The document discusses the differences between college and university programs and the factors students should consider when choosing between the two options. It provides pros and cons of college and university to help students determine whether a college diploma, university degree, or combination of the two is the best fit based on their learning style, career goals, and other individual preferences. The career mentoring group meeting aims to help students explore all of their post-secondary options and choose the path that is right for them.
The document provides guidance on applying to university, including timelines for the application process, researching options, the UCAS application system, and tips for a successful personal statement. It outlines key tasks from year 12 through year 13, such as researching universities and courses in the summer before year 13, drafting a personal statement in September of year 13, and submitting applications by the November deadline. The document also discusses different types of offers a student may receive, what to do if grades are lower than expected, and next steps after receiving responses.
This document provides information about selective and non-selective college admissions processes. It discusses factors considered in selective admissions like transcripts, grades, test scores, recommendations, essays, and extracurricular activities. It also outlines timelines for the college planning and application process for juniors and seniors. The document gives details about ACT, SAT, and Subject tests and recommends test preparation. It provides guidance on creating college lists, researching colleges, conducting college visits, and applying to colleges through various deadlines and application types.
This document provides information and advice about planning for and applying to college. It recommends that students start thinking about college early in high school by taking rigorous courses, preparing for standardized tests, developing well-rounded extracurricular activities, and researching different college options. The document outlines factors that colleges consider in admissions like GPA, test scores, essays, activities, and recommendations. It also explains differences between community colleges, state universities, and private schools, as well as various application processes and timelines.
This document provides information about applying to UK universities through UCAS. It outlines the UCAS application process in 12 steps, including choosing courses, filling out the application, writing a personal statement, and submitting transcripts. Key deadlines are in October, January, and March. Students can track the progress of their application on UCAS Track. They may receive conditional offers and have the options to hold offers, enter clearing if rejected, or use adjustment if exceeding conditions. The presentation aims to guide students through successfully navigating the UK university application process.
The document provides information about applying to universities in the UK through UCAS. It discusses the application process and timeline, including choosing courses, writing a personal statement, getting recommendation letters, and meeting application deadlines from September to January. Statistics are given about the number of UK institutions and courses available. Tips are provided for students on course selection, requirements and alternative application options if initial choices are not successful.
This document summarizes information for the Class of 2019 from an international school including statistics on applications from the Class of 2018, popular majors and schools, and upcoming application deadlines. It provides guidance to students on the application process including components like essays, recommendations, and financial aid. Parents are encouraged to provide support to seniors in applying to university while also allowing them space to develop independence.
This document provides information about the college application process for students at the International School of Manila. It discusses application regulations, requirements, deadlines, components, and next steps. Key points include: the 10 application limit per cycle; importance of meeting deadlines and requirements; differences between the US and Canadian application systems; components of applications like essays, recommendations, and testing; application timelines and options like early decision; and assistance available from counselors.
The document provides guidance on applying to university, including timelines for the application process, researching options, the UCAS application system, and tips for a successful personal statement. It outlines key tasks from year 12 through year 13, such as researching universities and courses in the summer before year 13, drafting a personal statement in September of year 13, and submitting applications by the November deadline. The document also discusses different types of offers a student may receive, what to do if grades are lower than expected, and next steps after receiving responses.
This document provides information about selective and non-selective college admissions processes. It discusses factors considered in selective admissions like transcripts, grades, test scores, recommendations, essays, and extracurricular activities. It also outlines timelines for the college planning and application process for juniors and seniors. The document gives details about ACT, SAT, and Subject tests and recommends test preparation. It provides guidance on creating college lists, researching colleges, conducting college visits, and applying to colleges through various deadlines and application types.
This document provides information and advice about planning for and applying to college. It recommends that students start thinking about college early in high school by taking rigorous courses, preparing for standardized tests, developing well-rounded extracurricular activities, and researching different college options. The document outlines factors that colleges consider in admissions like GPA, test scores, essays, activities, and recommendations. It also explains differences between community colleges, state universities, and private schools, as well as various application processes and timelines.
This document provides information about applying to UK universities through UCAS. It outlines the UCAS application process in 12 steps, including choosing courses, filling out the application, writing a personal statement, and submitting transcripts. Key deadlines are in October, January, and March. Students can track the progress of their application on UCAS Track. They may receive conditional offers and have the options to hold offers, enter clearing if rejected, or use adjustment if exceeding conditions. The presentation aims to guide students through successfully navigating the UK university application process.
The document provides information about applying to universities in the UK through UCAS. It discusses the application process and timeline, including choosing courses, writing a personal statement, getting recommendation letters, and meeting application deadlines from September to January. Statistics are given about the number of UK institutions and courses available. Tips are provided for students on course selection, requirements and alternative application options if initial choices are not successful.
This document summarizes information for the Class of 2019 from an international school including statistics on applications from the Class of 2018, popular majors and schools, and upcoming application deadlines. It provides guidance to students on the application process including components like essays, recommendations, and financial aid. Parents are encouraged to provide support to seniors in applying to university while also allowing them space to develop independence.
This document provides information about the college application process for students at the International School of Manila. It discusses application regulations, requirements, deadlines, components, and next steps. Key points include: the 10 application limit per cycle; importance of meeting deadlines and requirements; differences between the US and Canadian application systems; components of applications like essays, recommendations, and testing; application timelines and options like early decision; and assistance available from counselors.
Presentation from mentoring session about Searching and Applying for Graduate School. The session was offered at William Paterson University on March 31, 2016.
This document summarizes an orientation meeting between an academic advisor and a new student. The advisor discusses filling out forms, responsibilities of advisors and advisees, writing a letter to their future self, available academic resources and support services on campus, policies around class attendance and withdrawals, majors and minors, using the course catalog, asking questions, and scheduling an individual advising session. Important upcoming dates are also reviewed.
The document provides information to students on applying to universities in the US, including the 5 key steps to study in the US, components of a strong application package, importance of personal essays, tips for writing effective essays, and resources available to support students through the application process such as EducationUSA. It emphasizes organizing essays effectively, showing true student voice in personal essays, and demonstrating fit with the university.
This document provides guidance on applying to universities in the U.S. It outlines the 5 steps to U.S. study, including researching options, financing studies, completing applications, applying for a student visa, and preparing for departure. It also details the components of a typical "Application Package," such as academic records, letters of recommendation, exam scores, a personal statement, and financial documents. Finally, it provides tips on creating an effective resume or CV, including relevant experience, education background, skills, and contact information, but excluding personal details like birthdate or religion.
This document provides information about college admissions and test preparation. It discusses that most colleges accept the majority of applicants, with only highly selective colleges accepting under 20%. It recommends starting the college search process by reflecting on one's academic and social interests and financial fit. The document outlines the college application timeline and recommends taking challenging courses and exploring extracurricular activities starting in freshman year. It also discusses the differences between the SAT and ACT admissions tests and provides score benchmarks. Sample test preparation options like classes, tutoring, and self-study resources are presented.
This is a PowerPoint presentation I completed during my senior year at Ole Miss. The subject was graduate school, and I completed it with a group of 4 individuals.
College application night 2013.parents.blogkermit116
This document provides guidance on applying to colleges and universities. It discusses finding the best fit schools, understanding application requirements, being proactive in the process, and meeting deadlines. It outlines the primary application components like essays, recommendations, testing, and transcripts. It provides details on the various application types for US and international schools as well as timing and procedures. The document offers reminders and tips for students and parents on navigating the application process.
This document provides information and tips for applying to graduate school. It discusses why students may want to attend graduate school and how graduate school differs from undergraduate studies by being more academically demanding and requiring a higher level of professionalism. The application process involves enhancing areas of weakness, obtaining strong letters of recommendation, meeting deadlines, and ensuring good fit between the applicant's interests and the program. Admissions committees look for academic aptitude, relevant experience, work experience, potential contributions, and writing ability. Overall, preparation, fit, and following instructions are emphasized for success.
This document discusses the experiences of graduate students. It begins by outlining the learning objectives and outcomes, which include understanding the differences between graduate and undergraduate studies, as well as the challenges of graduate school. It then covers several key topics in more depth, such as the differing mentalities of graduate versus undergraduate coursework, how to work towards a master's or PhD degree, common challenges students may face, the importance of networking, and determining faculty expectations. Overall, the document provides an overview of important considerations for students pursuing graduate degrees.
This document outlines the various career clusters and paths a high school student can take after graduation. It lists the clusters as business/marketing, engineering/technical, fine arts, humanities, health, human services, and science/natural resources. It also details the core credits needed for graduation in subjects like English, math, science, and social studies, as well as required credits in areas like physical education, health, and fine arts. It notes that students should complete 30 hours of work-based learning to graduate.
This document provides instructions for registering for classes at a university. It explains how to choose classes based on subject and term. It details the different grading bases that classes can have and prerequisites. It provides information on waitlists, adding classes to a shopping cart, and unit limits. It emphasizes speaking with an advisor for the most up-to-date graduation requirements and registration information.
This document provides information about degree requirements at the University of Arizona. It discusses general education requirements including foundations, tier 1, and tier 2 courses. These gen ed courses aim to provide students with broad knowledge and skills to respond effectively to a complex world. The document also addresses exploring and declaring a major, overcoming potential barriers to majors, and developing a plan to complete degree requirements within 4 years. It emphasizes the importance of meeting with advisors to understand requirements and available resources for support.
This document outlines the experiences of graduate students, including:
- Graduate coursework is more specialized than undergraduate and focuses on a specific field of study. Students work closely with faculty advisors and research teams.
- Master's programs typically take 1-2 years and focus on coursework and a thesis. PhD programs take 3-6 years and emphasize original research culminating in a dissertation.
- Challenges for graduate students include managing time, balancing coursework and research, intellectual demands, emotional stresses, and developing research skills and interpersonal relationships.
- Graduate students' progress is guided by an advisor and committee who provide direction and evaluate performance. Maintaining a good relationship with the advisor is important.
This document discusses the challenges of pursuing a PhD and provides advice for surviving the PhD process. It describes the typical challenges PhD students face, including academic pressures, procrastination, isolation, and lack of motivation or confidence. It emphasizes essential skills for PhD success like time management, information management, maintaining a work-life balance, developing self-discipline, managing relationships with supervisors, acquiring necessary skills, and dealing with financial issues. The document also covers qualities of good PhD students and topics, as well as characteristics of effective PhD supervisors. It provides lessons from the author's personal experience and recommends books on succeeding in PhD studies.
The document discusses differences between secondary and post-secondary disability services and steps for obtaining services at the college level. Key differences include laws, required documentation, self-advocacy, parental roles, instruction, and grades/tests. The steps to gain services at ICC are outlined, including documentation, intake forms, and approved accommodations. Tips are provided for students to prepare, register, study, and maintain GPA. ICC resources like tutoring and testing spaces are also noted.
The document presents information on the four components of college readiness: think, know, act, and go. It describes various skills and behaviors under each component, such as problem solving and finding reliable sources under "think", GPA and career knowledge under "know", goal setting and time management under "act", and awareness of AP classes and financial aid under "go". It also includes examples of successful students who demonstrate aspects of the four components.
Learning Objective: Assess methods for improving study skills
Learning to study effectively is a skill that benefits everyone, even the smartest in the class. When polled, most college students would agree that when they started college, they did not know how to properly study. In this seminar, we will address preparatory study principles, such as setting goals, knowing your learning style, being an active reader, participating in study groups, organizing your notes and study materials, and writing drafts of papers, that can help all students improve their study skills and perform better.
At the end of this seminar, participants will be able to:
a. Identify the traits of successful studying candidates.
b. Generate methods for achieving successful studying habits.
c. Outline methods for implementing successful studying techniques.
Bethany Jo Schmitt has created an electronic portfolio to showcase her background and qualifications for becoming a credit analyst. Her portfolio includes sections on her contact information, education, resume, activities, letter of recommendation, marketing project, accomplishments, and research on the career field. Her goals are to obtain a bachelor's degree in finance or accounting and gain experience in finance to qualify for and succeed in a career as a credit analyst.
The document provides information about program requirements and admissions statistics for various post-secondary programs in Ontario. It lists the prerequisite courses and average grades required for admission to university and college programs in fields such as business, nursing, engineering, psychology, and others. It also provides data showing large numbers of applicants compared to offered admissions, with some programs being much more competitive to get into than others.
The document provides information about program requirements and admissions statistics for various post-secondary programs in Ontario. It lists the prerequisite courses and average grades required for admission to university and college programs in fields such as business, nursing, engineering, psychology, and others. It also provides data showing large numbers of applicants compared to offered admission spots at certain popular programs.
Presentation from mentoring session about Searching and Applying for Graduate School. The session was offered at William Paterson University on March 31, 2016.
This document summarizes an orientation meeting between an academic advisor and a new student. The advisor discusses filling out forms, responsibilities of advisors and advisees, writing a letter to their future self, available academic resources and support services on campus, policies around class attendance and withdrawals, majors and minors, using the course catalog, asking questions, and scheduling an individual advising session. Important upcoming dates are also reviewed.
The document provides information to students on applying to universities in the US, including the 5 key steps to study in the US, components of a strong application package, importance of personal essays, tips for writing effective essays, and resources available to support students through the application process such as EducationUSA. It emphasizes organizing essays effectively, showing true student voice in personal essays, and demonstrating fit with the university.
This document provides guidance on applying to universities in the U.S. It outlines the 5 steps to U.S. study, including researching options, financing studies, completing applications, applying for a student visa, and preparing for departure. It also details the components of a typical "Application Package," such as academic records, letters of recommendation, exam scores, a personal statement, and financial documents. Finally, it provides tips on creating an effective resume or CV, including relevant experience, education background, skills, and contact information, but excluding personal details like birthdate or religion.
This document provides information about college admissions and test preparation. It discusses that most colleges accept the majority of applicants, with only highly selective colleges accepting under 20%. It recommends starting the college search process by reflecting on one's academic and social interests and financial fit. The document outlines the college application timeline and recommends taking challenging courses and exploring extracurricular activities starting in freshman year. It also discusses the differences between the SAT and ACT admissions tests and provides score benchmarks. Sample test preparation options like classes, tutoring, and self-study resources are presented.
This is a PowerPoint presentation I completed during my senior year at Ole Miss. The subject was graduate school, and I completed it with a group of 4 individuals.
College application night 2013.parents.blogkermit116
This document provides guidance on applying to colleges and universities. It discusses finding the best fit schools, understanding application requirements, being proactive in the process, and meeting deadlines. It outlines the primary application components like essays, recommendations, testing, and transcripts. It provides details on the various application types for US and international schools as well as timing and procedures. The document offers reminders and tips for students and parents on navigating the application process.
This document provides information and tips for applying to graduate school. It discusses why students may want to attend graduate school and how graduate school differs from undergraduate studies by being more academically demanding and requiring a higher level of professionalism. The application process involves enhancing areas of weakness, obtaining strong letters of recommendation, meeting deadlines, and ensuring good fit between the applicant's interests and the program. Admissions committees look for academic aptitude, relevant experience, work experience, potential contributions, and writing ability. Overall, preparation, fit, and following instructions are emphasized for success.
This document discusses the experiences of graduate students. It begins by outlining the learning objectives and outcomes, which include understanding the differences between graduate and undergraduate studies, as well as the challenges of graduate school. It then covers several key topics in more depth, such as the differing mentalities of graduate versus undergraduate coursework, how to work towards a master's or PhD degree, common challenges students may face, the importance of networking, and determining faculty expectations. Overall, the document provides an overview of important considerations for students pursuing graduate degrees.
This document outlines the various career clusters and paths a high school student can take after graduation. It lists the clusters as business/marketing, engineering/technical, fine arts, humanities, health, human services, and science/natural resources. It also details the core credits needed for graduation in subjects like English, math, science, and social studies, as well as required credits in areas like physical education, health, and fine arts. It notes that students should complete 30 hours of work-based learning to graduate.
This document provides instructions for registering for classes at a university. It explains how to choose classes based on subject and term. It details the different grading bases that classes can have and prerequisites. It provides information on waitlists, adding classes to a shopping cart, and unit limits. It emphasizes speaking with an advisor for the most up-to-date graduation requirements and registration information.
This document provides information about degree requirements at the University of Arizona. It discusses general education requirements including foundations, tier 1, and tier 2 courses. These gen ed courses aim to provide students with broad knowledge and skills to respond effectively to a complex world. The document also addresses exploring and declaring a major, overcoming potential barriers to majors, and developing a plan to complete degree requirements within 4 years. It emphasizes the importance of meeting with advisors to understand requirements and available resources for support.
This document outlines the experiences of graduate students, including:
- Graduate coursework is more specialized than undergraduate and focuses on a specific field of study. Students work closely with faculty advisors and research teams.
- Master's programs typically take 1-2 years and focus on coursework and a thesis. PhD programs take 3-6 years and emphasize original research culminating in a dissertation.
- Challenges for graduate students include managing time, balancing coursework and research, intellectual demands, emotional stresses, and developing research skills and interpersonal relationships.
- Graduate students' progress is guided by an advisor and committee who provide direction and evaluate performance. Maintaining a good relationship with the advisor is important.
This document discusses the challenges of pursuing a PhD and provides advice for surviving the PhD process. It describes the typical challenges PhD students face, including academic pressures, procrastination, isolation, and lack of motivation or confidence. It emphasizes essential skills for PhD success like time management, information management, maintaining a work-life balance, developing self-discipline, managing relationships with supervisors, acquiring necessary skills, and dealing with financial issues. The document also covers qualities of good PhD students and topics, as well as characteristics of effective PhD supervisors. It provides lessons from the author's personal experience and recommends books on succeeding in PhD studies.
The document discusses differences between secondary and post-secondary disability services and steps for obtaining services at the college level. Key differences include laws, required documentation, self-advocacy, parental roles, instruction, and grades/tests. The steps to gain services at ICC are outlined, including documentation, intake forms, and approved accommodations. Tips are provided for students to prepare, register, study, and maintain GPA. ICC resources like tutoring and testing spaces are also noted.
The document presents information on the four components of college readiness: think, know, act, and go. It describes various skills and behaviors under each component, such as problem solving and finding reliable sources under "think", GPA and career knowledge under "know", goal setting and time management under "act", and awareness of AP classes and financial aid under "go". It also includes examples of successful students who demonstrate aspects of the four components.
Learning Objective: Assess methods for improving study skills
Learning to study effectively is a skill that benefits everyone, even the smartest in the class. When polled, most college students would agree that when they started college, they did not know how to properly study. In this seminar, we will address preparatory study principles, such as setting goals, knowing your learning style, being an active reader, participating in study groups, organizing your notes and study materials, and writing drafts of papers, that can help all students improve their study skills and perform better.
At the end of this seminar, participants will be able to:
a. Identify the traits of successful studying candidates.
b. Generate methods for achieving successful studying habits.
c. Outline methods for implementing successful studying techniques.
Bethany Jo Schmitt has created an electronic portfolio to showcase her background and qualifications for becoming a credit analyst. Her portfolio includes sections on her contact information, education, resume, activities, letter of recommendation, marketing project, accomplishments, and research on the career field. Her goals are to obtain a bachelor's degree in finance or accounting and gain experience in finance to qualify for and succeed in a career as a credit analyst.
The document provides information about program requirements and admissions statistics for various post-secondary programs in Ontario. It lists the prerequisite courses and average grades required for admission to university and college programs in fields such as business, nursing, engineering, psychology, and others. It also provides data showing large numbers of applicants compared to offered admissions, with some programs being much more competitive to get into than others.
The document provides information about program requirements and admissions statistics for various post-secondary programs in Ontario. It lists the prerequisite courses and average grades required for admission to university and college programs in fields such as business, nursing, engineering, psychology, and others. It also provides data showing large numbers of applicants compared to offered admission spots at certain popular programs.
Bethany Jo Schmitt has created an electronic portfolio to showcase her background and qualifications for becoming a credit analyst. Her portfolio includes sections on her contact information, education, resume, extracurricular activities, letter of recommendation, marketing project for her business class, accomplishments, and research on becoming a credit analyst. Her goals are to obtain a bachelor's degree in finance or accounting and gain experience in finance to qualify for a career as a credit analyst.
This document provides information and guidance for students applying to college or university programs. It outlines important dates, application requirements and fees, and tips for navigating the application process. Students are encouraged to book an appointment with the career mentor Jessica to get assistance completing applications and ensuring they qualify for their program choices. The deadline to apply for equal consideration at universities is January 11th, while the college deadline is February 1st. Supplementary application requirements like interviews, auditions or tests are common for competitive programs.
There is nothing like QI ! QI is a USB device that allows you to secure your files and folders, independently of their location, in just 3 clicks. QI protects your sensitive files while allowing you to share encrypted volumes with other QI users. Easy to use, it can be deployed immediately across your company with no training or tech support. Yes it is that simple! With QI, digital security is now in your hands!... literally.
The document discusses funding options for post-secondary education. It provides information on determining costs, researching available financial assistance, and putting together a financial plan. Key steps include calculating costs of tuition, books, living expenses, determining eligibility for government loans and grants, scholarships, bursaries, work programs, and combining available sources of funding. Examples are given of the multi-year costs for three students in different programs and living situations. Funding options discussed include savings, parental contributions, scholarships, bursaries, government assistance programs, and student lines of credit.
A man checks the Facebook page of his company once a day to stalk his children and see if they are online. He is 54 years old, married, and has two children. His motivation for checking Facebook is to stalk his children.
This document summarizes information presented at a career mentoring group meeting about choosing between college and university programs. It discusses factors for students to consider such as learning style, career goals, academic strengths, and financial priorities. Program options are outlined for both college diplomas, degrees, and university majors and minors. Students are encouraged to explore all possibilities and choose based on the right fit for their individual needs and interests.
The document provides guidance on managing expectations, communicating with parents about post-secondary plans, and developing back-up plans. It includes tips for discussing expectations and options with parents, as well as case studies about students facing challenges and potential solutions or next steps. The document stresses creating back-up plans to account for the possibility of not meeting goals and outlines steps to develop an alternative path.
The document defines key marketing terms used in business planning and analysis. It explains concepts like mission statements, target markets, competitive advantages, demographics, branding, franchising, ethics, business models, prototypes, and consumer buying behavior. Market research factors are also covered, such as demand, market analysis, buying motives, just-in-time inventory, lead times, market potential, prices, risks, and test markets. The document provides definitions and descriptions to build foundational marketing knowledge.
Christina is considering customizing her Facebook experience by personalizing button locations, using a translation app, and keeping in touch with family and friends through her timeline. However, she is unsure about sharing her password with parents or having her own Facebook email, and prefers paper books to reading books on Facebook. Overall, she seems open to customization options that enhance her experience without compromising privacy or security.
The document outlines Bethany Jo Schmitt's electronic portfolio, which includes her background information, resume, activities, letters of recommendation, community service projects, marketing project, accomplishments, and research into becoming a credit analyst. Her portfolio showcases her qualifications and experience for pursuing a career as a credit analyst through her academic achievements, extracurricular activities, and research into the field. The document serves to highlight Bethany's skills and preparation for employment as a credit analyst.
The document promotes careers as a financial representative with Modern Woodmen, highlighting the opportunities to earn a high income, have community impact through charitable work, and gain independence as a small business owner rather than an employee, with the average first-year income being $74,525 and tools provided to representatives to efficiently run their business.
Aaron Obrien Artist Cv Updated , Statement, Bio UpdatedAaron O'Brien
This document is an artist CV for Aaron Coby O'Brien that outlines his education, awards, exhibitions, references, art collections, and website profiles. It provides a brief artist statement describing his eclectic style and techniques exploring ideas around war, capitalism, and hyperreality. It concludes with a short bio noting his education, awards, exhibitions, performances, and inclusion in public art collections.
CareerGOD Webinar Series- "Expert Speak: Demystifying US Admissions"
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CareerGOD strives to breach this gap through our latest webinar on “How to get admission into top global colleges?” in the 5-day webinar series ‘Experts’ Speak: Demystifying US Admissions’. Our experts with decades of industry experience share important insights on aiming and cracking through into the best of global universities.
Visit www.careergod.com for more info.
A presentation I made for a class of exchange students. I DO NOT CLAIM ANY RIGHTS TO ANY PHOTOGRAPHS OR INFORMATION USED IN THIS PRESENTATION. A works cited paper can be provided if this becomes an issue.
This document provides an overview of the high school experience in the United States. It discusses the different grade levels from 9th to 12th grade and common experiences students have during each year. It also covers options after high school like college, careers, financial aid, and the application process. The document aims to inform students about navigating their high school years and planning for their future.
This document provides a guide for parents on helping their children through the university application process. It discusses important first steps like researching courses and universities. It explains that students should choose a subject and course they genuinely enjoy or are interested in, rather than basing the decision solely on career goals. The document provides tips on determining expected A-Level grades and suitable universities to apply to. It emphasizes that the application process should be student-led, with guidance from parents and teachers, and the choice of university and course belongs to the student.
This document provides guidance for parents on choosing a university for their child to apply to. It discusses the key steps in the application process, including choosing a subject and course, meeting university requirements, developing a profile of expected grades, and selecting universities. When choosing universities, it recommends considering the type of course, the applicant's grades, university quality/rankings, location, and student lifestyle/experience. League tables and university websites are presented as resources for research. The overall message is that the application process involves independent research and decision-making by the student, with guidance from teachers and parents.
There are several types of college degrees available:
1) Associate's degrees are awarded after 2 years of study at community or junior colleges and prepare students for specific careers or allow them to transfer to a 4-year university.
2) Bachelor's degrees are typically earned after 4 years of study at a university and provide a general education or specialized training in a field.
3) Master's degrees require 2-3 additional years of study after a Bachelor's and provide an advanced level of expertise in a subject.
4) Doctoral degrees are the highest level and involve original research culminating in a thesis on a specialized topic.
Vanessa Grafi - University Perspective Powerpoint PresentationYCEC_YorkU
For Fletcher's Meadow Secondary School: Post-Secondary Pathways Event in Oct 2013 - Speaker Vanessa Grafi of York University - Powerpoint Presentation on University Perspective & Admissions
This document provides an overview of different types of postsecondary education institutions in Iowa. It describes the main features and differences between four-year public universities, private four-year colleges and universities, proprietary colleges and universities, and two-year public community colleges. The document explains that four-year public universities in Iowa offer bachelor's and advanced degrees and receive state funding, while private four-year institutions are smaller in size and offer institutional aid. It also outlines that community colleges offer associate's degrees and vocational programs at a lower cost than four-year schools.
This presentation was created to compile educational information/ resources for ALL students.
Please share this information with students, parents, teachers and guidance counselors.!
Please feel free to contact Nkechi Ilechie
E-mail : nkechiboardman@yahoo.com
nkechiboardman1@gmail.com
This document is a workbook titled "My Future, My Way: First Steps Toward College - A Workbook for Middle and Junior High School Students" published by the U.S. Department of Education's Federal Student Aid office. The workbook is intended to help middle and junior high school students start planning and preparing for their education after high school. It covers topics such as when to start thinking about college, the benefits of higher education, different types of postsecondary schools, and how to pay for college.
This document discusses important factors to consider when selecting a post-secondary career or education program, including the financial and career benefits of different options. It emphasizes the need to carefully research programs and ensure they align with one's interests, skills and goals. While college degrees generally provide higher lifetime earnings, the costs and risks vary significantly between public and private, non-profit and for-profit institutions. Thorough planning is essential to achieving one's career objectives.
Going back to school requires choosing the right program, school, and balancing responsibilities. Key decisions include pursuing a certificate or degree, choosing programs based on interests and career goals, researching accredited schools, and applying with thorough essays and references. Maintaining balance through support systems, dedicated study time, and financial planning is critical for adult student success.
This document discusses factors to consider when selecting a post-secondary career or college program, including the financial benefits of additional education. It notes that a bachelor's degree provides around $1 million more in lifetime earnings than a high school diploma. Students must evaluate their interests and skills to determine the best fit for a career path. While vocational programs provide quicker training, college degrees often lead to higher salaries and less unemployment. The document cautions students to avoid for-profit colleges with poor track records that target vulnerable groups and have low graduation rates and high loan defaults. Proper planning and goal-setting are keys to completing an educational program successfully.
This document discusses factors to consider when selecting a post-secondary career or college program, including the financial and career benefits of different options. It notes that while vocational training programs can provide career preparation in 1-2 years, longer college degree programs typically lead to higher lifetime earnings. However, it also warns that for-profit colleges often have poor student outcomes and high loan default rates. The document emphasizes setting goals and prioritizing one's education to maximize chances of career and financial success after graduation.
This document provides definitions and explanations of common university terminology or "jargon" to help current students understand acronyms and language used in their studies. It defines terms like academic transcript, alumni, census date, credit, deferred, elective, faculty, lecture, major, minor, plagiarism, and testamur. The purpose is to help students feel more confident navigating their degree by clarifying confusing university terms.
2. About 85% of graduates who enter the workforce land a job within 6 months of graduation ANSWER: COLLEGE
3. 1 in 3 students are involved in sports at their school ANSWER: UNIVERSITY
4. 55 % of applicants are female ANSWER: UNIVERSITY
5. Holly Kruitbosch was a nursing student and received the Pembroke bursary for excellence in her program. She now works at the Hospital for Sick Children. ANSWER: COLLEGE
6. 48.1% of all Canadian students are at a school in Ontario ANSWER: UNIVERSITY
7. The Ongoing DebateCollege vs. University There continues to be a divide among students, their parents and guidance counselors. In an upcoming meeting we will deal with influences and how they perceive and affect student’s decisions but now I want to talk about why students should consider both educational pathways. After all, it’s your future. Most students that I have dealt with that have chosen university over college claim they’ve done so for two reasons: “I’ve always been in the university or “academic” stream in high school.” Or generally the most common… “My parents want me to get a degree.” Likewise, I often hear these two traditional answers when I hear why a student has chosen college over university: “I like to be hands-on. I don’t like sitting in a classroom for three hours.“ Or the real kicker… “I’m not smart enough to go to university.“
8. The Ongoing DebateCollege vs. University Tonight we will think about where these notions come from. Why do your parents push you to get a degree? Who convinced you that you can’t do something you set your mind to? The idea that a university degree will automatically put you in a category above college graduates is simply no longer the case. Students often flip flop between college and university learning styles. Many current college students actually come from university after realizing that university-style learning just doesn’t work for them. I’ve also met plenty of college students who have decided to continue on to university when the last thing they ever thought they would do is set foot inside a classroom after their two-year diploma. Just think about it!! I’m not asking you to throw your 10-year plan out the window, I just want you to consider “Why Choose College” and “Why Choose University”. Remember that college and university are not polar opposites; each institution has their pros and cons and all that really matters is that you choose the right place for you. That might mean a college certificate, a masters degree or a combination of something in between. Just remember that this is your future- and it’s your responsibility prop open as many doors as possible.
9. Why Choose College?Top 10 Reasons to Consider College You are a kinesthetic learner (you learn through doing). You want a job. Fast. You don’t want to incur a huge amount of student debt. You prefer a smaller learning environment. You want a more casual learning environment. You want to network and make connections that will help your career. You’re not quite sure you want to commit to a four-year degree program. Your high school grades don’t reflect your potential. Flexibility. You’re interested in a diverse classroom experience.
10. Why Choose University?Top 10 Reasons to Consider University You love to learn. You’re an auditory learner. You’re not huge on class participation. You’re more of an independent learner. You enjoy reading. You have lots of school spirit – or none at Speaking of individuality You are a social butterfly and want your school life to reflect it. You want to be a lawyer, doctor, engineer, etc. You want to open your mind and experience new things.
11. Types of College Programs Certificate Programs require the completion of two semesters (or one year) of study and often offer you an introduction to program choices, upgrading or quick job certification. Ex. Pre-health Diploma Programs require the completion of at least four semesters (or two years) of study. An advanced diploma is granted after three years (6 semesters) of study.
12. Types of College Programs Applied Bachelor’s Degree Programs are four-year applied academic programs offer the best of both worlds—practice and theory. Collaborative & Joint Degree Programs offer the combination of hands-on learning that colleges are known for with the more theoretical approach of university studies. Students may earn either one or two credentials— one from the college and/or one from the university. Apprenticeships practical experience and skill programs. Devote 75-90% of on-the-job training and remaining classroom instruction. Get paid for work and become certified in the trade after completing provincial requirements. You often have to have employment prior to these programs.
13. Types of University Programs DEGREEis a formal, academic recognition that a student has successfully completed a university-level degree program. An undergraduate degree (also called a bachelor's degree or baccalaureate) can be entered directly from secondary school and generally requires three or four years of full-time university study to complete. An honours degree usually involves a higher level of concentration and achievement within the honours subject and may require additional credits. There are many different types of undergraduate degrees, but the most common are the Bachelor of Arts (BA) and the Bachelor of Science (BSc).
14. Types of University Programs Major: your area of primary study. For instance, you could be pursuing a Bachelor of Arts degree with a major in History, Anthropology or English etc. A major requires the completion of approximately seven courses in one subject area. Double major: lets you concentrate your studies in two main areas. This flexibility gives you the chance to combine two related or unrelated areas of interest. Minor: an area of secondary concentration. A minor is a collection of five courses completed in an area other than your major.
15. So Then What School?Things You Need to Consider Program availability Do you want to go away or stay local? What are the admissions averages and pre-requisite courses? How do you like to learn? Is there an Internship/Field Placement available? Small, medium or large school? What Scholarships/Bursaries are available?
16. So Then What School?Making the Choice College & University Tours in the Fall Apprenticeship Fair View Books Ontario College and University Fairs Institutional Websites www.electronicinfo.ca – University Programs www.ontariocolleges.ca – College Programs Your Guidance Office
Editor's Notes
1 - some lectures but more focus on doing and often involve work placement, field placement or internships. 2 - typically only last one to three years. - offering applied degrees or “degree pathways” if you want to study longer. - advantage: you can work directly out of college and return to get your degree either part-time, through distance education or after you’ve saved up some cash. 3 - average college tuition cost is about $3,200 per year lasts two years, while the average cost of tuition in Ontario universities is $6,500 four year program. That $6,400 compared to $26000. Whew.4 - lower populations so the class sizes end up being much smaller. You actually get to know your professors and they get to know you. Means weaknesses or strengths are more likely to get you noticed in a college classroom.5 - college is “a lot more like high school” than university. Your teachers don’t have to be published or have completed tons of research to teach often allow you to call by name and give more contact6 - employ part-time professors that are still working in the industry. Networking with classroom colleagues7- Instead of taking another year of high school, gallivanting across Europe (which hey – I actually recommend if you can afford it!), or committing to a program you’re less than thrilled about – why not take a one year certificate that can actually add value to your career path? That way, if you decide it’s not your thing you can back out before getting in too deep.8 - your high school grades do not define you. or maybe you decide you do want to go to university but took college/applied level courses – your life is not over- If you are set on attending university (or really need a degree to pursue your career goals), there are lots of college programs that can help you pave the way into getting into university. If you’re set on becoming an RN but just didn’t get the grades you needed, look into pre-health, or the RPN program.9 - Maybe you need to work part-time, are a single parent or have to help out at home with younger siblings or a sick parent. - Whatever method you chose, college is definitely a great option for someone concerned with school/life balance.10 - College is a mosaic of different ages: right out of high school, attended or graduated college and those looking for a career change, university grads returning for a post-diploma.
1-Soaking up knowledge and storing it for later use comes naturally to you. You are passionate about facts, figures and gaining new information.2- You retain information really well through listening to someone lecture. While not all university classes function this way, it is still commonplace.3 -lecture with 250 students makes it easy if you’re shy and like to learn independently. Keep in mind this also makes the temptation to skip class, since attendance is not generally taken in lectures.4 –missed class? be sure you can handle the catch-up work and are disciplined enough to get notes from another classmate and actually read them and not everything is covered in a lecture5 – textbooks, libraries etc.You will learn how to use resources like periodicals and journals instead of Wikipedia and Google. Not to mention access to things like microfiche, slide decks and old newspapers – things most high schools don’t have just hanging around.6 -institutions have been around for generatipons, and the traditions, rituals and rivalries have stuck around because students, staff and alumni keep them up. On the flip side Plenty of people revel in the anonymity of university7- Who you are is what makes you cool in university. Your classes are so huge there are bound to be plenty of people who will love and respect you for being different. In fact, being different in university is sort of a sweet card to be able to play. You can reinvent yourself, or fly your freak flag as high as you want. No one’s going to trip you in the hall or slam you into a locker for having purple hair. If you were a cheerleader with a secret comic book obsession, feel free to come clean.8 -Do you love to get involved? Interested in making life-long friends and participating in charity fundraisers? A sorority or fraternity might be something to consider. While less common in Canada than the U.S. Ability to create your own club and group9- lots of careers REQUIRE at minimum, a university degree. 10 –i’m talking about what you’re learning about who you are. Courses in universityare going to open your mind to a whole other world, but so will living with a roommate, doing laundry on your own, or defending a paper you think you deserve a higher mark on. University is a place for sharing knowledge, and sharing opinions. They key is to embrace all those different experiences, stories and backgrounds and help them shape who you are. Remember, you’re coming to University as the person you’ve been up until now. Let yourself be open to the person you want to be.