It is not enough to be a strong candidate, you must show that you are one.
The college admissions officer only knows what you and the application tell him.
The application is your tool...
• Establish a strategy for your application.
• Know your strengths.
• Know what you want to tell about yourself.
• Know why you picked each school you apply to.
• Convey your message.
Stay tuned for some real life stories about the application...
Showing posts with label pick a major. Show all posts
Showing posts with label pick a major. Show all posts
Monday, April 11, 2011
Monday, March 28, 2011
Picking Colleges
Colleges and universities in the US do not follow a single pattern. You have real choices when picking a college. When you take the time to explore alternatives, you
• Discover exciting options that you never dreamed exist
• Understand better what suits you
• Apply only to schools you know you like
• Become a stronger candidate
Many students and parents are unaware of the richness and range of possibilities. You may think the only major differences among colleges are size, location and how hard they are to get into. Your assumptions can needlessly limit which schools you consider.
For example, do you believe
• Curriculums are basically similar. The first two years you fulfill requirements in subjects such as science, humanities, social science, and then you pick a major.
• It will cost more to go to a private school than a state school.
• State schools are very large.
• With SAT scores below 1500 there is no point applying to an Ivy League school?
Consider this!
• Many colleges have absolutely no required courses or subjects other than your major. You choose whatever you wish from the catalog, as much or as little math or history as you like, or none at all. (Check out Amherst, Vassar, Brown.)
o Some schools go even further to allow each student to design his own education. Students “contract” individual programs of study with faculty mentors. Rather than emphasize preset courses and content, you focus on independent reading, research projects, tutorials, internships or field work. (Check out Hampshire College, New College of South Florida.)
• Many private universities generously assist students from families of low and moderate income. Some provide merit scholarships regardless of financial need. Your tab could be lower than at a public institution.
o A notable example: parents with incomes below $40,000 are no longer expected to contribute to the cost of their child’s education at Harvard.
• Some state schools have fewer than 5,000 undergraduates. Among them are Fort Lewis in Colorado, University of North Carolina, Asheville, Purchase College, State University of New York, Evergreen College in Washington State.
• Admissions officers at selective, private institutions often have more discretion than their state counterparts. Rather than fill entering classes with valedictorians and students with 1600 SAT scores, they look for applicants who distinguish themselves with their accomplishments, commitments and interests, and personal characteristics.
o Your essay, resume, and interview, and recommendations can be decisive.
o Do not necessarily write off a school because 95% of students have SAT scores higher than yours!
• Discover exciting options that you never dreamed exist
• Understand better what suits you
• Apply only to schools you know you like
• Become a stronger candidate
For example, do you believe
• Curriculums are basically similar. The first two years you fulfill requirements in subjects such as science, humanities, social science, and then you pick a major.
• It will cost more to go to a private school than a state school.
• State schools are very large.
• With SAT scores below 1500 there is no point applying to an Ivy League school?
Consider this!
• Many colleges have absolutely no required courses or subjects other than your major. You choose whatever you wish from the catalog, as much or as little math or history as you like, or none at all. (Check out Amherst, Vassar, Brown.)
o Some schools go even further to allow each student to design his own education. Students “contract” individual programs of study with faculty mentors. Rather than emphasize preset courses and content, you focus on independent reading, research projects, tutorials, internships or field work. (Check out Hampshire College, New College of South Florida.)
• Many private universities generously assist students from families of low and moderate income. Some provide merit scholarships regardless of financial need. Your tab could be lower than at a public institution.
o A notable example: parents with incomes below $40,000 are no longer expected to contribute to the cost of their child’s education at Harvard.
• Some state schools have fewer than 5,000 undergraduates. Among them are Fort Lewis in Colorado, University of North Carolina, Asheville, Purchase College, State University of New York, Evergreen College in Washington State.
• Admissions officers at selective, private institutions often have more discretion than their state counterparts. Rather than fill entering classes with valedictorians and students with 1600 SAT scores, they look for applicants who distinguish themselves with their accomplishments, commitments and interests, and personal characteristics.
o Your essay, resume, and interview, and recommendations can be decisive.
o Do not necessarily write off a school because 95% of students have SAT scores higher than yours!
Monday, March 14, 2011
High School "To Do" List - Senior
Senior-year tasks
* Meet with your school guidance counselor early in the year to discuss your plans.
* Continue to develop your advocacy skills and to polish study skills.
* Learn about what faculty members in college will expect from you.
* Continue exploring possible college majors that are consistent with your career goal and your strengths and interests.
* Figure out how you learn best and how this will help you in college.
* Find out how to get accommodations in college. It’s a very different process from high school!
* Role-play talking with professors about your accommodations.
* Explore assistive technology that you may need in college.
* Research the resources in your state to find a college preview event for students with disabilities. If your community has this type of event, plan on attending.
* Role-play college interviews with counselors, family members and teachers.
* Finalize your “Going To College” portfolio so that it contains at least the following:
o Copies of your psychological and educational evaluations
o Transcripts
o ACT or SAT scores
o Your medical records (if appropriate)
o A writing sample or other work samples related to your choice of a major
o Your letters of recommendation from teachers and employers
o The current list of academic accommodations and auxiliary aids and services you may need in college (be sure to include assistive technologies)
* Visit colleges (start early in the year):
o Visit the college Web site and look at the admissions office to see when college tours are offered.
o Be prepared when you visit colleges to write or talk about your experiences.
o Admissions officers will provide information about admissions procedures and financial aid opportunities.
o Take your “Going To College” portfolio with you to share with disability service providers, if appropriate.
o Evaluate the disability services, service provider and staff.
o Talk with college students receiving disability support services about their experiences.
* Compare the various colleges and think about living in the campus community (e.g., housing, social activities, classrooms, leisure activities, services for students with disabilities and athletic activities).
* Apply to two or more of your preferred colleges — choose one that is a “reach” or your “dream” school, one where you expect to be accepted and one where you KNOW you can be accepted.
* Prepare your applications carefully, paying close attention to the instructions and deadlines. Be neat. Be accurate.
* When accepted, consider attending the pre-admission summer program (if available). It will be worth your time and ease the process when classes start in the fall.
* Take the SAT again, if appropriate.
* Send a thank you note to the individuals who wrote you recommendation letters.
* If not done in your junior year, contact the vocational rehabilitation counselor to determine your eligibility for DRS services while in college.
* Meet with your school guidance counselor early in the year to discuss your plans.
* Continue to develop your advocacy skills and to polish study skills.
* Learn about what faculty members in college will expect from you.
* Continue exploring possible college majors that are consistent with your career goal and your strengths and interests.
* Figure out how you learn best and how this will help you in college.
* Find out how to get accommodations in college. It’s a very different process from high school!
* Role-play talking with professors about your accommodations.
* Explore assistive technology that you may need in college.
* Research the resources in your state to find a college preview event for students with disabilities. If your community has this type of event, plan on attending.
* Role-play college interviews with counselors, family members and teachers.
* Finalize your “Going To College” portfolio so that it contains at least the following:
o Copies of your psychological and educational evaluations
o Transcripts
o ACT or SAT scores
o Your medical records (if appropriate)
o A writing sample or other work samples related to your choice of a major
o Your letters of recommendation from teachers and employers
o The current list of academic accommodations and auxiliary aids and services you may need in college (be sure to include assistive technologies)
* Visit colleges (start early in the year):
o Visit the college Web site and look at the admissions office to see when college tours are offered.
o Be prepared when you visit colleges to write or talk about your experiences.
o Admissions officers will provide information about admissions procedures and financial aid opportunities.
o Take your “Going To College” portfolio with you to share with disability service providers, if appropriate.
o Evaluate the disability services, service provider and staff.
o Talk with college students receiving disability support services about their experiences.
* Compare the various colleges and think about living in the campus community (e.g., housing, social activities, classrooms, leisure activities, services for students with disabilities and athletic activities).
* Apply to two or more of your preferred colleges — choose one that is a “reach” or your “dream” school, one where you expect to be accepted and one where you KNOW you can be accepted.
* Prepare your applications carefully, paying close attention to the instructions and deadlines. Be neat. Be accurate.
* When accepted, consider attending the pre-admission summer program (if available). It will be worth your time and ease the process when classes start in the fall.
* Take the SAT again, if appropriate.
* Send a thank you note to the individuals who wrote you recommendation letters.
* If not done in your junior year, contact the vocational rehabilitation counselor to determine your eligibility for DRS services while in college.
Monday, December 20, 2010
Interview with a Counselor - Picking a Major
Hi. I’m Erica Lovelace and I’d like to talk to you all today about choosing a major and some considerations that you might want to look at as you’re planning your future. One of the things that I first want to tell you is where I’m from. I’m from the Department of Rehabilitative Services which is also known as Vocational Rehabilitation. And I say that because you all might be interested in contacting your local VR office to see whether or not they may be able to offer you some assistance in helping you determine your major. They have the ability to do some career assessments, career guidance and counseling and exploration. It’s an excellent resource that you all might wanna consider as you’re planning your college career and looking at what is your major study and what types of employment opportunities might you engage in once you’ve completed your education.
Some of the things that you might wanna consider on your own when you’re looking at a major is what are you interested in, what are the things that you like to do as a hobby, as a vocation, those are things that might direct you in choosing your major. Some of the other things that you might wanna consider are not feeling that you have to choose a major immediately. You don’t have to declare your major until sometimes after your second year. The first year to that you’re enrolled in a college program, you’re really concentrating on your core courses: Your English, your math, your history, your science. You also have to get some electives in. What an opportunity to use those electives to help you determine what your major is going to be. You can look at all of the programs that are available, take a few electives in courses that you think you might be interested in and have that help you as a guide and a tool to use as you’re choosing your major.
Some other things that you wanna consider are following your heart. Look at what it is that you truly want to do. I’ve worked with students for quite a few years and I’ve seen so many students that go into a program based on the amount of money they’re going to be able to earn and it really hasn’t been a good match. The money is not the most important thing when you’re considering choosing a major in your ultimate employment. You’re gonna work many, many years. It’s important that you’re working in a field that you enjoy and that you have a passion for. So keep that in mind and follow your heart in what it is that you really wanna do and the environment that you really wanna be involved in.
You’re also going to get a lot of information from many, many different people. Don’t feel pressured into choosing a major based on the influence and the opinions of others. It has to be something that you’re really interested in. Once you’re looking at your major consider the entire course work. There’s probably gonna be some courses that you may or may not like. So as you’re picking your major look at the entire requirements for the degree program and what the courses are that you’re gonna have to take to satisfy that major.
You might also wanna look at the employment areas that are going to be available to you once you complete a major. You certainly don’t wanna pick a major only to find out that the employment arena for that major is either decreasing and or the jobs are being outsourced, so your likelihood of finding suitable employment is not very great. So keep that in mind. And along those lines some things that you might wanna do while you’re still in high school during your summers in helping you choose a major is to actually visit some employers where you think they have the types of jobs that you might eventually be interested in. Do some informational interviewing where you meet with the employer or you meet with an employee within a certain company and you talk to that employee and you ask some very pointed questions. What type of training do they require, what were their interest, what do they like about the job they’re doing, what do they dislike about the job that they’re currently doing, what is a typical day like for them. And maybe one of the most important questions is if they had it to do over again, would they still choose the same field.
The next step that you can do after the informational interviewing is visit a job site. Ask an employer or an HR Department if you could do some job shadowing where you actually are with an employee for a day, a half a day or a prescribed amount of time and you actually follow that individual for a day and you observe what their activities are and the interaction that they’re required to do with others and the actual work that they are assigned. Those are some good ideas to consider when you’re looking at choosing a major.
The other thing that you might wanna consider when you’re looking at your major and as it ties into employment opportunities what types of additional training might be required beyond completion of a bachelor’s degree. Are you looking at a field that is going to require a master’s degree or certification training or perhaps a PhD? Those might be things that you want to consider as you’re looking at choosing a major. There’s places where you can get information on labor market trends, so that you can look at. What are the jobs that are increasing in demand over a period of time? And if those are jobs that are going to become available and their areas of interest you might wanna look at at the majors.
One of the things that as a VR Counselor, I encourage individuals to do is focus on your employment goal. Look at your employment goal and what are the requirements of that employment goal as opposed to necessarily focusing in on a degree or a major, but look at the actual work that you’re interested in and what are the requirements to meet those work requirements.
Another thing that you might wanna consider in choosing a major is what are the expectations from the university. Are you required to get above a 2.0? Some universities require that you have a 3.0 in your chosen major. Those are some things that you might wanna consider before selecting a major.
Some of the other things that you might wanna look at is whether or not a foreign language is required. Do you have to take a foreign language to satisfy that major? And you need to know these things at the beginning of selecting your major. Not at the end when you’re anticipating having your degree.
In closing, I hope that you found some of these ideas helpful and that you’ll use some of the ideas. Most importantly follow your heart, have fun, explore your options as you’re choosing your major. Thank you so much.
Some of the things that you might wanna consider on your own when you’re looking at a major is what are you interested in, what are the things that you like to do as a hobby, as a vocation, those are things that might direct you in choosing your major. Some of the other things that you might wanna consider are not feeling that you have to choose a major immediately. You don’t have to declare your major until sometimes after your second year. The first year to that you’re enrolled in a college program, you’re really concentrating on your core courses: Your English, your math, your history, your science. You also have to get some electives in. What an opportunity to use those electives to help you determine what your major is going to be. You can look at all of the programs that are available, take a few electives in courses that you think you might be interested in and have that help you as a guide and a tool to use as you’re choosing your major.
Some other things that you wanna consider are following your heart. Look at what it is that you truly want to do. I’ve worked with students for quite a few years and I’ve seen so many students that go into a program based on the amount of money they’re going to be able to earn and it really hasn’t been a good match. The money is not the most important thing when you’re considering choosing a major in your ultimate employment. You’re gonna work many, many years. It’s important that you’re working in a field that you enjoy and that you have a passion for. So keep that in mind and follow your heart in what it is that you really wanna do and the environment that you really wanna be involved in.
You’re also going to get a lot of information from many, many different people. Don’t feel pressured into choosing a major based on the influence and the opinions of others. It has to be something that you’re really interested in. Once you’re looking at your major consider the entire course work. There’s probably gonna be some courses that you may or may not like. So as you’re picking your major look at the entire requirements for the degree program and what the courses are that you’re gonna have to take to satisfy that major.
You might also wanna look at the employment areas that are going to be available to you once you complete a major. You certainly don’t wanna pick a major only to find out that the employment arena for that major is either decreasing and or the jobs are being outsourced, so your likelihood of finding suitable employment is not very great. So keep that in mind. And along those lines some things that you might wanna do while you’re still in high school during your summers in helping you choose a major is to actually visit some employers where you think they have the types of jobs that you might eventually be interested in. Do some informational interviewing where you meet with the employer or you meet with an employee within a certain company and you talk to that employee and you ask some very pointed questions. What type of training do they require, what were their interest, what do they like about the job they’re doing, what do they dislike about the job that they’re currently doing, what is a typical day like for them. And maybe one of the most important questions is if they had it to do over again, would they still choose the same field.
The next step that you can do after the informational interviewing is visit a job site. Ask an employer or an HR Department if you could do some job shadowing where you actually are with an employee for a day, a half a day or a prescribed amount of time and you actually follow that individual for a day and you observe what their activities are and the interaction that they’re required to do with others and the actual work that they are assigned. Those are some good ideas to consider when you’re looking at choosing a major.
The other thing that you might wanna consider when you’re looking at your major and as it ties into employment opportunities what types of additional training might be required beyond completion of a bachelor’s degree. Are you looking at a field that is going to require a master’s degree or certification training or perhaps a PhD? Those might be things that you want to consider as you’re looking at choosing a major. There’s places where you can get information on labor market trends, so that you can look at. What are the jobs that are increasing in demand over a period of time? And if those are jobs that are going to become available and their areas of interest you might wanna look at at the majors.
One of the things that as a VR Counselor, I encourage individuals to do is focus on your employment goal. Look at your employment goal and what are the requirements of that employment goal as opposed to necessarily focusing in on a degree or a major, but look at the actual work that you’re interested in and what are the requirements to meet those work requirements.
Another thing that you might wanna consider in choosing a major is what are the expectations from the university. Are you required to get above a 2.0? Some universities require that you have a 3.0 in your chosen major. Those are some things that you might wanna consider before selecting a major.
Some of the other things that you might wanna look at is whether or not a foreign language is required. Do you have to take a foreign language to satisfy that major? And you need to know these things at the beginning of selecting your major. Not at the end when you’re anticipating having your degree.
In closing, I hope that you found some of these ideas helpful and that you’ll use some of the ideas. Most importantly follow your heart, have fun, explore your options as you’re choosing your major. Thank you so much.
Monday, December 13, 2010
Deciding on a Major Part 2
Discover your options
If you are uncertain of your major, you may enroll in college with an undeclared major and begin your general education requirements. Sometimes students discover what they want to major in by taking the required general education classes. A general education program in the humanities or liberal arts offers a great deal of variety and can also help you further identify your interests, strengths and values. A liberal arts degree, for example, can provide a solid foundation for many jobs and future career paths. Some courses include “service learning” to provide hands-on experiences for students. You may also volunteer in different organizations or businesses in which you are interested to get a further idea of your career direction. Some businesses even prefer to hire individuals with a liberal arts degree, as it conveys competent skills in critical thinking, writing, problem solving and decision-making, and allows the company to provide its own training to the employee.
Additionally, when you get to college you can meet with a career counselor at the college career center on campus. These centers have many resources to help you with your decision-making. Your career interests and goals will develop and even change over time. The more you can specify what you want, the easier it will be to reach your goal.
Some majors require performance skills in addition to the academics or “book learning” you get in the classroom. For example, a student who wants to become a teacher may need to go into the classroom and observe a classroom in action or even teach a lesson with supervision. The student isn’t just reading about teaching strategies, he or she is actually doing it or seeing it in action.
It’s important to know if you have difficulty with learning performance skills during a required internship; you may need accommodations to acquire the new skills or be able to complete a task. Let’s say you have difficulty reading weekly written assignments provided by your site supervisor. One accommodation might be that you are given an electronic version of the instructions so you can use technology to read it aloud to you. You can understand the instructions, but you may need to access them in a different way. It’s about being creative to get the job done. But you don’t have to do it all on your own. The disability support services office on campus can talk with you about appropriate job site accommodations. The Job Accommodation Network also provides individualized workplace solutions if your disability presents a challenge to complete a required task. And lastly, your state vocational rehabilitation service has expertise in how to accommodate your disability and help you to work efficiently on the job. Think about inviting a representative from your state vocational rehabilitation service to participate in your IEP meeting.
Identify your interests
To begin identifying your potential interests, meet with your guidance counselor to discuss your interests and assessment resources available at your high school. It is recommended to take several career interest surveys and to discuss them with a career professional. Look under “Activities” to find some things you can start doing now to narrow down your choices in majors and careers.
If you are uncertain of your major, you may enroll in college with an undeclared major and begin your general education requirements. Sometimes students discover what they want to major in by taking the required general education classes. A general education program in the humanities or liberal arts offers a great deal of variety and can also help you further identify your interests, strengths and values. A liberal arts degree, for example, can provide a solid foundation for many jobs and future career paths. Some courses include “service learning” to provide hands-on experiences for students. You may also volunteer in different organizations or businesses in which you are interested to get a further idea of your career direction. Some businesses even prefer to hire individuals with a liberal arts degree, as it conveys competent skills in critical thinking, writing, problem solving and decision-making, and allows the company to provide its own training to the employee.
Additionally, when you get to college you can meet with a career counselor at the college career center on campus. These centers have many resources to help you with your decision-making. Your career interests and goals will develop and even change over time. The more you can specify what you want, the easier it will be to reach your goal.
Some majors require performance skills in addition to the academics or “book learning” you get in the classroom. For example, a student who wants to become a teacher may need to go into the classroom and observe a classroom in action or even teach a lesson with supervision. The student isn’t just reading about teaching strategies, he or she is actually doing it or seeing it in action.
It’s important to know if you have difficulty with learning performance skills during a required internship; you may need accommodations to acquire the new skills or be able to complete a task. Let’s say you have difficulty reading weekly written assignments provided by your site supervisor. One accommodation might be that you are given an electronic version of the instructions so you can use technology to read it aloud to you. You can understand the instructions, but you may need to access them in a different way. It’s about being creative to get the job done. But you don’t have to do it all on your own. The disability support services office on campus can talk with you about appropriate job site accommodations. The Job Accommodation Network also provides individualized workplace solutions if your disability presents a challenge to complete a required task. And lastly, your state vocational rehabilitation service has expertise in how to accommodate your disability and help you to work efficiently on the job. Think about inviting a representative from your state vocational rehabilitation service to participate in your IEP meeting.
Identify your interests
To begin identifying your potential interests, meet with your guidance counselor to discuss your interests and assessment resources available at your high school. It is recommended to take several career interest surveys and to discuss them with a career professional. Look under “Activities” to find some things you can start doing now to narrow down your choices in majors and careers.
Monday, December 6, 2010
Deciding on a Major Part 1
Decisions, decisions, decisions
Some students are very clear about their passions and know exactly what they want to major in from the very beginning of college. The majority of students, however, are not so certain. What can help you to decide on a major?
A sea of choices
There are thousands of occupations from which to choose, many career assessments to jump start your ideas and frequent listings of top 10 careers or hottest jobs. But there is no specific test that will tell you what to be when you are older or what should be your major! Many students initially choose careers that open up job opportunities that pay very well. But it’s not all about the money.
While earning power is a consideration, it is more important to find a career that you love to do, that is right for you and that you can’t believe you are getting paid to do! Your values and what you deem important in life will ultimately play a role in your career satisfaction. Especially important for students with disabilities is to choose a major in which your strengths will be utilized on a regular basis and a major that allows you to compensate for less important skills that are not as strong. These considerations will maximize your chances for success.
What is a major?
A major is an area of study that allows you to build knowledge and skills around a specific subject or specialty area. To earn a degree in a particular major, each college requires certain courses and course credits and may provide choices for predetermined electives. These established programs are often based on national or state accreditation standards in order to guarantee that graduates are proficient with identified skills and knowledge. Most majors also require general education courses such as English, science, social sciences, math, etc.
Some students are very clear about their passions and know exactly what they want to major in from the very beginning of college. The majority of students, however, are not so certain. What can help you to decide on a major?
A sea of choices
There are thousands of occupations from which to choose, many career assessments to jump start your ideas and frequent listings of top 10 careers or hottest jobs. But there is no specific test that will tell you what to be when you are older or what should be your major! Many students initially choose careers that open up job opportunities that pay very well. But it’s not all about the money.
While earning power is a consideration, it is more important to find a career that you love to do, that is right for you and that you can’t believe you are getting paid to do! Your values and what you deem important in life will ultimately play a role in your career satisfaction. Especially important for students with disabilities is to choose a major in which your strengths will be utilized on a regular basis and a major that allows you to compensate for less important skills that are not as strong. These considerations will maximize your chances for success.
What is a major?
A major is an area of study that allows you to build knowledge and skills around a specific subject or specialty area. To earn a degree in a particular major, each college requires certain courses and course credits and may provide choices for predetermined electives. These established programs are often based on national or state accreditation standards in order to guarantee that graduates are proficient with identified skills and knowledge. Most majors also require general education courses such as English, science, social sciences, math, etc.
Monday, November 29, 2010
Going to College
The following are from interviews with reals students about choosing a college:
Lisa:
Take your time and research the college you’re going to, make sure you know what it’s about, take the time to visit the school, spend the night there if you can, spend a weekend there if you can, if you know people that go there already, ask their opinions on it.
Maria:
I was looking at their disability support services centers. Every time I went to visit I would go to the disability support services center to see how comfortable I felt with the staff, how helpful they seemed to be on that day, if they were willing to talk to me or not. I would definitely take a tour of … I took a tour of every campus that I applied to, just to see if I felt comfortable there. I also looked at what majors they offered, what my interests need, what the requirements were because I knew if there were a school that required that for some reason, I wouldn’t know why, I needed four years of a foreign language, that was a turn off to me due to my disability. So things like that, something … just a good feeling on the campus as well as the technical requirements to actually get the degree.
Manisha:
I also looked at the criteria of how the schools are ranked to help me pick which school I liked best for me. I did music so it was important to have a good music program, as well as strong programs in other aspects of the school because you never know when you have to take classes outside of your department and that’s important to know that you’re still getting a really good education outside of your department.
Andrea:
Cast a wide net, list all the schools you think you might want to go to and start there. And then … then you can start narrowing it down by reading more about it, contacting people at the university disability support services. I think it also can be really helpful to talk to other students at the university, even if you call disability support services and ask, do you have any student that’s affiliated with your office who might be willing to talk to someone who is considering the college, to give me a sense of what their experience has been like?
Manisha:
I also picked a school which happened to be located where my doctors are located, so for me that also helped instead of picking a different school because if I needed anything my doctors are right there, a couple of miles down.
Amy:
I knew going in that I wanted a school with smaller classes, when you got into your core classes, because I really enjoy learning but I’m a very interactive learner. So I wanted to be able to interact with the professors and ask the professors questions … and it was setting, I never thought I would end up at an urban school. I always thought I was gonna end up at a rural school with tons of trees and country and horses and dogs, because my family has a farm and I’ve just grown up with all the trees around me and everything. But when it came down to it, especially going in with an international focus, it came down to who has the most diverse student population.
Lisa:
Take your time and research the college you’re going to, make sure you know what it’s about, take the time to visit the school, spend the night there if you can, spend a weekend there if you can, if you know people that go there already, ask their opinions on it.
Maria:
I was looking at their disability support services centers. Every time I went to visit I would go to the disability support services center to see how comfortable I felt with the staff, how helpful they seemed to be on that day, if they were willing to talk to me or not. I would definitely take a tour of … I took a tour of every campus that I applied to, just to see if I felt comfortable there. I also looked at what majors they offered, what my interests need, what the requirements were because I knew if there were a school that required that for some reason, I wouldn’t know why, I needed four years of a foreign language, that was a turn off to me due to my disability. So things like that, something … just a good feeling on the campus as well as the technical requirements to actually get the degree.
Manisha:
I also looked at the criteria of how the schools are ranked to help me pick which school I liked best for me. I did music so it was important to have a good music program, as well as strong programs in other aspects of the school because you never know when you have to take classes outside of your department and that’s important to know that you’re still getting a really good education outside of your department.
Andrea:
Cast a wide net, list all the schools you think you might want to go to and start there. And then … then you can start narrowing it down by reading more about it, contacting people at the university disability support services. I think it also can be really helpful to talk to other students at the university, even if you call disability support services and ask, do you have any student that’s affiliated with your office who might be willing to talk to someone who is considering the college, to give me a sense of what their experience has been like?
Manisha:
I also picked a school which happened to be located where my doctors are located, so for me that also helped instead of picking a different school because if I needed anything my doctors are right there, a couple of miles down.
Amy:
I knew going in that I wanted a school with smaller classes, when you got into your core classes, because I really enjoy learning but I’m a very interactive learner. So I wanted to be able to interact with the professors and ask the professors questions … and it was setting, I never thought I would end up at an urban school. I always thought I was gonna end up at a rural school with tons of trees and country and horses and dogs, because my family has a farm and I’ve just grown up with all the trees around me and everything. But when it came down to it, especially going in with an international focus, it came down to who has the most diverse student population.
Monday, August 30, 2010
Online Resources - Career
Career Information
Occupational Outlook Handbook
http://www.bld.gov/oco/
Jobweb
http://www.jobweb.org/
Employment Guide
http://www.employmentguide.com/
Job Options
http://www.joboptions.com/
Occupational Outlook Handbook
http://www.bld.gov/oco/
Jobweb
http://www.jobweb.org/
Employment Guide
http://www.employmentguide.com/
Job Options
http://www.joboptions.com/
Monday, July 12, 2010
When to Choose a Major
One of the most important decisions you will make when embarking on your college career is what you will select as your major. Despite the importance of this decision, many undergraduates come to this conclusion very early, some before they even set foot on campus.
There are, in fact, a number of things that should be considered before deciding on a major. Remember, college is more than a trade school. The goal of higher education is to give you a skill set that will help you in the workplace, but it is also designed to make you more of a well-rounded person. You should spend your first couple of semesters taking a variety of courses that interest you, not just fill your core requirements. Not only does this give you more options, but it also gives you information down the road if you decide on a minor.
Please keep in mind that if you do go to college with a major in mind that you find that it is not a good fit for you. You may want to change, but you should try to find this out earlier rather than later…
This is also important because changing your major midway through college can cost you time and money. If you decide in your second or third year that your current major isn’t right for you, you may have to postpone your graduation date and pay for the extra time you are in school.
There are, in fact, a number of things that should be considered before deciding on a major. Remember, college is more than a trade school. The goal of higher education is to give you a skill set that will help you in the workplace, but it is also designed to make you more of a well-rounded person. You should spend your first couple of semesters taking a variety of courses that interest you, not just fill your core requirements. Not only does this give you more options, but it also gives you information down the road if you decide on a minor.
Please keep in mind that if you do go to college with a major in mind that you find that it is not a good fit for you. You may want to change, but you should try to find this out earlier rather than later…
This is also important because changing your major midway through college can cost you time and money. If you decide in your second or third year that your current major isn’t right for you, you may have to postpone your graduation date and pay for the extra time you are in school.
Monday, May 24, 2010
Transitioning from a Community College to a Four-Year School
If you want to start out at a community college (or are already enrolled in one) and then transfer to a four-year school, make sure you have a plan. If you try to make the switch without mapping out your steps, then your transition will be harder. Here are the steps you should take to transition from a community college to a four-year school.
Make a list. Come up with a list of objectives to help you determine the right path for you. Think about where you see yourself in five or ten years. Here are some questions to consider:
• What career would you like to pursue?
• What academic preparation is required to enter this career field?
• Which four-year institution has a good academic program for your field of interest?
• What are some of the characteristics you are looking for in a four-year school?
Choose a transfer school. The earlier you can select a four-year institution to attend, the better off you will be. Universities and colleges differ widely in the courses they accept for transfer. By choosing a transfer school as early as possible, you will save a lot of time and effort because you will know in advance which courses will transfer to your selected school. When choosing a transfer school, check to see which schools have articulation agreements. Articulation agreements provide specific transfer policies that make it easier to transfer from one school to another. Be sure to visit schools and take virtual tours of campuses to help you pick a four-year school.
Meet with transfer advisors. Because not all universities and colleges accept the same courses for transfer, it is critical that you work with a transfer advisor at your community college as well as one at the school to which you want to transfer. These advisors will help you map out courses to meet graduation requirements at your community college and transfer requirements for your chosen four-year institution.
Focus on academics and extracurricular activities. Most community colleges operate under an "open admissions" policy, which means that anyone with a high school diploma or GED may attend, regardless of prior academic performance and extracurricular involvement. However, to be accepted into your four-year school of choice, you need to stay focused on academics, achievements, and extracurricular activities. Keep your grades up and become involved in your community. Your transfer school wants well-rounded students.
Research financial aid options. Four-year institutions are more expensive than community colleges, so be sure to look into your financial aid options. Look for scholarships by performing a free scholarship search (never pay for that service). You should also complete the Free Application for Federal Student Aid (FAFSA) to apply for state, federal, and institutional aid. Even if you don't think you'll qualify for need-based financial aid, you should still complete the FAFSA to be eligible for low-interest student loans. The FAFSA can be completed online at www.fafsa.ed.gov as soon as possible after January 1st of the year for which you are requesting aid.
For more specific information on transferring to a four-year school, contact your community college transfer advisor.
Monday, May 17, 2010
Not Ready for College? What Now?
It’s May, and if you are the parent of a college-bound high school student, you are either recovering from, or in the midst of, the college search process. During this time, it might become clear to you that your child might not be entirely ready to embark on this next step in their education. This should not be immediate cause for concern, however, but rather conversation. There is another option for the wary pre-freshman: the gap year.
A gap year, or “year out”, is the British tradition of deferring college in favor of a year spent traveling, volunteering, interning and engaging in other forms of experiential learning. Recently, the trend of taking a gap year has been gaining popularity stateside, with more and more opting to take a year off before college. Colleges and universities are supporting this opportunity by making deferring school easier and in some cases, like Princeton, offering their own in-house gap year programs. In most cases, a simple letter to your child’s school of choice explaining their reasoning for taking a gap year is enough to secure their spot for the following school year.
There are many benefits for a student taking a gap year. Parents often list the following as changes they see in their children over the course of a year out:
• Maturation, self reliance and independence
• Recovery from academic burnout / Renewal in eagerness to learn
• Wider world view and global perspective
• Discovery of interests and passions through firsthand experience
• Ridding themselves of the travel bug or the desire to “do some things” before college
• Learning or gaining proficiency in a foreign language
• Real world experience before college
• Better avoid the risk of first year drop/fail out by providing the opportunity to refocus priorities and gain maturity
In this economic climate, taking a gap year can also be a wise financial decision. A gap year allows you more time to let your college savings mature, reapply for better financial aid packages and allow the federal stimulus money time to enter the bloodstream of the college aid programs.
So let’s assume your child is well suited for a gap year. “What now?” you may ask. In short: communication and research. Sit down with your child and speak to them about why they want to do a gap year and where they might want to spend their time. It also helps to have them write down a list of goals to help them focus.
Next, you and your child should look for reliable, structured volunteer or travel opportunities designed for young people. Idealist.org and TransitionsAbroad.com can be good resources for finding both domestic and international organizations. Be sure to research an organization carefully by personally speaking with the volunteer coordinator and asking for references. This will give you peace of mind as well as improve your child’s safety. You can also seek the help of guidance counselors or independent consultants (such as myself) who specialize in helping students and their families choose reputable gap year programs.
Set a budget, keeping in mind students are usually asked to pay a fee for volunteering overseas with organized programs. Be sure to factor in the “extras” like vaccinations, airfare, travel money and international health insurance. Don’t be shy in asking your child to contribute a certain portion of the budget themselves; either through a summer job or fundraising. This gives them a financial stake in their activities.
Try to guide your child without pressing upon them what you think they should do. Set some ground rules i.e. “You may not go to the Congo,” but be sure to allow your child the freedom to make their own decisions about how they want to structure their year out. This will not only empower them to be deliberate but will let them know you trust them to make adult choices.
Before you know it, your child will be off to school, matured from a year of unique experiences and ready to take full advantage of their college years!
A gap year, or “year out”, is the British tradition of deferring college in favor of a year spent traveling, volunteering, interning and engaging in other forms of experiential learning. Recently, the trend of taking a gap year has been gaining popularity stateside, with more and more opting to take a year off before college. Colleges and universities are supporting this opportunity by making deferring school easier and in some cases, like Princeton, offering their own in-house gap year programs. In most cases, a simple letter to your child’s school of choice explaining their reasoning for taking a gap year is enough to secure their spot for the following school year.There are many benefits for a student taking a gap year. Parents often list the following as changes they see in their children over the course of a year out:
• Maturation, self reliance and independence
• Recovery from academic burnout / Renewal in eagerness to learn
• Wider world view and global perspective
• Discovery of interests and passions through firsthand experience
• Ridding themselves of the travel bug or the desire to “do some things” before college
• Learning or gaining proficiency in a foreign language
• Real world experience before college
• Better avoid the risk of first year drop/fail out by providing the opportunity to refocus priorities and gain maturity
In this economic climate, taking a gap year can also be a wise financial decision. A gap year allows you more time to let your college savings mature, reapply for better financial aid packages and allow the federal stimulus money time to enter the bloodstream of the college aid programs.
So let’s assume your child is well suited for a gap year. “What now?” you may ask. In short: communication and research. Sit down with your child and speak to them about why they want to do a gap year and where they might want to spend their time. It also helps to have them write down a list of goals to help them focus.
Next, you and your child should look for reliable, structured volunteer or travel opportunities designed for young people. Idealist.org and TransitionsAbroad.com can be good resources for finding both domestic and international organizations. Be sure to research an organization carefully by personally speaking with the volunteer coordinator and asking for references. This will give you peace of mind as well as improve your child’s safety. You can also seek the help of guidance counselors or independent consultants (such as myself) who specialize in helping students and their families choose reputable gap year programs.
Set a budget, keeping in mind students are usually asked to pay a fee for volunteering overseas with organized programs. Be sure to factor in the “extras” like vaccinations, airfare, travel money and international health insurance. Don’t be shy in asking your child to contribute a certain portion of the budget themselves; either through a summer job or fundraising. This gives them a financial stake in their activities.
Try to guide your child without pressing upon them what you think they should do. Set some ground rules i.e. “You may not go to the Congo,” but be sure to allow your child the freedom to make their own decisions about how they want to structure their year out. This will not only empower them to be deliberate but will let them know you trust them to make adult choices.
Before you know it, your child will be off to school, matured from a year of unique experiences and ready to take full advantage of their college years!
Tuesday, May 4, 2010
Why take AP Classes?
If you’re planning to go to college and your high school offers AP classes, you should take advantage of the opportunity. The successful completion of Advanced Placement classes has benefits during both the college application process and undergraduate life. Below are six of the biggest advantages to taking AP classes.
1. Impress College Admission Counselors
At nearly every college in the country, your academic record is the most important part of your college application. The folks in the admissions office want to see that you’ve taken the most challenging courses available to you. Success in difficult courses is the surest sign of your preparedness for college. The most challenging courses, of course, are college-level Advanced Placement classes.
2. Develop College-Level Academic Skills
AP classes require the type of high-level calculating and critical thinking that you’ll encounter in your first year of college. If you can write essays and solve problems successfully for an AP class, you’ve reached the level of many of the skills that will lead to success in college.
3. Save Money
If you take enough Advanced Placement classes, you can potentially graduate from college a semester or even a year early. Early graduation isn’t always a good idea, but for a student who isn’t receiving financial aid, it can save tens of thousands of dollars...
4. Choose a Major Sooner
AP classes can help with your selection of a major in two ways. First, each course provides an in-depth introduction to a specific subject area. Second, a high score on an AP exam often fulfills one of a college’s general education requirements. This means you’ll have more room in your schedule to explore different academic fields early in your undergraduate career.
5. Take More Elective Classes in College
Not only do AP classes help you zero in on a major sooner, but they also free up your schedule so you can take more elective classes (college classes that are not required for graduation). For many students, a college’s general education requirements and major requirements leave little room for fun and exploratory classes. If you want to take that interesting class on glass blowing or dance, AP credits will make it much easier to fit the course in your schedule.
6. Add a Minor or Second Major More Easily
If you’re particularly driven and have multiple interests, AP credits can make it more feasible to add a minor (or two) or even a second major to your undergraduate academic plan. With a standard work load and no AP credits, you might find it impossible to complete the requirements for two majors in four years.
1. Impress College Admission Counselors
At nearly every college in the country, your academic record is the most important part of your college application. The folks in the admissions office want to see that you’ve taken the most challenging courses available to you. Success in difficult courses is the surest sign of your preparedness for college. The most challenging courses, of course, are college-level Advanced Placement classes.
2. Develop College-Level Academic Skills
AP classes require the type of high-level calculating and critical thinking that you’ll encounter in your first year of college. If you can write essays and solve problems successfully for an AP class, you’ve reached the level of many of the skills that will lead to success in college.
3. Save Money
If you take enough Advanced Placement classes, you can potentially graduate from college a semester or even a year early. Early graduation isn’t always a good idea, but for a student who isn’t receiving financial aid, it can save tens of thousands of dollars...
4. Choose a Major Sooner
AP classes can help with your selection of a major in two ways. First, each course provides an in-depth introduction to a specific subject area. Second, a high score on an AP exam often fulfills one of a college’s general education requirements. This means you’ll have more room in your schedule to explore different academic fields early in your undergraduate career.
5. Take More Elective Classes in College
Not only do AP classes help you zero in on a major sooner, but they also free up your schedule so you can take more elective classes (college classes that are not required for graduation). For many students, a college’s general education requirements and major requirements leave little room for fun and exploratory classes. If you want to take that interesting class on glass blowing or dance, AP credits will make it much easier to fit the course in your schedule.
6. Add a Minor or Second Major More Easily
If you’re particularly driven and have multiple interests, AP credits can make it more feasible to add a minor (or two) or even a second major to your undergraduate academic plan. With a standard work load and no AP credits, you might find it impossible to complete the requirements for two majors in four years.
Thursday, April 15, 2010
What to do Right After High School?
Some students will go to college right after college. Others will not want to. And others still may not need to... The good news is that there are options other than going straight to college that may be worth considering.
The following questionnaires will help you decide whether, after high school, you’d be wisest to:
• go straight to a four-year college
• go to a two-year community college with plans to transfer later to a four-year college
• obtain training at a community college or vocational apprenticeship program that will prepare you for your career in two years, often less (many vocational schools offer programs in medical, trades, business, and other areas that earn you a diploma in about nine months – and then you are in the job field).
• join the military
• learn how to start your own business (with a mentor’s help)
• look for a job straight out of high school.
Questionnaire 1
1. Do you get at least B’s in most academic courses?
2. Did you score at least 1050 on the SAT (22 on the ACT)?
3. Do you like most of your academic classes?
4. Do you aspire to a career that requires a four-year college degree?
If you answered yes to all four questions, consider going straight to a four-year college.
Keys to finding a good and well-suited college:
1. Ask the college’s admissions office for a copy of its latest student satisfaction survey and accreditation report.
2. Read about the college in the book, The Best 357 Colleges. Each college’s profile summarizes a survey of 100+ of that college’s students.
3. When visiting the campus, hang out in the student cafeteria; walk through the residence halls, and into a busy classroom building and peek into 5 or 10 classes. Can you see yourself fitting in?
4. Ask at least five students, “I’m thinking of coming here. What should I know about it that wouldn’t appear in the official brochure?” “What sorts of students fit best and worst here?” and “Do you think this college is worth the money?”
Questionnaire 2
1. Would the cost of a four-year college likely severely strain your family’s financial security, even assuming you got some financial aid? (If you don’t know, use the college cost calculators at www.finaid.org.)
2. Did you get at least B’s in most academic courses?
3. Did you score at least 950 on the SAT (19 on the ACT)?
4. Would you be able to stay motivated to do well in college even if many fellow students were not?
5. Can you live with telling your friends you’re starting out to a community college even though it doesn’t have the prestige of a four-year college?
If you answered yes to all five questions, consider starting out at a two-year college with the goal of transferring to a four-year college.
Questionnaire 3:
1. Would you prefer to get a job now but fear that without training, you’d end up stuck with low-level work?
2. Did you often get C’s in high school?
3. Was your SAT score below 900?
If you answered yes to all three questions, consider enrolling in a community college’s career preparation program. Offerings are extensive, ranging from nursing to robotics repair, cheffing to cosmetology.
Or consider an apprenticeship. These mainly prepare you for hands-on careers such as electrician or surveyor. Apprenticeship programs combine on-the-job mentorship with classes often given at community colleges. You immediately earn entry-level wages and after four years are fully trained and can expect to earn a solid middle-class living. For links to apprenticeships in your state, go to www.nastad.net and click on “links.”
Questionnaire 4:
1. Would you benefit from being in a highly disciplined, structured environment for at least two years?
2. Are you at least not anti-military?
3. Are you willing to accept the possibility that you’d have to go to war? (The good news is that most military recruits never serve in combat.)
4. Are you or could you get into very good physical condition?
5. Are you attracted to the idea of starting your career directly out of high school?
If you answered yes to all five questions, consider a career or at least a stint in the military. The military offers extensive opportunities and financial aid to attend college during and after your enlistment.
If you have at least A- grades and a 1250 SAT and are athletic, consider applying for one of the US Military Academies: West Point, the Naval Academy, the Air Force Academy, the Coast Guard Academy. These provide a fine college education for free but you must commit to at least four years afterwards as a military officer.
Links: www.goarmy.com, www.navy.mil, www.af.mil, www.marines.com, and www.uscg.mil.
Questionnaire 5
1. Are you a self-starter, not needing a boss to keep you working?
2. Do people tend to like you immediately?
3. Would you not be shy about asking people to buy things from you?
4. Do you have a nose for getting bargains?
5. Does your gut tell you you’d be successful owning your own business?
6. Would you like to start your own business without first completing college?
If you answered yes to all six questions, consider preparing to own your own business. It is usually wisest to defer starting your business until you’ve been trained by a successful businessperson. Likely suspects: a parent, relative, friend of your parents, parent of one of your friends. Ask if you can work alongside them—for free if necessary--in exchange for your being able to watch the master at work and ask questions. Also consider taking courses and mentorships offered by the federal government’s Small Business Administration. See www.sba.gov. Click on “starting your business.”
Questionnaire 6
1. Do you need to make money immediately?
2. Do you like the idea of doing all your learning on the job?
3. Are you willing to start at the bottom?
4. Are you willing to accept that to rise far above the bottom, you’ll probably need to show leadership qualities and be assertive enough to get your bosses to take a special interest in you?
If you answered yes to all four questions, consider looking for a job straight out of high school. Don’t settle for a job likely to be dead-end, for example, a janitor or burger flipper. Find a launchpad job. That’s a job that while entry-level, offers significant opportunities for advancement, for example, receptionist at a high-quality company, non-profit, or government agency.
Of course, no questionnaire should determine your final decision. Share your answers with people you trust: parents, counselor, friends, and relatives. Consider what they say but don’t necessarily do what they say. The best decision is made when you’ve open-mindedly considered others’ input and then made up your own mind.
If my child had bottom-quartile high school grades and SAT score, I’d suggest he or she consider a Small Business Administration program on how to start a business, or courses on how to become an effective yet ethical salesperson. If my child preferred a hands-on career, I’d encourage an apprenticeship or military stint to become, for example, an electrician or surveyor.
Of course, your decision isn’t permanent. Many people who, after high school, don’t go straight to college, go on to college later in life. For now, the question is, “What should you do directly after high school?”
The following questionnaires will help you decide whether, after high school, you’d be wisest to:
• go straight to a four-year college
• go to a two-year community college with plans to transfer later to a four-year college
• obtain training at a community college or vocational apprenticeship program that will prepare you for your career in two years, often less (many vocational schools offer programs in medical, trades, business, and other areas that earn you a diploma in about nine months – and then you are in the job field).
• join the military
• learn how to start your own business (with a mentor’s help)
• look for a job straight out of high school.
Questionnaire 1
1. Do you get at least B’s in most academic courses?
2. Did you score at least 1050 on the SAT (22 on the ACT)?
3. Do you like most of your academic classes?
4. Do you aspire to a career that requires a four-year college degree?
If you answered yes to all four questions, consider going straight to a four-year college.
Keys to finding a good and well-suited college:
1. Ask the college’s admissions office for a copy of its latest student satisfaction survey and accreditation report.
2. Read about the college in the book, The Best 357 Colleges. Each college’s profile summarizes a survey of 100+ of that college’s students.
3. When visiting the campus, hang out in the student cafeteria; walk through the residence halls, and into a busy classroom building and peek into 5 or 10 classes. Can you see yourself fitting in?
4. Ask at least five students, “I’m thinking of coming here. What should I know about it that wouldn’t appear in the official brochure?” “What sorts of students fit best and worst here?” and “Do you think this college is worth the money?”
Questionnaire 2
1. Would the cost of a four-year college likely severely strain your family’s financial security, even assuming you got some financial aid? (If you don’t know, use the college cost calculators at www.finaid.org.)
2. Did you get at least B’s in most academic courses?
3. Did you score at least 950 on the SAT (19 on the ACT)?
4. Would you be able to stay motivated to do well in college even if many fellow students were not?
5. Can you live with telling your friends you’re starting out to a community college even though it doesn’t have the prestige of a four-year college?
If you answered yes to all five questions, consider starting out at a two-year college with the goal of transferring to a four-year college.
Questionnaire 3:
1. Would you prefer to get a job now but fear that without training, you’d end up stuck with low-level work?
2. Did you often get C’s in high school?
3. Was your SAT score below 900?
If you answered yes to all three questions, consider enrolling in a community college’s career preparation program. Offerings are extensive, ranging from nursing to robotics repair, cheffing to cosmetology.
Or consider an apprenticeship. These mainly prepare you for hands-on careers such as electrician or surveyor. Apprenticeship programs combine on-the-job mentorship with classes often given at community colleges. You immediately earn entry-level wages and after four years are fully trained and can expect to earn a solid middle-class living. For links to apprenticeships in your state, go to www.nastad.net and click on “links.”
Questionnaire 4:
1. Would you benefit from being in a highly disciplined, structured environment for at least two years?
2. Are you at least not anti-military?
3. Are you willing to accept the possibility that you’d have to go to war? (The good news is that most military recruits never serve in combat.)
4. Are you or could you get into very good physical condition?
5. Are you attracted to the idea of starting your career directly out of high school?
If you answered yes to all five questions, consider a career or at least a stint in the military. The military offers extensive opportunities and financial aid to attend college during and after your enlistment.
If you have at least A- grades and a 1250 SAT and are athletic, consider applying for one of the US Military Academies: West Point, the Naval Academy, the Air Force Academy, the Coast Guard Academy. These provide a fine college education for free but you must commit to at least four years afterwards as a military officer.
Links: www.goarmy.com, www.navy.mil, www.af.mil, www.marines.com, and www.uscg.mil.
Questionnaire 5
1. Are you a self-starter, not needing a boss to keep you working?
2. Do people tend to like you immediately?
3. Would you not be shy about asking people to buy things from you?
4. Do you have a nose for getting bargains?
5. Does your gut tell you you’d be successful owning your own business?
6. Would you like to start your own business without first completing college?
If you answered yes to all six questions, consider preparing to own your own business. It is usually wisest to defer starting your business until you’ve been trained by a successful businessperson. Likely suspects: a parent, relative, friend of your parents, parent of one of your friends. Ask if you can work alongside them—for free if necessary--in exchange for your being able to watch the master at work and ask questions. Also consider taking courses and mentorships offered by the federal government’s Small Business Administration. See www.sba.gov. Click on “starting your business.”
Questionnaire 6
1. Do you need to make money immediately?
2. Do you like the idea of doing all your learning on the job?
3. Are you willing to start at the bottom?
4. Are you willing to accept that to rise far above the bottom, you’ll probably need to show leadership qualities and be assertive enough to get your bosses to take a special interest in you?
If you answered yes to all four questions, consider looking for a job straight out of high school. Don’t settle for a job likely to be dead-end, for example, a janitor or burger flipper. Find a launchpad job. That’s a job that while entry-level, offers significant opportunities for advancement, for example, receptionist at a high-quality company, non-profit, or government agency.
Of course, no questionnaire should determine your final decision. Share your answers with people you trust: parents, counselor, friends, and relatives. Consider what they say but don’t necessarily do what they say. The best decision is made when you’ve open-mindedly considered others’ input and then made up your own mind.
If my child had bottom-quartile high school grades and SAT score, I’d suggest he or she consider a Small Business Administration program on how to start a business, or courses on how to become an effective yet ethical salesperson. If my child preferred a hands-on career, I’d encourage an apprenticeship or military stint to become, for example, an electrician or surveyor.
Of course, your decision isn’t permanent. Many people who, after high school, don’t go straight to college, go on to college later in life. For now, the question is, “What should you do directly after high school?”
Wednesday, April 14, 2010
Another Option for the Not-so-bright Students
In our push to educate the country’s youth and prepare better workers, leaders, and individuals for the future of America it may be possible that we send too many students to college. Let me explain… Everyone should be able to go to college if they desire. And there are plenty of colleges that will take even those with not-so-great test scores and GPAs. But is that in the best interest of the student?
Look at some basic statistics: Among the bottom quarter of high school students (those with below a 2.6 high school GPA and 850 SAT), only 20% graduate from college, even if they’re given six years!
And among those in that bottom quarter who defy the odds and do graduate, they’re rarely at the top of their class. So, with today’s economy and an oversupply of degree holders looking for jobs, that group of bottom quarter graduates must often settle for a job they could have gotten without college. Think about it, don’t you know many degreed people who have non-professional jobs?
Colleges broadcast the statistic that college graduates earn more over their lifetime, but that doesn’t always apply to the bottom quarter in the same way it would for an Honors student. Yes, life is not fair. They would likely earn more if they chose one of the post-high-school options I’ll suggest tomorrow.
Of course, college isn’t just about career preparation. As colleges often remind us, it’s about enhancing the life of the mind. Unfortunately, the bottom quarter (and many other students) don’t experience such loftiness. Too often, students are bored by professors’ esoterica and confused by their theories. And then there’s advanced math courses like calculus (required for some majors). What the bottom quarter typically does receive is an ongoing assault to self-esteem and a lot of student debt.
I’m particularly concerned about colleges’ non-disclosure of the above to low-achieving minority students. In colleges’ eagerness to diversify, they admit, and even woo, minorities with poor high school records. This deception will just (in many cases) decrease their chances of success and happiness.
Look at some basic statistics: Among the bottom quarter of high school students (those with below a 2.6 high school GPA and 850 SAT), only 20% graduate from college, even if they’re given six years!
And among those in that bottom quarter who defy the odds and do graduate, they’re rarely at the top of their class. So, with today’s economy and an oversupply of degree holders looking for jobs, that group of bottom quarter graduates must often settle for a job they could have gotten without college. Think about it, don’t you know many degreed people who have non-professional jobs?
Colleges broadcast the statistic that college graduates earn more over their lifetime, but that doesn’t always apply to the bottom quarter in the same way it would for an Honors student. Yes, life is not fair. They would likely earn more if they chose one of the post-high-school options I’ll suggest tomorrow.
Of course, college isn’t just about career preparation. As colleges often remind us, it’s about enhancing the life of the mind. Unfortunately, the bottom quarter (and many other students) don’t experience such loftiness. Too often, students are bored by professors’ esoterica and confused by their theories. And then there’s advanced math courses like calculus (required for some majors). What the bottom quarter typically does receive is an ongoing assault to self-esteem and a lot of student debt.
I’m particularly concerned about colleges’ non-disclosure of the above to low-achieving minority students. In colleges’ eagerness to diversify, they admit, and even woo, minorities with poor high school records. This deception will just (in many cases) decrease their chances of success and happiness.
Monday, April 12, 2010
How Some Colleges Deceive Students and Parents
As fall begins, two million students and their families start to make one of life’s most critical decisions: picking a college.
Alas some colleges, even some reputable ones, don’t make the process easy.
DECEPTION: BURIED INFORMATION. Some colleges hide such information as their full published cost of attendance or their four-year graduation rate. The unfortunate truth is that the median four-year graduation rate at four-year colleges is just around 40 percent. The rate at many colleges, including some well-known public universities is even under 10 percent!
SOLUTION: Every college’s 4- and 6-year graduation rate and other key information are at http://nces.ed.gov/globallocator.
DECEPTION: OFFER MAJORS THAT APPEAR TO LEAD TO A COOL CAREER. For example, some colleges offer enticing majors such as journalism, but fail to mention
that students may only enter the major after their sophomore year and, even then, competition may prohibit some students from being admitted to the major. Or a college withholds the fact that most of that college’s graduates never earn enough from journalism to even pay back their student loans.
SOLUTION: Contact the college’s career center and ask, “If I am admitted to the college, am I admitted to the major?” Also ask, “What percentage of graduates in (Insert major) are professionally employed within six months of graduation?”
DECEPTION: LIE WITH STATISTICS #1. For example, the University of California proclaims that half its classes have 20 or fewer students. The problem is that few students take those small classes, for example, Advanced Greek. The commonly taken classes typically have 100 to 500 students.
SOLUTION: Don’t sign on the dotted line until you’ve asked students or at least the admissions office, “How many students are in commonly taken classes such as calculus or 20th century literature?”
DECEPTION: LIE WITH STATISTICS #2: Be wary of colleges that say things like, "Ninety eight percent of qualified pre-med students get into medical school." A college may well only “qualify” those students who are a sure bet for admission, with the vast majority of pre-meds being deemed “unqualified.”
SOLUTION: Ask the program’s department chair: “Of every 100 students who start out pre-med (or pre-law) what percent end up actually attending medical (or law) school?”
DECEPTION: THE GLOSSY BROCHURE: Beware of colleges that have fancy brochures or web pages touting their, say, pre-med program. A slick presentation does not a good department make.
SOLUTION: Sit in on an advanced class in that program. After class, ask the students how they liked the program.
DECEPTION: THE SCHOLARSHIP SCAM: A college gives you a scholarship. You say, "Wow, I'll go there; they want me." In actuality, most or all freshmen may have received the same scholarship. Many colleges reduce the sticker price of attendance for most students in hopes that students are lured to the college by the "honor" of receiving a scholarship.
SOLUTION: When you receive your financial aid packages, compare the cash dollars you’ll have to come up with and the amount of loan you’ll have to repay. Those are the only numbers that count.
DECEPTION: THE DRUG-DEALER APPROACH TO FINANCIAL AID. A college gives a student a big discount in the first year, but thereafter, knowing the student is hooked, raises the price. A college may even guarantee “the same amount of aid for four years,” but fail to mention that more of the aid will be loan not grant, or that the aid won’t be increased to reflect the inevitable cost increases during the four years. Not to mention what would happen in years five or six?
SOLUTION: Before agreeing to send your child to a college, ask the college's financial aid officer, “If our family’s financial situation stays the same, in years two through four, and if necessary year five, can we count on getting the same percentage of our unmet need met and in the same ratio of grant to loan?” Get it in writing.
DECEPTION: THE WAITLIST SCAM. A college deliberately admits too few students and puts many students on the waitlist. It's human nature to want what you don't yet have, so waitlisted students who are subsequently offered admission are more likely to accept a weak financial aid package. Colleges with insufficient on-campus housing use the same technique, offering admission to waitlisted students who would be willing to live in substandard housing.
SOLUTION: Don’t accept a too-low financial aid package. And before signing on the dotted line, ask what housing you will be guaranteed, and for how long. Get it in writing.
We tend to view colleges in awe, as beneficent nonprofit icons. Alas, too many of them act like businesses, sleazy or not... That’s called Academic Capitalism, and it is a subject for another day.
Alas some colleges, even some reputable ones, don’t make the process easy.
DECEPTION: BURIED INFORMATION. Some colleges hide such information as their full published cost of attendance or their four-year graduation rate. The unfortunate truth is that the median four-year graduation rate at four-year colleges is just around 40 percent. The rate at many colleges, including some well-known public universities is even under 10 percent!
SOLUTION: Every college’s 4- and 6-year graduation rate and other key information are at http://nces.ed.gov/globallocator.
DECEPTION: OFFER MAJORS THAT APPEAR TO LEAD TO A COOL CAREER. For example, some colleges offer enticing majors such as journalism, but fail to mention
that students may only enter the major after their sophomore year and, even then, competition may prohibit some students from being admitted to the major. Or a college withholds the fact that most of that college’s graduates never earn enough from journalism to even pay back their student loans.
SOLUTION: Contact the college’s career center and ask, “If I am admitted to the college, am I admitted to the major?” Also ask, “What percentage of graduates in (Insert major) are professionally employed within six months of graduation?”
DECEPTION: LIE WITH STATISTICS #1. For example, the University of California proclaims that half its classes have 20 or fewer students. The problem is that few students take those small classes, for example, Advanced Greek. The commonly taken classes typically have 100 to 500 students.
SOLUTION: Don’t sign on the dotted line until you’ve asked students or at least the admissions office, “How many students are in commonly taken classes such as calculus or 20th century literature?”
DECEPTION: LIE WITH STATISTICS #2: Be wary of colleges that say things like, "Ninety eight percent of qualified pre-med students get into medical school." A college may well only “qualify” those students who are a sure bet for admission, with the vast majority of pre-meds being deemed “unqualified.”SOLUTION: Ask the program’s department chair: “Of every 100 students who start out pre-med (or pre-law) what percent end up actually attending medical (or law) school?”
DECEPTION: THE GLOSSY BROCHURE: Beware of colleges that have fancy brochures or web pages touting their, say, pre-med program. A slick presentation does not a good department make.
SOLUTION: Sit in on an advanced class in that program. After class, ask the students how they liked the program.
DECEPTION: THE SCHOLARSHIP SCAM: A college gives you a scholarship. You say, "Wow, I'll go there; they want me." In actuality, most or all freshmen may have received the same scholarship. Many colleges reduce the sticker price of attendance for most students in hopes that students are lured to the college by the "honor" of receiving a scholarship.
SOLUTION: When you receive your financial aid packages, compare the cash dollars you’ll have to come up with and the amount of loan you’ll have to repay. Those are the only numbers that count.
DECEPTION: THE DRUG-DEALER APPROACH TO FINANCIAL AID. A college gives a student a big discount in the first year, but thereafter, knowing the student is hooked, raises the price. A college may even guarantee “the same amount of aid for four years,” but fail to mention that more of the aid will be loan not grant, or that the aid won’t be increased to reflect the inevitable cost increases during the four years. Not to mention what would happen in years five or six?
SOLUTION: Before agreeing to send your child to a college, ask the college's financial aid officer, “If our family’s financial situation stays the same, in years two through four, and if necessary year five, can we count on getting the same percentage of our unmet need met and in the same ratio of grant to loan?” Get it in writing.
DECEPTION: THE WAITLIST SCAM. A college deliberately admits too few students and puts many students on the waitlist. It's human nature to want what you don't yet have, so waitlisted students who are subsequently offered admission are more likely to accept a weak financial aid package. Colleges with insufficient on-campus housing use the same technique, offering admission to waitlisted students who would be willing to live in substandard housing.
SOLUTION: Don’t accept a too-low financial aid package. And before signing on the dotted line, ask what housing you will be guaranteed, and for how long. Get it in writing.
We tend to view colleges in awe, as beneficent nonprofit icons. Alas, too many of them act like businesses, sleazy or not... That’s called Academic Capitalism, and it is a subject for another day.
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