In early February I spoke to a group of low-income/first-generation college students about how to interpret their admission and financial aid letters. I began by asking if anyone had received an acceptance letter yet (assuming that few had). To my surprise, about a third to a half of the group raised their hands. After congratulating them I asked if anyone had any questions, and that's when the whole thing started.
One student said she'd been given until March 1 to respond and several others said the same thing. I asked if she meant May 1, the universal reply date. She said, no, it was March 1. (Another student said she had to respond by the week after our meeting.) Others nodded emphatically. I asked if they were being asked to make a housing deposit and whether it was refundable (the conditions that allow colleges to ask for money before May 1.) Not everyone was sure, but some were certain they were being asked to make a commitment by March 1. In my mind, even asking a student without a sophisticated knowledge of the college admission world is asking too much, but that's not the end of it.
After the initial flurry of questions, another student raised his hand and said that he'd been offered admission with a full, four-year scholarship but only if he committed to the institution by March 1. I wouldn't have believed it if he hadn't shown me the letter and the dayglo pink sheet full of legalese he was supposed to return by March 1 if he wanted the full scholarship. To put it bluntly, the institution was bribing him to commit to it. I call that unconscionable.
Now here's the dilemma, which would be more of one if I were still counselor at a school, especially one that depends on ingratiating itself with top colleges: Reporting the school to NACAC is crucial, since there is a clear violation of the SPGP, on top of which the institution is browbeating a student the way a used car salesman would ("This deal is only good today!"). While anonymity is promised, that's a risk. If a counselor's name is revealed, he or she can be accused by cowardly administrators of "damaging the relationship" between school and college. Even if the violation is clear, colleges can often get away with outrageous tactics because schools often feel they have to play ball no matter what. No matter how egregious the violation may be, the high school counselor is under a great deal of pressure to let it go in the interests of getting students into college.
I happen to believe that the vast majority of colleges and universities neither flout the rules nor punish schools who report SPGP violations. Often, violations are minor and easily cleared up with a phone call or an email. But not always. Several years ago it was brought to my attention that a certain midwestern school was encouraging students to apply as juniors. I thought this was wrong and tried to discuss it with the school, where I got only vague answers and evasion. I persisted until I evidently annoyed the director of admission enough that she wrote to the school's principal announcing that her school would no longer accept applications from my school's students. And of course I was called on the carpet for having the audacity to challenge what I thought was a clear violation not only of NACAC policy but also good educational practice. The fatwa against my students was lifted, but not before damage had been done to my position, even though I was acting in the overall interests not only of my students but others'.(Although I won't mention the name of the university, if I say "wait list" almost anyone on the high shcool side of the desk will know which one I'm talking about.)
This fight was not even mine, in that I had no students affected; it was brought to my attention by other counselors, for whom I was acting. Perhaps I should have kept my mouth shut. But to do so is to cut the legs out from under the SPGP. If no one reports violations, then what? We have lofty ethics, but is that only while anyone is looking or only as long as colleges agree to abide by them? What to say to the lowly high school counselor who sees something that needs correcting? And what to tell his or her principal, who cares more about the year's scorecard than some wispy ethics? NACAC has no power to protect a counselor at school, so what's he or she to do? These are questions that have yet to be confronted.
Friday, February 27, 2009
Thursday, February 26, 2009
Monday, February 23, 2009
Studying In The Land Down Under With Cory C.
Q: Tell me a little bit about where you went, what semester, what your dorm was like, roommates- were they from QU?, and what kind of classes you took.Cory: I went to Australia. I stayed in a tourist town called Manly, and it was a 15 minute ferry ride from Sydney. But, I was in the state of New South Wales, so if people asked where I was I said Sydney because we were that close. I went in the Fall 2008 semester. I had a single room abroad because we had the option to choose single, double, or triple. As many of my friends found out, I made the better choice with a single. Our school was called International College of Management, Sydney (ICMS). It was a huge castle, so our rooms werenҀt very modernized like dorm rooms here are. My room had a single bed, a desk, a closet, a small set of shelves, and a huge window with a gorgeous view of the beach. I actually went abroad with my boyfriend, who is a Quinnipiac student; besides that there were no other QU students that went to the same school as us. I took 4 classes there because that was the maximum for study abroad students; I took Organizational Behaviour, Business Law, Retail Management, and Tourism and Consumer Behaviour.
Q: How did you prepare for going abroad?
Cory: I didn't do too much preparing for leaving. I attended the 2 hr. long study abroad session here at Quinnipiac that gave us some useful information about leaving the country. I made sure I had all my documents in order, and I made photocopies of everything 
just in case something got lost. I packed and unpacked and repacked several times to make sure I had room for all my things, and room to bring souvenirs back in my suitcases! I put my money into travelers cheques so that I could open a bank account when I arrived in Australia. The program I went through, AustraLearn, had us attend a phone chat where we could ask any questions about coming to Australia and our school. It was really helpful because we all had some of the same questions, and it was good to learn about what to bring and what not to bring.
just in case something got lost. I packed and unpacked and repacked several times to make sure I had room for all my things, and room to bring souvenirs back in my suitcases! I put my money into travelers cheques so that I could open a bank account when I arrived in Australia. The program I went through, AustraLearn, had us attend a phone chat where we could ask any questions about coming to Australia and our school. It was really helpful because we all had some of the same questions, and it was good to learn about what to bring and what not to bring. Q: What was the best way to adjust living in a different country?
Cory: I really think the best way to adjust to living in a different country was making a good set of friends. As I previously mentioned I went through the AustraLearn program, and they had planned out an orientation for all the Americans once we got over to Australia. This orientation was located in Cairns, (pronounced Cans), where the Great Barrier Reef is located. Here we got to go scuba diving and snorkeling in the Great Barrier Reef, in addition to holding koalas and playing with kangaroos at this wildlife park we visited. In Cairns, 60 of us Americans lived together in a hostel, in rooms of 8 with one shower, where we all got to meet new people. This orientation only lasted for about 4-5 days, and by the time we arrived in Sydney ready to go to our school most of us had so many friends made already! I met a great group of girls who I still keep in touch with, and we spent our whole 4 months together. It was a great way to adjust to the country because we were all going through the same feelings and having the same questions; it was great to have someone to lean on when we were really home sick.Q: Was there any useful advice you received before going that really helped? And, what advice would you give someone that was going?
Cory: I donҀt really think I got any helpful advice besides what not to bring and what to bring. But what I would say to someone going abroad is to not be nervous because everyone there is feeling the same way. You should make as many friends as possible. In the first few weeks you should start researching and planning your trips. I wish someone had told me to plan my trips early in the semester. We had waited because we were unsure of where to go, and by the end there were so many things that I did not get to do that I wish I had done. I donҀt have any regrets, but there are places I plan to go back to see sometime in the future that I didn't get to see the first time around. Also, you should experience as much as you can. Do things you have never done before, and would never do at home. I felt like a new person there. I did things that I would have never imagined myself doing, and I donҀt regret a single minute of it.
Q: What were some of major differences between where you went and QU/home?
Cory: The biggest difference that I saw was that people were so much more friendlier than in the U.S. Everywhere we went people loved Americans and even if they didn't realize you were Americans at first they were still so nice to you. Everyone says hello to people on the street whether you know them or not and it just seemed like the whole country was in a positive mood all the time. No one ever let anything get them down and the Australians were always up for fun and trying new things. It was a laid back atmosphere and you just felt great being around these kind of people. Stress almost seemed to not exist in this country, and I know at home and at school us students tend to be stressed 24/7.
Q: Did you get to do some traveling, and if so where?
Cory: I did get to do travelling and I wish I could have done a lot more. I went to Melbourne (the capital of Victoria which is another state in Australia), the South Coast of New South Wales, Cairns, the Blue Mountains, and Auckland, New Zealand.
Q: What is your most favorite memory being abroad?
Cory: I have two favorite memories being abroad. The first was our weeken
d to the Blue Mountains, and as crazy as it sounds it was my favorite weekend. We went to the Blue Mountains which are mountains in Australia. To explain a little about the scenery, most towns and cities are at the bottom of mountain ranges while the hills are above them. In Katoomba, the towns were on the top of the mountains and the canyons were below. So we didn't climb up the mountains, we went down into the canyons, but we had to climb up to get back to the town. One day we went ӀcanyoningԀ as they call it ր which in simple terms means jumping off waterfalls in the canyons. We wore wet suits, helmets, and carried bags with watersafe bags inside for our food. Without harnesses we got to jump off waterfalls up to 30 ft. high into huge pools of water. We also got to slide down waterfalls where the water was creating a Ӏwater slideԀ on the rocks. It was the best time and I enjoyed
it so much. The water was absolutely freezing because it is hidden by the rocks in the canyons so it never sees sunlight. I can say that I do know what Jack felt like in the Titantic, but no joke. It was the best time in the world and I wouldnҀt change a minute. And my second favorite experience was going skydiving. I usually cry on rollercoasters, but skydiving was the greatest feeling in the entire world and I wasnҀt the least bit scared! You feel like youҀre flying and it is just amazing to see the country from that view, it was so beautiful and so worth the trip.
d to the Blue Mountains, and as crazy as it sounds it was my favorite weekend. We went to the Blue Mountains which are mountains in Australia. To explain a little about the scenery, most towns and cities are at the bottom of mountain ranges while the hills are above them. In Katoomba, the towns were on the top of the mountains and the canyons were below. So we didn't climb up the mountains, we went down into the canyons, but we had to climb up to get back to the town. One day we went ӀcanyoningԀ as they call it ր which in simple terms means jumping off waterfalls in the canyons. We wore wet suits, helmets, and carried bags with watersafe bags inside for our food. Without harnesses we got to jump off waterfalls up to 30 ft. high into huge pools of water. We also got to slide down waterfalls where the water was creating a Ӏwater slideԀ on the rocks. It was the best time and I enjoyed
it so much. The water was absolutely freezing because it is hidden by the rocks in the canyons so it never sees sunlight. I can say that I do know what Jack felt like in the Titantic, but no joke. It was the best time in the world and I wouldnҀt change a minute. And my second favorite experience was going skydiving. I usually cry on rollercoasters, but skydiving was the greatest feeling in the entire world and I wasnҀt the least bit scared! You feel like youҀre flying and it is just amazing to see the country from that view, it was so beautiful and so worth the trip.Q: Any other stories, advice, etc. that you'd like to share?
Cory: Other things that I did while abroad included climbing the Sydney Harbour Bridge, seeing an Australian Ballet at the Sydney Opera House, playing with kangaroos, going on a Ghost Tour of the Quarantine Stations where people were kept back in the old days who were sick with Tuberculosis and other contagious diseases, I went on a wine tasting tour in Hunter Valley, I saw one of the biggest blow holes in the world at the South Coast, I went to the Botanic Gardens, I went whale watching, and while in New Zealand I went on a tour of the Lord of the Rings movie set and I went to see a volcano. I suggest going abroad to any student thinking about it, it is one of the best experiences of your entire life and you might never get the opportunity to do it again!
Note: The 1st picture is a view of Cory's school from the beach, the 2nd is the view of the beach from her room, the 3rd is a picture of the 3 Sisters rock formation in the Blue Mountains, and the 4th is a picture of some of friends standing beneath a waterfall in the Blue Mountains.
Sunday, February 22, 2009
Google Satellite & Sightseeing
Living in another country means learning new areas you may not be familiar with. Luckily, Google Satellite Map is not only a great resource for directions back home but also abroad. If you've never used it before, all you have to do is zoom in on the map to a particular location. Specific landmarks for instance, are already included in the map, so if you're living in a big city for the first time while you're abroad, Google Maps are a great tool for finding your way around.
View Larger Map
Sightseeing with Google Satellite Maps are ideal if you plan on doing some traveling. You can first select a country, then a certain region/city, and then a landmark that you may want to visit. This provides directions and an actual picture if you're curious to see what it looks like (if you don't already know).
View Larger Map
Sightseeing with Google Satellite Maps are ideal if you plan on doing some traveling. You can first select a country, then a certain region/city, and then a landmark that you may want to visit. This provides directions and an actual picture if you're curious to see what it looks like (if you don't already know).
Thursday, February 19, 2009
The New College Visit
Technology now makes available a way to begin the college visit process without ever leaving the comfort of home. Keep in mind that the ultimate choices should be made with a visit. Nothing replaces a visit to take in the sights, smells, and surroundings of a campus.
http://www.washingtontimes.com/news/2009/feb/11/campus-visits-by-mouse-click/
http://www.washingtontimes.com/news/2009/feb/11/campus-visits-by-mouse-click/
Early Decision
Do teenagers really have the mental ability and sophistication to make such huge decisions about their choice of colleges? This article questions the viability of early decision choices for college. Are students able to make the best selection?
http://www.insidehighered.com/news/2009/02/12/early
http://www.insidehighered.com/news/2009/02/12/early
Score Choice and the SAT
Score Choice--what is it? Read this article to see if this will really be a helpful tool for you.
http://www.examiner.com/x-766-College-Admissions-Examiner~y2009m2d10-SAT-Score-Choice-gift-to-students-or-marketing-ploy
http://www.examiner.com/x-766-College-Admissions-Examiner~y2009m2d10-SAT-Score-Choice-gift-to-students-or-marketing-ploy
How To Get A Passport
Incase you don't already have a passport, this video gives step by step instructions on how to apply for one:
Wednesday, February 18, 2009
Edith Cowan University Photos
Tuesday, February 17, 2009
Kick in the Pants
I've just read some responses on the NACAC listserv to a question about how to motivate unmotivated kids (mostly boys) to do well in high school so they can go to college. Many of the responses were about the economics of a college degree (over a lifetime the college grad earns a lot more), the terror of working at McDonald's, having some self-respect, and so on. People suggested that students get therapy for their sluggishness or that counselors read students the riot act, so to speak, let them know what's good for them. I found it all depressing although I can't say I haven't felt the same way in dealing with some of my own students in the past.
But here's the thing: Not a single response (of the ones given) said anything about the possibility that these unmotivated students see no meaning in their lives or in going to college, so why should they be motivated? While it's fine to focus on the pragmatics of going to college or even getting a job, most people, at some level, are also hungry for their lives to be worth something, even if they may not recognize it. Perhaps these kids have been marched through a school system that spends more time testing them and preparing to test them than in presenting them with ideas and asking them to have thoughts. Perhaps they have become numbed by shallow textbooks or uncreative lessons, or been warehoused in classes of 32 students and have figured out that the only way to survive is to hunker down and do only what's needed to get by. Yelling at them to shape up isn't going to do it.
And forget about the economic argument, at least for now. Surely even the most willfully ignorant student knows that the economy is in the tank and that college costs more than ever. At least one parent is probably out of a job or about to be---who are we kidding? Trying to get out of college with a reasonable amount of debt is a job in itself, so don't expect the idea of an eventual six-figure income somewhere, sometime in the distant future to mean much, especially to kids who are used to immediate gratification. (Not, at least this time, a criticism, just a fact.) The ant doesn't beat the grasshopper here, and why should it given the headlines and the breadlines?
Forgotten, are the more esoteric, but primary reasons for going to college. It might be nice to hear someone say that going to college exposes you to ideas and situations that can rattle your cage and make you think about and connect you to something larger than yourself, or that reading great things and talking about them with great teachers and students can set your brain abuzz with thoughts that could help you change yourself and change your neighborhood or city or who knows what. It would be inspiring to hear that going to college can inspire you, even when you think there's not much to be inspired by. That reading The Culture of Narcissism or Sister Carrie or dissecting a mouse can literally change the way you think. Really, it can and does happen.
Are we reduced to seeing college only as an economic "value added" proposition or as an alternative to something worse? Is the idea of college as a place for thought and experimentation only for those who can afford the luxury of thought untethered to the need to make a living? Surely even in the most career-oriented education there has to be a little room for some independent thinking; it's what makes having a brain worthwhile. Perhaps if we reached these unmotivated kids sooner with something that sparks their interest, we might do better by them. Studies have shown (and I've seen it in my own experience) that just a few supportive words from a genuinely interested adult can make an immense difference to a kid. Being noticed, realizing that you mean something to someone, can tip the scales toward accomplishment. Whether it's giving kids something real to think on or noticing what they already have that is worth developing, perhaps we need to motivate more by treating kids as prospective thinkers instead of prospective drones.
If our new stock in trade is mental not metal (and I don't mean just information but knowledge), then we should be trying to stir up our kids' synapses with stuff to make them think. Perhaps then they might feel motivated enough to get where they could do a lot of it.
But here's the thing: Not a single response (of the ones given) said anything about the possibility that these unmotivated students see no meaning in their lives or in going to college, so why should they be motivated? While it's fine to focus on the pragmatics of going to college or even getting a job, most people, at some level, are also hungry for their lives to be worth something, even if they may not recognize it. Perhaps these kids have been marched through a school system that spends more time testing them and preparing to test them than in presenting them with ideas and asking them to have thoughts. Perhaps they have become numbed by shallow textbooks or uncreative lessons, or been warehoused in classes of 32 students and have figured out that the only way to survive is to hunker down and do only what's needed to get by. Yelling at them to shape up isn't going to do it.
And forget about the economic argument, at least for now. Surely even the most willfully ignorant student knows that the economy is in the tank and that college costs more than ever. At least one parent is probably out of a job or about to be---who are we kidding? Trying to get out of college with a reasonable amount of debt is a job in itself, so don't expect the idea of an eventual six-figure income somewhere, sometime in the distant future to mean much, especially to kids who are used to immediate gratification. (Not, at least this time, a criticism, just a fact.) The ant doesn't beat the grasshopper here, and why should it given the headlines and the breadlines?
Forgotten, are the more esoteric, but primary reasons for going to college. It might be nice to hear someone say that going to college exposes you to ideas and situations that can rattle your cage and make you think about and connect you to something larger than yourself, or that reading great things and talking about them with great teachers and students can set your brain abuzz with thoughts that could help you change yourself and change your neighborhood or city or who knows what. It would be inspiring to hear that going to college can inspire you, even when you think there's not much to be inspired by. That reading The Culture of Narcissism or Sister Carrie or dissecting a mouse can literally change the way you think. Really, it can and does happen.
Are we reduced to seeing college only as an economic "value added" proposition or as an alternative to something worse? Is the idea of college as a place for thought and experimentation only for those who can afford the luxury of thought untethered to the need to make a living? Surely even in the most career-oriented education there has to be a little room for some independent thinking; it's what makes having a brain worthwhile. Perhaps if we reached these unmotivated kids sooner with something that sparks their interest, we might do better by them. Studies have shown (and I've seen it in my own experience) that just a few supportive words from a genuinely interested adult can make an immense difference to a kid. Being noticed, realizing that you mean something to someone, can tip the scales toward accomplishment. Whether it's giving kids something real to think on or noticing what they already have that is worth developing, perhaps we need to motivate more by treating kids as prospective thinkers instead of prospective drones.
If our new stock in trade is mental not metal (and I don't mean just information but knowledge), then we should be trying to stir up our kids' synapses with stuff to make them think. Perhaps then they might feel motivated enough to get where they could do a lot of it.
Monday, February 16, 2009
What To Pack For A Semester Abroad
One of the biggest predeparture dilemmas is that tricky business of packing. First of all, what do you pack? Is it humanly possible to fit every article of clothing from you closet into two mere suitcases? Unfortunately, the answer to that is a simple, no. Trust me when I say, I tried with all my might to squeeze every little item that I couldŀand what resulted? Overweight luggage with a broken zipper. So, hereҀs my point: try not to treat this as a family vacation that you would normally overpack for because letҀs be honest, you probably didnҀt wear half the things you brought anyway.
First things first - something you may want to invest in is lightweight luggage due to constricting weight limits by the airlines. There are plenty of places to purchase them for a fairly reasonable price, like TJ Maxx, Kohls, Target, Burlington Coat Factory, and other discount stores of that nature. Or, if you think of this ahead of time, it might be a good suggestion for a birthday or Christmas present. Try not to wait until the last minute like I did, and have to make an emergency run to the mall 48 hours before leaving.
I took the initiative of asking around to see what students thought were most important to
pack. HereҀs a list IҀve compiled of must bring items:
First things first - something you may want to invest in is lightweight luggage due to constricting weight limits by the airlines. There are plenty of places to purchase them for a fairly reasonable price, like TJ Maxx, Kohls, Target, Burlington Coat Factory, and other discount stores of that nature. Or, if you think of this ahead of time, it might be a good suggestion for a birthday or Christmas present. Try not to wait until the last minute like I did, and have to make an emergency run to the mall 48 hours before leaving.
I took the initiative of asking around to see what students thought were most important to
pack. HereҀs a list IҀve compiled of must bring items:- Paperwork/Important Documents ր passport & student visa (and copies of them), proof of insurance, medical records, and acceptance letter from your host university and study abroad program ր I cannot even stress how important the last two items are ր I almost didnҀt get back into the U.K. from France one weekend because I couldnҀt find the papers in my bag - this is something that they can be sticklers about, specifically toward students (luckily I got through after being drilled with questions).
- Clothing ր bring the essentials. Dark clothing that you can layer is the best ր it doesnҀt show the dirt and you can switch up your outfits. Try to leave your nicer things at home assuming you probably wouldnҀt be a very happy camper if they were to get lost or stolen. IҀm not saying you have to dress like a bum for an entire semester but rethink bringing expensive jewelry and designer labels. Don't forget comfy walking shoes, as well!
- Toiletries ր this is more of a personal decision (girls might care about this more), but you may not be able to find your usual brands overseas, or they might be much more expensive. If you decide to bring them from home, just be careful to seal them up well ր you donҀt want a shampoo exploison in your suitcase.
- Small Duffel Bag - this will come in handy for those weekend trips or spring break adventures. Again, be cautious with weight limits - Amy Coyne, 21, a senior at Quinnipiac, studied at the University of Richmond, U.K. can attest to this from personal experience, "Here is a lifelong lesson I will never forget... RyanAir charges you per kilo for extra or overweight luggage... I had to throw out half of my clothes to save hundreds of dollars," she said.
- Money ր go to your bank and request whatever currency the country is using - $100 is good to start with. While youҀre there, let them know where youҀre going, how long youҀre going for, etc. to avoid any confusion (if you plan on using a credit card, let them know, too).
- Converters ր use this for your laptop, camera, ipod, and so on. However, DO NOT use it for hair dryers or straighteners - buy those items over there because the voltages are usually too high. I donҀt think the best approach to making friends at a new school is catching their dorm on fire the first weekŀ
- Other Miscellaneous Items: small flashlight, money clip, journal, phone card, guidebook/maps, dvds, camera, extra memory card, and vacuum seal bags. Nicole Connelly, 21, also a senior at QU, studied in Australia at the University of New South Wales. She found the vacuum seal bags extremely useful, "Definitely invest in them (they're cheap)! They're awesome and save so much room, especially when you're coming back from being abroad and have a lot more stuff than you left with," she said.
Like the hair dryer, here are a couple of other things you will want to buy rather than bring yourself: cell phone (theyҀre pretty reasonable and pay as you go), bedding/linens, kitchenware, and school supplies.
For more information visit the Study Abroad Student Handbook. This site will provide you with a full checklist, predeparture planning, and other important tips about studying abroad.
Edith Cowan University Information
Name: Edith Cowan University Established: 1991
Telephone-
Within Australia: 134 ECU (134 328)
From Overseas: (61 8) 6304 0000
Email: enquiries@ecu.edu.au
URL: http://www.ecu.edu.au/
Edith Cowan University Address:
Postal address
Edith Cowan University
270 Joondalup Drive
JOONDALUP WA 6027
ECU South West
PO Box 1712
BUNBURY WA 6231
Campus locations of Edith Cowan University
Joondalup Campus
(JO)270 Joondalup Drive
JOONDALUP WA 6027
Within Australia: 134 ECU (134 328)
From Overseas: (61 8) 6304 0000
Email: enquiries@ecu.edu.au
URL: http://www.ecu.edu.au/
Edith Cowan University Address:
Postal address
Edith Cowan University
270 Joondalup Drive
JOONDALUP WA 6027
ECU South West
PO Box 1712
BUNBURY WA 6231
Campus locations of Edith Cowan University
Joondalup Campus
(JO)270 Joondalup Drive
JOONDALUP WA 6027
Mount Lawley Campus
(ML)2 Bradford Street
MT LAWLEY WA 6050
South West Campus
(SW)585 Robertson Drive
BUNBURY WA 6230
(ML)2 Bradford Street
MT LAWLEY WA 6050
South West Campus
(SW)585 Robertson Drive
BUNBURY WA 6230
Edith Cowan University History
The history of Edith Cowan University dates back to 1902 when it began as a teaching college. The university is located in Perth, Western Australia and has a total enrollment of about 23,000 students, including 3,000 overseas students. The other campuses of the university operates are at Joondalup, Mount Lawley and Churchlands besides a regional South West campus at Bunbury. The university offers programs in fields as varied as palliative care, genetics, social learning, literacy, microelectronic engineering, etc. and awards bachelors and masters degrees.
Edith Cowan University Information
Edith Cowan University Ranking
Edith Cowan University Reviews
Edith Cowan University Pictures
Edith Cowan University Discussion
Saturday, February 14, 2009
More Ideas For Last Minute Spring Break Deals
Here are two great Websites to check out for spring break deals: Contiki and Student City. Both of these sites cater to young adults and college students. Contiki offers something unique if you're looking outside of the usual Bahamas/Mexico kind of thing. Instead, they plan out trips to countries all over the world (many of them are multi-country tours), including a guide that brings you around to different places. Here are some cool things to know about Contiki trips:
- it's relatively cheap for the amount things included in the price (tour guide, transportation from country to country, some meals, lodging, daily itinerary, taxes/tips/service charges)
- it's only for a younger crowd, the age range is 18-35
- there's a nice balance of planned events and time to explore on your own (optional activities are available if you're not quite sure what to do with yourself or you get lost easily like I do)
Student City on the other hand, is definitely geared more toward students looking for a sunny getaway. For the most part, this is for those who need help in planning the logistics of a trip (flight and hotel) for a group, but once you get there, you're on your own. You do have the choice of getting a meal plan and/or party package to avoid any worry of spending too much money during your trip. Like Contiki, Student City also has some great advantages:
- you can make your stay all-inclusive to an extent - a meal plan would cover 2 meals per day, and the party package includes open bar, free cover, and express entry
- they offer "party cruises" if you prefer the open water to dry land
- they have a lot of last minute deals starting as low as $299 right now!
Friday, February 13, 2009
Welcom Page
The UK Study Guide
The UK has been one of the top destinations to international education. With a society of excellent traditions and culture, the UK enjoys the honour of hosting high ranked educational institutions on the globe. Because of the high quality and standard, put by the well known Oxford and Cambridge, the UK has become one of the worldҀs best education providers.
Education in the UK has been very flexible and internationally accessible. This is the reason why every eager learner can quench his thirst and get admission in any relevant institute, because the United Kingdom has much to offer to international students that other English-speaking countries cannot.
In the uk study guide you will find all relevant information like admission in UK, UK study visa, scholarship in UK and information on IELTS.
So if you are a student or a researcher, looking for a suitable institute in UK, then you should go through this guide because it contains brief, authentic and updated pages, regarding all information you need for your study abroad in UK. All this has been provided in simple and easy manner so that you might do it by yourself without consulting any third party.
Get admission in UK
To get admission in a college or a university in the United Kingdom has never been a problem, because the educational institutions in UK are very versatile and one can find his course of study quite easily. Thousands of colleges and hundreds of universities all over the UK educate millions of international students.
In this guide you will find the official websites of all the universities and colleges in UK. So you can visit the website of your favorite institute and get the updated information about the admission requirements and the application procedure. For complete information search the link to your right.
Information on IELTS
As you know that the medium of instruction as well as the official language in UK is English. Therefore, it is very important that you should prove your English language capability- if English has not been your first language. You can prove your English language capability by taking the IELTS test.
Almost every educational institution in the United Kingdom asks for your IELTS test score for your admission to a course of study. There are some courses where the IELTS test score is not considered, but again it is highly recommended that you should take the test because it helps you in your visa documentation. So donҀt take the risk and take the test. Complete information abut IELTS can be viewed on the link to the right.
Scholarship/Funding
You can get scholarship in UK to fund your studies. A good number of scholarship/Funding opportunities are available in UK, to the international students from all over the world. These scholarships depend upon your eligibility. But donҀt worry! In this guide you will find many scholarship links that you are eligible for. Just visit the link scholarship/funding to the right.
Get UK study visa
Students from the EEA (European Economic Area) and Switzerland do not need permission (visa) to study in the UK.
However, Students from all other countries need UK study visa, before they enter the United Kingdom. So if need visa, you can apply for it, after you have received your admission or acceptance letter from an educational institute in the UK.
You may find complete information on Ӏwhere to apply for the UK study visaԀ and Ӏhow to apply for the UK study visaԀ in the link (UK study visa).
Good luck!
British Chevening Scholarship
British Chevening Scholarship is available, annually, to students from a wide variety of nations, covering all or part of the fee of a one-year postgraduate course.
Eligible Candidates must have good academic record and should have the potential to get a high position in their chosen career.
After the completion of studies the successful candidates must return to their countries.
Candidates are selected overseas by certain British Embassies and High Commissions with the help of the local British Council director. You should, therefore, be resident in your own country when you apply for this scholarship.
The British Chevening Scholarships are advertised in those countries where the awards are open and on the WebPages of the British council in those countries.
You may Contact the British Embassy, British High Commission or British Council office in your own country to find out more information about these awards.
The best solution is to send an e-mail for the relevant information to the British council in you country.
Eligible Candidates must have good academic record and should have the potential to get a high position in their chosen career.
After the completion of studies the successful candidates must return to their countries.
Candidates are selected overseas by certain British Embassies and High Commissions with the help of the local British Council director. You should, therefore, be resident in your own country when you apply for this scholarship.
The British Chevening Scholarships are advertised in those countries where the awards are open and on the WebPages of the British council in those countries.
You may Contact the British Embassy, British High Commission or British Council office in your own country to find out more information about these awards.
The best solution is to send an e-mail for the relevant information to the British council in you country.
Commonwealth Scholarships and Fellowships
Commonwealth Scholarships and Fellowships are available to all eligible candidates- from commonwealth states- who can play a significant role in the development of their own countries.
From 2009, Preference is given to those candidates who are from developing commonwealth countries.
These awards generally cover all expenses including the ticket to and from the UK and in some cases you are paid for your family in the UK.
Professional fellowship awards are short term-generally three months in length- and are available to those candidates working in the developing commonwealth countries.
Academic staff fellowship provides opportunities of post doctoral research to those citizens of commonwealth nations who are holding or returning to a teaching appointment in a university in their developing countries- usually for three to six months and cover cost of travel to and form the UK, tuition fees, and living expenses.
To avail this scholarship you should apply to the Commonwealth Scholarship Agency in your own country.
These agencies are listed on http://www.csfp-online.org/
From 2009, Preference is given to those candidates who are from developing commonwealth countries.
These awards generally cover all expenses including the ticket to and from the UK and in some cases you are paid for your family in the UK.
Professional fellowship awards are short term-generally three months in length- and are available to those candidates working in the developing commonwealth countries.
Academic staff fellowship provides opportunities of post doctoral research to those citizens of commonwealth nations who are holding or returning to a teaching appointment in a university in their developing countries- usually for three to six months and cover cost of travel to and form the UK, tuition fees, and living expenses.
To avail this scholarship you should apply to the Commonwealth Scholarship Agency in your own country.
These agencies are listed on http://www.csfp-online.org/
Commonwealth shared scholarship scheme
Commonwealth shared scholarship scheme helps candidates from developing commonwealth countries to study in the UK.
These awards are for those who are able to get higher education in the UK and want to participate in the development of their countries but cannot afford the expenses of their education in the UK.
To win this scholarship the candidate must;
Be resident in a developing commonwealth country.
Be of good academic record.
Be studying subject related to development.
Be under 35 at the time the course starts.
Speak English fluently.
Not be employed.
Return to his/her country on the completion of the award.
To apply for these awards contact the participating British institutions. For the updated list of these institutions visit http://www.csfp-online.org/
You may also contact the British council in you own country for further information.
These awards are for those who are able to get higher education in the UK and want to participate in the development of their countries but cannot afford the expenses of their education in the UK.
To win this scholarship the candidate must;
Be resident in a developing commonwealth country.
Be of good academic record.
Be studying subject related to development.
Be under 35 at the time the course starts.
Speak English fluently.
Not be employed.
Return to his/her country on the completion of the award.
To apply for these awards contact the participating British institutions. For the updated list of these institutions visit http://www.csfp-online.org/
You may also contact the British council in you own country for further information.
Overseas Research Students Award Scheme
Overseas Research Students Award Scheme (ORSAS) is for postgraduate students undertaking full-time studies for a research degree at a British higher education institute.
This scholarship helps those candidates who are able to pay their fees at international rate (none EU/UK).
You should apply if you can prove a good academic record because only candidates of high academic records are selected.
Interested candidates should contact participating higher education institutions for further information about the application procedure.
For additional information and for the list of the participating institutions visit the ORSAS website http://www.orsas.ac.uk/
This scholarship helps those candidates who are able to pay their fees at international rate (none EU/UK).
You should apply if you can prove a good academic record because only candidates of high academic records are selected.
Interested candidates should contact participating higher education institutions for further information about the application procedure.
For additional information and for the list of the participating institutions visit the ORSAS website http://www.orsas.ac.uk/
USA/Canada Research Fellowship
If you are from Canada or the USA, then you should apply this scheme as this scholarship is available to postdoctoral researchers from Canada and the USA.
This length of this support is up to two years.
These awards are available only in the field of natural sciences including: chemistry, physics, mathematics, computer science, engineering science, agricultural and medical research.
Researchers of social sciences and clinical medical are not supported through this scheme.
The aim of this scheme is to help outstanding researchers in the field of natural sciences so that they might give their full time to there research in the UK.
For further information on this scholarship visit http://www.royalsoc.ac.uk/
This length of this support is up to two years.
These awards are available only in the field of natural sciences including: chemistry, physics, mathematics, computer science, engineering science, agricultural and medical research.
Researchers of social sciences and clinical medical are not supported through this scheme.
The aim of this scheme is to help outstanding researchers in the field of natural sciences so that they might give their full time to there research in the UK.
For further information on this scholarship visit http://www.royalsoc.ac.uk/
Asia Research Fellowship
This scholarship is available to postdoctoral researchers from some Asian countries.
The researchers are supported for a period of one year through this scholarship scheme.
The awards are for those researchers who want to undertake their postdoctoral research in natural sciences including: physics, chemistry, computer science, mathematics, engineering science, agricultural and medical research.
Not for social sciences or clinical medical research.
Countries included in this programme are; china, India, Japan, South Korea, Brunei, Burma, Cambodia, Indonesia, Laos, the Philippines, Singapore, Thailand and Vietnam.
For more information regarding this scholarship visit http://www.royalsoc.ac.uk/
The researchers are supported for a period of one year through this scholarship scheme.
The awards are for those researchers who want to undertake their postdoctoral research in natural sciences including: physics, chemistry, computer science, mathematics, engineering science, agricultural and medical research.
Not for social sciences or clinical medical research.
Countries included in this programme are; china, India, Japan, South Korea, Brunei, Burma, Cambodia, Indonesia, Laos, the Philippines, Singapore, Thailand and Vietnam.
For more information regarding this scholarship visit http://www.royalsoc.ac.uk/
Marshall Scholarship
This scholarship is specified to the US citizens.
The aim of this scheme is to strengthen the enduring relationship between the people of UK and the USA and to provide an environment to their intellectuals to take a good advantage from the learning of each other.
These scholarships are awarded to outstanding intellectuals who want to use their energies and time for the growth of their nation and their personal success.
The length of these awards is two years but can be extend if any specific reason exists.
Candidates applying must have graduated form a US university in any subject leading to a degree.
Candidates are selected by a regional committee in the USA.
Apart from tuition fee the awards cover the cost of books, fares and maintenance, travel and thesis allowances.
For further information please visit:
http://www.marshallscholarship.org/
The aim of this scheme is to strengthen the enduring relationship between the people of UK and the USA and to provide an environment to their intellectuals to take a good advantage from the learning of each other.
These scholarships are awarded to outstanding intellectuals who want to use their energies and time for the growth of their nation and their personal success.
The length of these awards is two years but can be extend if any specific reason exists.
Candidates applying must have graduated form a US university in any subject leading to a degree.
Candidates are selected by a regional committee in the USA.
Apart from tuition fee the awards cover the cost of books, fares and maintenance, travel and thesis allowances.
For further information please visit:
http://www.marshallscholarship.org/
Fulbright Scholarship
These awards are specified to US graduates who want to study any subject in the UK.
These awards are made on competitive basis. However, some scholarships are available on response to specific requests from UK institutions.
The awards cover tuition fees and maintenance allowance.
Some awards are available to postdoctoral lectures and research for up to 12 months.
Fulbright scholars are encouraged to participate in tow three-day cultural orientation programmes at some point in their academic year.
Further information for graduate students is available at the following website:
http://www.iie.org/
Information on scholarҀs award and fellowship is available at:
http://www.cies.org/
These awards are made on competitive basis. However, some scholarships are available on response to specific requests from UK institutions.
The awards cover tuition fees and maintenance allowance.
Some awards are available to postdoctoral lectures and research for up to 12 months.
Fulbright scholars are encouraged to participate in tow three-day cultural orientation programmes at some point in their academic year.
Further information for graduate students is available at the following website:
http://www.iie.org/
Information on scholarҀs award and fellowship is available at:
http://www.cies.org/
Scholarship in Arts & Humanities
The Arts and Humanities Research Council (AHRC) supports students and researchers in the fields of Arts and Humanities. The AHRC funds are available in a wide range of subjects, from traditional humanities such as history, English, Linguistics, Literature, philosophy, classics studies, cultural studies, area and interdisciplinary studies to creative and performing arts such as dance, music, drama, art and design.
DonҀt worry, there is a world of Scholarships available on their site and they are happy to help the researchers and students of Arts and Humanities and you may be one of them.
Applications are accepted within the dates specified so try to check the site regularly and keep yourself and your friend informed about the deadlines as they donҀt accept any late application.
The awards are in millions however you have to show your aptitude and eligibility for the award you are applying for.
For information on the application procedure and the deadlines please visit http://www.ahrc.ac.uk/
DonҀt worry, there is a world of Scholarships available on their site and they are happy to help the researchers and students of Arts and Humanities and you may be one of them.
Applications are accepted within the dates specified so try to check the site regularly and keep yourself and your friend informed about the deadlines as they donҀt accept any late application.
The awards are in millions however you have to show your aptitude and eligibility for the award you are applying for.
For information on the application procedure and the deadlines please visit http://www.ahrc.ac.uk/
Hotcourses Scholarship Search
This is a guide through which you can search the scholarship you are looking for. This guide is a joint venture of Hotcourse and UCAS.
In this guide you will find all you want to know about getting a scholarship in the UK. You can find a relevant scholarship and can apply to that scholarship within the guide. This means you donҀt have to search for days to reach the scholarship relevant to you.
There are awards available to almost all nationals in any subject and you can find an award for any level of your study/research.
In this guide you will find subject based scholarship and you can contact the awarding institutions for further information.
You can also request different prospectus from the university or college you are interested in.
So what are you waiting for?
Take an action and donҀt waste your precious time.
Hotcourses scholarship website:
http://www.scholarship-search.org.uk/
In this guide you will find all you want to know about getting a scholarship in the UK. You can find a relevant scholarship and can apply to that scholarship within the guide. This means you donҀt have to search for days to reach the scholarship relevant to you.
There are awards available to almost all nationals in any subject and you can find an award for any level of your study/research.
In this guide you will find subject based scholarship and you can contact the awarding institutions for further information.
You can also request different prospectus from the university or college you are interested in.
So what are you waiting for?
Take an action and donҀt waste your precious time.
Hotcourses scholarship website:
http://www.scholarship-search.org.uk/
Further scholarship links
There are a number of scholarships available in the UK. Every year hundreds of international students rely on Scholarships awarded by the British Government to help them study in the UK. To get scholarship for your studies you should at first consult the institute that you are going to attend. They may inform you about the availability of scholarship or study loan.
You may also find some scholarship and funding links below:
British council http://www.britishcouncil.org/
http://www.educationuk.org/scholarships
Association of Commonwealth Universities http://www.acu.ac.uk//
UKCOSA: The Council for International Education http://www.ukcosa.org.uk/
Prospects http://www.prospects.ac.uk/cms/ShowPage/Home_page/Funding_my_further_study/p!edLff
Department of Social Change http://www.dsc.org.uk/index.html
Euro Desk - EU funding source search http://www.eurodesk.org/
Good luck!
You may also find some scholarship and funding links below:
British council http://www.britishcouncil.org/
http://www.educationuk.org/scholarships
Association of Commonwealth Universities http://www.acu.ac.uk//
UKCOSA: The Council for International Education http://www.ukcosa.org.uk/
Prospects http://www.prospects.ac.uk/cms/ShowPage/Home_page/Funding_my_further_study/p!edLff
Department of Social Change http://www.dsc.org.uk/index.html
Euro Desk - EU funding source search http://www.eurodesk.org/
Good luck!
Wednesday, February 11, 2009
Last Call For Spring Break!
Okay, so say you're a senior now, you didn't get that chance to go abroad before graduating but you're still interested in traveling or going somewhere, anywhere really... Go away for spring break! There are plenty of last minute deals out there, and who knows when you'll get time off after entering the real world *sigh*Try Websites like orbitz and expedia for all-inclusive (yes, unlimited drinks!) vacation packages.
Tuesday, February 10, 2009
Curse of the Striving Class
Ella: Nobody's staying here forever. We're all leaving.
Emma: We are?
Ella: Yes. We're going to Europe.
Emma: Who is?
Ella: All of us.
Emma: Pop too?
Ella: No. Probably not.
Emma: How come? He'd like it in Europe, wouldn't he?
Ella: I don't know.
Emma: You mean just you, me, and Wes are going to Europe? That sounds awful.
Ella: Why? What's so awful about that? It could be a vacation.
Emma: It'd be the same as it is here.
Ella: No it wouldn't! We'd be in Europe. A whole new place.
Emma: But we'd all be the same people.
---Curse of the Starving Class, Act I, by Sam Shepard
Ella's vision of selling the family's burned-out, fallow Texas farm and moving the family to Europe in the hope of transforming themselves is brought quickly to earth by her daughter, who realizes that no matter where they go and what they surround themselves with, they're still going to be the same feral, unhappy, directionless people they are now. Immersing yourself in high culture doesn't change the essential "you" formed long before you even knew where Europe is, whether you're Shepard's cursed family or Daisy Miller.
This passage reminds me of the way so many people ache to scale the ivy walls separating them from colleges and universities considered to be the ne plus ultra of life. So much is attached to achieving this goal that it becomes a genuinely transformative experience: anyone who enters changes fundamentally simply by virtue of being among the elect. It is Ella's dream to go to Europe and be surrounded by culture, art, and all the blessings of the Old World. She believes in a kind of transubstantiation that will literally erase the past and ensure the ease and comfort of the future while the individual is purified into something better.
But Emma is more realistic. She senses that no matter where you go, there you are. We take our "selves" with us: no matter what we surround ourselves with, we are essentially the same people. In that sense, no experience can be truly transformative, it can only be an accretion on the personality we already have. While this may sound overly deterministic, I think it says a lot about the passion for elite admission.
All of this yearning for the Ivies has much more to do with class and status than with academics. They are seen as annealing furnaces where the dross of one's own background can be burned away and a new person can be formed. Aspirations to these institutions are seldom about their academic challenges; they are about social and cultural needs: "making contacts," "meeting the best and the brightest," "assuring one's future," and so on. We see who comes out of these institutions and think our kids can do that if only we had the access, forgetting that before there was college, there was a person and a personality.
At certain levels, the need to attend certain colleges is almost palpable, with parents lamenting that their child might have to attend Tufts instead of Brown. It's that kind of hair splitting among strivers that would drive Emma crazy; there's no real difference and the essentials of the individual are the same and will be, regardless. This doesn't mean that individuals can't change in a general sense. They can become moody or be inspired by a great teacher, but the basics of their personalities are set well before college; the institution can only claim to have provided the externals. They are accidentals, not essentials; necessary but not sufficient. What students do and where they go with what they have is largely up to them.
However, in our insecurity, our supposedly classless society, we continue striving to be purified into the realms of gold. This condition characterizes certain strata more than others, including academics, who suffer from an almost crippling status anxiety when confronted with extra-academic situations, especially regarding their children; the newly rich, who doubt their own positions and who need validation (Henry James and Edith Wharton would recognize them instantly); and ambitious new arrivals who see acceptance as a shortcut to the American upper class.
But Emma's right: They'll still be the same people. That is, their essential personalities will not be transformed, just the externalities, the accidentals that accrete to us as we move through life. Students/children may try on new roles, take risks, and change from the person we knew before, but at a fundamental level, character stays constant. It may be covered with layers of new behaviors, but the core persists. Con artists are not made any more honest by attending Yale, nor are the truly devout plunged into profanity by Cornell. And no one institution can claim to be better or worse than any other on those terms.
Those who think that only certain colleges and universities can effect elemental changes in their children and in the process vault them into the upper classes labor in vain. All colleges change their students, but none can truly transform them. Releasing oneself from this fallacy is the first step toward a greater equanimity.
Emma: We are?
Ella: Yes. We're going to Europe.
Emma: Who is?
Ella: All of us.
Emma: Pop too?
Ella: No. Probably not.
Emma: How come? He'd like it in Europe, wouldn't he?
Ella: I don't know.
Emma: You mean just you, me, and Wes are going to Europe? That sounds awful.
Ella: Why? What's so awful about that? It could be a vacation.
Emma: It'd be the same as it is here.
Ella: No it wouldn't! We'd be in Europe. A whole new place.
Emma: But we'd all be the same people.
---Curse of the Starving Class, Act I, by Sam Shepard
Ella's vision of selling the family's burned-out, fallow Texas farm and moving the family to Europe in the hope of transforming themselves is brought quickly to earth by her daughter, who realizes that no matter where they go and what they surround themselves with, they're still going to be the same feral, unhappy, directionless people they are now. Immersing yourself in high culture doesn't change the essential "you" formed long before you even knew where Europe is, whether you're Shepard's cursed family or Daisy Miller.
This passage reminds me of the way so many people ache to scale the ivy walls separating them from colleges and universities considered to be the ne plus ultra of life. So much is attached to achieving this goal that it becomes a genuinely transformative experience: anyone who enters changes fundamentally simply by virtue of being among the elect. It is Ella's dream to go to Europe and be surrounded by culture, art, and all the blessings of the Old World. She believes in a kind of transubstantiation that will literally erase the past and ensure the ease and comfort of the future while the individual is purified into something better.
But Emma is more realistic. She senses that no matter where you go, there you are. We take our "selves" with us: no matter what we surround ourselves with, we are essentially the same people. In that sense, no experience can be truly transformative, it can only be an accretion on the personality we already have. While this may sound overly deterministic, I think it says a lot about the passion for elite admission.
All of this yearning for the Ivies has much more to do with class and status than with academics. They are seen as annealing furnaces where the dross of one's own background can be burned away and a new person can be formed. Aspirations to these institutions are seldom about their academic challenges; they are about social and cultural needs: "making contacts," "meeting the best and the brightest," "assuring one's future," and so on. We see who comes out of these institutions and think our kids can do that if only we had the access, forgetting that before there was college, there was a person and a personality.
At certain levels, the need to attend certain colleges is almost palpable, with parents lamenting that their child might have to attend Tufts instead of Brown. It's that kind of hair splitting among strivers that would drive Emma crazy; there's no real difference and the essentials of the individual are the same and will be, regardless. This doesn't mean that individuals can't change in a general sense. They can become moody or be inspired by a great teacher, but the basics of their personalities are set well before college; the institution can only claim to have provided the externals. They are accidentals, not essentials; necessary but not sufficient. What students do and where they go with what they have is largely up to them.
However, in our insecurity, our supposedly classless society, we continue striving to be purified into the realms of gold. This condition characterizes certain strata more than others, including academics, who suffer from an almost crippling status anxiety when confronted with extra-academic situations, especially regarding their children; the newly rich, who doubt their own positions and who need validation (Henry James and Edith Wharton would recognize them instantly); and ambitious new arrivals who see acceptance as a shortcut to the American upper class.
But Emma's right: They'll still be the same people. That is, their essential personalities will not be transformed, just the externalities, the accidentals that accrete to us as we move through life. Students/children may try on new roles, take risks, and change from the person we knew before, but at a fundamental level, character stays constant. It may be covered with layers of new behaviors, but the core persists. Con artists are not made any more honest by attending Yale, nor are the truly devout plunged into profanity by Cornell. And no one institution can claim to be better or worse than any other on those terms.
Those who think that only certain colleges and universities can effect elemental changes in their children and in the process vault them into the upper classes labor in vain. All colleges change their students, but none can truly transform them. Releasing oneself from this fallacy is the first step toward a greater equanimity.
Financial Aid Awards
So you're lucky enough to receive financial aid packages. Do you know how to analyze and compare your options? This article will help you in this difficult procedure.
http://www.marionstar.com/article/20090205/NEWS01/902050302
http://www.marionstar.com/article/20090205/NEWS01/902050302
Financial Aid Resources
Financial aid is a topic with a landscape that constantly changes. This article points you to free resources that will help you get a current perspective of financial aid.
http://www.grandforksherald.com/articles/index.cfm?id=104130§ion=Business
http://www.grandforksherald.com/articles/index.cfm?id=104130§ion=Business
Thursday, February 5, 2009
The World Is Your Oyster
Studying Abroad is your time to go out and explore the world...do what you want to do, go where you want to go. The sky is the limit. Never been to Europe before? Well, a semester abroad is the perfect opportunity to go. Make sure to choose that ideal program and host univserity that's going to accomodate your needs. Learn, travel and most importantly have fun!
Wednesday, February 4, 2009
Time Flies When You're Having Fun
It's already been over a year since I left on my flight to London, England for a semester abroad. I can still remember trying to figure out how I could possibly fit 6 months worth of stuff into only two suitcases and my carry-ons. To this day, I can vividly recall all the different questions and concerns I had - anything from what to bring, what to expect, traveling, and all the other unique insider advice that only a true study abroader would know.
When the date had finally arrived for my departure on New Years Eve, I was filled with a mix of emotions...both anxious and excited all at the same time. There were so many unknowns that I wish someone had filled me in on ahead of time.
So here I am, back at Quinnipiac for my last semester of college, changed for the better upon returning home last Spring. I learned the ins and outs of one of the largest cities in the world, but also gained that knowledge to questions I didn't have before.
I hope with this blog that I can share my experiences and any helpful tips that I learned along the way. Studying abroad is an exciting time, but can be overwhelming. Expect to find suggestions from beginning to end - how to apply for a passport to return culture shock upon coming back home.
When the date had finally arrived for my departure on New Years Eve, I was filled with a mix of emotions...both anxious and excited all at the same time. There were so many unknowns that I wish someone had filled me in on ahead of time.
So here I am, back at Quinnipiac for my last semester of college, changed for the better upon returning home last Spring. I learned the ins and outs of one of the largest cities in the world, but also gained that knowledge to questions I didn't have before.
I hope with this blog that I can share my experiences and any helpful tips that I learned along the way. Studying abroad is an exciting time, but can be overwhelming. Expect to find suggestions from beginning to end - how to apply for a passport to return culture shock upon coming back home.
Monday, February 2, 2009
Objective Subjectivity
Swirling around discussions about admission testing are issues of accuracy and trust. Even though the SAT and ACT are notoriously coachable, they're often defended as the closest things we have to national standards. There's "objectivity" in them that can be relied on to counter the vagaries of grading and labeling that affect our national educational system. As college admission deans read applications from far and wide, they can establish a relatively consistent yardstick for evaluation. It's not apples to apples, exactly, but it serves the purpose.
I submit, however, that what's needed in college admission isn't more objectivity, but more subjective evaluation of student applications. With more and more applications, colleges may tend to rely more on numbers to make decisions, but those that use a "holistic" system of admission--that is, reading folders in detail, including essays and other student-supplied information--have an obligation to be subjective as they build a class. Being engaged in a form of social engineering requires attention to many details. As a dean at Amherst College I read many, many applications each year with an eye toward what made each student unique, interesting and ready for Amherst. Frustratingly, however, some of the most interesting students were those with uncompelling test scores. The "objective" standard often trumped my subjective reading of the application. And as a "scientific" measure, it was difficult to argue against in committee, so we often took talented but less compelling students because by objective measurements they were "better" than those with lower scorews.
Now, this is not another test-bashing column. Let's accept for the moment that testing is indeed a decent yardstick of measurement in college admission, especially in light of an increasing mistrust of high school transcripts, one that thinks grade inflation and wildly different standards make them hard to take at face value unless you know the school producing them very well. While some may then say there is a real need for more uniform, "scientific" ways to measure students' abilities, I'm going to argue instead for more subjectivity in the college admission process. Since this is an exercise in human assessment, it seems to me that any attempt to make it "fair" by making it "objective" is doomed to fail. (For most people, anyway, "fairness" in the college process means "I got what I wanted.") And in the end, at least in my experience, objective measures tell a lot less about a student than subjective observations.
At Amherst, at least, applications were read by pairs of deans, who often complemented each other in what they looked for and noted. For example, I was notorious for undervaluing sports achievements and despising tennis essays while looking favorably on singers, actors, and artists generally. Having two readers ensured that what I missed or disliked could be balanced by another's views. Once in committee, an application was then subjected to the scrutiny of several deans, who could add their own observations and ask questions. Sometimes, an applicant who had looked terrific in early readings faded as she was considered in the context of other candidates. At other times, someone who had seemed modest zoomed out in front because another dean noticed her extensive but only modestly presented community service record. Our discussions hinged on what we as individuals brought to the table, not on any automatic formulae. And frankly, that's what made the whole process interesting--trying to create a three-dimensional person out of pieces of paper and data then supporting that person to your peers.
At least at smaller colleges, subjectivity really is the name of the game. The general public's disappointment at college admission "unfairness" comes because there's an assumption that the process was, has been, and should be "objective," that is, that college admission should be based on a kind of absolute value of "merit" that everyone can be happy with. But, as I said to one board member at my former school once, "That's never going to happen." Ideally, an admission committee is composed of intelligent, empathetic, and committed people who have the best interests of their institution and its applicants at heart. By being "subjective," then, I don't mean relying on blind prejudice or knee-jerk likes/dislikes (despite my confession above I was able to appreciate a good tennis player), I mean bringing to bear some empathy for applicants while at the same time considering the institution's goals and needs. As a former high school teacher, I fancied that I was able to appreciate what students were going through and brought that to my reading; recent graduates in our office brought their still-fresh experiences of undergraduate life to their assessments. Somehow, it all worked out, and the proof was in the fizziness of each class that arrived on campus in the fall.
The best book that's ever been written about college admission is no longer in print, but it should be. Originally published in 1966, College Admissions and the Public Interest by B. Alden Thresher, onetime director of admission at MIT, takes a fully rounded look at college admission, acknowledging the vast areas of social and cultural knowledge that need to be brought to bear during the "great sorting" that occurs during this time. He outlines some of the necessary subjectives that come into play: "As entrance requirements in the older sense have diminished in importance, efforts have increased to select students on broad grounds of intellectual promise and aptitude, to understand the dynamics of personality as it affects motives and energy, and to trace the dimensions of human excellence beyond such deceptively simple, unidimensional quantities as school marks and test scores."
Even forty years ago, Thresher was advocating a subjective approach to college admission that takes into account non-quantifiable qualities that can make a student exceptional. Note, too, that he uses words like "promise" and "aptitude," words that have slid into some disfavor as colleges try to find applicants who seem already to have accomplished as much as one could ask rather than looking for those who could most benefit from what the college teaches. Unfortunately, subjectivity is much more labor-intensive than objectivity. It takes time and effort to sift through piles of folders, teasing out the subtleties of an applicant's "promise," such an ephemeral thing to begin with. So going into each application in depth may be a luxury that many institutions can't sustain. But it is the thing that can not only find proverbial "diamonds in the rough" who will blossom on campus, but also inspire admission deans at every level to stay in the field. While it's important to know how to read and interpret scores and grades, it is also important to develop the sensibility that can bring an enlightened subjectivity to college admission.
I submit, however, that what's needed in college admission isn't more objectivity, but more subjective evaluation of student applications. With more and more applications, colleges may tend to rely more on numbers to make decisions, but those that use a "holistic" system of admission--that is, reading folders in detail, including essays and other student-supplied information--have an obligation to be subjective as they build a class. Being engaged in a form of social engineering requires attention to many details. As a dean at Amherst College I read many, many applications each year with an eye toward what made each student unique, interesting and ready for Amherst. Frustratingly, however, some of the most interesting students were those with uncompelling test scores. The "objective" standard often trumped my subjective reading of the application. And as a "scientific" measure, it was difficult to argue against in committee, so we often took talented but less compelling students because by objective measurements they were "better" than those with lower scorews.
Now, this is not another test-bashing column. Let's accept for the moment that testing is indeed a decent yardstick of measurement in college admission, especially in light of an increasing mistrust of high school transcripts, one that thinks grade inflation and wildly different standards make them hard to take at face value unless you know the school producing them very well. While some may then say there is a real need for more uniform, "scientific" ways to measure students' abilities, I'm going to argue instead for more subjectivity in the college admission process. Since this is an exercise in human assessment, it seems to me that any attempt to make it "fair" by making it "objective" is doomed to fail. (For most people, anyway, "fairness" in the college process means "I got what I wanted.") And in the end, at least in my experience, objective measures tell a lot less about a student than subjective observations.
At Amherst, at least, applications were read by pairs of deans, who often complemented each other in what they looked for and noted. For example, I was notorious for undervaluing sports achievements and despising tennis essays while looking favorably on singers, actors, and artists generally. Having two readers ensured that what I missed or disliked could be balanced by another's views. Once in committee, an application was then subjected to the scrutiny of several deans, who could add their own observations and ask questions. Sometimes, an applicant who had looked terrific in early readings faded as she was considered in the context of other candidates. At other times, someone who had seemed modest zoomed out in front because another dean noticed her extensive but only modestly presented community service record. Our discussions hinged on what we as individuals brought to the table, not on any automatic formulae. And frankly, that's what made the whole process interesting--trying to create a three-dimensional person out of pieces of paper and data then supporting that person to your peers.
At least at smaller colleges, subjectivity really is the name of the game. The general public's disappointment at college admission "unfairness" comes because there's an assumption that the process was, has been, and should be "objective," that is, that college admission should be based on a kind of absolute value of "merit" that everyone can be happy with. But, as I said to one board member at my former school once, "That's never going to happen." Ideally, an admission committee is composed of intelligent, empathetic, and committed people who have the best interests of their institution and its applicants at heart. By being "subjective," then, I don't mean relying on blind prejudice or knee-jerk likes/dislikes (despite my confession above I was able to appreciate a good tennis player), I mean bringing to bear some empathy for applicants while at the same time considering the institution's goals and needs. As a former high school teacher, I fancied that I was able to appreciate what students were going through and brought that to my reading; recent graduates in our office brought their still-fresh experiences of undergraduate life to their assessments. Somehow, it all worked out, and the proof was in the fizziness of each class that arrived on campus in the fall.
The best book that's ever been written about college admission is no longer in print, but it should be. Originally published in 1966, College Admissions and the Public Interest by B. Alden Thresher, onetime director of admission at MIT, takes a fully rounded look at college admission, acknowledging the vast areas of social and cultural knowledge that need to be brought to bear during the "great sorting" that occurs during this time. He outlines some of the necessary subjectives that come into play: "As entrance requirements in the older sense have diminished in importance, efforts have increased to select students on broad grounds of intellectual promise and aptitude, to understand the dynamics of personality as it affects motives and energy, and to trace the dimensions of human excellence beyond such deceptively simple, unidimensional quantities as school marks and test scores."
Even forty years ago, Thresher was advocating a subjective approach to college admission that takes into account non-quantifiable qualities that can make a student exceptional. Note, too, that he uses words like "promise" and "aptitude," words that have slid into some disfavor as colleges try to find applicants who seem already to have accomplished as much as one could ask rather than looking for those who could most benefit from what the college teaches. Unfortunately, subjectivity is much more labor-intensive than objectivity. It takes time and effort to sift through piles of folders, teasing out the subtleties of an applicant's "promise," such an ephemeral thing to begin with. So going into each application in depth may be a luxury that many institutions can't sustain. But it is the thing that can not only find proverbial "diamonds in the rough" who will blossom on campus, but also inspire admission deans at every level to stay in the field. While it's important to know how to read and interpret scores and grades, it is also important to develop the sensibility that can bring an enlightened subjectivity to college admission.
Sunday, February 1, 2009
Gap Year
Think that you need a breather before tackling the big world of college. Read this article to get some insight into a gap year experience.
http://www.gazette.com/articles/year_46517___article.html/college_gap.html
http://www.gazette.com/articles/year_46517___article.html/college_gap.html
Juniors and Extracurriculars
Now is the time for juniors to begin to plan what to do with their summer. Make good use of extra time to plan extracurricular activities to enhance your college application.
http://www.charlotteobserver.com/225/story/477976.html
http://www.charlotteobserver.com/225/story/477976.html
Waiting Time
Here is another article with a list of things seniors can do with their down time while they wait to get replies to their applications.
http://www.usnews.com/blogs/professors-guide/2009/01/21/college-admissions-what-to-do-while-youre-waiting-to-hear.html
http://www.usnews.com/blogs/professors-guide/2009/01/21/college-admissions-what-to-do-while-youre-waiting-to-hear.html
Use Your Time Wisely
This article is for seniors who are waiting to hear about their college applications.
http://www.metrowestdailynews.com/education/x1017441895/Campus-Bound-Be-productive-while-you-wait-for-college-letters
http://www.metrowestdailynews.com/education/x1017441895/Campus-Bound-Be-productive-while-you-wait-for-college-letters
Safety School
With the continuing economic crisis, applying to a state school as your safety school may not be the comfort zone that it once was. More students are applying to state schools. This results in more competition for the spots at the state schools. Also, keep in mind that many states are cutting the budgets for higher education institutions. Thus, the squeeze gets even tighter.
http://www.examiner.com/x-766-College-Admissions-Examiner~y2009m1d15-State-schoolsafety-school-Maybe-not-in-this-economy
http://www.examiner.com/x-766-College-Admissions-Examiner~y2009m1d15-State-schoolsafety-school-Maybe-not-in-this-economy
Subscribe to:
Posts (Atom)