Hill University
Web: http://www.edgehill.ac.uk/
The University of Edinburgh
Web: http://www.ed.ac.uk/
University of Essex
Web: http://www.essex.ac.uk/
University of Exeter
Web: http://www.ex.ac.uk/
University of Glamorgan
Web: http://www.glam.ac.uk/
Glyndwr University
Web: http://www.newi.ac.uk/
University of Glasgow
Web: http://www.gla.ac.uk/
Glasgow Caledonian University
Web: http://www.gcal.ac.uk/
University of Gloucestershire
Web: http://www.glos.ac.uk/
Goldsmiths, University of London
Web: http://www.goldsmiths.ac.uk/
University of Greenwich
Web: http://www.greenwich.ac.uk/
Guildhall School of Music and Drama
Web: http://www.gsmd.ac.uk/
Heriot-Watt University
Web: http://www.hw.ac.uk/
University of Hertfordshire
Web: http://www.herts.ac.uk/
University of Huddersfield
Web: http://www.hud.ac.uk/
The University of Hull
Web: http://www.hull.ac.uk/
Imperial College London
Web: http://www.imperial.ac.uk/
Institute of Education
Web: http://www.ioe.ac.uk/
Keele University
Web: http://www.keele.ac.uk/
University of Kent
Web: http://www.kent.ac.uk/
King's College London
Web: http://www.kcl.ac.uk/
Kingston University
Web: http://www.kingston.ac.uk/
Lancaster University
Web: http://www.lancs.ac.uk/
University of Leeds
Web: http://www.leeds.ac.uk/
Leeds Metropolitan University
Web: http://www.leedsmet.ac.uk/
University of Leicester
Web: http://www.le.ac.uk/
University of Lincoln
Web: http://www.lincoln.ac.uk/
University of Liverpool
Web: http://www.liv.ac.uk/
Liverpool Hope University
Web: http://www.hope.ac.uk/
Liverpool John Moores University
Web: http://www.ljmu.ac.uk/
University of London
Web: http://www.lon.ac.uk/
University College London
Web: http://www.ucl.ac.uk/
London Business School
Web: http://www.london.edu/
London Metropolitan University
Web: http://www.londonmet.ac.uk/
The London School of Economics and Political Science
Web: http://www.lse.ac.uk/
London South Bank University
Web: http://www.lsbu.ac.uk/
London School of Hygiene and Tropical Medicine
Web: http://www.lshtm.ac.uk/
Loughborough University
Web: http://www.lboro.ac.uk/
The University of Manchester
Web: http://www.man.ac.uk/
Manchester Metropolitan University
Web: http://www.mmu.ac.uk/
Middlesex University
Web: http://www.mdx.ac.uk/
Napier University
Web: http://www.napier.ac.uk/
Newcastle University
Web: http://www.ncl.ac.uk/
The University of Northampton
Web: http://www.northampton.ac.uk/
Northumbria University
Web: http://www.northumbria.ac.uk/
The University of Nottingham
Web: http://www.nottingham.ac.uk/
Nottingham Trent University
Web: http://www.ntu.ac.uk/
The Open University
Web: http://www.open.ac.uk/
School of Oriental and African Studies
Web: http://www.soas.ac.uk/
University of Oxford
Web: http://www.ox.ac.uk/
Oxford Brookes University
Web: http://www.brookes.ac.uk/
University of Plymouth
Web: http://www.plymouth.ac.uk/
University of Portsmouth
Web: http://www.port.ac.uk/
Queen Margaret University
Web: http://www.qmu.ac.uk/
Queen Mary, University of London
Web: http://www.qmul.ac.uk/
Royal Academy of Music
Web: http://www.ram.ac.uk/
University of Reading
Web: http://www.reading.ac.uk/
The Robert Gordon University
Web: http://www.rgu.ac.uk/
Roehampton University
Web: http://www.roehampton.ac.uk/
Royal College of Art
Web: http://www.rca.ac.uk/
Royal College of Music, London
Web: http://www.rcm.ac.uk/
Royal Holloway, University of London
Web: http://www.rhul.ac.uk/
Royal Veterinary College
Web: http://www.rvc.ac.uk/
Swansea University
Web: http://www.swansea.ac.uk/
University of Salford
Web: http://www.salford.ac.uk/
The School of Pharmacy
Web: http://www.pharmacy.ac.uk/
The University of Sheffield
Web: http://www.shef.ac.uk/
Sheffield Hallam University
Web: http://www.shu.ac.uk/
University of Southampton
Web: http://www.soton.ac.uk/
Southampton Solent University
Web: http://www.solent.ac.uk/
University of St Andrews
Web: http://www.st-andrews.ac.uk/
St George's, University of London
Web: http://www.sgul.ac.uk/
Staffordshire University
Web: http://www.staffs.ac.uk/
University of Stirling
Web: http://www.stir.ac.uk/
University of Strathclyde
Web: http://www.strath.ac.uk/
University of Sunderland
Web: http://www.sunderland.ac.uk/
University of Surrey
Web: http://www.surrey.ac.uk/
University of Sussex
Web: http://www.sussex.ac.uk/
Swansea Metropolitan University
Web: http://www.smu.ac.uk/
Trinity College
Web: http://www.trinity-cm.ac.uk/
University of Teesside
Web: http://www.tees.ac.uk/
Thames Valley University
Web: http://www.tvu.ac.uk/
University of Ulster
Web: http://www.ulster.ac.uk/
The University of Wales
Web: http://www.wales.ac.uk/
University of Wales Institute, Cardiff
Web: http://www.uwic.ac.uk/
University of Wales, Lampeter
Web: http://www.lamp.ac.uk/
University of Wales, Newport
Web: http://www.newport.ac.uk/
The University of Warwick
Web: http://www.warwick.ac.uk/
University of the West of England, Bristol
Web: http://www.uwe.ac.uk/
University of the West of Scotland
Web: http://www.paisley.ac.uk/
University of Westminster
Web: http://www.wmin.ac.uk/
The University of Winchester
Web: http://www.winchester.ac.uk/
University of Wolver Hampton
Web: http://www.wlv.ac.uk/
University of Worcester
Web: http://www.worcester.ac.uk/
The University of York
Web: http://www.york.ac.uk/
University of Aberdeen
Web: http://www.abdn.ac.uk/
University of Abertay Dundee
Web: http://www.abertay.ac.uk/
Aberystwyth University
Web: http://www.aber.ac.uk/
Anglia Ruskin University
Web: http://www.anglia.ac.uk/
University of the Arts London
Web: http://www.arts.ac.uk/
Aston University
Web: http://www.aston.ac.uk/
Bangor University
Web: http://www.bangor.ac.uk/
University of Bath
Web: http://www.bath.ac.uk/
Bath Spa University
Web: http://www.bathspa.ac.uk/
University of Bedfordshire
Web: http://www.beds.ac.uk/
Queen's University Belfast
Web: http://www.qub.ac.uk/
Birkbeck College, University of London
Web: http://www.bbk.ac.uk/
University of Birmingham
Web: http://www.bham.ac.uk/
Birmingham City University
Web: http://www.bcu.ac.uk/
University of Bolton
Web: http://www.bolton.ac.uk/
Bournemouth University
Web: http://www.bournemouth.ac.uk/
University of Bradford
Web: http://www.bradford.ac.uk/
University of Brighton
Web: http://www.brighton.ac.uk/
University of Bristol
Web: http://www.bristol.ac.uk/
Brunel University
Web: http://www.brunel.ac.uk/
The University of Buckingham
Web: http://www.buckingham.ac.uk/
Cardiff University
Web: http://www.cardiff.ac.uk/
University of Cambridge
Web: http://www.cam.ac.uk/
Canterbury Christ Church University
Web: http://www.canterbury.ac.uk/
University of Central Lancashire
Web: http://www.uclan.ac.uk/
The Central School of Speech and Drama
Web: http://www.cssd.ac.uk/
University of Chester
Web: http://www.chester.ac.uk/
University of Chichester
Web: http://www.chiuni.ac.uk/
City University London
Web: http://www.city.ac.uk/
Coventry University
Web: http://www.coventry.ac.uk/
Cranfield University
Web: http://www.cranfield.ac.uk/
University of Cumbria
Web: http://www.cumbria.ac.uk/
De Montfort University
Web: http://www.dmu.ac.uk/
University of Derby
Web: http://www.derby.ac.uk/
University of Dundee
Web: http://www.dundee.ac.uk/
Durham University
Web: http://www.dur.ac.uk/
University of East Anglia
Web: http://www.uea.ac.uk/
University of East London
Web: http://www.uel.ac.uk/
Edge Hill University
Web: http://www.edgehill.ac.uk/
The University of Edinburgh
Web: http://www.ed.ac.uk/
University of Essex
Web: http://www.essex.ac.uk/
University of Exeter
Web: http://www.ex.ac.uk/
University of Glamorgan
Web: http://www.glam.ac.uk/
Glyndwr University
Web: http://www.newi.ac.uk/
University of Glasgow
Web: http://www.gla.ac.uk/
Glasgow Caledonian University
Web: http://www.gcal.ac.uk/
University of Gloucestershire
Web: http://www.glos.ac.uk/
Goldsmiths, University of London
Web: http://www.goldsmiths.ac.uk/
University of Greenwich
Web: http://www.greenwich.ac.uk/
Guildhall School of Music and Drama
Web: http://www.gsmd.ac.uk/
Heriot-Watt University
Web: http://www.hw.ac.uk/
University of Hertfordshire
Web: http://www.herts.ac.uk/
University of Huddersfield
Web: http://www.hud.ac.uk/
The University of Hull
Web: http://www.hull.ac.uk/
Imperial College London
Web: http://www.imperial.ac.uk/
Institute of Education
Web: http://www.ioe.ac.uk/
Keele University
Web: http://www.keele.ac.uk/
University of Kent
Web: http://www.kent.ac.uk/
King's College London
Web: http://www.kcl.ac.uk/
Kingston University
Web: http://www.kingston.ac.uk/
Lancaster University
Web: http://www.lancs.ac.uk/
University of Leeds
Web: http://www.leeds.ac.uk/
Leeds Metropolitan University
Web: http://www.leedsmet.ac.uk/
University of Leicester
Web: http://www.le.ac.uk/
University of Lincoln
Web: http://www.lincoln.ac.uk/
University of Liverpool
Web: http://www.liv.ac.uk/
Liverpool Hope University
Web: http://www.hope.ac.uk/
Liverpool John Moores University
Web: http://www.ljmu.ac.uk/
University of London
Web: http://www.lon.ac.uk/
University College London
Web: http://www.ucl.ac.uk/
London Business School
Web: http://www.london.edu/
London Metropolitan University
Web: http://www.londonmet.ac.uk/
The London School of Economics and Political Science
Web: http://www.lse.ac.uk/
London South Bank University
Web: http://www.lsbu.ac.uk/
London School of Hygiene and Tropical Medicine
Web: http://www.lshtm.ac.uk/
Loughborough University
Web: http://www.lboro.ac.uk/
The University of Manchester
Web: http://www.man.ac.uk/
Manchester Metropolitan University
Web: http://www.mmu.ac.uk/
Middlesex University
Web: http://www.mdx.ac.uk/
Napier University
Web: http://www.napier.ac.uk/
Newcastle University
Web: http://www.ncl.ac.uk/
The University of Northampton
Web: http://www.northampton.ac.uk/
Northumbria University
Web: http://www.northumbria.ac.uk/
The University of Nottingham
Web: http://www.nottingham.ac.uk/
Nottingham Trent University
Web: http://www.ntu.ac.uk/
The Open University
Web: http://www.open.ac.uk/
School of Oriental and African Studies
Web: http://www.soas.ac.uk/
University of Oxford
Web: http://www.ox.ac.uk/
Oxford Brookes University
Web: http://www.brookes.ac.uk/
University of Plymouth
Web: http://www.plymouth.ac.uk/
University of Portsmouth
Web: http://www.port.ac.uk/
Queen Margaret University
Web: http://www.qmu.ac.uk/
Queen Mary, University of London
Web: http://www.qmul.ac.uk/
Royal Academy of Music
Web: http://www.ram.ac.uk/
University of Reading
Web: http://www.reading.ac.uk/
The Robert Gordon University
Web: http://www.rgu.ac.uk/
Roehampton University
Web: http://www.roehampton.ac.uk/
Royal College of Art
Web: http://www.rca.ac.uk/
Royal College of Music, London
Web: http://www.rcm.ac.uk/
Royal Holloway, University of London
Web: http://www.rhul.ac.uk/
Royal Veterinary College
Web: http://www.rvc.ac.uk/
Swansea University
Web: http://www.swansea.ac.uk/
University of Salford
Web: http://www.salford.ac.uk/
The School of Pharmacy
Web: http://www.pharmacy.ac.uk/
The University of Sheffield
Web: http://www.shef.ac.uk/
Sheffield Hallam University
Web: http://www.shu.ac.uk/
University of Southampton
Web: http://www.soton.ac.uk/
Southampton Solent University
Web: http://www.solent.ac.uk/
University of St Andrews
Web: http://www.st-andrews.ac.uk/
St George's, University of London
Web: http://www.sgul.ac.uk/
Staffordshire University
Web: http://www.staffs.ac.uk/
University of Stirling
Web: http://www.stir.ac.uk/
University of Strathclyde
Web: http://www.strath.ac.uk/
University of Sunderland
Web: http://www.sunderland.ac.uk/
University of Surrey
Web: http://www.surrey.ac.uk/
University of Sussex
Web: http://www.sussex.ac.uk/
Swansea Metropolitan University
Web: http://www.smu.ac.uk/
Trinity College
Web: http://www.trinity-cm.ac.uk/
University of Teesside
Web: http://www.tees.ac.uk/
Thames Valley University
Web: http://www.tvu.ac.uk/
University of Ulster
Web: http://www.ulster.ac.uk/
The University of Wales
Web: http://www.wales.ac.uk/
University of Wales Institute, Cardiff
Web: http://www.uwic.ac.uk/
University of Wales, Lampeter
Web: http://www.lamp.ac.uk/
University of Wales, Newport
Web: http://www.newport.ac.uk/
The University of Warwick
Web: http://www.warwick.ac.uk/
University of the West of England, Bristol
Web: http://www.uwe.ac.uk/
University of the West of Scotland
Web: http://www.paisley.ac.uk/
University of Westminster
Web: http://www.wmin.ac.uk/
The University of Winchester
Web: http://www.winchester.ac.uk/
University of Wolver Hampton
Web: http://www.wlv.ac.uk/
University of Worcester
Web: http://www.worcester.ac.uk/
The University of York
Web: http://www.york.ac.uk/
List of all universities and colleges in the UK
Here is the list of all universities and colleges in the UK with the websites of all the universities and colleges in the UK. Now you can visit the website of your favorite university or college in the UK and can get all the information about admission process, admission requirements, programme fee, dates and deadlines etc. etc.
The University of Aberdeen:http://www.abdn.ac.uk/sras/
Academic Programs International:http://www.academicintl.com/ireland/ireland.index.html
Academic Study Associates:http://www.asaprograms.com/
Advanced Studies in England (ASE):http://www.studyabroadbath.org/
AHA International:http://www.aha-intl.org/
The University of Alabama:http://www.ua.edu/
Alma College; International Education Office:http://www.alma.edu/academics/international/home
American Institute For Foreign Study (AIFS):http://www.aifsabroad.com/
American InterContinental University:http://www.studyabroad.aiuniv.edu/
Anglia Polytechnic University:http://www.apu.ac.uk/
Anglo American Educational Services of London:http://www.angloamerican.uk.com/
Bath Spa University College:http://www.bathspa.ac.uk/
The University of Birkbeck London:http://www.ifsa-butler.org/programs/england/inlondon/birkbeck/index.html
The University of Birmingham:http://www.bham.ac.uk/
Boston University:http://www.bu.edu/abroad
Bournemouth Business School International:http://www.bbsi.co.uk/
The University of Bradford:http://www.bradford.ac.uk/
Brethren Colleges Abroad: http://www.bcanet.org/
The University of Bristol: http://www.bristol.ac.uk/international/studyabroad/
British American College London:http://www.bacl.ac.uk/
The University of Buckingham:http://www.buckingham.ac.uk/
The University of Cambridge International Summer Schools:http://www.cont-ed.cam.ac.uk/IntSummer
Cardiff University:http://www.cardiff.ac.uk/
CEA - Cultural Experiences Abroad:http://www.gowithcea.com/
Central College Abroad:http://www.studyabroad.com/central/
The University of Central England:http://www.uce.ac.uk/
The University of Central Lancashire:http://www.uclan.ac.uk/
Central Saint Martins College of Art & Design:http://www.csm.linst.ac.uk/
CIE College for International Education:http://www.cie-oxford.com/
CIS-Center for International Studies:http://www.studyabroad-cis.com/
Coast Community College District:http://www.cccd.edu/studyabroad
College Consortium for International Studies:http://www.ccisabroad.org/
The University of Colorado at Boulder:http://www.colorado.edu/OIE
Cork English College:http://www.corkenglishcollege.com/
The University of Delaware:http://www.udel.edu/studyabroad
Dublin Business School & DBS School of Arts:http://www.dbs.edu/
The University of Durham:http://www.dur.ac.uk/
Eastern Connecticut State University:http://www.ecsu.ctstateu.edu/
Eastern Connecticut State University:http://www.easternct.edu/
Eckerd College:http://www.eckerd.edu/
Edge Hill College:http://www.edgehill.ac.uk/Study/InternStu/index.htm
The University of Edinburgh:http://www.ed.ac.uk/internat/
The University of Essex:http://www.essex.ac.uk/
European Business School London:http://www.ebslondon.ac.uk/
The University of Evansville's Harlaxton College:http://www.ueharlax.ac.uk/
Ferris State University:http://www.ferris.edu/international
Findhorn Foundation College:http://www.findhorn.org/college
Florida State University:http://www.fsu.edu/~intprog/
Foundation for International Education:http://www.fie.org.uk/
Georgetown University:http://www.georgetown.edu/
The University of Glasgow:http://www.gla.ac.uk/Otherdepts/sras/exchange/international/
Griffith College Dublin:http://www.gcdinternational.com/
Hansard Society Scholars Programme:http://www.hansardsociety.org.uk/programmes/study_programme/scholars
The University of Hartford:http://www.hartford.edu/
The University of Hawaii at Manoa:http://www.studyabroad.org/
The University of Hertfordshire:http://www.herts.ac.uk/business
The University of Hull:http://www.hull.ac.uk/
Huron University USA in London:http://www.huron.ac.uk/
IAESTE United States:http://www.iaesteunitedstates.org/
The University of Illinois at Springfield:http://www.uis.edu/
The University of Illinois at Urbana-Champaign:http://www.uiuc.edu/providers/ips/sao
Institute for the International Education of Students:http://www.iesabroad.org/
Institute of Economic and Political Studies London:http://www.transit1.freeserve.co.uk/
Institute of Irish Studies, Queen's University Belfast:http://www.qub.ac.uk/iis
International Internships, LLC:http://www.international-internships.com/
International Study Centre (ISC), Herstmonceux Castle:http://www.queensu.ca/isc?sib.com
Iona College:http://www.iona.edu/
Irish College for the Humanities:http://www.iol.ie/~ichkerry
Ithaca College:http://www.ithaca.edu/oip/oip1/
John Carroll University:http://www.jcu.edu/
Kelvin Business School:http://www.kbs.org.uk/
The University of Kent at Canterbury:http://www.ukc.ac.uk/
Kingston University London:http://www.kingston.ac.uk/avsp
Lakeside Activity Center:http://www.sharevillage.org/
The University of Leicester:http://www.leicester.ac.uk/
Lexia International:http://www.lexiaintl.org/
The University of Liverpool:http://www.liv.ac.uk/
Living Routes - Study Abroad for a Sustainable Future:http://www.livingroutes.org/
London College of Fashion:http://www.lcf.linst.ac.uk/
London Metropolitan University:http://www.londonmet.ac.uk/international/howtoapply/studyabroadusa/studyabroadusa_home.cfm
London School of Economics:http://www.lse.ac.uk/
The University of London School of Pharmacy:http://www.ulsop.ac.uk/
The University of London- King's College:http://www.kcl.ac.uk/jya
Long Island University:http://www.southampton.liunet.edu/academic/fr_world/program.ht
Lynn University Study Abroad:http://www.lynn.edu/
The University of Manchester:http://www.man.ac.uk/
Marist College:http://www.marist.edu/international
The University of Maryland:http://www.inform.umd.edu/intl/studyabroad
Marymount University:http://mu.marymount.edu/academic/studyabroad/index.html
The University of Massachusetts at Amherst:http://www.umass.edu/ipo/
The University of Memphis:http://www.memphis.edu/
The University of Michigan:http://www.umich.edu/~iinet/oip/
Middlesex University - London:http://www.mdx.ac.uk/
The University of Minnesota:http://www.umabroad.umn.edu/
Napier University:http://www.napier.ac.uk/
Naropa University:http://www.naropa.edu/
National University of Ireland:http://www.ucc.ie/
New York University:http://www.nyu.edu/studyabroad
Next-language:http://www.next-language.com/
The University of North Carolina at Charlotte:http://www.uncc.edu/oip/edabroad.htm
Northern Illinois University:http://www.niu.edu/niuabroad/sa.htm
Nottingham Trent University Internship:http://www.ntu.ac.uk/international/?r=1
OASP Visiting Student Programme:http://ourworld.compuserve.com/hompages/oasp
Ouachita Baptist University:http://www.obu.edu/
Oxford Advanced Studies Program:http://www.oasp.ac.uk/
Oxford Brookes University:http://www.brookes.ac.uk/international
Oxford Study Abroad Programme:http://www.studyabroad.com/osap
Pennsylvania State University:http://www.cde.psu.edu/PSSEA/
The University of Pennsylvania:http://www.sas.upenn.edu/CGS
Queen Margaret University, Edinburgh:http://www.qmu.ac.uk/
Queen Mary - University of London:http://www.qmul.ac.uk/
Queens University Belfast:http://www.qub.ac.uk/
Randolph College:http://www.rmwc.edu/ureading/
Raymond Walters College/University of Cincinnati:http://www.uc.edu/global/
The University of Reading:http://www.ismacentre.reading.ac.uk/
Regents Business School London:http://www.rbslondon.ac.uk/
Regents International Study Center:http://www.riscl.ac.uk/
Rhodes College:http://www.rhodes.edu/
Richmond, The American International University In London:http://www.richmond.ac.uk/
Rockford College:http://www.rockford.edu/
Roehampton University:http://www.roehampton.ac.uk/
Roger Williams University:http://www.rwu.edu/
Rutgers Study Abroad:http://studyabroad.rutgers.edu/
Sacred Heart University:http://shuireland.sacredheart.edu/
Saint Mary's College:http://www.smcm.edu/Academics/Interns/study.htm
San Francisco State University:http://www.sfsu.edu/
San Jose State University:http://www2.sjsu.edu/depts/english/bath.htm
Sarah Lawrence College:http://www.slc.edu/undergrad/study/index.html
Schiller International University:http://www.schiller.edu/
School for International Training:http://www.sit.edu/
School of Oriental and African Studies:http://www.soas.ac.uk/
The University of Sheffield:http://www.shef.ac.uk/uni/services/io
Slippery Rock University of Pennsylvania:http://www.sru.edu/
Sotheby's Institute of Art:http://www.sothebysinstitute.com/
The University of Southern Mississippi:http://www.usm.edu/
St James's Park College:http://www.stjamessparkcollege.co.uk/
St. Clare's Oxford:http://www.stclares.ac.uk/
St. Cloud State University:http://www.stcloudstate.edu/
The University of St. Hughs College Oxford (England):http://www.st-hughs.oxford.ac.uk/
STA Travel:http://www.statravel.com/
State University of New York at Binghamton:http://oip.binghamton.edu/
State University of New York at Brockport:http://www.studyabroad.com/suny/brockport/
State University of New York at Cortland:http://www.studyabroad.com/suny/cortland
State University of New York at Oswego:http://www.oswego.edu/~intled
State University of New York College at Geneseo:http://studyabroad.geneseo.edu/
State University of West Georgia:http://www.westga.edu/~intlprog
The University of Stirling:http://www.stir.ac.uk/theuni/recruitment/study-abroad
Stonehill College:http://www.stonehill.edu/
The University of Strathclyde:http://www.strath.ac.uk/
Summer Schools:http://www.summer-schools.info/
Swan Training Institute:http://www.sti.ie/
Syracuse University:http://sumweb.syr.edu/dipa
Temple University:http://www.temple.edu/intlprog
The Arts Institute at Bournemouth:http://www.aib.ac.uk/
The Catholic University of America:http://www.cua.edu/
The International Partnership for Service-Learning and Leadership:http://www.ipsl.org/
The National Trust for Scotland Thistle Camps:http://www.thistlecamps.org.uk/
The University of Northampton:http://www.northampton.ac.uk/international.php
Towson University:http://www.towson.edu/studyabroad
Trinity College Dublin - usit NOW:http://www.usitnow.ie/
Truman State University:http://www.montana.edu/international
Tufts University:http://www.ase.tufts.edu/studyabroad
The University of Ulster:http://www.ulst.ac.uk/
University College Chester:http://www.chester.ac.uk/
University Studies Abroad Consortium:http://usac.unr.edu/
Valparaiso University:http://www.valpo.edu/
Wabash College- The Scotland Programme:http://www.wabash.edu/scot/
The University of Wales Swansea:http://www.swan.ac.uk/sao
Warnborough College:http://www.warnborough.edu/
Washington International Studies Council:http://www.studyabroad.com/wisc
Webster University Graduate Center:http://www.webster.ac.uk/
The University of Westminster:http://www.wmin.ac.uk/international/
Whitworth College:http://www.whitworth.edu/
The University of Wisconsin-Platteville:http://www.uwplatt.edu/studyabroad/
The University of Wisconsin-Stevens Point:http://www.uwsp.edu/acad/internat
The University of Wisconsin-Stout:http://www.uwstout.edu/intlpro
Wroxton College:http://www.fdu.edu/wroxton/
York St John University:http://www.yorksj.ac.uk/
The University of York:http://www.york.ac.uk/
The University of Aberdeen:http://www.abdn.ac.uk/sras/
Academic Programs International:http://www.academicintl.com/ireland/ireland.index.html
Academic Study Associates:http://www.asaprograms.com/
Advanced Studies in England (ASE):http://www.studyabroadbath.org/
AHA International:http://www.aha-intl.org/
The University of Alabama:http://www.ua.edu/
Alma College; International Education Office:http://www.alma.edu/academics/international/home
American Institute For Foreign Study (AIFS):http://www.aifsabroad.com/
American InterContinental University:http://www.studyabroad.aiuniv.edu/
Anglia Polytechnic University:http://www.apu.ac.uk/
Anglo American Educational Services of London:http://www.angloamerican.uk.com/
Bath Spa University College:http://www.bathspa.ac.uk/
The University of Birkbeck London:http://www.ifsa-butler.org/programs/england/inlondon/birkbeck/index.html
The University of Birmingham:http://www.bham.ac.uk/
Boston University:http://www.bu.edu/abroad
Bournemouth Business School International:http://www.bbsi.co.uk/
The University of Bradford:http://www.bradford.ac.uk/
Brethren Colleges Abroad: http://www.bcanet.org/
The University of Bristol: http://www.bristol.ac.uk/international/studyabroad/
British American College London:http://www.bacl.ac.uk/
The University of Buckingham:http://www.buckingham.ac.uk/
The University of Cambridge International Summer Schools:http://www.cont-ed.cam.ac.uk/IntSummer
Cardiff University:http://www.cardiff.ac.uk/
CEA - Cultural Experiences Abroad:http://www.gowithcea.com/
Central College Abroad:http://www.studyabroad.com/central/
The University of Central England:http://www.uce.ac.uk/
The University of Central Lancashire:http://www.uclan.ac.uk/
Central Saint Martins College of Art & Design:http://www.csm.linst.ac.uk/
CIE College for International Education:http://www.cie-oxford.com/
CIS-Center for International Studies:http://www.studyabroad-cis.com/
Coast Community College District:http://www.cccd.edu/studyabroad
College Consortium for International Studies:http://www.ccisabroad.org/
The University of Colorado at Boulder:http://www.colorado.edu/OIE
Cork English College:http://www.corkenglishcollege.com/
The University of Delaware:http://www.udel.edu/studyabroad
Dublin Business School & DBS School of Arts:http://www.dbs.edu/
The University of Durham:http://www.dur.ac.uk/
Eastern Connecticut State University:http://www.ecsu.ctstateu.edu/
Eastern Connecticut State University:http://www.easternct.edu/
Eckerd College:http://www.eckerd.edu/
Edge Hill College:http://www.edgehill.ac.uk/Study/InternStu/index.htm
The University of Edinburgh:http://www.ed.ac.uk/internat/
The University of Essex:http://www.essex.ac.uk/
European Business School London:http://www.ebslondon.ac.uk/
The University of Evansville's Harlaxton College:http://www.ueharlax.ac.uk/
Ferris State University:http://www.ferris.edu/international
Findhorn Foundation College:http://www.findhorn.org/college
Florida State University:http://www.fsu.edu/~intprog/
Foundation for International Education:http://www.fie.org.uk/
Georgetown University:http://www.georgetown.edu/
The University of Glasgow:http://www.gla.ac.uk/Otherdepts/sras/exchange/international/
Griffith College Dublin:http://www.gcdinternational.com/
Hansard Society Scholars Programme:http://www.hansardsociety.org.uk/programmes/study_programme/scholars
The University of Hartford:http://www.hartford.edu/
The University of Hawaii at Manoa:http://www.studyabroad.org/
The University of Hertfordshire:http://www.herts.ac.uk/business
The University of Hull:http://www.hull.ac.uk/
Huron University USA in London:http://www.huron.ac.uk/
IAESTE United States:http://www.iaesteunitedstates.org/
The University of Illinois at Springfield:http://www.uis.edu/
The University of Illinois at Urbana-Champaign:http://www.uiuc.edu/providers/ips/sao
Institute for the International Education of Students:http://www.iesabroad.org/
Institute of Economic and Political Studies London:http://www.transit1.freeserve.co.uk/
Institute of Irish Studies, Queen's University Belfast:http://www.qub.ac.uk/iis
International Internships, LLC:http://www.international-internships.com/
International Study Centre (ISC), Herstmonceux Castle:http://www.queensu.ca/isc?sib.com
Iona College:http://www.iona.edu/
Irish College for the Humanities:http://www.iol.ie/~ichkerry
Ithaca College:http://www.ithaca.edu/oip/oip1/
John Carroll University:http://www.jcu.edu/
Kelvin Business School:http://www.kbs.org.uk/
The University of Kent at Canterbury:http://www.ukc.ac.uk/
Kingston University London:http://www.kingston.ac.uk/avsp
Lakeside Activity Center:http://www.sharevillage.org/
The University of Leicester:http://www.leicester.ac.uk/
Lexia International:http://www.lexiaintl.org/
The University of Liverpool:http://www.liv.ac.uk/
Living Routes - Study Abroad for a Sustainable Future:http://www.livingroutes.org/
London College of Fashion:http://www.lcf.linst.ac.uk/
London Metropolitan University:http://www.londonmet.ac.uk/international/howtoapply/studyabroadusa/studyabroadusa_home.cfm
London School of Economics:http://www.lse.ac.uk/
The University of London School of Pharmacy:http://www.ulsop.ac.uk/
The University of London- King's College:http://www.kcl.ac.uk/jya
Long Island University:http://www.southampton.liunet.edu/academic/fr_world/program.ht
Lynn University Study Abroad:http://www.lynn.edu/
The University of Manchester:http://www.man.ac.uk/
Marist College:http://www.marist.edu/international
The University of Maryland:http://www.inform.umd.edu/intl/studyabroad
Marymount University:http://mu.marymount.edu/academic/studyabroad/index.html
The University of Massachusetts at Amherst:http://www.umass.edu/ipo/
The University of Memphis:http://www.memphis.edu/
The University of Michigan:http://www.umich.edu/~iinet/oip/
Middlesex University - London:http://www.mdx.ac.uk/
The University of Minnesota:http://www.umabroad.umn.edu/
Napier University:http://www.napier.ac.uk/
Naropa University:http://www.naropa.edu/
National University of Ireland:http://www.ucc.ie/
New York University:http://www.nyu.edu/studyabroad
Next-language:http://www.next-language.com/
The University of North Carolina at Charlotte:http://www.uncc.edu/oip/edabroad.htm
Northern Illinois University:http://www.niu.edu/niuabroad/sa.htm
Nottingham Trent University Internship:http://www.ntu.ac.uk/international/?r=1
OASP Visiting Student Programme:http://ourworld.compuserve.com/hompages/oasp
Ouachita Baptist University:http://www.obu.edu/
Oxford Advanced Studies Program:http://www.oasp.ac.uk/
Oxford Brookes University:http://www.brookes.ac.uk/international
Oxford Study Abroad Programme:http://www.studyabroad.com/osap
Pennsylvania State University:http://www.cde.psu.edu/PSSEA/
The University of Pennsylvania:http://www.sas.upenn.edu/CGS
Queen Margaret University, Edinburgh:http://www.qmu.ac.uk/
Queen Mary - University of London:http://www.qmul.ac.uk/
Queens University Belfast:http://www.qub.ac.uk/
Randolph College:http://www.rmwc.edu/ureading/
Raymond Walters College/University of Cincinnati:http://www.uc.edu/global/
The University of Reading:http://www.ismacentre.reading.ac.uk/
Regents Business School London:http://www.rbslondon.ac.uk/
Regents International Study Center:http://www.riscl.ac.uk/
Rhodes College:http://www.rhodes.edu/
Richmond, The American International University In London:http://www.richmond.ac.uk/
Rockford College:http://www.rockford.edu/
Roehampton University:http://www.roehampton.ac.uk/
Roger Williams University:http://www.rwu.edu/
Rutgers Study Abroad:http://studyabroad.rutgers.edu/
Sacred Heart University:http://shuireland.sacredheart.edu/
Saint Mary's College:http://www.smcm.edu/Academics/Interns/study.htm
San Francisco State University:http://www.sfsu.edu/
San Jose State University:http://www2.sjsu.edu/depts/english/bath.htm
Sarah Lawrence College:http://www.slc.edu/undergrad/study/index.html
Schiller International University:http://www.schiller.edu/
School for International Training:http://www.sit.edu/
School of Oriental and African Studies:http://www.soas.ac.uk/
The University of Sheffield:http://www.shef.ac.uk/uni/services/io
Slippery Rock University of Pennsylvania:http://www.sru.edu/
Sotheby's Institute of Art:http://www.sothebysinstitute.com/
The University of Southern Mississippi:http://www.usm.edu/
St James's Park College:http://www.stjamessparkcollege.co.uk/
St. Clare's Oxford:http://www.stclares.ac.uk/
St. Cloud State University:http://www.stcloudstate.edu/
The University of St. Hughs College Oxford (England):http://www.st-hughs.oxford.ac.uk/
STA Travel:http://www.statravel.com/
State University of New York at Binghamton:http://oip.binghamton.edu/
State University of New York at Brockport:http://www.studyabroad.com/suny/brockport/
State University of New York at Cortland:http://www.studyabroad.com/suny/cortland
State University of New York at Oswego:http://www.oswego.edu/~intled
State University of New York College at Geneseo:http://studyabroad.geneseo.edu/
State University of West Georgia:http://www.westga.edu/~intlprog
The University of Stirling:http://www.stir.ac.uk/theuni/recruitment/study-abroad
Stonehill College:http://www.stonehill.edu/
The University of Strathclyde:http://www.strath.ac.uk/
Summer Schools:http://www.summer-schools.info/
Swan Training Institute:http://www.sti.ie/
Syracuse University:http://sumweb.syr.edu/dipa
Temple University:http://www.temple.edu/intlprog
The Arts Institute at Bournemouth:http://www.aib.ac.uk/
The Catholic University of America:http://www.cua.edu/
The International Partnership for Service-Learning and Leadership:http://www.ipsl.org/
The National Trust for Scotland Thistle Camps:http://www.thistlecamps.org.uk/
The University of Northampton:http://www.northampton.ac.uk/international.php
Towson University:http://www.towson.edu/studyabroad
Trinity College Dublin - usit NOW:http://www.usitnow.ie/
Truman State University:http://www.montana.edu/international
Tufts University:http://www.ase.tufts.edu/studyabroad
The University of Ulster:http://www.ulst.ac.uk/
University College Chester:http://www.chester.ac.uk/
University Studies Abroad Consortium:http://usac.unr.edu/
Valparaiso University:http://www.valpo.edu/
Wabash College- The Scotland Programme:http://www.wabash.edu/scot/
The University of Wales Swansea:http://www.swan.ac.uk/sao
Warnborough College:http://www.warnborough.edu/
Washington International Studies Council:http://www.studyabroad.com/wisc
Webster University Graduate Center:http://www.webster.ac.uk/
The University of Westminster:http://www.wmin.ac.uk/international/
Whitworth College:http://www.whitworth.edu/
The University of Wisconsin-Platteville:http://www.uwplatt.edu/studyabroad/
The University of Wisconsin-Stevens Point:http://www.uwsp.edu/acad/internat
The University of Wisconsin-Stout:http://www.uwstout.edu/intlpro
Wroxton College:http://www.fdu.edu/wroxton/
York St John University:http://www.yorksj.ac.uk/
The University of York:http://www.york.ac.uk/
Get admission
Admission in the UK
As you know that there are plenty of educational institutions in the UK. So you can get admission quite easily- if you fulfill the admission requirements.
The easiest way to get admission is to visit the website of the college or the University for your Admission. On the WebPages of these institutions you will find the most updated information for admission to your relevant course of study. There you can get the updated information on the available courses, the application procedure, the deadlines and the documents you need with your application.
Remember that application procedure and the admission requirements are different for almost every institute. So you should take good care of all the requirements for your admission.
For your full-time undergraduate studies and Higher National Diplomas you can make your application through the centralised application procedure. This service is provided by UCAS (Universities and Colleges Admissions Service) and can be accessed online.
To apply through UCAS is very simple and you can apply for a maximum of six courses in a single application form. While applying through UCAS, you can save your incomplete application and you can complete the application by visiting the UCAS next time.
To apply through UCAS click the link below
UCAS Application website.
If you are applying for a part-time degree you should visit the website of the relevant institution you are interested in, because applications for part-time degree are not made through UCAS. You should visit the links of the university or the college and download the application form or complete the form online.
For your post graduate studies you should apply directly to the university you are interested in. You will find websites of all the universities in this guide. Just search the link of your favorite university and get the information you need.
There some universities offering online applications- you can fill and submit the application online.
View all institutions that offer online applications
For further information you may find and visit the website of your favorite educational institution by following the links to your right.
IELTS
What is IELTS?
IELTS, the International English Language Testing System, is designed to assess the English language ability of those who want to study or work in a country where English is the language of communication.
IELTS is recognised by almost all English speaking countries, including Australia, Canada, New Zealand, the UK and the USA. It is the highest standard of English language assessment. It is recognised by immigration authorities, professional bodies and other government agencies.
IELTS is not recommended for candidates under the age of 16.
You can re-take the test whenever you wish.
IELTS test is arranged at more than 300 test centres, in over 100 countries. It is available up to four tomes a month and the result is issued 13 days after the test.
IELTS is available in two formats- Academic and General training.
The Academic Module is specially designed for students at undergraduate or postgraduate level. Admission to a study programme/course at undergraduate or postgraduate level is based on the result of the Academic Module of IELTS.
The General Training Module is suitable for those who are going to English- speaking countries to get their secondary education, to undertake work experience or training programmes not at degree level, or for immigration to Australia, Canada and New Zealand.
The General Training Module is not offered at all test centres.
For more information regarding the Modules contact http://www.ielts.org/
Test Format
The IELTS has been divided into listening, reading, writing and speaking tests. The listening and speaking tests are same for all candidates. However, there is a difference in the reading and writing modules ր for Academic or General Training.
The Listening, Reading and Writing modules are taken in one day without any break. However the Speaking module may be taken seven days before or after these three tests.
For further information on these modules visit the IELTS website http://www.ielts.org/
How to register for the IELTS
Contact the nearest test centre to find out about available test dates and to get the application for the test. You can get contact details at http://www.ielts.org/
There you can get the application form and the relevant information. Complete the application form and send or take it to the test centre with the test fee and two fresh passport-sized photographs. As evidence of identity you need your passport or national identity card with a number, photograph, date of birth and signature.
Candidates taking the test outside their own country must present a passport.
You must bring all these identity documents on the test day. Otherwise, you may not be permitted to take the test.
The test centre will inform you about the date and time of the test in writing. If your speaking test is to be on a different day, you are informed about this also.
Result
Result will be declared 13 days after the test. You may visit the test centre or they may mail your result to you on the13th day.
For further information;
Visit http://www.ielts.org/
http://www.britishcouncil.org/
Email ielts@britishcouncil.org
IELTS, the International English Language Testing System, is designed to assess the English language ability of those who want to study or work in a country where English is the language of communication.
IELTS is recognised by almost all English speaking countries, including Australia, Canada, New Zealand, the UK and the USA. It is the highest standard of English language assessment. It is recognised by immigration authorities, professional bodies and other government agencies.
IELTS is not recommended for candidates under the age of 16.
You can re-take the test whenever you wish.
IELTS test is arranged at more than 300 test centres, in over 100 countries. It is available up to four tomes a month and the result is issued 13 days after the test.
IELTS is available in two formats- Academic and General training.
The Academic Module is specially designed for students at undergraduate or postgraduate level. Admission to a study programme/course at undergraduate or postgraduate level is based on the result of the Academic Module of IELTS.
The General Training Module is suitable for those who are going to English- speaking countries to get their secondary education, to undertake work experience or training programmes not at degree level, or for immigration to Australia, Canada and New Zealand.
The General Training Module is not offered at all test centres.
For more information regarding the Modules contact http://www.ielts.org/
Test Format
The IELTS has been divided into listening, reading, writing and speaking tests. The listening and speaking tests are same for all candidates. However, there is a difference in the reading and writing modules ր for Academic or General Training.
The Listening, Reading and Writing modules are taken in one day without any break. However the Speaking module may be taken seven days before or after these three tests.
For further information on these modules visit the IELTS website http://www.ielts.org/
How to register for the IELTS
Contact the nearest test centre to find out about available test dates and to get the application for the test. You can get contact details at http://www.ielts.org/
There you can get the application form and the relevant information. Complete the application form and send or take it to the test centre with the test fee and two fresh passport-sized photographs. As evidence of identity you need your passport or national identity card with a number, photograph, date of birth and signature.
Candidates taking the test outside their own country must present a passport.
You must bring all these identity documents on the test day. Otherwise, you may not be permitted to take the test.
The test centre will inform you about the date and time of the test in writing. If your speaking test is to be on a different day, you are informed about this also.
Result
Result will be declared 13 days after the test. You may visit the test centre or they may mail your result to you on the13th day.
For further information;
Visit http://www.ielts.org/
http://www.britishcouncil.org/
Email ielts@britishcouncil.org
Information on the UK student visa
The UK student visa
Every student needs complete and updated information on the
If a student is not from
A visa is a certificate that is put into passport or travel document of the student, by an Entry Clearance Officer at a British mission overseas. With that visa a student can enter the
So in order to get your
To meet the criteria for student visa you must prove that you have received an acceptance letter or letter of admission from a public or private university or college and that your full-time degree course involves at least 15 hours of organised daytime study a week.
You must also prove that you can pay for your course, as well as support and accommodate yourself, without working in the
if you have got any scholarship and the scholarship is enough to cover all costs of your studies then you donҀt need to show any bank statement.
There may be thousands of visa applications, so try to provide all the relevant information in your application accurately because the visa officers can not spend more time on your application. It is your duty to present your case for winning your VISA.
Visa refusal is not based on your documents or your academic record only. Heaps of resources and admission in a top ranking university will not guarantee your visa. The visa officer also pays attention to your motive behind your application. If your objective is to study in the
If unfortunately your visa is refused, you will get a written notice explaining the reason for the refusal. To make sure that the visa officers have made a fair decision, an Entry Clearance Manager will often review the decision within 24 hours. In some cases, you will have the right to appeal against the decision. Appealing the decision is free. The types of application for which you have a right to appeal are set out in
For further information on the
http://www.ukvisas.gov.uk/
The UK Border Agency has introduced a new
Friday, January 2, 2009
Athletic Scholarships
Here are several articles that lay it on the line regarding athletic scholarships. Those hours of practice, sweat, and sacrifice may not yield what you think!
http://www.startribune.com/sports/preps/36076579.html?elr=KArksLckD8EQDUoaEyqyP4O:DW3ckUiD3aPc:_Yyc:aULPQL7PQLanchO7DiUsX
Part II
http://www.startribune.com/sports/preps/36200564.html?elr=KArksLckD8EQDUoaEyqyP4O:DW3ckUiD3aPc:_Yyc:aULPQL7PQLanchO7DiUss
http://www.startribune.com/sports/preps/36076579.html?elr=KArksLckD8EQDUoaEyqyP4O:DW3ckUiD3aPc:_Yyc:aULPQL7PQLanchO7DiUsX
Part II
http://www.startribune.com/sports/preps/36200564.html?elr=KArksLckD8EQDUoaEyqyP4O:DW3ckUiD3aPc:_Yyc:aULPQL7PQLanchO7DiUss
Scholarship Search
This article reinforces one of my primary themes. If you want scholarship money--START EARLY!!!
http://www.buffalonews.com/410/story/523602.html
http://www.buffalonews.com/410/story/523602.html
Admissions Questions with the Gatekeepers
The following link is an article that contains questions submitted to four admissions officers of various colleges. There are a varied list of topics covered. This is definitely worth looking at--
http://questions.blogs.nytimes.com/2008/12/17/qa-college-admissions/?ref=education
http://questions.blogs.nytimes.com/2008/12/17/qa-college-admissions/?ref=education
Scholarship Money for Community Service
Colleges are now beginning to recognize and reward students who perform community service. Scholarships are becoming available to reward those who have volunteered their time to make a difference in their communities.
The Bonner Scholars Program is already in place in a number of colleges. This is also based on community service.
http://www.forbes.com/feeds/ap/2009/01/01/ap5873143.html
The Bonner Scholars Program is already in place in a number of colleges. This is also based on community service.
http://www.forbes.com/feeds/ap/2009/01/01/ap5873143.html
Thursday, January 1, 2009
The FAFSA
Now is the time of year to become familiar with the FAFSA. Remember the early bird gets the worm. Do not delay in completing this very important form.
http://www.collegeview.com/articles/CV/financialaid/fafsa-tips.html
http://www.collegeview.com/articles/CV/financialaid/fafsa-tips.html
Interview
Is an interview part of your college application? If so, read this article to pick up tips for a successful interview.
http://www.collegeview.com/articles/CV/application/admission-interview-tips.html
http://www.collegeview.com/articles/CV/application/admission-interview-tips.html
Your Application
This article tells you what NOT to do when completing your college applications. See if you can pick up some useful pointers.
http://online.wsj.com/article/SB123007804405131707.html
http://online.wsj.com/article/SB123007804405131707.html
Earning Potential of A College Degree
Do you ever wonder if the college that you attend will have any bearing on what your potential earnings will be? The following link is a summary comparison of the various types of schools and what bearing they play upon potential lifetime earnings.
http://www.smartmoney.com/Personal-Finance/College-Planning/colleges-that-pay-off/?page=all
http://www.smartmoney.com/Personal-Finance/College-Planning/colleges-that-pay-off/?page=all
Subscribe to:
Posts (Atom)