Monthly Archives: January 2017

Utalizing the Gallup Purdue index for insight on your college research

I have mentioned the Gallup Purdue Index before. I have argued that students should ask three simple question of colleges:

1) Tell me about the Professors at your college–and listen for sentiments that describe that they teach with passion, look for evidence that they care about their students as people and watch if they describe these relationships going deeper as in a mentor type experience. 

2) What opportunities are their for applying learning in real world contexts? List for them to go beyond “our students do internships”–of course they do, but how did the college help? Do they have coop? How active in undergraduate research are most students?

3) What long term projects do students get involed in? Do they talk about senior thesis or Capstone experiences? These are the experiences you want. How hard are they to get involved in?

While you could ask about extra curriculuar activities, I find that one is a given. 

Purdue has a nice handout that goes deeper into questions you should be asking. Check it out here

Starting your College Research: Student life

The last two post focused on exploring the academic experience. Today’s focuses on what happens outside of class. Click on teh tab for student life. For example, let’s look at Lewis and Clark, with about 2200 undergraduates, it is a classic resdential Liberal arts and science college in Portalnd, Oregon. 70% live on campus. How about yours? Probably the percentage is much higher in freshman and sophomore year which will create a dynamic energy and provide instant access to friends. While most colleges offer dorms, look at what they do by way of the dorms. Mark B. Ryan in A Collegiate Way of Livingdescribes the difference: “A dormitory is organized to provide food and shelter; a college, to provide for the student’s intellectual, social, and personal development.” His webpage provides a fairly comprehensive list of universities who have embraced the Residential College system. Other places like the Colleges that Change Lives are also worth looking at–and Lewis and Clark is one of them. 

Feeling more independent after a couple of years, you could move off campus. You might want to keep close though beause Lewis and Clark has 100 registered clubs and oranizations. Scan through the list and see how many you might want to join–Cuba club? Rugby (Men and women), Mock trial, Slam poetry, psychology club, SCUBA, and oh so many more. How active are the clubs and organizations you want to join? How well organized are they? These will not only be your kindred spirits, but these organizations give you a chance to develop skills. Indeed Gallup has found that that you are more than 1.8 times likely to be engaged in work if you were extremely active in extra curricular activities during college. Moreover, you are 1.4 times likely to be thriving in all areas of wellbeing. 

What a lot of people do not realise is just how much times you have when you are not in class. Sure, you should be studying some of that time (2-4 hours per hour you spend in class). This still leaves a significant amount of time to get invovled. Before you do, you should be brainstorming types of experiences you want to have in college. Certainly some of them might have to do with what you did in high school. ut college is about expanding your horizons. 

Retrun to student review sites like Unigo and Niche. What do students say about their experiences? While the obvious tabs at Ungo to click are What are the most popular activities on campus and Describe students at your campusI really like the Describe the stereo type at your school and the follow up how true is it. Tory, for example, describes students as: 

The big stereotype my friends & I hear is that LC is the standard hippy/pot-head liberal arts college, off in its own little bubble, occupied by a small population of well-to-do students, whose parents have way too much money. There is also a stereotype that LC academics is not very rigorous. And of course, everyone is ultra-liberal/ultra left-wing.

and then goes onto put it in context:

Sort of. It isn’t a homogenous student body. There are more people wearing birkenstocks and fewer wearing flip-flops here than you would find at the University of Texas, for example. And its less cloves than just regular old cigarettes that people smoke. The majority of students are some form of liberal, though libertarianism is not completely unheard of. Our school’s chapel is used more for concerts or speeches than actual church, so I would agree that religion isn’t widespread. I think the stereotype used to be more true five years ago than it is now.

Given that these are the people you will be living and learning with, it is essential to probe deeper. Now reach out to some current students or alumni. Perhaps older friends from your own high school or you can ask admission to connect you or simply facebook stalk them. Most students really like their colleges. 

Starting your College Research: Exploring the academics part 2

Continuing a deeper dive into a college’s academic, it is time to take a look at other parts of the academic experience. Your major, in US colleges, account for about 33% of your actually classes. In other countries it is up to 100%. What happens in the US? What do you do with the rest of the time? Cterainly you have room for electives–in some colleges, a lot f electives. You can trade some of your electives in for a minor or even another major. 

Many US colleges require you to take certain classes to meet graduation requirements. Called things like the core curriculum (thank you Columbia) or General Education Requirements, you need to look at what specifically you must take to graduate. Let us look at three examples:

Columbia University. 

Regardless of your major, all students will complete the core curriculum, known affectionally The Core, which inlcudes the Great Books:

 

  • Literature Humanities
  • Contemporary Civilization
  • University Writing
  • Art Humanities
  • Music Humanities
  • Frontiers of Science

You also have to fufill some other requirements:

 

  • Science Requirement–Three courses bearing at least 3 points each (for a total of at least 10 points) must be completed to meet this portion of the Core Curriculum. 
  • Global Core Requirement–Students must complete two courses from the approved list of Global Core courses for a letter grade.
  • Foreign Language Requirement
  • Physical Education Requirement

Duke University

To graduate students must successfully complete two courses in each of five areas of knowledge:

 

  1. Arts, Literatures, and Performance (ALP) Courses focus on the analysis and interpretation of the creative products of the human intellect, and/or engage students in creative performance requiring intellectual understanding and interpretive skills.
  2. Civilizations (CZ) Courses focus on the analysis and evaluation of ideas and events that shape civilizations past and present.
  3. Natural Sciences (NS) Courses focus on the interpretation or interpretation of scientific theories or models of the natural world.
  4. Quantitative Studies (QS) Courses provide instruction in a quantitative skill to achieve proficiency in math, statistics, or computer science, or engage in the application of explicitly quantitative methodology to analyze problems.? NOTE: one of the two required courses must be taken in Math, Statistics, or Computer Science.
  5. Social Sciences (SS) Courses focus on the causes of human behavior and the origins and functions of the social structures in which we operate.

 

While there are robust offerings in each area. But it goes beyond just the areas of knowledge. To graduate students must successfully complete two courses (or 1-3 in a foreign language and 3 in writing) in each of six modes of inquiry.

The first three Modes of Inquiry address important cross-cutting themes that transcend individual disciplines and may be approached from various disciplinary perspectives. Students need to be prepared to grapple with issues pertaining to these themes throughout their lives and careers.

  • Cross-Cultural Inquiry (CCI). ?This Mode of Inquiry provides an academic engagement with the dynamics and interactions of culture(s) in a comparative or analytic perspective. It involves a scholarly, comparative, and integrative study of political, economic, aesthetic, social and cultural differences. It seeks to provide students with the tools to identify culture and cultural difference across time or place, between or within national boundaries. This includes but is not limited to the interplay between and among material circumstances, political economies, scientific understandings, social and aesthetic representations, and the relations between difference/diversity and power and privilege within and across societies. In fulfilling this requirement, students are encouraged to undertake comparisons that extend beyond national boundaries and their own national cultures and to explore the impact of increasing globalization.
  • Ethical Inquiry (EI). ?Undergraduate education is a formative period for engaging in critical analysis of ethical questions arising in human life. Students need to be able to assess critically the consequences of actions, both individual and social, and to sharpen their understanding of the ethical and political implications of public and personal decision-making. Thus, they need to develop and apply skills in ethical reasoning and to gain an understanding of a variety of ways in which, across time and place, ethical issues and values frame and shape human conduct and ways of life.
  • Science, Technology, and Society (STS). ?Advances in science and technology have wrought profound changes in the structure of society in the modern era. They have fundamentally changed the world, both its philosophical foundations, as in the Copernican or Darwinian revolutions, and in its practical everyday experience, as in the rise of the automobile and television. In the second half of the last century, the pace of such change accelerated dramatically; science and technology will play an even greater role in shaping the society of the future. If students are to be prepared to analyze and evaluate the scientific and technological issues that will confront them and to understand the world around them, they need exposure to basic scientific concepts and to the processes by which scientific and technological advances are made and incorporated into society. They need to understand the interplay between science, technology, and society-that is, not only how science and technology have influenced the direction and development of society, but also how the needs of society have influenced the direction of science and technology.
  • Foreign Language (FL). ?Duke has set internationalization as an institutional priority in order to prepare students to live in an increasingly diverse and interdependent world. By developing proficiency in a foreign language, students can develop cross-cultural competency and become more successful members of their increasingly complex local, national, and international communities. Foreign language study substantially broadens students’ own experiences and helps them develop their intellect and gain respect for other peoples. Students need an awareness of how language frames and structures understanding and effective communication, and a study of foreign language improves students’ native language skills.
  • Writing (W). ?Effective writing is central to both learning and communication. To function successfully in the world, students need to be able to write clearly and effectively. To accomplish this, they need to have a sustained engagement with writing throughout their undergraduate career. Thus, students must take at least three writing courses at Duke: a) Writing 101 in their first year and b) two writing-intensive courses (W) in the disciplines, at least one of which must be taken after their first year. Through the latter type of courses students become familiar with the various modes and genres of writing used within an academic discipline and learn how the conventions and expectations for writing differ among the disciplines.
  • Research (R). ?As a research university, Duke seeks to connect undergraduate education to the broad continuum of scholarship reflected in its faculty. Such a rich setting provides students with opportunities to become involved in a community of learning and to engage in the process of discovery and move beyond being the passive recipients of knowledge that is transmitted to being an active participant in the discovery, critical evaluation, and application of knowledge and understanding. Engagement in research develops in students an understanding of the process by which new knowledge is created, organized, accessed, and synthesized. It also fosters a capacity for the critical evaluation of knowledge and the methods of discovery. This is important not only for undergraduates who wish to pursue further study at the graduate level, but also for those who seek employment in a rapidly changing and competitive marketplace.

And still more:

 

  • First-year writing. Students must successfully complete Writing 101 in fall or spring of your first year. If they do not, they must enroll again during the summer (if offered) or the fall of sophomore year. Failure to do so can result in academic withdrawal for two semesters.
  • First-year seminar. During their first year, students must successfully complete a seminar (usually designated with an “S” after the course number). Participation in the Focus Program, the 89S seminar series (open to first-year students only), the 80S seminar series, or any seminar for which students qualify fulfills this requirement. If students do not take a seminar in their first two semesters, they must do so during summer session I or II. Failure to do so can result in academic withdrawal for two semesters.
  • Small Group Learning Experiences (SGLE). Students must complete two SGLEs – seminars, tutorials, thesis courses, and independent study courses – after their first year.

Brown University

Unlike the other Two, Brown subscribes to an Open Curriculum:

Brown’s Open Curriculum is based on three principles. The first is that students ought to take an active role in their education by assuming responsibility for the direction of their learning. Secondly, an undergraduate education is seen as a process of individual and intellectual development, rather than simply a way to transmit a set body of information. Finally, the curriculum should encourage individuality, experimentation, and the integration and synthesis of different disciplines.

While you will have requirements in your major, the only other thing you have to do is demonstrate “excellent skill in written English before they graduate.”

 

Each approach can have its advantages. Some will prefer a more freedom, others will want more direction. Some want choice. As you explore your options on your major possibilities, dig into what the university requires of you while you are there. As you explore this aspect, check on student’s experiecnes themselves through websites like Unigo and Niche

Brown, according to Niche:

 

What Students Say About Professors

POLL
88%
of students say professors are passionate about the topics they teach.52 responses
POLL
90%
of students say professors care about their students’ success.52 responses
POLL
87%
of students say professors are engaging and easy to understand.52 responses
POLL
92%
of students agree professors are approachable and helpful when needed.52 responses

 

Duke

 

What Students Say About Professors

POLL
92%
of students say professors are passionate about the topics they teach.65 responses
POLL
85%
of students say professors care about their students’ success.65 responses
POLL
86%
of students say professors are engaging and easy to understand.65 responses
POLL
88%
of students agree professors are approachable and helpful when needed.65 responses
Columbia

What Students Say About Professors

POLL
91%
of students say professors are passionate about the topics they teach.92 responses
POLL
77%
of students say professors care about their students’ success.91 responses
POLL
77%
of students say professors are engaging and easy to understand.91 responses
POLL
76%
of students agree professors are approachable and helpful when needed.91 responses

 

Be sure to read the reviews, both at Niche and Unigo:

Duke, for example, is called her experience awesome: “I have taken three large lecture classes: Econ 51, Psych 11 and Compsci 82. Otherwise, almost every other class I have taken has had 16 or fewer students. I am an English major with a concentration in history, documentary and visual and media studies. My professors not only know my name by the end of the semester, but they know my goals and interests. From a practical perspective, this makes networking easy. Yet it makes for a much more meaningful classroom experience, as well. Class participation is expected and often encourages discussion outside of class.”

Brown also receives rave reviews for its academics: “Do professors know your name? In most classes yes · Tell us about your favorite class. I’ve had many! One is “Hispanics in the US”, where other than the readings and class discussions we each volunteer every week at a local public school and tutor, usually in Spanish. During spring break some of us also participated in a Brown community service project that takes volunteers to a clinic in the Dominican Republic · How often do students study? Depends on the student. But you can find a lot of people in the library on a Sat night. Kinda scary · Is class participation common? Yes, everyone loves to hear themselves speak · Do Brown students have intellectual conversations outside of class? Yes · Are students competitive? I don’t think so. Everyone just has high standards for themselves · Do you spend time with professors outside of class? I was invited to two holiday dinners with professors, and one professor in a class I took last semester, took 5 students to dinner at a restaurant after class every week.”

As does Columbia, although some do take exception of the workload:  ”As I said before, the courseload is beyond ridiculous. The amount of reading is mindblowing and I am sure most of the professors could not even do it. Ya they could probably finish the readings for their individual class. But if they took an entire semester worth of classes and tried to keep up on the readings in every class simultaneously they would realize they are completely out of line with what they assign.”

 

Starting your College Research: Exploring the academics part 1

While you can use such tools as the Meyers-Briggs Type Inventory or the Career Interest Profiler to zero in on potential careers, many stuent may not yet be ready to commit. Indeed many have no idea what they want to major in. If you do know your personality type, head over to Ball State and see which majors they offer up for your type. How important is a major? It ranges from not very, to essential, depending on your goals. You might be surprised what you can do with a major, but the evidence is clear: Your major matters if it requires professional certification (like accounting, nursing, law, teaching, engineering etc.), but not so much for most other positions. 
Some colleges, like Loyola University of Chicago, offer their own custom built quiz that focuses specifically on the majors they offer. As you answer straightforward yes no questions like “I’m interested in intellectual ideas, including those that are shaped by religious beliefs.” it will highlight majors for you to focus on. 
The Collegeboard’s Big Future site includes straight forward Major profiles. This section outlines teh skills and highlights some resoures and questions you should be asking. A click of a hyperlink and you can find which colleges offer that major. 
Now onto the College’s Own Website
As youd drill into the Academic Section of a particular college website, what do you notice? Are there a few majors that you might like to pursue? Pick one and dive deeper:
  • How many courses are actually offered?
  • How many of the courses are prescribed?
  • Who are the professors? What do they research?
  • How satisified are the students with the major itself? Unfortunately, few universities actually publish this information, but it in the UK, the government requires it. See Unistats. Perhaps a proxy to utalise is Ratemyprofessor, a stdent review site. You can look up a specific university and sort by department. Take it with a grain of salt. 

 

Tommorrow in part II, we will look at other aspects of the academic experience. 

The parent’s guide to college admission part 1

What role should the parent be playing in the college admission process? Willard Dix suggest parents “Become a mentor as much as a parent” in his excellent artcile “Ten Ways For Parents To Get On Top Of The College Admission Process” providing a short guide to what he means by mentoring:

This is the moment you can begin to step back from your authoritative role to become a mentor, “guiding without steering.” Instead of telling your student what to do, you start asking open-ended and non-directive questions like, “Tell me why you like that college?” or “How do you think that major will help you in the future?” Finding a good balance here can be difficult if you’re used to being more directive, but you’ll be surprised how positive transferring responsibility while offering help when needed can be.

He follows this up with 9 other excellent points from “expect complications” to “talk about hopes” and “don’t nag.”

I want to follow up more on the role a parent can play that moves applying to college from a transaction to its own journey into self and how parents can and sould be a guide for that journey. So expect a part 2. 

Don’t become a doctor…so argues a doctor

in a rather compelling essay in Business Insider; he argues that

the training time is disporption to

  • the cost
  • and debt
  • and satisfaction

 

Early results 2016

Yep…bumper year…increase in applications. Increase in quality…lower admit rates…you know the drill…but what is the story? Colleges have been slower to release details this year. Some (I am looking at you Stanford) has decided not to tell us at all. Why? Who knows. Certainly puting uup lists of admit rates potentially contributes to the admission rat race, but for many of us it helps us in our advising and making sense of what is happening. Why did Emory’s great side door known as Oxford suddently get discovered? How did Chicago’s addition of ED I and II plans impact their EA applicants and rates? We don’t know becuase they have not told us?

Below is the list of shools that have shared some ifnormation with relvant links:

Early Decision

 

College/University Name

ED Acceptance Percentage

Increase in ED Applications

% of class filled

Source

Babson College

38%

-4%

18%*

Barnard College

Historically: 42%

19%

45%

http://columbiaspectator.com/news/2016/12/13/number-early-applications-barnard-increases-19-percent#.WFQZ_ADdr9U.mailto

Bentley University

Historically:

66%

24%

15%*

Brandeis University

Historically:

35%

6%

30.80%

Brown

21.90%

38.2%

http://www.browndailyherald.com/2016/12/14/u-accepts-22-percent-early-decision-applicants/

Columbia

Historically:

18%

45%

https://undergrad.admissions.columbia.edu/content/early-decision-release-information-0

Cornell

25.60%

10.30%

37.7%

http://cornellsun.com/2016/12/13/cornell-sees-10-percent-boom-in-early-decision-applications/

Dartmouth

27.80%

3.70%

43.2%

https://news.dartmouth.edu/news/2016/12/dartmouths-early-admissions-are-record-pool-talent

Duke

24%

1.80%

50%

http://www.dukechronicle.com/article/2016/12/duke-accepts-861-students-early-decision-out-of-record-number-of-applications

Emory (oxford)

27%

53.00%

http://news.emory.edu/stories/2016/12/er_early_decision_class_2021/campus.html

Emory

32%

9.00%

51%*

http://news.emory.edu/stories/2016/12/er_early_decision_class_2021/campus.html

Fordham University

38%

13%

Harvey Mudd College

21%

6%

36%

https://www.hmc.edu/admission/2016/12/15/to-our-early-decision-applicants/

Johns Hopkins

31%

0%

41.6%

http://hub.jhu.edu/2016/12/16/hopkins-early-decision-class-of-2021/

Loyola Marymount University

65%

first year with ED

Middlebury

51%

6.5%

53.1%

http://www.middlebury.edu/newsroom/archive/2016-news/node/543805

Northeastern

37%

12%

8.55%

Northwestern

Historically:

35%

20%

50%

https://dailynorthwestern.com/2016/11/15/campus/early-decision-applications-increase-by-more-than-20-percent-this-year/

Tulane

29.00%

http://www.nytimes.com/2016/12/16/us/tulane-college-applicants-acceptance-emails-wrong.html?_r=1

University of Rochester

Historically:

41%

Up 20%

23%*

UPENN

22%

7%

54%

http://www.thedp.com/article/2016/11/early-decision-numbers

Does not have questbridge. Will go up.

Wesleyan

Historically:

39%

16%

49.9%

http://newsletter.blogs.wesleyan.edu/2016/12/12/early-decision-applications-up-more-than-16/

Williams

35.30%

25%

44.3%

http://communications.williams.edu/news-releases/12_12_2016_earlydecision/

* approximation based on information provided in common data set.

 

Early Action

College/University Name 

EA Acceptance Percentage 

Percentage Increase in EA 

Source

 

Babson College

24%

3%

   

Chapman University

50.90%

5.82%

   

Fordham University

50%

2%

   

Georgetown Univerrsity

11.90%

10%+

http://www.thehoya.com/georgetown-early-action-admissions-rate-reaches-record-low/

Harvard

14.5

5%

http://news.harvard.edu/gazette/story/2016/12/938-admitted-early-to-harvard-college-class-of-2021/

Loyola Marymount University

60%

25%

   

MIT

8%

8%

http://mitadmissions.org/blogs/entry/mit-early-action-decisions-now-available-online4

 

Northeastern

28%

7%

Trevor

 

Notre Dame

24.4

10%

http://admissions.nd.edu/connect/news/notre-dame-admits-1470-early-action-applicants-to-the-class-of-2021/

Princeton

15.4

18%

http://www.dailyprincetonian.com/article/2016/12/u-offers-admission-to-15-4-percent

U Georgia

51.6

7%

http://news.uga.edu/releases/article/early-applications-2021/

 

Yale

17%

9%

http://yaledailynews.com/blog/2016/12/16/yale-admits-17-percent-of-early-applicants/