May 5, 2010
May 1 is traditionally the day many students submit enrollment deposits to their intended schools and make their college choice official. For colleges will late and rolling admissions, however, now begins the time to woo students into choosing their school for fall.
Despite what you’ve heard about increased competition and limited space at the most selective institutions (and colleges in California, where the state school system is using wait lists for the first time), space is still available at a number of colleges across the country. A survey released today by the National Association for College Admission Counseling lists those public and private schools, and whether slots available for new freshman and transfer students are limited or more plentiful. The Space Availability Survey is also probably good news for students on wait lists, as it shows there are still options for those who may be rejected from those schools they have been waiting to hear back from. The survey also lists which schools still have housing and financial aid available to incoming students, as both may be limited this late in the game.
For once, it seems, the ball is in the students’ courts. Schools that may need to reach deep into their wait lists or that may have lower enrollments overall due to high price tags that may not be as desirable in a tough economy may need to put in a little extra effort getting students interested in their campuses. A recent article in The Chronicle of Higher Education described the “sweet and subtle science” of wooing students who have yet to make their final decisions. At Lafayette College, for example, admissions officials spend much of the late spring reaching out to high school seniors and their parents with personalized follow-up letters, e-mails, phone calls, and on-campus events meant to showcase how their school is different than the rest and is more interested in building relationships with new additions to their student body.
At Menlo College, admissions officials don’t expect to have their incoming class finalized until the first week of September, according to an article yesterday in The Chronicle, with many of those late registrants coming from overseas and transfer students from across the country. Pennsylvania State University at Schuylkill is about two-thirds of the way to their enrollment goal for their new group of incoming freshmen. At the same time, recruitment officers there are contacting juniors for next year.
May 4, 2010
It’s late in the semester, and you’ve got final projects and exams staring you in the face. Now seems like as good a time as any to skip class, either to get a jump on the above-mentioned workload, sleep in, or enjoy the warmer weather. Your professor won’t miss you in that big lecture hall, right?
Come fall, students at Northern Arizona University may be missed more than usual in those big college classes thanks to the installation of a new electronic system that will measure students’ attendance. According to a recent article in The Arizona Republic, the new system will effectively mark students present by scanning their ID cards as they walk in. That system, paid for by $75,000 in federal stimulus money, then produces an attendance report for the instructor of that course.
The system will affect the most popular — and populated — courses, typically taken in students’ freshman and sophomore years. This doesn’t mean the school will be introducing mandatory attendance policies; but instructors may be more likely now to consider attendance as a factor when awarding grades. (Most instructors in smaller classrooms already count attendance/participation as part of students’ final grades.) Students are unsurprisingly upset by the plan, calling it an invasion of privacy. According to The Arizona Republic, a new Facebook group in opposition to the measure has already collected more than 1,300 members. Some students suggest that if they really want to skip class, they’ll find ways around the new system, like handing their IDs to a study buddy so that their name is counted on that day’s roster.
In response to complaints that the process was a little too “Big Brother,” administrators say they’re doing this for the students’ own good and to lower the number of students who miss class. Those who frequently miss class will probably not do as well in school, thus increasing their likelihood that they’ll drop out of college altogether. Administrators point to a number of research studies that link academic achievement with attendance to help their cause. A study in 2001 from the University of Maryland-Baltimore County, for example, found that students scored higher on quizzes if they were responsible for signing in to class each session.
What do you think? Would you try to avoid classes that scanned ID cards? Is it an invasion of privacy, or just a way to make students more accountable?
May 3, 2010
Minority scholarships are one of the more common scholarships by type out there, with numerous organizations looking to make college more affordable for those who may have been traditionally under-served in higher education. Scholarships for Asian students are no different. In honor of May being Asian Pacific American Heritage Month, this week’s Scholarship of the Week is limited to women of Asian and Pacific Islander descent.
This week’s award comes from Central California Asian Pacific Women, a group of business and community leaders looking to support young women in their educational endeavors. Since 1981, the group has given more than $750,000 in scholarships to more than 180 of California’s Asian and Pacific Islander women. If you don't fit in to this category, try conducting a free scholarship search, and there are dozens of awards out there for not only Asian students looking to pay for college, but students from all minority groups and other demographic populations.
Prize: Scholarships vary, but the maximum amount is $1,000. Awards are given in July.
Eligibility: Applicants must be Asian and Pacific Islander women residing in Fresno, Kern, Kings, Madera, Mariposa, Merced or Tulare Counties in California. The selection criteria include academic achievement, extracurricular activities, and financial need. Applicants may be entering, continuing undergraduate, or re-entry students in a college or university. Special awards are also available for students studying in the areas of health, business, or early childhood education.
Deadline: May 15, 2010
Required Material: Those interested in the award are asked to complete online applications that include short essays in response to three questions to communicate personal experience, academic, and/or special circumstance information. Applicants must also submit official transcripts and two letters of reference; at least one of these should be from a teacher or counselor from the last or current school that applicant attended.
Further details about the application process can be found by conducting a free college scholarship search on Scholarships.com. Once the search is completed, students eligible for this scholarship award will find it in their search results.
April 30, 2010
In the wake of the first lawsuits filed against the Arizona immigration law, the University of Arizona’s President Robert E. Shelton released a letter Thursday describing the effects the law has already had on the school’s admissions.
In that letter, Shelton says administrators are worried about the international community on the school system’s campuses. He goes on to say the college will do whatever they need to do to keep the “health and safety” of those international students a top priority, and will put procedures in place to allow them the “free movement” they are accustomed to on the college’s campuses. Perhaps most significantly, however, Shelton describes how the law has already hurt the college on the admissions level:
“We have already begun to feel an impact from SB1070. The families of a number of out-of-state students (to date all of them honors students) have told us that they are changing their plans and will be sending their children to universities in other states. This should sadden anyone who cares about attracting the best and brightest students to Arizona."
The new law requires all immigrants in the state to have their alien registration documents or other documents proving citizenship available at all times, and allows police to stop and question anyone in the state suspected of being in the United States illegally. The law would also crack down on illegal day laborers looking for work and those who hire them. There has been a national uproar since the law was passed, with many concerned that the law encourages racial profiling against Latinos.
College students have been particularly vocal. A story on CNN.com today describes the mood on the University of Arizona’s Tucson campus. One student there, Francisco Baires, has been circulating a petition summing up students’ concerns with the new law. He and others plan to present that petition to the school’s president next week, and will ask him to sign it himself. Another student, Jessica Mejia, organized Immigration Awareness Week on the campus, which included a series of programs and informational sessions on the intricacies of the law and acted as a place where students could share their personal immigration stories.
Students outside of Arizona have protested the measure as well. Throughout the Denver area today, hundreds of both high school and college students will stage a walk-out in protest. Administrators at the schools and police departments are all in on the walk-out. Is anything happening at your high school or college campus related to Arizona’s immigration law? What do you think about the immigration law, and what has the mood been like at your school since it was passed?
April 29, 2010
For some of you, next fall will be a fresh start on a new campus, whether you’re transferring from a community college to complete a bachelor’s degree, or whether you were unhappy at your four-year university and needed a change of scenery. You’re not alone. The transfer experience is a reality for about one-third of all students who go to college, according to a report issued this week by the National Association for College Admission Counseling (NACAC) on the transfer admissions process.
The study, which used data from the 2006 NACAC’s annual Admission Trends Survey and pieces of a dissertation project from Michigan State University, looked at not only the number of college students who transfer schools but what transfer students can expect to be judged on when they apply to new schools, an important piece of information for students worried about how their applications will be perceived by admissions officials. Overall, about 64 percent of all transfer applicants are admitted to their intended colleges; about 69 percent of all first-time applicants are admitted.
According to the study, your academic achievements from high school become much less important than what you’ve done so far at the college you’re currently at. (Both public and private institutions overwhelmingly agreed on this point, according to the study.) College-level GPAs were ranked as the most important thing schools look at when they receive applications from potential transfer students. Grades in transferable courses are also ranked high in terms of what college officials look for. Private colleges are much more likely than public institutions to pay attention to things personal essays, recommendations and interviews. Larger, public institutions viewed the following more positively than private colleges: having 60 or more hours of transferable credit, being more than 25 years old, and planning to enroll part-time.
As far as what else admissions officials considered fairly important on a transfer applicant’s file, the results were a mixed bag:
April 28, 2010
Several four-year colleges are already looking into offering accelerated three-year programs, either to bring more revenue into their schools or to offer an official path for students already working to complete their degrees under the traditional four years. Associate’s programs have always been an alternative for students looking for lower-cost options in specific fields and disciplines, and typically take two or more years to complete. One school, however, will launch an accelerated version of the typically two-year program, giving the students the option of receiving a degree in one year flat.
Starting this fall, Ivy Tech Community College in Indiana will offer a pilot program to students interested in completing degrees in health-care support in just one year. Students must commit to an 8 a.m. to 5 p.m. school week, five days a week, but in exchange, the cost of the program and any associated tuition and fees will be covered by the college. The fifth day in that school week will be reserved for fields trips, more experiential activities, or additional class time if certain instructors need it.
According to an article in The Chronicle of Higher Education on the program, this is the first community college in the country to offer an accelerated associate’s degree. The project was made possible by more than $2.5 million in grants from the Lumina Foundation for Education and the Indiana Commission for Higher Education, and aims to address low degree-completion and retention rates among low-income students. Only about 25 percent of students who enter associate’s degree programs graduate with that two-year degree, according to The Chronicle.
Is it really possible to squeeze all of that instruction into one year? Ivy Tech administrators say yes. The students who were welcomed into the program for the fall were determined to be “college-ready” by guidance counselors and faculty and staff at the college, based on their academic achievements in college and any relevant test scores and records. Students will be divided into cohorts of between 12 to 20 students, and will receive condensed instruction where they are expected to synthesize quite a bit of information at one time. All of the students will be receiving financial aid. In fact, they must be in need of financial aid to enter into the program, as one of the aims of the program is to improve the success rates of low-income student populations.
According to The Chronicle, a number of technology centers in Tennessee have been experimenting with accelerated certificate programs, although they do not award associate’s degrees in any fields of study. Proponents of acceleration say programs like the one at Ivy Tech are especially useful in areas with competitive job markets or high numbers of unemployment workers who need new skills; graduates are able to get back out into the workforce with new skills in less time than before. What do you think? Is one year too little time to get a degree? Should four-year colleges look to accelerate programs even further?
April 27, 2010
While many students – and their parents – will say no amount of student loan debt is ideal, a new report has zeroed in on those at the top of the pile, those who borrow most and may be most at risk for defaulting on their loans and running the risk of hurting their credit scores.
The newest student debt story comes from a report released yesterday by the College Board Advocacy and Policy Center, which looked at data from 2007-2008 graduates who participated in the “National Postsecondary Student Aid Study.” It paid particular attention to the 17 percent of all bachelor’s degree recipients in that year who graduated with at least $30,500 in student loans. Of those, one in six had average student loan bills of $45,700, with much of those loans coming from private lenders who typically lend to students at higher interest rates.
An article in The Chronicle of Higher Education focused on one particular detail included in the report – that those who borrow more are disproportionately black. Although the sample size was small, and the report’s researchers were hesitant to place too much importance on any breakdowns based on race, the numbers did show some differences in that category. According to the study, 27 percent of black bachelor’s degree recipients borrowed $30,500 or more, compared to 16 percent of white graduates, 14 percent of Hispanic students, and 9 percent of Asian students. Those numbers have little to do with income, however. Middle-class students tended to borrow more than those coming from low-income households, perhaps suggesting that those are the students who are more likely to attend private colleges rather than public institutions.
How else did the report describe those students who borrowed most?
April 26, 2010
Sports scholarships are not only available to athletes from their respective colleges. A number of professional organizations and private groups offer generous awards to student athletes looking for some help to meet their college costs. This week’s Scholarship of the Week targets student bowlers already in college who are able to maintain good grades while competing in the sport on the amateur level.
The Billy Welu Scholarship from the Professional Bowler Association awards student bowlers with $1,000 scholarships. Applicants must not only be decent bowlers, but good students, as well, and meet GPA requirements associated with the award. Welu, for whom the award is named, was a charter member and Hall of Famer in the PBA who was a familiar voice in the sport as an analyst during Pro Bowlers Tour telecasts. If you’re a college student who competes in a different sport, though, make sure you check out some of our examples of sports scholarships and look beyond your college for award funding, as there are hundreds of awards out there that target student athletes.
Those interested in the scholarship must fill out applications available on the PBA’s website. Applications will ask student bowlers to detail their experience in the sport, and write a 500-word essay on how the award will positively affect their bowling, academic, and personal goals. Applicants must also send a reference letter and transcript along with their completed applications.
April 23, 2010
Many fields of study require or strongly suggest semesters or summers of unpaid, or “educational,” internships, where students get experience in their intended future careers but not pay, and often not even college credit.
To address concerns that some employers may be taking advantage of the opportunity to have eager college students come work for them at no cost, the U.S. Department of Labor released a set of rules Wednesday that clarify the roles of those employers and the students’ colleges. The rules will fall under the Fair Labor Standards Act, which also establishes the minimum wage, overtime pay, and any youth employment standards.
According to the Labor Department, internships may be unpaid if they meet the following six criteria:
The Labor Department rules agree with the notion that internships existing as partnerships between employers and colleges are best, and most likely to comply with the new regulations. According to the Labor Department: “The more an internship program is structured around a classroom or academic experience as opposed to the employer’s actual operations, the more likely the internship will be viewed as an extension of the individual’s educational experience (this often occurs where a college or university exercises oversight over the internship program and provides educational credit).”
We know sometimes students have no choice but to apply for internships led by private companies and organizations, and outside of their colleges’ control. Some of those experiences offer not only stipends or salaries but benefits as well, since the students are considered more than interns but temporary employees. What do you think about unpaid internships? Should there be more oversight, as the Labor Department hopes there will be now?
April 22, 2010
Just in time for the 40th anniversary of Earth Day, The Princeton Review has come up with a list of the 286 greenest colleges. The list is based on the notion that the environment has become so important to college students that some would base their college searches on whether or not a school is as concerned as they are about preserving the ecosystem.
The Princeton Review partnered with the U.S. Green Building Council to come up with the list, which gives colleges and universities a “Green Rating” based on their environmentally-related policies, practices, and academic offerings, according to the test prep company. The schools on the list include: Allegheny College, where 40 percent of the food budget is spent on local or organic food and 90 percent of the school grounds are maintained organically; Illinois State University, which opened a Center for Renewable Energy in 2008 and which holds an annual “Healthy You Healthy Earth” environmental fair; Lawrence University, which recently opened a new LEED-certified student center and campus garden that provides produce to the dining hall; and Mills College, which reuses or recycles more than 60 percent of its waste and is working to restore nearby Leona Creek and Lake Aliso as school-wide projects.
Each school that received a “Green Rating” in the 80s or 90s on a scale of 60-99 was included in the ranking, which explains the odd number of schools who made it on the list. While it’s difficult today to find a college that doesn’t feel some responsibility to preserve the environment through recycling or energy conservation programs (which can also save schools struggling to cope with budget shortfalls some money), the list went further than those basic safeguards to determine which schools included “green” thinking in their curricula and broad policies.
An article this week in The Chronicle of Higher Education was skeptical of the list, citing anecdotal evidence of student demands that are not all that “green.”Private rooms and bathrooms and well-equipped recreation and student centers, among other things that would in fact make a college less environmentally-friendly, often top students’ wish lists on what they need out of their college experience, according to the Chronicle article. What do you think? Do you agree that college students are more "green" these days? Would you base your decision on where you plan to go to college on a "Green Rating"?
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