If you have a learning disability and you're planning to go to college, here's some good news: most colleges and universities provide a wide range of services to help learning-disabled students succeed in the classroom and have a full and complete college experience. How can you be sure that the colleges you're applying to have what you need? Here are some tips.

First and most important, according to Barbara Strickler, V.P. for Enrollment at the University of Tampa, evaluate colleges in exactly the same way you would if you didn't have a disability: that is, by thinking about the kind of college experience you want and asking yourself what's most important to you. A short list of very important considerations might include geographic location/distance from home, campus size, proximity to cities or towns, majors offered, varsity and intramural athletic opportunities, extracurriculars, the social scene, and so on. Be sure to check out the average class size and student-faculty ratio. Small classes and a low student-faculty ratio often mean more personal attention and a greater willingness to accommodate special needs.

Of course, you should also consider how well a college can help you with your particular disability. You can make that assessment in three ways: by researching a college before a campus visit; by paying close attention to physical and academic resources during the visit; and by asking good questions. Not all admissions offices can conduct personal interviews with prospective students, but campus visits are always encouraged.

On-campus help The most important resource a college can provide for a student with a disability is a well-staffed, accessible learning center. Check out the learning center during your campus visit and ask questions about the kinds of services it offers.

• Is the learning center staffed by full-time professionals?
• Are tutors available and is tutoring free?
• Can you get help with study and organizational skills, research, and writing assignments?
• Are you comfortable with the people you met during your visit there?

In addition to these important questions about services and staffing in the learning center, try to assess the campus atmosphere: a welcoming, supportive campus atmosphere may be critical to your success, both in and out of the classroom.

But Barbara Strickler cautions students not to raise the issue of their disability prematurely--that is, during the admissions process. Colleges are not permitted to consider a student's disability in assessing his or her candidacy for admission. When you have been admitted, you can disclose your disability and find out how to request special accommodations, such as untimed tests, note-takers, tutors, and so on.

Finally, you'll need to document your disability in order to take advantage of special campus services.

Having a learning disability may be a challenge for you, but it won't keep you from having a great college experience.

Article by Paul Adams and courtesy of www.careersandcolleges.com

Posted by Sarah Ennenga on September 28, 2007 at 6:40 PM | Leave a Comment (0)

Student anxiety is an inevitable by-product of the college admissions process--a kind of emotional smokestack emission that hangs over admissions-related activities. This anxiety is largely unavoidable, as students send themselves off in the mail to be evaluated by admissions officers. The results are inescapably public--back from the admissions office come fat envelopes or skinny envelopes. Is this system fair? Are the decisions more whimsical than reflective of a student's talents?

To be sure, college admissions is far from a science. Decisions aren't predictable, but they aren't whimsical either. What college admissions officers do in reading applications is more rational and careful than many families suspect. How can you submit the strongest possible application?

Four optimistic facts

• Colleges and universities are not turning away thousands of highly qualified applicants. Of the approximately 3,300 colleges and universities in America, only a few dozen admit fewer than 40% of their applicants. While these highly competitive (and mostly private) institutions get many applications for each place in their class, only a tiny fraction of America's students attend them.
• You will not be competing against hundreds of valedictorians who are also all-state goalies, composers, or published authors. Applicants "self-select" and apply to institutions that make sense academically and in other ways. There is, however, a "compression of range," meaning that the college(s) to which you will apply receive many applications from students whose credentials will be similar to yours. You need to pay careful attention to the quality of what you submit on your applications.
• While admission to college is not a science, the admissions decision is more in your hands than you may realize. Where students choose to apply, how they present themselves on an application, and the quality of their overall academic record are far more influential in the final admissions decision than the evaluation techniques of the admissions officers.
• The process of completing the application forms can itself clarify what you want from a college education. It is an exercise in self-examination and reflection. Writing an essay on "What do you want from our college?" may help you at other levels besides just getting in.

What do admissions officers look for?
While a student's academic record is by far the most important credential, most private colleges and universities value and evaluate many skills and interests. At almost no private colleges or universities are decisions made on a statistical grid of class rank, GPAs, and standardized testing.

A metaphor for the admissions process at most private colleges and universities might be "theatrical lighting." You want to give careful thought to what you tell admissions officers about yourself. If important facets of your work or personality are reflected or "lit up" in your application, you can really help yourself.

Three tiers of credentials

• Your high school record is by far the most important document. While your class rank or GPA is an important summary statistic, colleges will also look carefully at your courses, grading standards and overall competition in your high school, and their history with your school.
• The next level of credentials includes standardized tests (some colleges don't require them); your essay and other writing samples; depth and breadth of extracurricular activities; letters of recommendation from your counselor, teachers, and others; diversity of your background or culture; and at some institutions, the personal interview.

  Your writing will be read carefully, and you can significantly help or hurt yourself. Admissions officers note the clarity with which you fill out the form itself. Many colleges request an extra writing sample, particularly to illustrate a special interest or strength you may have, such as creative writing, science research, or social concerns.

  If you're a good writer, be sure to include a writing sample that reflects your skills. If you're an athlete, contact coaches to supply the information requested. If you're a musician, send a musical resumé and an audio- or videotape. Any major activity--academic, extracurricular, or personal--that you hope to continue at college ought to be highlighted in your application.

  Also, explain unique circumstances. One student apologetically told us that she had few extracurricular activities. The reason? She was working two jobs after school and caring for her younger sister while her mother recovered from cancer. We said to her, "What you have done is your college essay topic." Colleges will pay careful attention to a student who has demonstrated such self-discipline and loyalty to her family.

• The third evaluation level consists of what colleges call "tippers"--items that rarely determine decisions, but can tip them in close cases. Common third-level factors are geographic diversity, legacy status (where a family member has attended the college), or a commitment to attending a particular college (usually through an early-decision application). Some colleges may also consider factors that are part of their commitment or history: religious heritage, a particular geographic area, or service to particular populations of students.

Inside an admissions committee
Admissions officers often joke that they have split personalities. For two-thirds of the year, they are like tent evangelists, out recruiting their classes. For the other third, they become medieval monks in what we call the "reading season," evaluating applications in marathon sessions.

Admissions committees have multiple evaluations; the eventual decision will come from five to 15 distinct evaluations. First, applications are read as they come in. Then applications from the same high school are compared, so that the committee will understand the context of each high school.

After another series of readings to factor in special circumstances--athletics or other activities, transfer or international students, students with disabilities, etc.--there will be some form of committee. The staff reviews both the overall patterns of decisions--the number of students put into various decision categories compared to previous years, the class academic profile, balance of extracurricular talents, diversity, and other goals--and the individual decisions, so that staff members or faculty readers have one last chance to argue for a particular applicant before a final vote is taken. Most applications will have had at least three separate reviews, and often from five to eight different readings, before the dean of admissions signs the decision letters.

The system varies somewhat from college to college. It is not perfect, but at most colleges and universities, it is as complex, subtle, and demanding as the admissions staff can make it.

Article by William C. Hiss and courtesy of www.careersandcolleges.com

Posted by Sarah Ennenga on September 28, 2007 at 2:35 PM | Leave a Comment (0)

You're planning for college, and you feel you have things pretty much under control. You're making good grades and taking all the right classes. You're investigating colleges that offer the programs and the campus atmosphere you want. And you've taken--or you plan to take--the SAT or ACT.

Now what?

Get active! Staying focused on your studies is the most important thing you can do to prepare for college--that's a no-brainer. But there are plenty of unique opportunities that can help you make the most of the time you have left. Here are three great ways to do that.

Service activities (volunteering) can be fun and rewarding. Josh Kretman of Chevy Chase, Maryland, a student journalist who traveled to Bangladesh to report on child labor for a children's news service, says, "I've really grown as an individual by helping others." Lilly Ardell of Northbrook, Illinois, says her experience in the Dominican Republic with Amigos de las Américas "made her more independent and taught her she can do anything."

You don't necessarily have to go abroad to find service activities. There are important things you can do in your own community. Check out the organizations listed in this article, and use the Internet to find other volunteer opportunities. The USA Freedom Corps (www.usafreedomcorps.gov or 1-877-USA-CORP) is a great place to start your search. USAFC's database includes over two million volunteer opportunities from organizations all over the country.

Pre-college learning programs provide equally valuable opportunities for students. You can explore interesting subjects, experience college-level study, and even earn college credits while you're still in high school. Summer programs are also a great way to explore a college you're interested in attending--and that can make you a more attractive candidate for admission. Enroll in a summer course at a college near you, investigate pre-college opportunities at colleges you're interested in attending full-time, or look into some of the other pre-college options listed here.

If you're already interested in a specific career, consider joining a professional organization, such as the Society of Women Engineers. Professional organizations can help you locate summer programs and scholarships, and they can also offer some great career information.

Travel is another great option. It can provide you with adventures and unique experiences, and by broadening your experience of the world, travel can also help with your admissions essays and interviews. Ardell, who describes her experience in the Dominican Republic as "life-changing," says, "You learn about other cultures and you learn to be sensitive to other people."

It's a good idea to keep a journal of your travels or other pre-college activities. You can record where you went, what you did, and how you grew and changed as a result.

Paul Marthers, Dean of Admissions at Reed College, believes that applicants write and speak about experiences they are passionate about with more persuasive detail. Backing this up with twenty years experience around veteran college admission officers "with fine-tuned antennae for the inauthentic," Marthers says, "Activities done simply to impress a college have a way of appearing artificial."

"Why should I?" Why would you want to get involved in something that requires work when you could be coasting?

Five reasons. Getting active lets you:

• challenge yourself physically, mentally, and emotionally
• make a difference in your life and in the world
• connect with the right college
• bring your studies to life
• build the competencies you'll need for college and career.

"Okay, I'm listening." There are so many different activities--how will you choose? What will look best on a college admissions essay? Is one activity "better" than another?

Don't worry too much about what kinds of activities you should engage in. Most admissions officers agree that the most important thing you can do is find an activity that is relevant to you; something that concerns you and interests you. You can't help but grow and learn as a result.

A helpful source of information on activities you might be interested in is Rebecca Green's book, The Teenagers' Guide to School Outside the Box (Free Spirit Publishing, 2001). It offers tons of information about study-abroad opportunities and service activities as well as job shadowing advice and information about internships, apprenticeships, and mentorships--all of which can help you get into the right college and find a job after graduation.

"How do I decide?" Kimberly Williams, a graduate of American University who built a playground in an inner-city neighborhood, offers this advice: "I just made sure that whatever I was doing, I was doing it the best I could. So many things have fallen into place because of that." Josh Kretman adds, "Just do something you care about, that you're passionate about." Nanette Tarbouni, director of admissions at Washington University in St. Louis agrees: "Whatever ways students participate, we recommend that they do so because of a real desire and love for the activity."

"How much time should I expect to invest?" Many students don't begin looking for additional activities until their junior year in high school; then they pile them on, believing that the more activities they engage in, the better they'll look to college admissions committees. This simply isn't the way things work. Tarbouni cautions, "Padding a college resumé is often obvious--the passion for an activity doesn't shine through." Admissions counselors are looking for quality of involvement, not quantity, and they urge students to consider the impact of their activities on the lives of others as well as their own.

Suppose you have other obligations, such as work or caring for a younger sibling, and don't have time for outside activities. Don't despair. Any activity is important, as long as it contributes to your growth. You can use experiences such as a job or child care on your admissions application to show that you are responsible, caring, and contributing.

"I'm convinced. What's next?" Get busy! Do some research and discuss options with your parents; then get involved in a service activity, enroll in a summer course, join a professional organization, or look into travel opportunities. Williams says there's only one thing holding most students back: "In their minds, they think they're kids and can't do big things. In reality, there's nothing stopping them!"

Article by Shari Miller and courtesy of www.careersandcolleges.com

Posted by Sarah Ennenga on September 28, 2007 at 12:12 PM | Leave a Comment (0)

Provided By: Associated Content, Inc.

Every year hundreds of thousands of high school seniors will visit their guidance counselors to research colleges, apply for scholarships and hopefully figure out what the student might want to do with their life.

Posted by CandiceArnold on September 27, 2007 at 12:37 PM | Leave a Comment (0)

Tuition Expenses Are an Increasing Drawback for Students

Provided By: Associated Content, Inc.

In the United States, getting an education after high school is becoming a luxury as college tuition costs are outpacing inflation. Colleges and Universities in America are more expensive than in any other country in the world.

Posted by CandiceArnold on September 27, 2007 at 11:30 AM | Leave a Comment (0)

What to Do If You Do Not Qualify for Financial Aid for College

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I grew up in a family with nine children. Everyone older than me who wanted to went to college with full financial aid. My mother even got a second degree while my two older sisters were getting theirs free of charge.

Posted by CandiceArnold on September 26, 2007 at 11:21 AM | Leave a Comment (0)

Provided By: Associated Content, Inc.

It would seem to me, that there must be something seriously wrong with our government when I hear people tell me, "I just can't afford college". This excuse has been used many times over, by many people.

Posted by CandiceArnold on September 26, 2007 at 10:20 AM | Leave a Comment (0)

Given today's rapid rate of technological change and corporate transformations, it's almost assured that your career will go through many changes as you make your way in the world. Top career consultants estimate that we will change careers seven times during the course of our lives. While you already may be thinking about majoring in science or engineering, you may not know about the diversity of career options available within these fields. To give you insight into the worlds of science and engineering, we asked several college administrators to give us their views.

Getting a good foundation
Society's increased emphasis on technology has made an engineering education a valuable asset. "From a global standpoint, we have a shortage of people with technological and engineering backgrounds," says Dr. Richard Heist, dean of Engineering at Manhattan College in New York City. He adds, "A career in engineering has remarkable potential, and it's a particularly good time to be entering a great profession."

Manhattan College offers its students a rigorous curriculum and a mentoring program that provides internships in the nearby city. "There is a great need for mechanical, civil, electrical, and environmental engineers in our geographic locale," says Heist, "and our vast alumni network creates a wealth of opportunities for our graduates. I get calls every day asking if I can recommend someone for a particular job."

Kathryn Provost, director of the Career Development Center at Norwich University in Vermont, notes that students applying to an engineering department might not know the kinds of opportunities available in the major. "There are all kinds of engineering disciplines--aerospace, chemical, structural, computer software, and industrial manufacturing," she explains, "or you can combine engineering with another interest, either through additional classes or by going on to get an advanced degree."

If you have the feeling that you might like engineering as a profession, talk with a career counselor or ask for an informational interview with someone working in the field. "Many students don't consider engineering because they aren't really sure if this is the kind of job they want," explains Provost. To decide whether engineering is the right career path for you, don't ruminate too much, she counsels. Instead, she suggests that you "ask, read, and seek help."

While there are many traditional paths open to graduating engineers, their can-do problem-solving attitude often leads them in a new direction. Developing a solid background in a field you enjoy opens many doors, and engineers often go on to pursue careers in consulting, business, education, law, or medicine.

Look for opportunities, but develop your own goals
Many students considering a major in one of the sciences or in engineering assume that a traditional research position is in their future, and this will certainly be an option. The disciplines of science and engineering work on a model of apprenticeship, and there will be many opportunities for research assistantships with professors in your department, as well as others in institutes and programs nationwide. For example, NURO is a consortium of colleges and universities that provides research experiences for undergraduates in planetary science, astrogeology, stellar astrophysics, and extragalactic research (www.nuro.nau.edu). Of course, many students pursuing degrees in biology or physiology will want to go on to medical school. But research projects in genetics, biochemistry, and the relatively new field of bioinformatics may be of interest, too. If research is what intrigues you about a certain field, you will also want to set your sights on a graduate program to refine your skills and to develop your expertise.

While depth of knowledge in one field is a highly valued commodity, a diversity of skills is also desirable. In fact, some programs promote cross-disciplinary work or allow students to explore many applied options while still in school. The College of Applied Science and Technology at the Rochester Institute of Technology helps students investigate how technology can benefit many environments and includes diverse classes in subjects such as civil engineering technology, food and nutrition management, and packaging science. RIT was one of the first universities to begin cooperative education, and more than 2,900 students gain real-world experience in the workplace through yearly co-op assignments.

Applied physics majors at Kettering University also have the opportunity to get a jump-start on their careers by alternating on-campus study with co-op work at one of more than 650 corporate affiliate companies. And students majoring in environmental science at Berry College take courses that address environmental issues from a variety of perspectives and follow up with internships, independent or cooperative research, or summer studies at research facilities to increase their understanding.

Although many opportunities may come your way, it is also important to conduct your own career search and discover the support systems and resources that are available. One excellent source of information is professional organizations. Below is a list of addresses, phone numbers, and websites of the national headquarters of four organizations you can contact for general information and local chapters:

• American Mathematical Society, 201 Charles Street, Providence, RI 02904-2294, (800) 321-4AMS, www.ams.org
• American Institute of Physics, One Physics Ellipse, College Park, MD 20740-3843, (301) 209-3100, www.aip.org/aiphome. html
• American Society of Civil Engineers, 1801 Alexander Bell Drive, Reston, VA 20191-4400, (800) 548-2723, www.asce.org
• American Society for Microbiology, 1752 N Street N.W., Washington, DC 20036, (202) 737-3600, www.asm.org

There are also many professional organizations with a particular community focus or emphasis, and most have special programs for students. The National Society of Black Engineers holds a special graduate school fair at their annual conference, and other professional organizations have campus chapters. At Marquette University, there is a chapter of the Society of Women Engineers. At Columbia University, there is a chapter of the Society of Hispanic Professional Engineers, as well as a chapter of the Asian American Society of Engineers.

Of course, another excellent source of information is the Internet, a resource you can use in a number of ways. Many university websites will post student thesis topics and resumés. Browsing through these will give you a good feel for what students are doing, both in their college courses and to develop their careers. Checking company websites for lists of employment opportunities can also give you a sense of what kinds of qualifications you might need for a particular job.

A variety of professional associations have developed Internet resources to help high school students find out more about their field of study. The Association of American Medical Colleges site (www.aamc.org/students/considering/ start.htm) explores various career options in the medical field and includes sections on financial planning and tips on what medical school admissions officers look for in an application. Similarly, the website for the American Zoo and Aquarium Association (www.aza.org/ ForEveryone/Careers) describes careers in aquarium and zoo facilities that can be achieved through a course of study in the zoological or biological sciences. The National Society of Professional Engineers (www.nspe.org) has a student link that provides information on internships and scholarships. The site also recommends the types of classes you should take in high school, the scores you should strive for on the SAT, and the extracurricular activities that might help you in your future career.

There are many websites devoted to career and job searches, but because there are so many--and they change frequently--use one of the major search engines to do keyword searches, or log on to sites such as Monster (www.monster.com).

The challenge of lifelong career planning
It is important to remember that a career is something you build over time, and it is made up of many different kinds of jobs and skills. At any given time in your life, a variety of considerations will contribute to the job choices you make.

• Do you want a big and competitive corporate environment that provides terrific benefits and on-the-job training so you can move up in management?
• Do you want to work in a small, innovative start-up company, with a risk that you may be out of a job in a year if the product goes "belly up," but the chance to make a great deal of money if the company does well?
• Or are you interested in starting a family very soon and want to work for a friendly, stable company that prides itself on its maternity and paternity leave policies?

Of course, the most important consideration is that you enjoy your work, that you are challenged by the demands, and that you can continue to grow and develop.

If the first step in your career is a degree in science and engineering, many choices will be yours as you move forward to discover the world of work.

Article by Sylvia Sensiper and courtesy of www.careersandcolleges.com

Posted by Sarah Ennenga on September 25, 2007 at 1:40 PM | Leave a Comment (0)

Provided By: Associated Content, Inc.

In most areas of the United States, public school systems from elementary to high school and beyond are enjoying their always anticipated summer break. Mainly families are enjoying much needed vacations, celebrating summer birthdays and holidays or just spending some time in the sun.

Posted by CandiceArnold on September 25, 2007 at 12:21 PM | Leave a Comment (0)

As an educator at a leading private university, I think it's smart to consider a private college or university for your undergraduate experience. Here's why:

• Private institutions offer dynamic interdisciplinary collaborations, excellence in teaching, dedicated mentors, and student selectivity. You can also take a hands-on approach to your scientific and technical interests through unparalleled research opportunities.
• Private colleges and universities focus on undergraduate education. We seek special, well-qualified students who can contribute to classroom and lab efforts and who can inspire others to work hard, intelligently, and creatively. We are committed to creating diversity in our student populations and a degree of competitiveness that will encourage you to strive for--and to reach--your goals.

Consider these advantages
Research and teaching together. Research and education don't compete with each other at private colleges and universities. In fact, research faculty gravitate to private institutions because they want to teach undergraduate students and do cutting-edge research.

Student-faculty involvement. The top 25 colleges in the country are nearly equally balanced between private and public, and all have excellent faculty. But faculty at private institutions are more intensely involved with their students. The student-faculty ratio is more favorable at private schools, and class sizes are generally smaller.

Course selection. Many private institutions allow you to create self-defined majors or combine existing majors and minors in creative, contemporary, and exciting ways that underscore our interdisciplinary approach to undergraduate education.

Springboard to a strong future
Private colleges provide a supportive atmosphere of guidance through mentors, advisors, and career counselors. And beyond equipping you with the usual college survival skills set, advising is a commitment to you and your growth, even well after you've earned your degree. This commitment--and access to advisors, deans, and faculty mentors--sets us apart from most public institutions.

Private institutions are leaders in taking you to the level that defines you as a professional in your chosen field of science, engineering, or technology. When you combine that preparation with the excellent network of alumni and friends plus contacts with employers, you will be another step ahead in the years to come as well.
These are all parts of the lifetime education process that begins the day you choose a private college or university for science or engineering.

What's your next step? I recommend you settle down and read the articles in this magazine! Each one has been chosen to help you understand how private colleges and universities can provide you with the kind of education that's exactly right for you.

Article by Eric Grotzinger and courtesy of www.careersandcolleges.com

Posted by Sarah Ennenga on September 24, 2007 at 7:08 PM | Leave a Comment (0)

Even if students aren't all applying to the same schools, they are acutely aware of who is already visiting colleges and conducting online searches, who has begun interviewing, and who plans to apply Early Decision. In its best form, this new peer pressure can be supportive and motivating, even for those whose coping tactics include delaying for as long as possible. In its worst form, it makes the exciting transition from high school to college more stressful than it needs to be.

David is a good example of the stress factor. After a marathon week of college visits, he and his parents identified a list of schools to consider. As he began organizing application materials, his mom noticed that her personal favorite college was missing. When she asked David about it, he said he'd decided not to apply. "But you loved it when we visited! What gives?" "Well, Julia loves it more, and for her it's a reach. If I apply, I might mess up her chances." "Is Julia a good friend?" "Sorta." "So a 'sorta' good friend is more important in deciding where to apply than what you think of the college?"

Parents are sometimes baffled by such reasoning, but students know that whatever Julia might mean to David later, right now they live overlapping lives. College is the future, but life is right now.

This journal entry, written by a college-bound high school student, illustrates the anxiety involved:

Last Friday, I sat down at our usual lunch table. "So, everyone coming to Joel's tonight?" I asked. "Can't," Theo frowned. "Me neither," said Rosie. "I'm basically under house arrest until I get my apps done." Everyone around me started chattering away, and the overwhelming anxiety level in me about deadlines began to rise. Was there some essay or form that I had forgotten? How come I suddenly had more free time than my friends?

Attempts to cope Each student needs to feel in control of their college plans, even when he or she is bewildered by the details and unsure about what may lie ahead.
Teenagers deal with uncertainty in different ways. For some kids, coping with the pressure takes the form of resistance. Craig and his daughter Maria drove four hours to get to a college visit appointment. Upon arrival, Craig was dumbfounded when Maria took one look at the college and announced, "I would never go to this school. There are too many trees, and it's in the middle of nowhere."

Other students take an over-controlling approach. By her junior year, Laura had already set up a complex file system of plastic boxes to organize the flood of incoming college mail.

Scott, an accomplished and motivated student, took even more drastic steps to master his own destiny, as overheard at soccer practice:

"I can't believe Scott! He actually sabotaged his own Early Decision application on purpose! His parents thought they had persuaded him to apply Early Decision to their alma mater. But he didn't want to apply anywhere early, so he sent off all the materials in time for the ED deadline anyway--except for one required recommendation that he 'forgot.' Voila! Scott's in the regular applicant pool."

Like all teens, David, Maria, Laura, and Scott are each exploring their unique identity and self-image, moving toward separation from their parents while figuring out what their competencies are.

Linda Shapiro, a psychologist and independent college admission consultant in West Newton, Massachusetts, describes high school students as emerging adults "still under construction." And, she points out, "any kind of construction is a messy process." The problem is, the college search and application process comes right in the midst of the transition from childhood to becoming an adult. Talk about overload!

Parental anxiety Ironically, many parents also describe the college search process as stressful. One mom started by typing "college information" on Google. Up popped 11 million sites. "College admission" yielded 3,670,000 sites, and "choosing a college," offered 1,730,000 sites.

So she made her way to the local bookstore, where she tried comparing college listings in various guidebooks. Where to begin? The thick-but-dry college guide? Fun-to-read narrative guide? Specialized guide for selective admission? Heck, she didn't even know which book to buy--how could she ever help narrow down a list of colleges?

Learning lessons As a college admission consultant, I may have a head start in the "college knowledge" department, but as a parent, I have no more credibility with a 16- or 17-year-old who shares my gene pool than any other parent. When our firstborn approached this phase of his life, he was fairly engaged in the admissions process. I remember his indiscriminate exultation at every school we visited during our marathon college visit week. "I love this place! I can so see myself here!" he'd exclaim with delight. Later, when he received eight college acceptances, we were immensely proud, and I gave myself a smug pat on the back.

My son lasted only one semester in college before taking an extended year off that found him managing the parts department of a school bus company, doing construction in Oregon, and working in a fish processing factory in Alaska. What he knew--and I didn't--was that he needed to try out his independence before settling into four years of college. He's now happily back in college, but obviously we missed some cues during his senior year in high school. What did we miss?

Too much togetherness? Sometimes, it's that word "we." Admissions officers and guidance counselors all have stories to tell about parents who ask questions with the word "we" in them: Should "we" take a Kaplan or Princeton Review course, or should "we" arrange for in-home tutoring with Summit Educational Group? Should "we" declare a major on the application, or would "we" have a better chance of being admitted if "we" checked the undecided box?

The convenience of cell phones has also contributed to the phenomenon known as "helicopter parents," because it is just too easy to hover in our kids' lives. Some parents continue to hover even after their kids are enrolled in college. A professor at a highly selective New England college complained that on the day he passed back mid-term exams, he had barely returned to his office when a parent called, upset about his son's test grade. In cases like this, parental intervention not only robs students of the opportunity to fend for themselves, but it also actually sabotages the development of independence.

Love and money Parental love can also cloud the reality of financing college. I counseled a family of one high school salutatorian who believed that she had earned the right to go to a certain prestigious school. But her parents were both teachers approaching retirement age, and the financial aid package she was offered came up short.

Neither parent could bear the thought of limiting their daughter's future by their inability to pay, so they borrowed from their retirement savings to finance their daughter's dreams. The bottom line for both of them was simply love. But a lot of guilt and financial worry could have been avoided if the three of them had discussed their family's finances before submitting any applications to colleges.

As another dad said, "Ever since he was little, we told him to study hard and he could go to any college he wanted. We never realized that financial aid decisions could squash this promise."

The good news Fortunately, most students are resilient, and going through the college application process often makes them even more so as high school draws to a close.

It's true that keeping peace in the family can be trying during the college planning year, but it can be fun, too. What's essential is to start early, talk often, and be sure everyone involved has an agreed-upon role. After all, "we" can't all be the designated college student!

Article by Lynn Welbourn and courtesy of www.careersandcolleges.com

Posted by Sarah Ennenga on September 24, 2007 at 5:58 PM | Leave a Comment (0)

Provided By: Associated Content, Inc.

As parents eagerly prepare their high school students for the next chapter of their education, so should high school students also prepare. Beyond college scholarships, admissions and student life, there is another aspect of college life that students should be familiar with; Student Rights.

Posted by CandiceArnold on September 24, 2007 at 5:14 PM | Leave a Comment (0)

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Heading off to college is an exciting time for many young adults. As parents, we prepare them for the challenges and obstacles they will face. Often, though, we fail to educate our children in some of the most essential health complications that may arise while they are away at school.

Posted by CandiceArnold on September 24, 2007 at 5:10 PM | Leave a Comment (0)

Here's an SAT formula to keep in mind: High scores add up to college acceptances, which eventually equal great career opportunities down the road. Janet Xu, 18, a freshman at Yale University in New Haven, Connecticut, and a guest editor for the SAT guide Up Your Score (Workman,$10.95, www.workman.com), shares her pointers for handling the test. Xu used Up Your Score as her study guide in high school and scored a perfect 1600.

1. Register online. Not only does it save you time and postage, but it also lets you see your scores the day that they come out. Think of how much your mother will save on therapy.
2. In the math section, the questions get harder as you go. Yeah, I know, that's a fact, not a tip, but it WILL help you so much. It means that the obvious answer in the beginning is the right one, and the obvious answer towards the end will be the wrong one. Also, if you're not particularly strong in math, you can just skip the last few altogether and concentrate on the ones you do know how to do.
3. Since most of the math section is multiple-choice, you can get a few answers just by plugging the choices into the problem. To save time, you should ALWAYS start with choice (C) when plugging in. Why? Because the SAT lists its choices in numerical order. That means that you'll always have the smallest number first and the biggest number last. If choice (C) turns out to be too big, all you have to do is look at choices (A) and (B), and that will save you a lot of time.
4. The best way to learn vocab is to make it (gasp!) fun. Learn it with your friends. Make up the weirdest sentences you can think of. Draw cartoons. The more ridiculous, the better.
5. In your Critical Reading questions, they'll sometimes give you a line reference. Always read the line above and below the referenced lines to give you a better idea of what they want.
6. In the grammar section of Writing, always choose the clearest and shortest answer. They're trying to get you to write like a CEO, not Shakespeare.
7. If you're really stuck for an essay topic in the writing section, make up any facts you need. Or a personal story, for that matter. The FBI's not going to come after you, I promise.
8. Bring one calculator and a backup. If you don't bring an extra one, the one you have WILL break down in the middle of your first math section. I call this "Janet's Law of SAT Trauma."
9. Get a good night's sleep. No amount of cramming will be more effective than that.
10. Smile at your proctor. They might be a pain in the neck for three hours, but imagine if you were in their shoes.

Article provided by Spark Notes - http://www.sparknotes.com/.

Article by Janet Xu and courtesy of www.careersandcolleges.com

Posted by Sarah Ennenga on September 24, 2007 at 4:42 PM | Leave a Comment (0)

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High school students, there is no time like the present to start planning for college. Do not worry, you have the grades and all the things colleges are looking for these days. The only thing you are worried about is the money, so the big question is how am I going to pay for college?

Posted by CandiceArnold on September 24, 2007 at 3:59 PM | Leave a Comment (0)

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You are just a year away from graduating high school. So, now you are faced with one of the most important decisions of your life; where to go to college. Where you choose to further your education potentially affects your life more than any other decision you have made up to this point.

Posted by CandiceArnold on September 24, 2007 at 10:57 AM | Leave a Comment (0)

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The Hispanic population is the largest minority in America, yet the high school drop out rate is 48% and only a little over 10% graduate from college. Therefore, many organizations and businesses have set aside funds to aid Hispanic students in obtaining an education.

Hispanic Scholarship Fund (HSF)

There is one organization that leads the nation in supporting Hispanic education - The Hispanic Scholarship Fund.

Posted by CandiceArnold on September 24, 2007 at 10:55 AM | Leave a Comment (0)

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There are many low-income students in America who think that, due to their financial situation, college is simply a pipe dream. However, Thomas Jefferson wrote "...that the children of the poor must be thus educated at common expense" over 100 years ago and Americans businesses and organizations still take this to heart.

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Posted by CandiceArnold on September 21, 2007 at 5:54 PM | Leave a Comment (0)

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You want to go to college, but like most prospective college students, you're not sure how to pay for it. College tuition has soared over the past twenty years, as it strips inflation and increases at a rate that is breathtaking.

Posted by CandiceArnold on September 21, 2007 at 5:44 PM | Leave a Comment (0)

Question: What are your chances of getting into medical school if you don't major in science in college?
Answer: Equally good. Medical schools look for students who have excelled in their field of interest, be it biochemistry or music history.

Take it from Dr. Andrew G. Frantz, Associate Dean for Admissions at Columbia University's College of Physicians and Surgeons (the medical school). Dr. Frantz majored in English in college and welcomes applicants who aren't science majors.

"Medical school is all about science--and nothing but science," he says. "But college is a time to become an educated, complete human being, a time to read Shakespeare and Plato and Cervantes."

Requirements: fewer than you think Most medical schools require only four undergraduate science courses: physics, biology, and two years of chemistry (some schools also require certain math courses). The only exception might be if you have a weak science background or if you don't do well on the first science classes you take in college.

Carol Baffi-Dugan, who advises pre-meds at Tufts University, tells students, "If you absolutely love one of the sciences, go ahead and major in it, but don't choose a science major simply to enhance your medical school application. Pick something that intrigues you; that you really want to learn about, whether it's biology, history, or music."

Applications to medical school have risen in recent years but are still far below the all-time high in 1996. Getting in is tough, as only about half of all applicants are accepted. Luckily, the things to focus on in order to get in are the same things that will develop you as a person and enhance your college experience:

• Do well academically.
• Take a variety of courses that give you a broad perspective on the world. Learn a language. Spend a semester abroad.
• Take an active part in college life beyond academics, and assume a leadership role.
• Explore the real-life world of medicine through internships and paid or volunteer work in a hospital or other medical setting.
• Show that you care about people and that you want to make a difference in the world. Check out community service programs. More and more medical schools are recognizing that a desire to serve others is an essential prerequisite in becoming a good doctor.

Beyond the GPA Grades are important, says Baffi-Dugan, but the students who are getting into medical school are the ones who show motivation and self-development, not just a high grade point average. "Many medical schools are grappling with the issue of how to educate students to treat people from a great variety of cultures," she says. "Knowing a second language and having studied abroad are seen as plusses in a student's application. Understanding a different culture from having lived there makes you more open-minded to different cultures." However, experiences that expose you to people from different cultures in the U.S. can be just as important. "Our own society is so diverse now," says Baffi-Dugan, "that medical schools are really aiming for students who are well prepared to deal with our own population." So choose a major you love, take on nonacademic leadership responsibilities, show you care for others--in short, become the kind of person you would like to have as a doctor: wise and sensitive as well as a first-rate clinician.

How does this affect your college choice?

• Look for a school that is not only academically strong but that's also a good match for you in size, location, curricular and extracurricular activities, and student population. A school may have the best success rate in the country in medical school admissions, but if you are miserable there, you are less likely to do well.
• Ask about what kinds of support and advising the school offers pre-med students.
• Ask about opportunities for health-related experiences, such as research, internships, and service programs.

The bottom line? Study what you love in college. No matter what it is, you'll be keeping your medical school options open.

Article by Deborah Knight and courtesy of www.careersandcolleges.com

Posted by Sarah Ennenga on September 21, 2007 at 5:33 PM | Leave a Comment (0)

Certainly All-State athletes, two-sport threats, and varsity-letter winners should emphasize their prowess. But less exalted athletes who may compete in fairly new or more obscure fields are valued as well. For example, archers are welcome at Barnard College, and badminton players are well-served at Bryn Mawr College. Women's ice hockey at Providence College and crew at Bucknell University in Pennsylvania are recently established programs.

The point is to identify the college or university that offers or is known for your sport. A good source is Peterson's Sports Scholarships & College Athletic Programs (Thomson Peterson's, 2004). College Web sites contain the most current facts about teams and coaches, and sometimes they include rosters. You will need the coach's name to contact him/her and to send a DVD of your playing highlights if appropriate. Checking out the roster, which usually indicates the players' high schools, and the team record will give you an idea of its competitiveness and your chance of playing. If the team members who play your position are seniors, your odds are improved.

"Intramural and club sports are the lifeblood of the college," says Tracy Karr, admissions counselor at Susquehanna University, where club teams, including men's volleyball, sometimes rate as much support as varsity. Intramural teams such as coed softball and coed floor hockey at College of the Holy Cross are great places to exercise and socialize. Students are especially enthusiastic about equestrian events at Washington College and Mt. Holyoke. Crew drew so many rowers that Tufts built a stunning new boathouse.

Perhaps the ultimate non-varsity sport is Ultimate Frisbee, with frenzied participation from 218 college and university teams. All these groups need replacement players for graduating seniors.

The greatest growth in college sports is in women's teams. "Women in Intercollegiate Sports," a study sponsored by Smith and Brooklyn Colleges, reports that in the last six years, 1155 new women's teams have been added. Soccer, strongly influenced by Mia Hamm and her Olympics teammates, has grown 40-fold since 1977.

Originally, as women's teams expanded, some men's teams--notably wrestling and gymnastics--were cut. But men are making a comeback. Wrestling has returned to Bucknell, and outdoor field and track to Tulane.

How influential can athletic talent be in winning a spot at college? Plenty. Linfield College in Oregon is typical of many colleges in valuing the GPA first. The strength and quality of the high school curriculum is considered next, followed by SAT or ACT scores. And finally, up to 25% of a student's rating may be based on what a student will contribute to campus, and that could be athletics.

No dumb jocks allowed! Successful high school student-athletes are attractive candidates. Here's why:

• Practice makes perfect. High school student-athletes learn to fit practice, school, social obligations, and perhaps work into their schedules. "They're able to set priorities and balance their time," says Daniel Walls, Emory University's dean of admissions.
• Teamwork = team work. Student-athletes are accustomed to doing their best for the group. Getting along with roommates, taking part in group study sessions, and working with lab partners are natural for them. "The team ethic is ingrained," notes Paul Bradshaw, Baylor University's assistant director of compliance.
• Commitment. Continued participation in high school sports indicates a student's willingness to persist in a demanding regimen. A student's commitment to something outside himself or herself also shows maturity. Colleges, especially Division III schools, are also looking for students who weren't stars but who performed well and stuck with a sport. These are players who will play their hearts out and stay on a team.
• Good sports make good schools. High school student-athletes will most likely compete well on the college level and create winning teams. Athletes build pride and tradition in an institution, and that benefits all students.
• You've got to have friends. Many student-athletes arrive on campus early and are immediately immersed in a small group of people who share their interests. Recalling his cross-country and track orientation program at Hillsdale College in Michigan, Marty McGinn says, "We went camping for three days, made friends, and had fun before being hit over the head with everything else. So I felt more comfortable and at ease while the other freshmen were just moving in."
• Who are you? "In high school, I had a well-established name," says Kristin Carey, a former soccer and lacrosse player at Goucher College in Maryland. "Then I got here and nobody knew me. I'm not the most outgoing person in the world, and sports helped other people know who I am."
• No work, no play. Most students agree that athletic participation helps them to focus on their academic efforts. In fact, David Casassa, a former swimmer and water polo player at Occidental, says, "The only time I fell behind was the last two weeks of school, when I didn't have sports and my time was unstructured."Some schools require study halls for athletes, and some offer special academic programs, including mentoring, tutoring, and strict monitoring of athletes' classroom performance and attendance. That kind of structure helps lots of students adjust.
• Diversity university. On the playing fields, students from various backgrounds meet as equals and often become friends. "You don't have to like each other," says Crystal Butcher, who played field hockey and lacrosse, "but you do have to accept each other and spend a lot of time together, which cuts away initial cultural barriers and preconceptions and often leads to friendship."
• Homesick cure. Most first-year students miss family, friends, and home comforts. But as Clay Nunley, a former collegiate basketball player, found, "It wasn't really too bad because I was so busy and my mind was kept occupied."
• Cut the fat. Sweating it out in sports helps prevent the dreaded frosh 15-pound weight gain.
• Stress less. Academic and social tensions sometimes run high at college, and physical activity is a great release. "It was a way to work out my frustrations," says Kristin Carey.
• Money. Some Division I and II schools offer athletic scholarships ranging from partial awards to full stipends covering tuition, room, board, and fees. But beware: these grants are renewable yearly. If a student is injured or doesn't make the team, the money is gone.

So what's the score? Athletics can make a difference in admissions and after, but no reputable institution will admit unqualified students, no matter how great their athletic prowess. If student-athletes end up on academic probation, they don't play.

Ultimately, your college choice can't be based solely on athletics. Only one athlete in 10,000 will go on to the pros, and the average pro career is only three or four years. How student-athletes perform in the classroom is what really counts. But if you have both academic and athletic ability, your chances of getting into the college of your choice are enhanced--and your chances of enjoying the experience are, too.

So, what should you do? Slip into your sports gear and go for it!

Article by Linda Pollard Puner and courtesy of www.careersandcolleges.com

Posted by Sarah Ennenga on September 21, 2007 at 5:19 PM | Leave a Comment (0)

What can you expect if you're a high school student and attend a summer college program? Well, you can expect the academic demands to be typical of college-level course work. In fact, the academic offerings at the typical well-structured "bridge-to-college" program provide the same breadth and variety of courses you can expect when you get to college. For example, Fordham University's Pre-College Summer Program is an excellent opportunity for serious students to take courses not offered at the high school level. This program allows students to get a head start on their post-high school academic careers by taking a college course for credit, with the additional option of attending a special workshop on strategies in preparing for the college admission and application process. They enroll in classes with college students, work at the same pace, and receive grades and credit on an official University transcript. Some programs like Fordham's only enroll commuter students; others like Harvard's enroll commuters and residential students; and the three- and six-week programs at Cornell are strictly residential.

Other universities offer noncredit courses to high school students, such as Brown University's "mini-courses." These programs do not issue grades, are of shorter duration, and have an emphasis on learning how to approach/think about course material, rather than on mastering a set body of material. Student initiative is imperative in both types of programs; you will not be treated as a high school student in the college classroom, so only serious students should consider summer study on a campus.

Who attends and why? Summer program participants realize that they are actually "practicing" for college.
Caitlyn Hogan from Greensburg, Pennsylvania says about her experience at Dickinson College, "Until I left for Dickinson, I had never really been away from home for an extended period of time, so I guess the first shock was finding myself with all this freedom. It took some of us awhile to realize that even though we could do anything we wished, there was work that needed to be done. Knowledge of this is going to help us greatly in this coming year when we find ourselves more deeply involved in college-level study."

Who attends college preview summer programs? The two oldest and largest university-based summer programs are the ones at Cornell, which enrolls 600 high school students, and Harvard, which enrolls nearly 1,000. Other notable precollege programs are the ones offered at Carnegie Mellon University, Columbia University, Duke University, Johns Hopkins, and University of Pennsylvania, as well as smaller programs at Ithaca College, Bennington, and Dickinson College. Specialized programs are also offered, such as research apprentice programs in biology or veterinary medicine, architecture, visual arts, or language study abroad.

Large programs attract applicants from all over the United States and from abroad as well. Last summer, for example, students from 31 states and 18 countries attended Cornell University Summer College. The students themselves are a highly diverse group:

• A young man from Florida who has taken college courses locally wants to have a residential college experience to decide whether to apply to college near or far from home.
• A woman from Central America wants to explore a career in nutritional sciences to help her country advance.
• A teenager from New Hampshire wants to explore Classics as a possible college major; she enrolled in Greek Mythology.
• A young woman from Boston is keen on expanding her interests in biomedical research by working as a research apprentice in a toxicology lab.

The applications of teenagers for summer study reflect a remarkable depth of thought, a seriousness about themselves and the contributions they wish to make to the world. Application essays involve some soul-searching to honestly reveal what differentiates them from their peers.

What summer study can mean to you Study at the college level is valued by academically talented students as a chance to develop strategies for dealing with the more intense demands of college study. The course work you explore before applying to college can have a tremendous effect on your decisions about your college major and future career. You may also gain insights into how to work toward your own goals and expectations, rather than those of others (your parents, for example). Could there be anything more valuable about a college education?

Summer programs vary greatly:

• Not all programs award college credit.
• Some offer a wide variety of university courses; others only allow students to take specified offerings designed for high schoolers; still others offer specialized courses or experiential learning outside the classroom.
• For concentrated work in one academic area, there are intensive math programs, intensive English language programs for overseas students, and SAT preparation and study skills courses. The program you choose should give you the practice in areas that will mean the most to you and meet your personal goals. This is a time to explore and study what interests you, to capitalize on your options, and to try something new.

"Bridge-to-college" programs, especially those offering a wide selection of courses, can help you work out what you really like and what you don't. They can help you learn what you're good at and where you need more preparation. They may help you to make wiser and better-informed decisions in your last year of high school and as you enter college. One recent student tells how an architecture course helped her in just this way. "It was a fantastic course," she says. "I don't think I ever enjoyed studying anything more than I enjoyed that course. And it helped me see that I just wanted a liberal arts education when I got to college."

One note of caution: if your goal in attending is to strengthen an area of weakness, some summer programs may not be for you. Many rigorous programs assume that you're ready for college-level work. To improve a particular skill, consider taking a summer course at a nearby college; to strengthen several academic areas, a post-graduate year at an independent school can help you shore up academic areas before enrolling in college.

Beyond the books Academic work is only part of the picture at a summer program. Learning to make independent decisions--even about simple things like what to eat, how much sleep you need, and when to socialize--can't be overlooked when considering what summer programs have to offer. As a 16- or 17-year-old who is, or is about to become, more independent, you can learn valuable lessons in such things as time and money management. Living with others in a residence hall will be a new experience for many of you--maybe the first time away from home. There will be new rules, of course, as well as issues to be worked out between roommates, and it may be the first chance to live and work with people of other races and cultures. The experience can require some stretching and maturity on your part to make your summer pre-freshman program a success. One thing is guaranteed: the experience will not leave you where it found you.

Participation in a well-conceived prefreshman program can give you an advantage in making decisions about which college is really the best one for you. At many programs, for example, students can learn about the college admissions process by meeting with the admissions staff, who try to demystify this sometimes complicated and scary process. Students can attend admissions information sessions, have an admissions interview, and confer with faculty about subjects like college curricula and possible majors.

Summer programs can be a turning point for many students. I have seen monumental changes in Summer College students from the first week to the end of our three- and six-week sessions at Cornell. Many students tell us it has been the best summer of their lives! Living and learning in a college environment gives you a real grasp of what to expect in college--and how to succeed there.

For more information, check online: both "Summer Camps and Adult Travel Programs" (www.allensguide.com) and "Academic Summer Camps for Teens and Kids" (www.educationunlimited.com) list a wide variety of choices.

Article by Abby Eller and courtesy of www.careersandcolleges.com

Posted by Sarah Ennenga on September 21, 2007 at 3:33 PM | Leave a Comment (0)

Calling all high school women: If you even think you might want to major in science or engineering, you've picked the right time to look for a college.

In some fields, women are quickly catching up to men in the percentage of science students, so you'll find a welcoming atmosphere and plenty of female company. In engineering, male students still significantly outnumber women, but that only stands to help you. Engineering schools are really hungry for women applicants.

In order to interest more female and minority students in engineering, many big companies, colleges, and universities now sponsor engineering outreach and summer programs for high school girls and minority students (check out the box on the opposite page to search for these programs).

If it's science you're interested in, the opportunities are also vast. Robin Davies, professor of biology at Sweet Briar College, says, "We get a lot of students who think they are pre-med because that's the only career they're aware of that has to do with science. If you enjoy science, there are plenty of things you can do besides med school."

Science: finding what you love
Kim Wilson '06, arrived at Sweet Briar College thinking chemistry was her first love, but the biochemistry courses looked so interesting, she took one. She ended up pursuing a major in biochemistry and molecular biology. "It's a lot of fun," she says, "and a lot of work, too." Her advice: "Find something that you love and enjoy in the sciences. That's the key."

One of the most exciting things for Kim has been the opportunity to participate in summer research projects (something more often available at smaller colleges). One summer she worked on a project synthesizing compounds that potentially could be used as anticancer drugs for ovarian cancer. "What you're doing is new," she says. "No one's ever done it before. You really learn."

Nor does pursuing science mean your world is limited. Kim has taken many non-science classes, since the college requires students to take classes in all areas. "Don't stick to one thing," she advises. "Try a variety. It helps balance out the sciences."

So if you are wondering what the right science is for you, or even if science or engineering is right for you, look for a school that will give you lots of opportunities to try things out, to participate in research, to develop camaraderie with other students, and to get to know professors.

Don't be intimidated by engineering
Jenna Rea '08, chose to major in chemical engineering at Cornell. She had very enthusiastic math and chemistry teachers in high school, but she says, "I was quite clueless about what engineering is or what kind of engineering I wanted to do." She recommends trying engineering out by taking the freshman introductory courses. The campus diversity office provides lots of support for both women and minority engineering students, and women now represent 28% of the engineering students at Cornell. Jenna's major, chemical engineering, is 51% female! "I love the atmosphere," she says. "Engineering is all about working in groups." It's fun, too, she says, that companies are trying so hard to recruit women engineers to diversify their workplaces. "You'll go to a recruiting fair on campus and walk into this huge hall and realize recruiters are looking at you very closely, to try to get you to come to their table."

In high school, Jan Ma, Cornell '07, attended a Society of Women Engineers week-long engineering program offered at Cornell for female high school students the summer after their junior year. She became a biomedical engineering major and worked on a project to deliver genes into cancer cells more susceptible to cancer drugs. She also worked on developing biosensors to detect viruses in patient blood samples. "Most of the problems we work on are real-life problems," she says. "Engineers can do anything. They touch every aspect of people's lives."

The number of women undergraduates in engineering rose steadily during the 1990s and early 2000s, and now about 20% of engineering students are women. Many schools, however, have a higher percentage of women, and certain majors, including chemical, environmental, civil, and bioengineering, have much higher numbers (see chart on this page). Don't let low numbers of women in a field deter you, though. Engineering is about teamwork, and many engineering students find that differences in gender fade as they work together with fellow engineering students in small groups to do what engineers are trained to do: solve real-world problems.

Engineering for a better world
Engineering is changing. By using computers, less time is spent simply doing calculations. And the field of bioengineering is growing, which is good news for women. "There's strong evidence to suggest that technology is more appealing to women if they can see an end point to it to help humanity," says Tony Collins, president of Clarkson University. At Worcester Polytech, Tichenor says, they have created a booklet for prospective students called "The Women's Brochure." It describes math, science, and engineering opportunities and how you can use these to better the world and to help people. It also contains photographs of vibrant, successful young women engineers to counteract the stereotypes many people may have of engineering as a predominantly male profession.

While schools of engineering are eager to attract women, companies recruit graduates with equal zeal. "There is a perception now," says Tichenor, "that they need women engineers to be involved in designing products that will appeal to women consumers." Also, the more women engineers they hire, the more woman-friendly their workplaces will be--and changing that larger world of engineering is what today's students will be part of.

Consider these choices As an engineering student, you can attend either a liberal arts and sciences college or university or a school of engineering and applied sciences or technical institute. Columbia University, for example, has Columbia College and the School of Engineering and Applied Sciences. You should look at what courses you would take and what you would learn outside your major, in your non-science courses, as these will be different.

Consider also that both science and engineering have a lot of required courses. It's much easier to start out in these fields and change your mind later than to start in something else and change to science or engineering. But don't plan to specialize too much or too fast. Leave your options open while you explore the path that's right for you.

Article by Deborah Knight and courtesy of www.careersandcolleges.com

Posted by Sarah Ennenga on September 20, 2007 at 7:12 PM | Leave a Comment (0)

As you start the process of applying for college, you may feel as if your life is turning into one big checklist. Letters of recommendation? Check. Financial aid paperwork? Check. Transcripts? Check. In the midst of this series of steps that may begin with an online tour and end with an online-application decision, you may wonder if there is a real person on the other end evaluating what you send in.

Does someone actually read the stack of paperwork that you've generated? The answer is definitely yes! So as you wade through the sometimes daunting list of tasks that must be completed before you can pack your bags and head off to "your" campus, don't forget a crucial part of the process: the quality that colleges call self-advocacy, a term which could be described as "the ability to sell yourself."
While humility is a wonderful trait, the admissions process is your opportunity to demonstrate its opposite. To gain an edge in the admissions process, part of your job is to convince admissions counselors that they want you to attend their college!

Connecting with campuses
You may not realize that colleges and universities track the level of interest you've expressed in attending their particular institution. In most instances, when you tour a campus, have an interview, stay overnight, or meet with the athletic director, this information is recorded in your admissions file. When a member of the admissions staff reads your application, your interest in that college--as expressed by the number of substantive contacts you've made--is noted.

Will this be the most important consideration when the admissions committee meets to assess your candidacy? Of course not. But will it be a factor? Yes, it will. In addition to your transcript, standardized test scores, and letters of recommendation, your interest level is also evaluated. Two applicants may seem quite similar on paper, but the student who has actually visited the campus or attended a regional reception may garner an intangible advantage over another student who has had very little contact with the college.

The good news and the bad news
The current demographics make self-advocacy in the admissions process more important than ever. Between now and the year 2008, more college-age students will seek admission to an institution of higher education than at any previous time in American history. The result will be a lot of competition for the spaces available. That's the bad news. The good news, however, is that 92% of America's colleges and universities admit more than 50% of the students who apply. Those are actually pretty good odds. If you are a college applicant, the cards are stacked in your favor.

Where you need to play your cards exceptionally well, though, is in applying to selective colleges--those colleges and universities that say "no" or "maybe" more than "yes" to their applicants. At many of these selective colleges and universities, campus contact may help move students from the "maybe" to the "yes" pile. But regardless of the selectivity of a college or university, advocating politely for admission is an important part of the application process.

Extra challenges
Some students may face special challenges. Money to help finance your education may be in short supply--or nonexistent. Perhaps you and your parents do not see eye-to-eye about what colleges you should apply to. There might have been a problem you faced during one point in high school which caused your grades to slip a little. There's no doubt that these realities may make threading your way through the admissions process more difficult. But these extra challenges can also work in your favor in the self-advocacy process. For example, you may have worked harder than some of your peers to get where you are now, or you may feel very strongly about wanting to attend college. If so, these are things a college needs to hear about you, things that could actually make you an even more attractive candidate.

How to advocate
The college interview. How do you appropriately advocate for yourself (sell yourself) without becoming overbearing or appearing pushy? There are many ways, but the most common is the college interview.

Interviews afford you the opportunity to highlight your strengths. Be prepared to discuss the following:

• A time when you overcame adversity
• Your proudest moment
• People whom you admire
• New experiences you would like to have
• Why you are passionate about certain subjects and activities
• What you value
• How others see you and how you assist them

Your answers to these questions provide the admissions committee with a more complete picture of who you are, thereby creating an image of you as a real person rather than a compilation of numbers and test scores.

Prepping to promote yourself. Plan ahead! Before you interview, make a list of your strengths, what differenti ates you from other applicants, how you have grown both academically and socially in high school, and the things about you that make you and others happy. The ways in which you are different from other candidates can work to your advantage; enrolling you as a student might help a school reach its goal of becoming more diverse.

A helpful hint. It's a good idea to offer some positive comments about the college or university you're interested in, such as things you like about the campus or how informative the school's website is. Admissions counselors enjoy talking with students who are well-informed about their institution and are more likely to look upon them favorably. And be sure to follow up on your interview with a thank-you note.

Meetings with directors of special programs. In addition to the admissions interview, meeting with a coach, the choral director, or the theater department chair can be helpful, too. Though they are not on the admissions staff itself, these individuals do have some influence in the admissions process. Interest expressed by members of the campus community on behalf of talented students can have a positive effect on an admissions counselor's evaluation.

Questions as a method for selfadvocacy. If you have a question about a school, ask! If the answer to your question is readily available on the website, then querying something obvious is not going to work in your favor. However, if you have a more unusual question (for example, how many environmental science students conduct field work), then by all means ask. Admissions counselors remember students who ask good questions and demonstrate a desire to understand their institutions. An impressive question such as "How can I contribute to your college?" can be a powerful statement for admissions counselors to use in advocating on your behalf. This is more than just a question. It's a value statement that tells an admissions counselor that assisting others is important to you.

Open houses. Colleges and universities host open houses throughout the year. The goal of an open house is to expose prospective students to everyday life at a college. You sit in on classes, meet with professors, learn about extracurricular activities, and dine in the cafeteria. Your willingness to participate--to devote a day to learning more about a college or university--emphasizes your level of commitment. Your demonstrated interest in a school might be the factor that tips the scale and results in your receiving an acceptance letter from that campus.

Exceptions to the rule
Admissions counselors are well aware of the financial burden of making on-campus visits, especially for students who live thousands of miles away. If your home is a long distance from the institution to which you are applying, if your time is limited due to family and work commitments, or if money concerns are an issue for your family, then rest assured that campus contact will not be weighted as heavily in the admissions process.

But don't let your lack of proximity or the price tag involved in visiting a college campus deter you from connecting. Regional receptions and campus-visit subsidies do exist. If an on-campus interview with an admissions counselor is not possible, then one off campus with an alumnus who lives near you can achieve the same result.

So as you move through the college application process, be sure self-advocacy is listed right up there with transcripts, tests, teacher recommendations, and financial aid information. You know what it means now--and even better, you know how to do it.
Self-advocacy? Check!

Article by Kelly Herrington and courtesy of www.careersandcolleges.com

Posted by Sarah Ennenga on September 20, 2007 at 2:53 PM | Leave a Comment (0)

Health-related careers: who, what, and why If you hadn't noticed, health-related careers--sometimes called "allied health" professions--have changed. In the past, working in a health-related career required direct and close supervision by a doctor or nurse. With today's strong academic programs and a greater need for people to get health care without delay, health-related professionals often work much more independently.

In some health-related careers, you'll help people at different points in their wellness, illness, or rehabilitation. In others, you won't work with patients directly--or even at all! In some careers, you'll work in a hospital or clinical setting. In others, you'll work in a school, a private home, industry, or even in an office of your own. The options are wide open.

The need for health-related professionals will grow dramatically in the coming years, according to the Bureau of Labor Statistics. Through the year 2014, one third of industries with the largest wage and salary growth are projected to be health professions, and almost half of the fastest-growing occupations are health professions. These include medical assistants, physician assistants, medical records technicians and transcriptionists, physical and occupational therapists, dental assistants, biomedical engineers, and cardiovascular lab technicians.

Three things will feed the growing need for health professionals:

• the population is aging
• increasingly complicated medical technology is being created and used
• the healthcare industry wants to hold down costs.

Your piece of the pie So how do you decide which piece of the healthcare pie might satisfy you? Your options can be divided into categories based on some general interests and skills.

• If you like direct, hands-on work with people--the kind of work where relationship-building and understanding come into play--you might choose one of the rehabilitative specialties like massage therapy, physical therapy, occupational therapy, speech pathology, or audiology. You'll work closely with patients, families, and other medical professionals in a variety of settings such as hospitals, clinics, homes, and schools. But if you're a self-starter, you can also hang up your shingle and become self-employed in any of these careers.


• If you prefer less direct patient contact but enjoy operating and handling different types of mechanical equipment, a technological or technician's job may be right up your alley. Check out the fields of nuclear medicine or surgical, cardiac, or respiratory technology. Biomedical engineering, orthotics, or prosthetics can satisfy your inventing and design interests. You'll work in hospital, lab, or research settings.


• If you're organized and efficient--a more business-minded, behind-the-scenes person--health administration, health services management, or medical records could be for you. You'll work in settings such as hospitals, outpatient facilities, and private medical offices.


• Artistic people would do well in art, music, or dance therapy; fields that need enthusiastic individuals who work well with people of all ages in large groups or one-on-one. Skills in observation, evaluation, and interpretation are as important as creativity and flexibility in a therapy setting.


• Lab workers are an important link in diagnosing and treating medical conditions. These professionals need to be self-motivated and able to work alone. If these qualities sound like you, consider a career in clinical lab sciences, pharmacology, or toxicology.


• Computer skills come into play in documentation, systems analysis, billing, and record keeping. Software development for a particular healthcare provider is a need you might fill in your work as a computer specialist.


• Using your computer and communication skills could place you in the field of medical communications and illustration. Desktop publishing, writing, and even video and audio production could be in your future. You might develop presentations and other materials that can be used for medical education, policies and procedures, or patient education.


• If you're multilingual and enjoy helping others, consider becoming a medical interpreter/translator. You'll be employed by a hospital or clinic and work closely with patients, their families, and their healthcare providers.

Do you have what it takes? Each health field puts its own specific demands on your interests, abilities, and education. But you've also got to be a certain kind of person to work well in health care: one who is cooperative, mature, responsible, and accurate.

Whether you're working with a single patient or assisting other health professionals, you'll always be part of a team. It's important to be able to express yourself and your opinions to others and to take their ideas into consideration. Cooperation is a must.

You've got to be mature and responsible in your actions--people depend on you. Whether it's promising a movement workshop, reconfiguring hardware, or interpreting a mammogram, you'll be affecting the well-being of another person; you'll need to get things done on time and as promised, and you'll need to document them accurately.

Educational choices Once you decide health care is for you, you have to find the right educational program to meet your career needs and your dreams. You can work in a health-related field with as little as a two-year associate's degree or go on to get your doctorate, which will take six or more years of college. The career and level of schooling you choose will affect your salary and your career flexibility. More education may allow you to work on a consulting basis or even to own your own business.

Some fields require a minimum degree attainment before you're hired, while others require postgraduate certification or licensing, so check the requirements carefully. If your field of interest requires a four-year degree before applying to a formal professional program, make sure the four-year program you are considering meets the admissions needs of the program you'll apply to later on.

Here's something you should know, too: the focus on cost containment in health care favors the career prospects of those who have been trained to work "across borders;" that is, those with training, experience, or certification in multiple areas. So keep your options open by staying alert to trends and opportunities for training in your areas of interest.

Retirements in certain occupations may open up positions as well. When you talk to experts in your field of interest, ask if this may be a possibility and if so, through what timeframe. Also, many careers, such as medical equipment preparers, massage therapists, and physical therapists are beginning to offer opportunities for self-employment. Carefully check the job outlook section under each career listing in the Occupational Outlook Handbook for more information.

Finally, look closely at how trends in population growth and technological advances might affect how your potential career is practiced. For example, some of the work of ophthalmic lab technicians can be done by automated equipment now, and medical equipment preparers are doing more in private homes and nursing homes as patients are moved out of hospitals more quickly to keep healthcare costs down.

Accreditation is important Formal health-career programs can be accredited, which means they have met certain professional standards set by the American Medical Association or a state licensing board. Accredited programs teach you in ways that the governing boards feel best meet professional standards. They also prepare you for licensing or certification exams that happen after graduation but before you're employed. Make sure the program you are applying to is accredited. If not, make sure the program will prepare you for certification and other exams as well as employment. In general, programs that give you hands-on experience--that is, clinical experience--and classroom work make it easier to use what you learn.

How to choose your field Finding out which health-related career is right for you should be a process, not a snap decision. Start with those closest to you--friends, family, or professionals in your community who work in fields you'd like to explore. Quiz them about their training, advancement possibilities, day-to-day expectations, and their personal views on the highs and lows of their careers. Make sure you get the whole picture. This kind of research develops a network of advisors and specialists who can guide your decision- making and open doors to hands-on experiences and references in the future.

Give yourself some space to work with by starting with a broad approach such as "I like to solve problems," and focus in from there. Do you like to work with your hands or your head? With people or alone? Do you work well under stress or better in less urgent situations? School guidance counselors and career counselors in your community can help you focus your interests.

Other places to look for help are the Internet, the reference specialists at your local and school libraries, and professional organizations. These resources can help you hook up with professionals in your field of interest or help you find materials to review.

Try volunteering, too. It will get you right on the front line of the profession you're interested in. Remember that no one place or person has all the answers, so it pays to search around.

Health care is such a wide-open field that there's a place for virtually everyone. But to know if it's really the career path for you, take your time, talk things out, and "try it on for size."

Whatever course you choose, the health-related professions offer many challenging and satisfying careers.

Article by Anna Viadero and courtesy of www.careersandcolleges.com

Posted by Sarah Ennenga on September 20, 2007 at 10:54 AM | Leave a Comment (0)

Airborne

Captain Ken Bradley's commute is no big deal: he just flies the 170 miles to Washington, D.C. in his own small jet. That's just the warmup for the long day's flight ahead. Bradley, spokesman for the Air Line Pilots Association (ALPA, the pilots' union for United Airlines), has over 35 years of experience as a commercial airline pilot with United Airlines. It's a dream job, despite some occasional turbulence in the air.

At age 16, Bradley began flying small airplanes, and subsequently joined the U.S. Air Force. In 1965 he passed two new-hire class dates with United and started his long career, one year shy of his bachelor's degree. These days, pilots will have to work at many airlines making small salaries before they have a chance to be hired by an airline like United.

While working, Bradley finished his college education, then went to law school, working "on reserve" for four years, taking whatever flights came his way. In addition to being a United pilot, he worked on the side for an "old, stodgy law firm in California" doing aviation law. But he declined the senior partnership that was later offered, and became a full-time pilot. "Pilots are generally achievement- and success-oriented," Bradley said.

It takes serious talent and dedication to make it all the way to retirement as a pilot, not to mention outstanding physical health. Physicals are required at least once a year, depending on position, plane type, and the type of flight (international or domestic). International first officers have to have an ATP (Air Transport Certificate), which requires a first-class physical from the Federal Aviation Administration (FAA). This happens every six months.

There are also annual company physicals. If a pilot should fail any of these for any reason, he is let go. Pilots' schedules require them to be on duty for hours, and sometimes days at a time. They are assigned to a specific flight plan that changes constantly.

If he were assigned to a simple domestic routine such as a D.C.-Denver flight, Bradley might complete the round trip five times in a week. But if he were on the international track, it would require perhaps a seven- or eight-day trip sequence between Washington, D.C., London, and Chicago. He would repeat this pattern twice a month, and would do an additional domestic flight.

Pilots fly for the love of it, not for money, Bradley said. Salaries are based on longevity, position (1st officer, 2nd officer, captain), type of plane, and personal flight pay credits (FPC), a measure of hours worked.

Bradley explained that pilots spend considerable time commuting and waiting between flights, so that a pilot can be gone for three days and only get 10 hours of FPC. According to the Air Line Pilots Association, pilots can expect to spend approximately $30,000 on pilot certification alone (pilots must receive 11 certifications/ratings). That's on top of receiving the now required college degree. Federal law requires pilots to retire at age 60.

So if you are are physically fit, unafraid of heights or long hours, and think you're born to fly, consider a career as an airline pilot...and dream on!

Article by Leslie Tebbe and courtesy of Salary.com®

Posted by Sarah Ennenga on September 19, 2007 at 3:24 PM | Leave a Comment (0)

So you've looked at your essay, carefully chosen an essay topic, and now you're ready to write. But how do you start writing? In the beginning, don't consider the word or page limit, if there is one. As you edit your paper, you'll go back over and trim or add things to make it fit. When you start, don't even think about the length except in the general sense -- is this a short essay, a medium essay, or a long essay. With that in mind, just start writing.

If you are writing about an event in your life, it can be easier to just start by describing the event and its importance. You don't even need to start by prefacing the actions that lead up to the event, introducing the characters or anything like that. What you need to focus on when you are doing the first version of your essay is the event itself and why it is meaningful. This also applies to questions like "What is your favorite book" or "How do you see yourself in 10 years?" On your first draft, you want to make sure that you focus on answering the question and why it is meaningful to you.

Next comes the editing process. What you have already written might be a large or awkward collection of memories and childhood events. Now your task is weaving them together into a coherent essay. This is where you shape the raw material that you wrote during the first draft into a presentable, intelligible whole. Go back through and ask yourself -- do I explain this event/character/reason properly? Does the passage flow together as a whole? You should be editing for content, not for grammatical errors or for length. Before you concern yourself with fitting your essay into a given number of words, you want to make sure that it makes sense.

Once you have a good, well-written piece, it is time to begin chopping. Chances are, what you have written is longer than the space allocated for you. But don't start by eliminating paragraphs willy-nilly -- first take a long, careful look at what you have written already. Can you combine two sentences and save some words? Is a sentence or two redundant? Can you rework a paragraph to make it shorter while preserving the same meaning? During this stage, you will also want to look at grammar, spelling, and word choice. Make sure that all of your sentences are correctly punctuated, and that you haven't committed spelling errors that the spellchecker hasn't picked up. It is during this time that you can consult a thesaurus to spice up your words a little bit. But be careful -- don't use the thesaurus to just pick out large synonyms; only use it to remind yourself of good, appropriate words that you neglected when you were first writing your essay. DO NOT USE WORDS THAT YOU DON'T KNOW. Just don't. Oftentimes, even though a thesaurus states that a word is a synonym, it may not be a direct synonym, or it may convey some other secondary meaning that you aren't aware of. IF YOU LOAD UP YOUR ESSAY WITH BIG WORDS JUST TO IMPRESS THE ADMISSIONS PEOPLE, THEY WILL THINK YOU ARE DUMB. That's right. They will think that you know how to use a thesaurus, but that you don't actually know how to write.

If, after going over all of your sentences and all of your paragraphs, you find that you are still over the word limit, then it is time to reconsider how your essay is constructed and what really needs to be said. Then start cutting out paragraphs or parts of paragraphs to make an essay that still makes sense, but that is shorter in length. To do so, you may have to focus on only a small part of the larger essay that you had in the beginning.

Now you should have a nice, polished essay. Time to start showing it off. Get your parents to read it, get your friends to read it, but most importantly, get your English teacher and school counselor to read it. Your English teacher will help you with any punctuation or sentence construction mistakes you may have made, and your school counselor will provide you with some insight as to how your essay compares to other college essays he or she has seen. Finally, after you have had 5-10 people look at your essay, go back over it one more time and try to incorporate any good suggestions that they had. Remember to take all of the advice you get with a grain of salt -- this is your essay, and if someone who reads it wants you to change it entirely, feel free to consider their suggestions and ignore their advice. This may seem like a lot of work; however, a well-written essay can be used on multiple applications.

Article by Ben Hiebert and courtesy of www.careersandcolleges.com

Posted by Sarah Ennenga on September 19, 2007 at 8:38 AM | Leave a Comment (0)

If your eyes glaze over at the sight of an answer sheet with dozens of little circles to fill in, if your palms sweat at the very idea of a #2 pencil, if you dread the thought of taking a standardized test . . . relax. You may have fallen prey to the misconception that getting into college depends on a single test score. For most students, other elements of the application--especially the high school record--influence a college's admission decision more than test scores.

Test scores are "just a part of the puzzle that needs to be put together," according to John Lind, retired Vice President for Enrollment Management at Southwestern University in Texas. "The most selective institutions will look at academic performance over the four years of high school as the most important factor," he says.

However, this doesn't mean you should snooze through the SAT/ACT. High scores will certainly make you a more attractive candidate to many schools, but the importance of standardized test scores varies from one college to another.

What's the point of standardized tests? The quality and difficulty of high school programs can vary widely. Standardized tests represent a way of evaluating all students using the same test measurement. Test scores can corroborate a stellar high school record, and they can indicate that a student is "better" than a mediocre high school record might indicate.

Conversely, it's not uncommon for students with strong grades to underperform on the SAT/ACT, and admissions committees generally assume that a student's high school record is a better indicator of his or her potential success in college.

Some colleges--including some prestigious ones--have started to deemphasize standardized testing in admissions and no longer require applicants to submit test scores. You can find a list of schools that are test-optional at www.fairtest.org.

But most colleges still require you to take standardized tests, so here are some hints:

• If you didn't score well on the PSAT/PLAN, be sure to take college prep courses during your senior year, including as much math and science as possible.


• If your high school offers a test-prep course, take it. Kaplan, Inc. (www.kaptest.com) and Princeton Review (www.princetonreview.com) offer test-prep courses around the country.


• Even if your test scores are not as high as you had hoped, don't rule out the possibility of getting into a selective college. Test scores can be offset by some other strength in your record, such as music, art, or athletic talent.


• Schedule a campus visit/interview and explain extenuating circumstances, such as a learning disability or test anxiety.


• Some students who don't do well on the SAT find that they do better on the ACT. Ask your counselor about the difference and check out the ACT (www.act.org) and SAT (www.collegeboard.com) websites.


• Retake the test. According to both ACT and The College Board, students who take the test more than once tend to do slightly better. But don't assume your scores will improve significantly when you retake the test. About one-third of seniors who retake the SAT see their scores decline slightly. Only about 1 in 100 students will see a substantial increase, so retaking the test is unlikely to get you admitted to a college whose average scores are considerably higher than yours. However, retaking the test will show that you are making an effort to improve your score.

It's important to keep testing issues in perspective. The point of the admissions process is to match each student with the most appropriate college. "Our judgment is not a commentary on the student's worth and dignity as a human being," Lind says. "It's to be sure students are admitted to the institution where they are most likely to succeed." Standardized tests are just one of many ways to match students with colleges. Keep that in mind and you'll avoid "test anxiety"--and you'll shed your fear of #2 pencils.

Article by Paul Adams and courtesy of www.careersandcolleges.com

Posted by Sarah Ennenga on September 18, 2007 at 8:30 PM | Leave a Comment (0)

Watching a movie about skiing is far different from actually "schussing" down the slopes--the wind in your face, your fingertips numb with cold. And reading a magazine article about surfing just isn't the same as tasting the ocean spray as your board goes under.

Likewise, reading about a college or visiting a website isn't nearly as helpful as visiting the campus. Admissions officials agree that the campus visit is really important: without seeing a college or university, it's difficult to judge the subtleties that could make all the difference in your decision.

One former admissions dean and consultant puts it this way: "Choosing a college without visiting the campus is like marrying a blind date." Admissions pros have seen students who walk onto a campus and know immediately and intuitively whether the "fit" is right or wrong. There's just no substitute for the electricity that every campus gives off.

However, it may be impossible--because of distance or cost or family obligations--to visit some or all of the colleges you're interested in. If that's the case with you, there are ways to create for yourself many of the elements of an actual campus visit.

First and most important, talk to very recent alumni of the colleges you're considering--in person, if possible, rather than on the phone--as well as to current students. College admissions offices can supply you with names of recent graduates and current students in your area. Also, ask your high school counselor if any graduates from your own high school are attending the colleges you're considering. Call them and get together with them when they come home for a holiday break.

When you talk to former or current students, remember that each will have a different point of view, a different value system, and a different area of interest. Combine the various perspectives of the people you speak to and try to get a "feel" for life on campus--and get answers to basic questions like these: Do students find it easy to make friends and get involved? How many hours a day/week do students study? How much time is there for sports and other activities outside of class? Should I bring a TV and microwave? How many bands performed last semester? Should I have a car on campus? Are professors approachable or aloof? Which is more practical: a laptop computer or a desktop? How's the food?

Second, ask the admissions office for a DVD, CD, or video that can give you a good feel for the campus. Be sure to visit the college's website, where you almost certainly can take a virtual tour of the campus.

Third, ask your high school counselor and your teachers if they have visited the campus. Counselors, who have visited lots of campuses, may be in a good position to judge the "fit." Why? Because your counselor knows both you and the college and can assess how well the college fits your academic interests and skills.

Fourth, ask if a representative of the college is planning a visit to your school-- or your area. It will be worth driving a couple of hours, if necessary, to hear a college representative speak, since you'll get your questions answered and other students may bring up subjects that spark discussion as well.

Finally, if cost is the issue, ask if the colleges you're considering help sponsor group or solo visits--some do!

Your chances of admission won't necessarily be reduced if you can't visit a college you're considering, and--as indicated above--there are lots of ways to get the "feel" of a college or university without actually being there.

Article by Paul Adams and courtesy of www.careersandcolleges.com

Posted by Sarah Ennenga on September 18, 2007 at 7:26 PM | Leave a Comment (0)

To gain an edge in the admissions process, part of your job is to convince admissions counselors that they want you to attend their college! Here's how to do it.

As you start the process of applying to colleges, you mayfeel as if your life is turning into one big checklist. Letters of recommendation? Check! Financial aid paperwork? Check! Transcripts? Check!

In the midst of this series of steps that may begin with an online tour and end with an online-application decision, you may wonder if someone on the other end is actually reading and evaluating the stack of paperwork you send in.

The answer is definitely yes! So as you wade through the sometimes daunting list of tasks that must be completed before you can pack your bags and head off to your new campus, don't forget a crucial part of the process: the quality that colleges call self-advocacy, a term which could be defined as the ability to sell yourself. Remember, while humility is a wonderful trait, the admissions process is your opportunity to demonstrate its opposite.

Connecting with campuses You may not realize that colleges and universities track the level of interest you've expressed in attending their particular institution. In most instances, when you tour a campus, have an interview, stay overnight, or meet with the athletic director, this information is recorded in your admissions file. When a member of the admissions staff reads your application, your interest in that college--as expressed by the number of substantive contacts you've made--is noted.

Will this be the most important consideration when the admissions committee meets to assess your candidacy? Of course not. But will it be a factor? Yes, it will. In addition to your transcript, standardized test scores, and letters of recommendation, your interest level is also evaluated. Two applicants may seem quite similar on paper, but the student who has actually visited the campus or attended a regional reception may garner an intangible advantage over another student who has had very little contact with the college.

The good news and the bad news Current demographics make self-advocacy in the admissions process more important than ever. Between now and 2008, more college-age students will seek admission to an institution of higher education than at any previous time in American history. The result will be a lot of competition for the spaces available. That's the bad news. The good news? Ninety-two percent of America's colleges and universities admit more than 50% of the students who apply. Those are actually pretty good odds. If you are a college applicant, the cards are stacked in your favor.

Where you need to play your cards exceptionally well, though, is in applying to selective colleges--those colleges and universities that say no or maybe to more applicants than they accept. At many of these selective colleges and universities, campus contact may help move students from maybe to yes. But regardless of the selectivity of a college or university, advocating politely for admission is an important part of the application process.

Extra challenges Some students may face special challenges. Money to help finance your education may be in short supply or nonexistent. Perhaps you and your parents do not see eye-to-eye about which colleges you should apply to. You might have faced a problem during high school that caused your grades to slip.

There's no doubt that these realities may make threading your way through the admissions process more difficult. But these extra challenges can also work in your favor in the self-advocacy process. For example, you may have worked harder than some of your peers to get where you are now, or you may feel very strongly about wanting to attend college. If so, these are things a college needs to hear about you, things that could actually make you an even more attractive candidate.

How to advocate
The college interview. How do you appropriately advocate yourself without becoming overbearing or appearing pushy? The most common way to do this is the college interview.

Interviews give you the opportunity to highlight your strengths. Be prepared to discuss the following:

• A time when you overcame adversity
• Your proudest moment
• People whom you admire
• New experiences you would like to have
• Why you are passionate about certain subjects and activities
• What you value
• How others see you and how you assist them

Your answers to these questions provide the admissions committee with a more complete picture of who you are, thereby creating an image of you as a real person rather than a compilation of numbers and test scores.

Prepping to promote yourself. Plan ahead! Before you interview, make a list of your strengths, what differentiates you from other applicants, the ways you have grown both academically and socially in high school, and the things about you that make you and others happy. The ways in which you are different from other candidates can work to your advantage; enrolling you as a student might help the school reach its goal of becoming more diverse.

A helpful hint. It's a good idea to offer some positive comments about the college or university you're interested in, such as things you like about the campus or how informative the school's website is. Admissions counselors enjoy talking with students who are well-informed about their institution and are more likely to look upon them favorably. And be sure to follow up on your interview with a thank-you note.

Meetings with directors of special programs. In addition to the admissions interview, meeting with a coach, the choral director, or the theater department chair can be helpful, too. Even though they're not on the actual admissions staff, these individuals do have some influence in the admissions process. Interest expressed by members of the campus community on behalf of talented students can have a positive effect on an admissions counselor's evaluation.

Questions as a method for self-advocacy. If you have a question about a school, ask! If the answer to your question is readily available on the website, then querying something obvious is not going to work in your favor. However, if you have a more unusual question (for example, how many environmental science students conduct field work?), then by all means ask. Admissions counselors remember students who ask good questions and demonstrate a desire to understand their institutions. An impressive question such as "How can I contribute to your college?" can be a powerful statement for admissions counselors to use in advocating on your behalf. This is more than just a question. It's a value statement that tells an admissions counselor that assisting others is important to you.

Open houses. Colleges and universities host open houses throughout the year. The goal of an open house is to expose prospective students to everyday life at a college. You'll sit in on classes, meet with professors, learn about extracurricular activities, and dine in the cafeteria. Your willingness to participate--to devote a day to learning more about a college or university--emphasizes your level of commitment. Your demonstrated interest in a school might be the factor that tips the scale and results in your receiving an acceptance letter from that campus.

Exceptions to the rule Admissions counselors are well aware of the financial burden of making campus visits, especially for students who live far away. If your home is a long distance from the institution to which you are applying, if your time is limited due to family and work commitments, or if financial concerns are an issue for your family, then rest assured that campus contact will not be weighted as heavily in the admissions process.

But don't let your lack of proximity or the price tag involved in visiting a college campus deter you from connecting. Regional receptions and campus-visit subsidies do exist. If an on-campus interview with an admissions counselor is not possible, then arranging one with an alumnus who lives near you can achieve the same result.

So as you move through the college application process, be sure that self-advocacy is listed right up there with transcripts, tests, teacher recommendations, and financial aid information. You know what it means now--and even better, you know how to do it.

Self-advocacy? Check!

Article by Kelly Herrington and courtesy of www.careersandcolleges.com

Posted by Sarah Ennenga on September 18, 2007 at 5:15 PM | Leave a Comment (0)

In the race to win college admission, those who get an early jump on things are crowding the field.

Early applications have risen by 17% at Boston College, where 5,200 students applied early, compared to 4,000 the year before. (Boston admits about 30% of its class early.) After adopting more liberal "early action" policies, Yale and Stanford saw their early applications skyrocket by 42% and 62%, respectively.

Although the trend has increased, it doesn't mean that early is right for everyone, and you really have to compare it carefully to the standard admission process to decide if it's right for you.

Compare the Options
Regular Decision. Through this process, high school students evaluate possible choices through the Fall of their senior year and then apply by January 1. Colleges then sift through the piles of applications and send out their decisions in early April, and students have until the traditional candidate's reply date of May 1 to choose the school they will attend.

Early Decision (ED). ED means you apply to only one special school that you're certain you want to attend. Usually, you apply in the middle of November or early December, and in return, colleges give you special consideration because they know you're committing to their school. (Still, it doesn't guarantee admission. Be sure to check what percentage of early applicants are admitted vs. regular applicants.) After colleges review the early applications, they usually send out their decisions in mid-December. Those who are rejected still have about two weeks to apply to their other choices.

ED has come under fire for putting more pressure on students, forcing them into the decision-making game a half-year earlier than usual. Plus, early deciders do not have a chance to compare aid packages from other schools.

Early Action. This is similar to ED in that students apply in November. Then they find out in January or February if they're accepted. The big difference is early action is non-binding. Early action programs at most schools let students show a preference early on but give them the flexibility of applying to other schools. Stanford and Yale have recently eliminated their early decision programs in favor of non-binding early action, joining the ranks of other early action schools such as Harvard, Georgetown, and University of Chicago.

Article courtesy of www.careersandcolleges.com

Posted by Sarah Ennenga on September 14, 2007 at 8:42 PM | Leave a Comment (0)

As you consider the wide variety of college choices available to you, your responses to the questions posed in this article will shape one of the most important decisions of your life.

There are, in fact, a number of very good reasons to consider enrolling at a Christian college or university rather than one of its secular counterparts. Prospective students tell me they want to be surrounded by Christian friends, to live where Christian values and beliefs are uplifted, to learn from faculty who are positive mentors and role models, and to be prepared for life in all its complexities. Their parents share similar hopes and concerns.

These are valid expectations, and the colleges described in this magazine illustrate the kinds of vibrant communities, academic excellence, and positive outcomes that are available to their students. You sense those qualities in abundance when you visit Christian campuses. But there is one additional reason for enrolling at these schools, an even more important one that goes right to the heart of the matter. It is an issue that I personally love to hear about. When a student tells me that he or she wants to attend a Christian college "to wrestle with what I believe, and to understand how that belief affects my worldview," I say to myself, "Yes! This student really gets it!"

Honest intellectual inquiry is extremely important, both in college and throughout all of life. In fact, Socrates--one of the world's most respected philosophers--described the unexamined life as "not worth living." If you agree with this premise, the question of whether to attend a Christian college or university shifts focus--it becomes "What kind of campus will provide me with a healthy, caring structure; a living/learning environment that actually encourages questioning, one that views inquiry as an essential part of coming to terms with my own Christian beliefs and values?"

There is a great need today for persons of conviction and character who live life in the reflection of the Savior, people who serve selflessly and lead wisely. Nurturing these kinds of individuals--preparing tomorrow's servant leaders--is the goal shared by those involved in Christian higher education.

In our complex and diverse world we must be prepared to "speak the truth in love" in every arena of life--as individuals, as family members, as citizens, and as professionals in the business world. How we relate to others, why we strive for excellence, what purpose and meaning we find in our profession, where we make a difference, how we respond civilly in uncivil situations--these are all reflective of a holistic life that integrates faith with learning. I sincerely believe these lessons are best learned at a Christian college or university.

When you are thinking about what kind of college you want to attend, it might be helpful to consider what you picture yourself doing on a Christian school campus. Do you want to participate in chapel programs? Attend residence-hall Bible study with your dormmates? Volunteer to serve in a soup kitchen? Pray before class? These are all important elements in the lives of Christian students, but they can be found on many different college campuses, whether those institutions are secular or faith-based. These activities are examples of what I call "extras" or "add-ons."

Christian higher education should be about more than this. Rather than just allowing the academic, community, spiritual, social, and family parts of your life to coexist, a Christian education teaches you how to combine them. When you are able to make connections between all these different pieces of your life--to truly integrate them--your life takes on a new, soul- satisfying dimension.

The story of one distinguished professor who taught at a number of different colleges and universities illustrates this concept well. As a child growing up in the church, he was immersed in the world of biblical knowledge, a world he loved. As he progressed through high school he grew to love another world--the world of academic disciplines. When he attended college, these two worlds remained separate, unconnected. The prestigious secular university he enrolled in was not interested in his world of biblical and theological knowledge, and his church was afraid that too much academic knowledge might contaminate his faith. For years he felt fragmented, unable to synthesize these different worlds.

But at Christian colleges, he witnessed the Christian perspective being discussed alongside other points of view. In these schools, students and faculty were deeply immersed in both the academic and spiritual worlds so that each illuminated and enriched the other. Connections were made in the classroom, in residential programs, in student life--even on the playing field. In this way individuals who hungered for both academic knowledge and a Christian faith were able to bring those two worlds together. Here the professor was able to make his own life whole.

Those who attend Christian colleges not only master an academic discipline, they deepen their biblical and theological understanding--and they are able to make rich and fruitful connections between the two. They feel strongly about their faith, think deeply about questions, and they put their thoughts and beliefs into action. They are able to make heartfelt, enduring commitments. They know what they believe and why they believe it. At the same time, they leave room for mystery and are able to create a welcoming space for those who disagree with them. They are not only open to talking with others; they are open to learning from them.

In his book on leadership, The Soul of the Firm, C. William Pollard asks individuals who are "true leaders" to stand up. He describes them in this fashion:

"Not the president, but the role model. Not the highest paid person in the firm, but the risk taker. Not the person with the most perks, but the servant. Not the person who promotes himself, but the promoter of others. Not the administrator, but the initiator. Not the taker, but the giver. Not the talker, but the listener. . . .

We live in a world of accelerated change and choice. . . . This has resulted in a certain discontinuity and dislocation for many people. . . . In this crucible of uncertainty, there is great opportunity for positive direction--provided those who have been trained to think will lead and serve."

Are you ready to be this kind of person? A role model, risk taker, servant? An initiator, a giver, a listener? The Christian colleges or universities profiled in this magazine can help you become all those things--and more!

I encourage you to read the articles about these schools carefully and see which ones best meet your own spiritual and academic goals.

And may God be with you on this very important journey.

Article by Silvio E. Vazquez, Vice President for Enrollment and Marketing at Gordon College, and courtesy of www.careersandcolleges.com

Posted by Sarah Ennenga on September 14, 2007 at 6:32 PM | Leave a Comment (0)

The college application process is not meant to be a breeze; it's meant to push you further and force you to think about yourself a little more Obviously it is not possible to reveal your entire personality or all of your fascinating experiences through a few sheets of paper. I know this, the admissions officers know this, and most importantly, you know this. So, now that that expectation has been dealt with, you need to ask yourself: "What parts of myself do I want to portray?" Admissions officers don't have time to sit down and ponder what type of student and person you are through the representation of your extracurricular activities and interests. Since this is the case, it is your job to make sure that your point shows through. Choose one or two (tops) main attributes about yourself that you want to impress the admissions officer with.

One of the most common things that students use is "leadership." Almost everyone these days calls himself a "leader." But, instead of constantly stating it, how can you allow that trait to shine through? There are many activities that involve leadership skills. Your activities can range from being the captain of a tennis team to officer in student council to editor of a literary magazine to a camp counselor. Basically, any position of responsibility involves leadership ability. Along with being a leader, other qualities will come across as well - such as: dedication, hard work, sociability, charisma and perseverance.

It all depends on how you personally want to spin it off to them. If you have an amazing experience or position that clearly demonstrates these attributes, just mentioning it in your list of activities may not be enough! Develop your essay around that experience and work through it with some good storytelling and creativity. Just because you choose to describe an experience or a certain characteristic does not mean it needs to read like an encyclopedia. For instance, I personally focused on leadership through perseverance. One of my essays was based upon the fact that I ran for office seven times within my first two years of high school. And do you want to know how many times I lost? I'm going to tell you anyway - seven times. It was not until my junior year that I finally attained the position that I had coveted since my first day in high school. Instead of just writing about the wonderful things I did once I was in office, it shows something different about me as a person to hear my sad history of losses. Doesn't it? Now you probably think I'm pathetic. Well, that's ok! Perseverance, remember? Besides from the obvious and attractive qualities such as leadership and hard work, you may want to present a more personable side to yourself. It's great to write about all the hardships that you may have survived, but you don't want to make yourself seem like some Greek god with no weaknesses. You don't need to be perfect in order for them to accept you. Be creative, be light, be serious, be interesting, be clear, be honest, BE YOURSELF!

At the end of the day, if you make yourself out to be someone you're not, you could very possibly end up at a college or university that is not a personality match for you. Ending up at an established institution of higher learning is extremely important, but as important (if not more important) is being at a college or university that is a personality match for you. If you are unhappy, surrounded by people vastly unlike yourself, and in an environment that does not allow you to grow to your fullest potential you are only cheating yourself. By being yourself on your college applications, you ensure that you are accepted to the colleges and universities that are strong personality matches for you, and ultimately give yourself the best chances of long term success in college and afterward.

This article is provided by PrepMe, a premium online ACT and SAT prep company.

Article by Suzanne Xie and Avichal Garg and courtesy of www.careersandcolleges.com

Posted by Sarah Ennenga on September 14, 2007 at 1:38 PM | Leave a Comment (0)

It's only a few sheets of paper. But when it comes to attending your dream college, those sheets are the most important documents in the universe.

At a typical university, admissions officers may read thousands of applications each year. That means you have only 15 or 20 minutes to make a good impression. How can you do it? It helps to study the application and know what colleges look for in each part.

Install Your Personal Data
The first few items on the application--name, address, citizenship, and so on--seem like no-brainers. But you'd be surprised how many people make mistakes. "There are often sections of an application that a student just omits," says Susan Klopman, vice president of admissions and financial planning at Elon University in North Carolina. The personal data section may give you the option of stating your ethnicity, which you should do, especially if you're a minority underrepresented at the school. You also may be asked if your parents attended the school, since many colleges give special consideration to children of alumni. And don't forget your Social Security number, which schools often use to identify applications.

Be On the Level about Grades and Test Scores
The next section asks for details about your high school. You'll need to give your school's ACT/CEEB number (a code used by computers when scoring SAT and ACT tests), which you can get from your guidance counselor.

In this section, you must also list your SAT or ACT scores, grade point average, and often your class rank. You might be tempted to sweeten your GPA a few tenths of a point or pad your test scores a bit. Don't. The fact is, colleges are going to receive a transcript showing your actual grades and test scores. And you can bet colleges do not look kindly upon liars.

Hammer Down Your Activities
Most applications require a rundown of the extracurricular activities and organizations you've participated in during high school. This does not mean you should list every club meeting you've ever attended. "It's better to have several that you've contributed to than 16 that you haven't done much in," says Judi Robinovitz, a certified educational planner based in Boca Raton, Florida.

Start by jotting down all your activities, including volunteer work, internships, part-time jobs, and other out-of-school interests. Then pare down your list to activities in which you've played an active role. Include the amount of time you've spent on each activity, the leadership positions you've held, and the honors and accomplishments you've collected. Be specific. As yearbook advertising director, did you sell a record number of ads and increase profits? As band president, did you convince the school administration to budget money for new tubas? It's important to distinguish yourself from other qualified applicants.

"Thousands of people are president of their class," says Robinovitz. "You need to show what you've done to make your presidency special."

Nail the Essay
Because the admission process is so competitive, the essay can make or break you. "Other things being equal, a really good essay could pull you into the class," says Dodge Johnson, a college planner in Malvern, Pennsylvania.

But don't let that intimidate you. Admission officers want to gauge your writing ability, but they also want to know you, your interests, and your goals. Do not write an essay that says what you think a college wants to hear. "When you write about something you think will impress the admissions committee, the phoniness is obvious," says Michael McKeon, dean of admissions at Seattle University in Washington.

A great essay doesn't need to be stuffy or boring, either. Dr. Douglas Christiansen, dean of admissions at Vanderbilt University in Nashville, Tennessee, once read an essay by a student who wanted to eat a hot dog at every major league ballpark in the country. "I've remembered it for years," Christiansen says. "It talked about having goals that are just for fun, because, hey, life is fun."

Even if the school doesn't require an essay, think about including a personal statement, particularly if it explains an extraordinary circumstance that has negatively affected your grades.

Reinforce with Recommendations
When choosing teachers to write your recommendations, select people who know you well. "They should be able to write more than what a wonderful student you are," says Robinovitz. "They should be able to describe contributions you make outside the classroom."

Make an appointment to speak to each teacher. During the conversation, you may suggest that they stress a facet of your background not yet covered in the application. Give the writers a résumé or copy of your application to familiarize them with what you've accomplished, and allow them at least a month to write. As a final touch, send a thank-you note once a teacher has completed a letter.

Should you include recommendations from a coach, boss, or other non-teacher? Go ahead--as long as you've already secured the required number of academic recommendations. "But don't give us seven or eight," cautions Jim Bock, dean of admissions at Swarthmore College in Pennsylvania. "There really is such a thing as overkill!"

2007

Article courtesy of www.careersandcolleges.com

Posted by Sarah Ennenga on September 13, 2007 at 9:08 PM | Leave a Comment (0)

So you're looking at college. You want to go someplace that's fun, cheap, and gives you the best education in the field you're looking for. But there's one problem. Every college brochure you have advertises its college as "Fun, cheap, and the best education." How do you know which is the right one for you? Start by making a list of your preferences. What do you want to major in? Do you want a big school, a medium sized school, or a small school? Where do you want to go to school--East Coast, West Coast? What is your price range? How high do you value the student-to-teacher ratio? Do you want a party school or someplace more stoic?

Next, you will want to narrow down the schools into ones that fit your preferences. This will probably give you a large chunk of schools that sound like a good fit for you. You'll need to whittle these down to the ones which you actually want to apply to. To do so, you'll need to know the overall strategy for applying.

Most students apply to 3-7 schools. You'll want to arrange your schools into 3 categories: Sure Bet, 50-50, and Long Shot. For the Sure Bet, you want to select 1 school which you are absolutely certain that you can get in to and that fits your other preferences and has a good program for your major. State schools are usually a good choice for this, and usually they are cheaper than out-of-state schools, too. You only need one Sure Bet because it is a sure thing--you are guaranteed to at least get into this college, and if all else fails, you can attend it and be successful.

Next, you'll want to select 2-3 50-50 schools. These are schools that you are pretty sure you will be able to get in to, and that perhaps provide you with more opportunities than the Sure Bet schools. Finally, you will want to pick 1-3 Long Shot schools--schools that are really selective and that you have a slim chance in getting in to. However, there is always a chance, which is why you still want to pick a few Long Shots, and apply to them.

With this in mind, you can sift through the schools accordingly. For many students, the expense of the school is a big factor, and can help narrow down the Sure Bet and the 50-50 schools to schools which are inexpensive. However, most highly selective schools are expensive, and narrowing down this category to inexpensive colleges would throw out every school. Fortunately, the highly selective colleges offer financial aid packages if you do get in to them.

Another criterion that can help you narrow down your schools is the strength of the major. Some schools are well known for their Computer Science program, while others are known for their Anthropology department. Do some research on the schools that you are pretty sure you can get in to, and see which ones have the best programs in the area of study that you are considering. You can check the school websites, the US News and World Report Rankings, or ask your counselor if he or she can provide more detailed information. Check to see if a school offers a special program that is particularly interesting to you.

The last facets of the school that you want to consider are its statistics. What is the graduation rate? What percentage of students come back after their freshman year? What is the alumni giving rate? Do they accept AP credit or credit for classes that you have taken in high school? What percentage of graduates get jobs/get accepted to graduate school?

In the end, it is up to you which schools you want to apply to. Make sure that you know what you want from a school, and that the school is offering what you want before you apply. Take into consideration all of the factors which are important to you--cost, location, size, reputation--narrow down the field to a few colleges which fit what you are looking for in an education. A little bit of planning can save you from making a big mistake in applying to and perhaps enrolling in a college that is not right for you.

Article by Ben Hiebert and courtesy of www.careersandcolleges.com

Posted by Sarah Ennenga on September 13, 2007 at 7:05 PM | Leave a Comment (0)

It can strike fear into the hearts of even the best students--writing a college application essay. With the weight of their academic future on their shoulders, students feel tremendous pressure throughout the entire application process. For many, even the most talented student writers, this can mean delaying writing the essay to the last possible moment. Unfortunately, delaying often results in a poorly written essay that does not reveal the true talent of character of the writer.

It doesn't have to be this way. It simply takes a bit of time, some preparation, and a dash of creativity to write an effective essay that will enhance a student's chances of being accepted at the school of their choice. It also takes an understanding of the essay's role in the application process. While the essay is an important element of the application, it is only one of five or six components. Colleges weigh each component of the application differently, but students are rarely accepted of rejected solely on the power of the essay.

However, deciding who will join next year's freshman class is never cut-and-dried. Submit a poorly written essay, and your application package can move from a counselor's "undecided" bin to the "to-be-filed" pile faster than you can say "rejected."

Chris Markle, director of admissions at Susquehanna University, lists seven application essay "Don'ts" to avoid:

1. Don't be too wordy or flowery.
2. Don't be too informal--avoid the use of slang ("cool," "awesome,") and vague words such as "very," "a lot," and "nice."
3. Avoid using clichés in metaphors; for example, don't write that baseball is "as American as apple pie."
4. Don't underdevelop your thoughts--if you introduce an idea, discuss it fully. As a rule of thumb, paragraphs should be at least four sentences and your essay at least a page in length.
5. Avoid the use of cynical generalizations--saying "All Americans are conforming cowards" will not impress admissions staff.
6. Explain your point, but don't repeat the same words or ideas over and over.
7. Don't use poor grammar--avoid fragments, run-on sentences, and split infinitives.

And above all, don't panic!

Now you know what not to do. Knowing what to do is even simpler. According to Markle, the golden rule of college application essays is this: "Your reader should know you better after reading your work." Keeping this idea in mind can really be helpful as you contemplate what to write about.

Think about it. The classes you took, your activities, and your GPA may be set in stone, but you still have control over your essay. Admissions counselors want to hear your voice. "The essay and the interview are the parts of my job I enjoy most," admits Kelly Herrington, former Associate Dean of Admissions at Union College and now Director of College Counseling at University Prep in Seattle, Washington. "They help me understand what makes a student tick."

Ideally, preparation should begin in your junior year. Considering the complexity of some college essay questions, it's best to start early, beginning with the basics. Many colleges and universities utilize the Common Application,which provides students with several essay choices, ranging from discussing an issue of personal or international concern to describing a fictional character that has influenced you. Read over the essay questions, and think in broad terms about what your answers might include.

A memorable essay is more show than tell. Keep the reader in suspense by sharing a story that gradually reveals the answer, instead of stating your answer in the first paragraph. One of Herrington's favorite application essays was from a student who wrote about winning his high school pie-eating contest. The applicant told a vivid story that expressed his focus and determination, a part of his individuality that his school records could not illustrate.

One way to write a stand-out essay is to start with a simple self-evaluation. Ask yourself this: what three adjectives would my parents, friends, or teachers use to describe me? Then actually speak to those people and ask them which qualities, talents, skills, and personality traits they believe make you special. You'll find there are one or two answers that the majority share. Those significant traits are often a good starting point for a college essay.

Once you've identified what your strengths are, you might begin by approaching the college essay as if it were a snapshot moment in your life. Try experimenting with the following free-writing exercises to get your creative juices flowing. Write short stories to complete the following:

• The most valuable advice that I've ever been given is . . .
• My finest accomplishment or talent is . . .
• At least once, I think everyone should try . . .
• I'm a better person now that I have . . .
• We should all be more like this person . . .

In the spring or summer of your junior year, start gathering applications for the colleges where you want to apply. You may have to be patient--some colleges do not make their applications available until late in the summer or very early in the fall. Read the application essay questions, and think them over.

No later than the summer after your junior year, you should be ready for the real thing! Begin writing the essays for your college applications and make sure that they are edited, proofread, and finalized by the end of August. A parent, guidance counselor, or English teacher can be a valuable proofreader.

There you have it: The tools to write an essay that will reveal your true self, your thoughts and dreams, your creativity, your view of the world. The perfect essay is already in you, just waiting to be revealed and to take its role in your future as a college student.

Article by Monica Dorsey and Manya Chylinsky and courtesy of www.careersandcolleges.com

Posted by Sarah Ennenga on September 13, 2007 at 4:48 PM | Leave a Comment (0)

In the early stages of the search process, many colleges seem similar. The fact is that there are lots of similarities among colleges and universities. For example, colleges often emphasize close student-faculty interaction because students and faculty members really do get to know one another well. Similarly, colleges frequently stress the advantages of cultural diversity, historical traditions, and opportunities for off-campus study or travel because those things are very much a part of the college experience.

The key is to figure out whether there's a match between you and a particular college, and to do that, you have to scratch below the surface.

• First, get ready to invest some real time and energy in this process. The result of any project is only as good as the planning that goes into it.


• Second, don't fall victim to thinking that there is only one perfect school for you. There are more than 3,500 colleges and universities nationwide; many will have the academic emphasis, extracurricular options, overseas study opportunities, location, size, campus atmosphere, and sports programs that you're looking for.


• Ask yourself about the things that are most important to you. If you're still uncertain--if you haven't really decided--you haven't given yourself any basis on which to compare one college to another. No wonder they all sound the same!

Here's one approach:

• Make a list of the things you most want in a college. Don't worry if it isn't a precise list because you'll refine it frequently before you make your "final" choice. Accept the fact that no college is going to be perfect in every respect. As with any choice in life, there are going to be trade-offs, so think seriously about priorities. Ask yourself what's essential--and what's merely desirable.


• From this first list, develop a second list consisting of questions you'll ask of colleges you want to consider seriously. (Remember, there is no such thing as a dumb question.) For example, ask about average class size, faculty accessibility, activities outside of class, clubs and organizations, fraternities and sororities, sports teams, social life, the need for a car on campus, and so on.


• Start reading the college profiles in this magazine, and as you do that, mark the colleges that have all--or most--of the qualities you want in your college experience.

From among the colleges that seem to match your interests, you'll need to get answers to the questions on your second list. You can do that by returning the card in this magazine (or visiting our website) to request information directly from colleges. If you call an admissions office directly, be very specific about what information you want. Questions such as "what's the college like?" won't yield helpful information. Specific questions such as "how many students join campus organizations?" "what intramural sports are available?" and "how many freshmen make the varsity lacrosse team?" will give you information you can really use to decide if a college is "right" for you.

• Finally, visit the campuses of the colleges that seem to match your preferences and objectives (if possible) and speak to admissions officers, students, and faculty. Although campus visits aren't required, and they're not always possible, there's no substitute for seeing a campus for yourself.

If you take an active and organized approach to the college search process and follow the steps outlined above, you'll find that the differences among colleges will be obvious. Why? Because you'll be identifying not just the differences among the colleges themselves, but the differences that are really important to you!

Article by Paul Adams and courtesy of www.careersandcolleges.com

Posted by Sarah Ennenga on September 12, 2007 at 8:35 PM | Leave a Comment (0)

Visiting your "top picks" is key to making your final choice, and flying or driving for days with one or both of your parents is part of the whole process.

Big changes are ahead. You're choosing your new "home away from home." You--and your parents--are making one of the biggest decisions of your life. Organizing the itinerary and driving to multiple campuses can be pretty intense.This decision affects all of you, so be respectful, keep your cool, and use your best communication skills.

"I often hear parents say that they've spent more time together with their child in the car on these visits than they had spent together in many years," says Nancy Hargrave Meislahn, dean of admission and financial aid at Wesleyan University in Middletown, Connecticut. "For most families there are all sorts of tensions throughout the process, but in the end it's a real bonding moment. I think kids see their parents in a different light and vice versa."

Sarah Keefer, who has just completed her freshman year at Univer sity of Pittsburgh, worked closely with both her parents as she visited seven campuses. They started looking the summer after her junior year because she had spent the spring studying abroad. Although plenty of students are around in the summer at a huge school like University of Pittsburgh, both Sarah and her mother thought they would have gotten a more realistic view if they had visited while schools were in session.

"It's exciting to go on campus when lots of students are around," says Sarah's mother, Nancy Konopka. "It lets high school students get a better picture of themselves at that college."

Because Sarah's primary concern was to find a college with a strong nursing program, she was less concerned with seeing students in action. She also wanted to find a comfortable campus located in or near a big city.

"I like urban environments," says Sarah. "Cities offer a lot of diversity, which is different from what I had growing up in Gettysburg, Pennsylvania."

Seeing the campuses in person definitely gave Sarah a view that went well beyond the catalogs and websites. One university in Pittsburgh seemed nice in the photographs, but in person it looked "gloomy," lacked green space, and felt crowded.

All in all, Sarah says that visiting with her parents "went pretty smoothly," and that she found out much more when her parents were with her compared to the campus visit she made on her own. Sarah and her parents even survived a grueling 26-hour round-trip drive to St. Louis.
Her mother says that planning was key. "Students have to be ready to tour," she says. "It helps to go on the Internet and read about the colleges. They also need to go through all the college mail once in a while and or-ganize it into no and maybe piles."

To get yourself ready for college touring, follow these steps:

1. Write Down Questions. After narrowing down your college choices, write questions you want answered, and make sure those questions aren't already answered online or in the literature. "When parents ask all sorts of questions that they could find the answers to on the Web, the tour can last up to two and a half hours, which is much too long," explains Konopka.


2. Schedule Ahead. Contact the admission office to schedule a visit--preferably when school is in session. "The mornings are the best, because it increases the chance that you'll be able to sit in on a class, and you'll get more of the flow of the campus," says David Lesesne, dean of admission at Sewanee: University of the South in Tennessee. Many campuses will conduct group tours, which can be very informative because you get to hear questions from other students and parents.


3. Map Out the Details. When you decide on schools that interest you, pull out maps and really calculate how long it will take to travel to those schools. Be sure to factor in traffic, especially during rush hours. If you have the time, try to arrange a stay overnight in a dorm, and coordinate several vis its in one area. "Don't plan to visit more than two campuses per day," Lesesne ad vises. "I've talked to fam ilies who say we're their 12th college in three days. Most students tune out by that point."


4. Compare Facilities.Check out the dorms (and their bathrooms), cafeterias, classrooms, library, athletic center, and any other buildings and rooms that you'll be using. Our checklist at www.careersandcolleges. com will help you compare facilities at different institutions.


5. Talk to Students. Want to know what a college is really like? Go to the source--the students. You may only have a chance to talk to a student guide, but Mike Frantz, dean of enrollment services at Wilkes University in Wilkes-Barre, Pennsylvania, suggests a few questions you should try to ask current students:
   
   
   
   • How much do you study each day/week?
   • Give me examples of how you interact with your professors.
   • What have you done the last three weekends?
   • How and why did you choose this college?
   • Would you choose the same school again?
   
   Above all, get a sense of whether the students are happy.


6. Try Things Yourself. An official tour will show you what a college wants you to see. To get the unfiltered view, branch out on your own. Also, read through a school newspaper and skim the activities listed on bulletin boards.


7. Have An Eye For Safety. Esther Goodcuff, associate vice pres ident for enrollment management and student affairs at Adelphi University in Garden City, New York, says that students should look for campus call boxes and outdoor lighting, as well as ask about crime statistics and security regulations for dorms and other buildings. Also check the safety of the surrounding community.


8. Do the Town. You're not just going to college, you're most likely moving to another town. Tour the area surrounding the campus. What is the community like? Are banks, movie theaters, and grocery stores nearby and within walking distance? Do you need a car, or is public transportation enough? What are the likely prospects for landing a job in the area?


9. Interview If you can. Most colleges don't require an interview, but an in-person meeting with a counselor can help you and the admission staff decide if the school is a good match. You may want to bring copies of your transcript and a list of activities so the admission officer can better evaluate you.


10. Review, Reflect, Reply. After returning home, write down your positive and negative impressions. A few follow-up actions may also help tip the scales in your favor. Laurie Kennedy, associate director of admission at Rider University in Lawrenceville, New Jersey, recommends e-mailing thank-you notes to the admission staff and again expressing interest in the school.

By keeping in contact with admission offices, you can become a face and not just a name.

Article by Don Rauf and courtesy of www.careersandcolleges.com

Posted by Sarah Ennenga on September 12, 2007 at 6:18 PM | Leave a Comment (0)

SEPTEMBER

SENIORS

• Review your college choices with your guidance counselor.
• Collect application materials and keep careful track of all due dates.
• Plan to take the SAT I or ACT.

JUNIORS

• Get involved in activities.
• Register for the October PSAT.
• Start exploring all college and career sources--the counselor's office, guide books, and Web sites, such as www.CareersAndColleges.com.

OCTOBER

SENIORS

• Start outlining essay ideas.
• Contact teachers about recommendations. Give them a month to write.
• Visit any of your college choices that you haven't seen already.

JUNIORS

• Attend college fairs, talk to people about their college experiences, and explore schools online. Keep a file on colleges that interest you.
• Write notes about your interests and courses you'd like to study.

NOVEMBER

SENIORS

• If you're applying early, don't miss the November deadline at most schools.

JUNIORS

• Concentrate on classes and improve your grades.
• Start to find colleges that match your interests.

DECEMBER

SENIORS

• Complete all applications neatly and mail them on time. Don't forget to enclose the application fee.
• Make sure you have a copy of the Free Application for Federal Student Aid (FAFSA). Call (800) 4-FED-AID or go online at www.fafsa.ed.gov.
• Gather your financial records.

JUNIORS

• Review your academic record with your guidance counselor. Discuss the colleges you're interested in and your chances of acceptance.

JANUARY

SENIORS

• Submit your FAFSA as soon after January 1 as possible.
• Investigate scholarships.

JUNIORS

• Start preparing for the spring admission tests. Free study aids are available online, at the library, and in your guidance office.

FEBRUARY

SENIORS

• You should receive your Student Aid Report (SAR), noting eligibility for aid.
• Some colleges require mid-year grades. Be sure your high school sends them.

JUNIORS

• If possible, schedule campus visits when classes are in session to get a better feel for the school.

MARCH

SENIORS

• Plan to take AP exams in May.

JUNIORS

• Take the SAT I or ACT this spring.

APRIL

SENIORS

• Look for admission notices in the mail (some by e-mail).
• Carefully review financial aid award packages.
• Send required deposit to the school of your choice.
• Make sure your high school sends final grades, class rank, and proof of graduation to your college.

JUNIORS

• Narrow your college choices to five to eightschools.

MAY

SENIORS

• Decide which college you will attend; notify all others of your decision.
• Finalize all elements of your financial aid package. You may need to get loan applications directly from a lender.
• Enjoy the rest of your senior year and gear up for a busy summer before college.

JUNIORS

• Volunteer or do an internship this summer. The experience may provide material for your application essay.
• Identify teachers and other adults who can write you strong recommendations.

Posted by Sarah Ennenga on September 12, 2007 at 2:20 PM | Leave a Comment (0)

Between immediate acceptance and outright rejection there lies a confusing middle ground in college admissions: the dreaded wait list.

It's mid-March of your senior year. After sorting through what seemed like a zillion brochures, agonizing over the perfect essay, and driving hundreds of miles to go on college tours, the anxiety is taking its toll. You wake up every day wondering when you'll get the answer to the billion-dollar question: did you make the grade for your top-choice school?

You've been desperately hoping for an acceptance letter, but you've also tried to be realistic and prepare yourself for a rejection. You know not all students will be accepted where they most want to attend. However, when your long-awaited letter finally arrives, it offers neither congratulations nor regrets: it says (in effect), "Not right now, but maybe later."

Welcome to the confusing world of the wait list!

Deciding which college to attend isn't easy. Toss a wait-list letter into the mix, and the already difficult process can become downright depressing. But the fact is, even honor students with 4.0 GPAs, 1460 SAT scores, numerous activities, and full scholarships from similarly competitive universities land on waiting lists. The reason? Students now routinely apply to a number of schools, making it impossible for institutions to accurately project who will accept their offers. So admissions officers use wait lists as an insurance policy.

Is there a way to avoid being put on a wait list? Not really. But there are ways you can lessen the disappointment. As a college enrollment expert with more than 30 years of experience, Robert Massa suggests that students be selective and apply only to schools they really look forward to attending.

"Choose your application set carefully, matching your personality, style, and objectives with the college's characteristics and strengths," says Massa. "The idea that there's only one perfect college for you is a myth; if you have other good choices, being wait-listed at one should not be the end of the world."

Good advice. But what steps should you take if it really does feel like the end of the world, if the school you most want to attend is the one that has wait-listed you?

First, learn the facts. Call the admissions office and politely ask how many students are on the college's wait list, how many were admitted in the previous two years, and whether the wait list has been put in an order of preference. Find out what factors will be taken into account when deciding who will be accepted from the list. Wait-list decisions are usually made before mid-April; then, depending on how many deposits are received from accepted students, admission offers are sent to wait-listed students before the national deposit deadline on May 1st.

"There is some wait-list activity after May, of course, but the longer you have to wait, the less chance there is of admission," Massa explains. Arming yourself with this information will give you a general sense of your chances of being chosen.

Spaces are usually offered to students whom admissions counselors feel are most likely to attend, so if this isthe school you really, really want to attend, write a letter to the admissions office immediately after receiving notice of being wait-listed.

Massa suggests that you make yourself noticed in a sincere way. "Your letter should tell the school that you would definitely enroll if admitted," he says. "It should also state why you want to go to that college, specifically pointing out the match of your style and objectives to the college's program and educational approach."

Avoid being too pushy, Massa cautions. Don't send follow-up letters, ask to be reinterviewed, or have your parents call on your behalf. If you need an extra boost, have a trusted advocate--your high-school counselor, a teacher, coach, or college alum--call the admissions counselor to remind the school of your talents and desire to attend their institution.

Most importantly, don't take the final decision as a personal insult. Wait-list students are candidates who would be admitted if the school had the space. Quite honestly, deciding which students are accepted from the wait list depends more on a college's enrollment needs than a student's qualifications. If a school needs more students from outside the region, more science majors, or more women, students meeting those profiles might be offered admittance from the wait list first.

Be realistic. Play the cards dealt to you. Begin to prepare yourself for your "next-best" school. And keep in mind that if you are wait-listed at one institution, odds are you've been accepted somewhere else very similar.

Knowing what to expect and how to handle the wait-list dilemma can make all the difference in the world.

Article by Monica Dorsey and courtesy of www.careersandcolleges.com

Posted by Sarah Ennenga on September 11, 2007 at 7:30 PM | Leave a Comment (0)

One thing that will carry you through to a career in health care is true excitement about today's research and tomorrow's discoveries. Here are some really "hot" areas in some well-known fields--and in some lesser-known ones.

College is where hands-on learning really starts, where good programs get you thinking about real-world problems, not just textbook exercises. Part of what college gives you is a chance to experience what doctors, nurses, and other healthcare professionals really do every day. Working in laboratories, assisting with patients, and interning at hospitals during college are ways of learning the challenges and joys of contributing to the world through health and medicine. Internships and co-op programs are great ways to learn how to be part of a research team and receive the mentoring that will let you know what kind of work you will most want to do. So what defines the cutting edge in health and medicine? Here's where the hot things are being done.

Viruses, etc.: bird flu and more What do Avian flu, the common cold, chicken pox, herpes, rabies, Ebola, and AIDS all have in common? They are viruses. These microscopic terrors--whose exploits on TV series such as House and in science fiction movies and games like Resident Evil make them humanity's worst enemies--are currently the most fascinating creatures in the medical world.

In addition to viruses, microscopic bacterial spores like anthrax are also crucial areas of national research. Not quite alive and not quite dead, viruses are combinations of proteins and DNA that are perfectly adapted for getting into and out of living bodies in order to reproduce. The stealthy nature of viruses also makes them ideal tools for transferring genetic material into human cells for therapy! The idea is to have viruses infect a person with "helping genes" and molecules rather than with deadly ones. Sound exciting?

Today, medicine is primarily concerned with the diseases that viruses cause in humans, especially the emerging diseases that we have no experience fighting--and much of the work is being done in college and university laboratories. Studying the spread of viral diseases requires the cooperation of environmentalists, botanists, zoologists, government officials, and epidemiologists. Together, they attempt to chart the "vectors" of these diseases--that is, how they get from person to person via air, human contact, or insect and animal hosts. Doctors and other public health professionals turn this knowledge into prevention strategies. They demonstrate that while the cutting-edge work may be good material for TV dramas, it is the practical job of educating people and getting them to help themselves that carries the day. The discovery of a smallpox vaccine was a great achievement, but it would have meant nothing without the coordinated efforts of the tens of thousands of public health professionals and nurses worldwide who together have eliminated smallpox as a disease. But the threat of viruses in the future is very real and gives this area of study real urgency. You could play a role in the work that remains to be done.

Genetics and molecular medicine: fighting back A biology student at Marquette University spent one summer working with a faculty member to discover how the thyroid hormones are attracted or repelled through complex DNA switches. This research required careful work, and similar challenges are met daily by undergraduates in college and university labs across the United States.

Molecular medicine refers to the ability of researchers to work at the level of the molecules that make up our body. The three interdisciplinary fields that make up molecular medicine are genetics, immunology, and pharmacology. Research in genetics begins with an understanding of the DNA that inhabits every one of our cells. It goes on to study how our biological development and our environment cause different genes to "express" themselves in the proteins that make up our growing bodies. The discoveries of geneticists have provided indications of what diseases we are susceptible to, as well as hints for their cure. From basic studies in medicine, biology, and biochemistry, genetics has expanded into new fields such as medical ethics and genetic counseling, among others.

The immune system can make a trillion antibodies (specific molecules) to fight disease. Immunology studies how this works, so that when the body is threatened, pharmacology can attempt to fight the disease with drugs.

Combining state-of-the-art chemistry, computer modeling, statistics, and physiology, pharmacology sifts through millions of potential drugs each year in order to find the few that are both safe and effective. The result is a $250 billion industry and extraordinary opportunities for you in a host of related fields.

Managed care: caring for 100 million Americans Managed care companies, usually Health Maintenance Organizations (HMOs), have changed the landscape of medicine and nursing. HMOs represent the shift from a welfare model of health care to a business model. In the new model, a company bets that it can care for a population for a certain amount of money; if it uses less money, the company makes a profit.

What does this mean for health care? First, it means that hospital stays, the most expensive form of care, are continuing to get shorter. The need for other forms of care--home nursing, physical therapy, outpatient care, and even alternative medicine--is increasing. Second, it means that computer skills and an understanding of business and statistics are critical for making healthcare decisions today.

Nursing, especially, is growing and changing in the new managed care environment. There is, in fact, a major shortage of nurses. Nurses with business, administrative, and computer expertise are well-positioned for leadership roles in the future. Public health professionals, who have always seen the world from a prevention perspective, are also being tapped for managerial and administrative positions. The transition from welfare model to business model is both difficult and challenging, but for those who can navigate the difficulty of the change, it can be exhilarating.

Sports science and medicine: Shaq's podiatrist Would you like to do more than play sports? Sports medicine is a general term that includes athletic trainers, physiologists, nurses, dieticians, physical and occupational therapists, optometrists, and counselors. Sports medicine incorporates the latest technology, such as medical imaging (MRIs), with traditional regimens (eating and exercising for maximum health). Beyond being a trainer or therapist to superstars, sports medicine professionals are involved in the prevention, rehabilitation, and cure of injuries to non-athletes, as well as in the promotion of good health practices to the general population.

According to the American College of Sports Medicine (ACSM), members can be found in hospitals, sports medicine clinics, on the sidelines of professional and amateur sporting events, and even backstage at ballets. Many clinical members are world-renowned for their research in the effects of exercise on cardiovascular health and chronic diseases. Sports medicine is exciting because it focuses not just on "getting better" but on getting "better than normal."

The field also embraces the business of sports and the design of health facilities. Springfield College, for example, offers a major in Sports Management that combines sports and business. One Springfield student spent 15 weeks interning with the Boston Red Sox and found it so much fun that he's now employed by the team full-time.

Cancer research: fighting a ubiquitous killer Despite the investment of billions of dollars of research into the treatment and prevention of cancer over the past 25 years, cancer is one of the leading causes of death in the United States. One out of four people dies of it. The last 10 years have seen an explosion of research findings about how cancer is caused, how it can be treated, and how it can be prevented. We have learned that many genes and molecules play critical roles in turning regular cells into cancerous ones. And a set of new technologies such as the gamma knife have been successful in destroying tumors deep inside the body and brain.

The last few years have seen many new developments. Researchers have recognized that a tumor needs blood to grow, and some therapies have targeted the vessels that supply the blood. If they can find a reliable way to choke off these vessels, the tumor can be stopped in its tracks. While these new "antiangiogenesis" drugs were seen as silver bullets against cancer 10 years ago, clinical trials found them to be less promising, but still helpful alongside chemotherapy. We have much to learn.

Both cancer research and careers in oncology (cancer treatment and prevention) are expected to continue to grow in the next decade. A whole new field of genetic testing for cancer risk is about to open. The more we find out about cancer, the more questions it raises about how our bodies and our cells work. Cancer research is a fast-paced, high-impact, and life-saving career--and it might be the one for you.

What you can do now
Get passionate! These areas are just the beginning. Getting and staying informed about new and hot areas is not just a good career move--it will keep you motivated as you learn to be an expert in your field. Reading magazines such as Science & Medicine and Scientific American can keep you informed on current trends. For more in-depth reports, try the Journal of the American Medical Association.

Websites worth a visit include World Health News at www.worldhealthnews. harvard.edu for current topics. Medline Plus by National Institutes of Health at medlineplus.gov is a good source for pointers on specific topics.

Get skilled! If you haven't noticed, almost every hot area these days involves computers. The more experience you get with them, now and throughout college, the better prepared you'll be to integrate different fields and stay on top of the latest technologies. And be flexible. Don't limit yourself to a specialized field right from the beginning. The worlds of medicine and health care are constantly changing and recombining.

Linda Sharpe, a columnist for www.monster.com, offers this advice to students like you: "Anyone in school now should cut a wide swath through the course catalogue" (that is, take lots of different courses). Check out Monster's healthcare career forum on the Web at healthcare.monster.com.

If you want to check on current salaries, a great starting point is www.rileyguide.com/salary.html. And keep an eye on other hot areas in health and medicine: bionics, medical imaging, geriatrics, social medicine, psycho-neuroimmunology, environmental medicine, and bio-terrorism.

Get going! Look into internships, co-ops, summer research, and other hands-on learning opportunities at colleges near you. Maybe not your first year, but often by your second, you can be involved in a critical research enterprise or contribute to a hospital's healthcare program.

If you're interested in a research or other professional career, put yourself on a fast track and investigate 3-2 programs. Visit colleges, talk with undergraduates about their experiences, and get a sense of what they are really doing and what they're passionate about. It'll get you excited, too!

Article by Joseph Dumit and courtesy of www.careersandcolleges.com

Posted by Sarah Ennenga on September 11, 2007 at 3:35 PM | Leave a Comment (0)

You'll have hundreds of decisions to make before you leave for college. But perhaps the most difficult decision of all is choosing what to major in.

Many students feel pressure to simply choose something--anything at all--rather than label themselves "undeclared."

Relax. Unless you are absolutely set on a particular career, there's really no need to pre-select a major. Even students who started college dead set on a given major often change their minds after they start actually taking classes.

You've heard it time and time again, but it bears repeating: college offers an opportunity for self-discovery. What better way to discover new interests than to take a diverse variety of courses--including some you might have never thought you'd enjoy?

If your interests are focused in one area, consider branching out a bit. When Katie Doherty started her freshman year at Fairfield University in Connecticut, she was certain that she wanted to major in English and minor in education. But after finding some of her education classes less than stimulating, she decided to explore another field she'd always been interested in: publishing. Katie took an internship in publishing, and guess what? She hated it!

Katie ended up sticking with her original plan, studying English and education, and she's now a teacher. But Katie doesn't regret her diversion into publishing. "I'm glad I took the chance, because if I had really liked [the internship], it would have changed my whole outlook," she explains. "It's worth taking some risks to make sure you're going to be happy."

Graham Jorge, who attended the University of Massachusetts Amherst, took courses in ethics, comparative literature, and computer programming, but he quickly realized that his favorite classes were in communications. "Being undeclared helps you to get a general feel for college life and allows you the freedom to experience a wide variety of courses," says Graham. "[That way,] you can find the subject matter than appeals to you most."

Don't be discouraged if you feel lost during your freshman year. The more courses you take, the clearer your path will become. In fact, many students switch majors several times throughout their college careers, and most consult an advisor or counselor at some point along the way. Don't be afraid to take advantage of every resource your school offers you, including regular meetings with an advisor.

Taking classes in many different subjects will not only help you to find your interests; chances are you'll also gain some important life skills. Thomas M. Huebner, vice president for enrollment at Carson-Newman College, is a strong advocate of choosing majors that will help students prepare for a variety of life experiences. "The speed of advancement is moving so fast now we can't fathom the world in the next 50 years," he points out. "I strongly encourage students to think of the life skills--critical thinking, oral and written communication, self-confidence--they will need to adapt to the changing world and to pursue a major that helps them through the journey."

Of course, there are no guarantees. You may be passionate about 18th century British literature, but majoring in it might not lead to a career that you enjoy. That's why it's important to try to balance your interests with the reality of post-college life. On the other hand, even an obscure major can lead to job options that you may never have thought of. Your school's career center has a wealth of information on each major and corresponding career paths.

While you should take the time to choose the right major for you, keep in mind that you could face some challenges if you wait too long. Some majors, especially those in the sciences, have rigorous, highly structured course loads. If you wait until your junior year to start a pre-med program, for example, you may find yourself having to play catch-up by taking extra courses during the semester or over the summer--or even taking an extra year.

For any major you're considering, look at its course offerings and requirements to help determine whether you can complete the program in four years. Your advisor can help you map out a plan for each semester.

Whatever major you end up choosing, take the time to explore your interests --and learn as much as possible about any potential major before you make it official. Major Decisions: A Guide to College Majors (Wintergreen Orchard House, 2006) offers detailed information about more than 150 of the most popular majors; you can order a copy at www.wintergreenorchardhouse.com.

Article by Alexandra Struzik and courtesy of www.careersandcolleges.com

Posted by Sarah Ennenga on September 11, 2007 at 3:27 PM | Leave a Comment (0)

If you're about to pour tens of thousands of dollars into a college education, you may ask yourself: Is college really worth that much money? Wouldn't I be better off going right to work? Studies have shown that college is definitely a good investment that not only pays off financially with better jobs, but also with other lifelong benefits.

Getting Richer

According to latest statistics from the U.S. Census (www.census.gov), the more education you have, the more you earn. Just take a look at the chart below showing the average earnings compared to level of education:

Plus, statistics show that employment rates go up according to how much education an individual completes.

Lifestyle Benefits

A recent report by the College Board called "Education Pays" confirms the monetary benefits of a higher education but also highlights societal benefits. Those who attend college have:

• lower smoking rates
• lower incarceration rates
• increased civic participation, including volunteer work, voting, and blood donation

"The report shows that students who attend college obtain a wide range of personal, financial, and other lifelong benefits," says College Board president, Gasper Caperton. "Likewise taxpayers and society as a whole receive many direct and indirect benefits when our citizens have access to college.

Article courtesy of www.careersandcolleges.com

Posted by Sarah Ennenga on September 11, 2007 at 2:21 PM | Leave a Comment (0)