This document provides information for parents about post-sixth form options for students at WHS. It summarizes that there are now more options than just university, jobs, or a gap year. It also outlines the university application process, emphasizing the importance of researching options, predicting grades accurately, writing a strong personal statement, and meeting deadlines. Financial considerations and the competitive landscape for university and jobs are also addressed.
Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students Wi...Jeremy Knight
Despite some gains over the past 20 years, significant numbers of students are not meeting grade-level expectations as defined by performance on academic assessments. Meanwhile, few schools are able to support the sort of accelerated academic learning needed to catch students up to grade-level expectations.
Evidence indicates this is not for lack of educator commitment or dedication. Instead, many educators lack clarity about how to help students catch up. Common messages about holding a high bar for academic rigor and personalizing learning to meet students where they are can be perceived as being at odds with one another.
“Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students With Learning Gaps” synthesizes a broad body of research on the science of learning in order to inform efforts to help students close gaps and meet grade-level expectations. This deck argues that helping students catch up is not about rigor or personalization — classrooms need both.
Closing learning gaps requires students to be motivated and engaged to grapple with challenging, grade-level skills and knowledge — while also having their individual learning needs met.
The report identifies what must happen among educators, systems-level leaders, teacher developers, instructional materials providers, and technology experts to move beyond the dichotomy of “rigor versus personalization” and toward a future that effectively blends the two.
How To Attend College and University for Free: 2016 Scholarship and Internshi...Joaquin Roibal
How To find, apply and win scholarships and internships that will allow you to attend the university of your dreams and graduate debt free! Topics covered include applying to your dream school, Graduate School, and gaining full time employment after graduation!
Topics covered include:
-How To Attend the University or College of your Dream
-Applying to College
-Applying for unknown and under-the-radar scholarships
-Choosing the correct major that will unlock internship and scholarship opportunity
-Separating your application by adding extracurricular activities and other ideas
-Private University vs Public University Comparison
Txt 4 Success: Utilizing personalized text messages to promote college access...Jessica Vodden
WV has launched a new service to help students prepare for and succeed in college — college counseling by text message. The pilot project, funded by the Kresge Foundation, “nudges” students to complete key college tasks, such as completing the FAFSA or connecting with academic advisors. The system also increases students’ access to college-planning help by allowing them to text college counselors. This presentation provides an overview of WV’s model and outline strategies for implementation.
Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students Wi...Jeremy Knight
Despite some gains over the past 20 years, significant numbers of students are not meeting grade-level expectations as defined by performance on academic assessments. Meanwhile, few schools are able to support the sort of accelerated academic learning needed to catch students up to grade-level expectations.
Evidence indicates this is not for lack of educator commitment or dedication. Instead, many educators lack clarity about how to help students catch up. Common messages about holding a high bar for academic rigor and personalizing learning to meet students where they are can be perceived as being at odds with one another.
“Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students With Learning Gaps” synthesizes a broad body of research on the science of learning in order to inform efforts to help students close gaps and meet grade-level expectations. This deck argues that helping students catch up is not about rigor or personalization — classrooms need both.
Closing learning gaps requires students to be motivated and engaged to grapple with challenging, grade-level skills and knowledge — while also having their individual learning needs met.
The report identifies what must happen among educators, systems-level leaders, teacher developers, instructional materials providers, and technology experts to move beyond the dichotomy of “rigor versus personalization” and toward a future that effectively blends the two.
How To Attend College and University for Free: 2016 Scholarship and Internshi...Joaquin Roibal
How To find, apply and win scholarships and internships that will allow you to attend the university of your dreams and graduate debt free! Topics covered include applying to your dream school, Graduate School, and gaining full time employment after graduation!
Topics covered include:
-How To Attend the University or College of your Dream
-Applying to College
-Applying for unknown and under-the-radar scholarships
-Choosing the correct major that will unlock internship and scholarship opportunity
-Separating your application by adding extracurricular activities and other ideas
-Private University vs Public University Comparison
Txt 4 Success: Utilizing personalized text messages to promote college access...Jessica Vodden
WV has launched a new service to help students prepare for and succeed in college — college counseling by text message. The pilot project, funded by the Kresge Foundation, “nudges” students to complete key college tasks, such as completing the FAFSA or connecting with academic advisors. The system also increases students’ access to college-planning help by allowing them to text college counselors. This presentation provides an overview of WV’s model and outline strategies for implementation.
Assuming most or all of you have a college degree or two and that your degree was the second or third biggest purchase of your life…
Was your degree a good value? Do you feel like you got what you paid for? Anyone want a refund???
Are you still deriving benefits from the degree – or has the dividends shrunk over time?
Do any of you wish you had shopped around more before attending the institution? What additional questions would you have asked?
This presentation examines the rise of students as informed consumers.
NSI 2014: In college Choice Right Fit is EverythingNaviance
One size does not fit all in post-secondary education. Gain wisdom and insight about how important it is for students to diligently conduct research to find the “right fit” when selecting an institution to pursue their goals beyond high school. Hear suggestions about how to make sure your students are preparing appropriately for their post-secondary aspirations.
Adult Student Gains Degree, Demographic, and Motivational InsightsHobsons
Hobsons and UPCEA partnered on a groundbreaking study one year ago to measure motivation and impact of degree completion. This year, analysis of the multi-year study revealed differences in motivation, career goals, and outcomes by major and demographic characteristics. Learn more about: www.hobsons.com
Charter schools currently serve 3 million students in more than 7,000 schools across 44 states and Washington, D.C. And their reach continues to grow: Since 2005, the number of charter schools in the U.S. has nearly doubled, and the number of charter students has nearly tripled.
Despite being an enduring presence in the nation’s education space, charter schools remain a topic of ongoing debate. The State of the Charter Sector provides the latest available information on charter schools across the country, including updated data on growth, performance, and geographic trends. It also includes analyses of the challenges that charter schools face and how the sector is trying to address them.
This comprehensive slide deck updates our 2015 State of the Charter School Movement, and together, these resources serve as a fact base to cut through the rhetoric that often accompanies conversations about charter schools.
The goal of this analysis is not to persuade, but to inform. As the charter sector continues to grow and improve, it needs a rigorous, evidence-based debate around its weaknesses and strengths. Accurate information is crucial for thoughtful policymaking and, ultimately, to ensuring all students have access to a high-quality education.
How to get Your High School Student into College in 4 years or Less G Z
Gretchen Zaitzeff & Holli Will share their personal knowledge and experiences navigating the college admissions process with their high school students.
Be the Change 2017 - College Access and Completion PanelKIPP New Jersey
This year's Be the Change Celebration featured our first panel, which focused on the issues of college access and completion. These slides were presented during the panel by moderator Shavar Jeffries of Democrats for Education Reform and our panelists: Richard Barth, CEO of the KIPP Foundation, Ays Necioglu, Vice President at SEO Scholars, and Dr. Daniel Porterfield, President of Franklin and Marshall College.
The College Board hosted a webinar to share information with parents about searching for and applying to college. The webinar was hosted by Steve Colon at the College Board and featured John Chavez from Columbia University, Nicole Hurd from College Advising Corps, and Marcia Hunt from Pine Crest School. Learn more at collegeboard.org/parents.
Assuming most or all of you have a college degree or two and that your degree was the second or third biggest purchase of your life…
Was your degree a good value? Do you feel like you got what you paid for? Anyone want a refund???
Are you still deriving benefits from the degree – or has the dividends shrunk over time?
Do any of you wish you had shopped around more before attending the institution? What additional questions would you have asked?
This presentation examines the rise of students as informed consumers.
NSI 2014: In college Choice Right Fit is EverythingNaviance
One size does not fit all in post-secondary education. Gain wisdom and insight about how important it is for students to diligently conduct research to find the “right fit” when selecting an institution to pursue their goals beyond high school. Hear suggestions about how to make sure your students are preparing appropriately for their post-secondary aspirations.
Adult Student Gains Degree, Demographic, and Motivational InsightsHobsons
Hobsons and UPCEA partnered on a groundbreaking study one year ago to measure motivation and impact of degree completion. This year, analysis of the multi-year study revealed differences in motivation, career goals, and outcomes by major and demographic characteristics. Learn more about: www.hobsons.com
Charter schools currently serve 3 million students in more than 7,000 schools across 44 states and Washington, D.C. And their reach continues to grow: Since 2005, the number of charter schools in the U.S. has nearly doubled, and the number of charter students has nearly tripled.
Despite being an enduring presence in the nation’s education space, charter schools remain a topic of ongoing debate. The State of the Charter Sector provides the latest available information on charter schools across the country, including updated data on growth, performance, and geographic trends. It also includes analyses of the challenges that charter schools face and how the sector is trying to address them.
This comprehensive slide deck updates our 2015 State of the Charter School Movement, and together, these resources serve as a fact base to cut through the rhetoric that often accompanies conversations about charter schools.
The goal of this analysis is not to persuade, but to inform. As the charter sector continues to grow and improve, it needs a rigorous, evidence-based debate around its weaknesses and strengths. Accurate information is crucial for thoughtful policymaking and, ultimately, to ensuring all students have access to a high-quality education.
How to get Your High School Student into College in 4 years or Less G Z
Gretchen Zaitzeff & Holli Will share their personal knowledge and experiences navigating the college admissions process with their high school students.
Be the Change 2017 - College Access and Completion PanelKIPP New Jersey
This year's Be the Change Celebration featured our first panel, which focused on the issues of college access and completion. These slides were presented during the panel by moderator Shavar Jeffries of Democrats for Education Reform and our panelists: Richard Barth, CEO of the KIPP Foundation, Ays Necioglu, Vice President at SEO Scholars, and Dr. Daniel Porterfield, President of Franklin and Marshall College.
The College Board hosted a webinar to share information with parents about searching for and applying to college. The webinar was hosted by Steve Colon at the College Board and featured John Chavez from Columbia University, Nicole Hurd from College Advising Corps, and Marcia Hunt from Pine Crest School. Learn more at collegeboard.org/parents.
1 Student name DePaul University Office at .docxaulasnilda
1
Student name
DePaul University
Office at DePaul
date
Final Draft matrix will be used to
evaluate the final paper…..
Possible grade Actual grade here
Background 5
Environments 10
Marketing Mix 10
Swot 5
Benchmark/Goals 15
Plan 25
References 10
Exhibits 20
Total =
100 100
2
I. Background
Introduction to the DePaul University Office
The Office of _____ is a division of Student affairs that focuses in on the adult
population of students. They work with various resources to help adult students
transition from their lives into the academic space. They are there to provide a
helping hand to students above the age of 24 pursuing any degree at the University.
The three primary methods this office utilizes are Programs, Advocacy, and Services.
By offering these three essential methods of support, this office hopes to ensure
success to all and any Adult Students who seek it.
DePaul University has built a name on diversity and a personable experience to
learning. To help assure that all populations of students are serviced, the University
has allocated many departments. The DePaul Office not only services adult students,
but leads a joint effort to provide for Veteran Students as well as Commuter Students.
Thus this Department is known as the Office of Adult, Veteran, and Commuter
Student Affairs. Each wing uses their own coordinators and resources to provide the
best experience for their populations.
II. Environments Affecting Higher Education For Adult Students
A. The education industry is vast. This specific market of education would be
considered higher education. This encompasses colleges, universities, specialty
programs, and any sort of higher learning. It larger than a 10 billion dollar
industry and growing every year. Competition for the education industry is the
work force or services where possible students begin working or enlist in
government programs. They also compete with households because many may
choose to be stay at home parents. The Higher Education Industry has many
subsets of programs and offices that help enhance the education experience for
Students. Advocacy programs compete with athletics and other inner school
departments. They also compete with hobbies such the gym or outside clubs with
no affiliation with the school. The amount of students seeking higher education is
a market of about 21.6 Million projected to be about 24 Million by the year 2020.
31% of Undergraduate enrollments are of Adult students (Aslanian 4). These are
adults seeking higher.
1 Student name DePaul University Office at .docxcroftsshanon
1
Student name
DePaul University
Office at DePaul
date
Final Draft matrix will be used to
evaluate the final paper…..
Possible grade Actual grade here
Background 5
Environments 10
Marketing Mix 10
Swot 5
Benchmark/Goals 15
Plan 25
References 10
Exhibits 20
Total =
100 100
2
I. Background
Introduction to the DePaul University Office
The Office of _____ is a division of Student affairs that focuses in on the adult
population of students. They work with various resources to help adult students
transition from their lives into the academic space. They are there to provide a
helping hand to students above the age of 24 pursuing any degree at the University.
The three primary methods this office utilizes are Programs, Advocacy, and Services.
By offering these three essential methods of support, this office hopes to ensure
success to all and any Adult Students who seek it.
DePaul University has built a name on diversity and a personable experience to
learning. To help assure that all populations of students are serviced, the University
has allocated many departments. The DePaul Office not only services adult students,
but leads a joint effort to provide for Veteran Students as well as Commuter Students.
Thus this Department is known as the Office of Adult, Veteran, and Commuter
Student Affairs. Each wing uses their own coordinators and resources to provide the
best experience for their populations.
II. Environments Affecting Higher Education For Adult Students
A. The education industry is vast. This specific market of education would be
considered higher education. This encompasses colleges, universities, specialty
programs, and any sort of higher learning. It larger than a 10 billion dollar
industry and growing every year. Competition for the education industry is the
work force or services where possible students begin working or enlist in
government programs. They also compete with households because many may
choose to be stay at home parents. The Higher Education Industry has many
subsets of programs and offices that help enhance the education experience for
Students. Advocacy programs compete with athletics and other inner school
departments. They also compete with hobbies such the gym or outside clubs with
no affiliation with the school. The amount of students seeking higher education is
a market of about 21.6 Million projected to be about 24 Million by the year 2020.
31% of Undergraduate enrollments are of Adult students (Aslanian 4). These are
adults seeking higher.
4
Discussion 3: Higher Education Institution Policy Proposal
Author’s Name
Institutional Affiliation
Course Name
Instructor
Due Date
Discussion 3: Higher Education Institution Policy Proposal
According to Farber (2016), enrollment in colleges is continuously declining. This trend can be attributed to various factors such as failure to be accepted to one's school of choice, high tuition, and low diversity, among others. Hence, institutions are seeking ways of increasing students' enrollment rates. In this regard, a faculty in the business school can offer a vital perspective in enacting such changes in an institution since it facilitates direct interaction between administrators and students. There are three major themes, which higher education administrators should address if they want to increase students' access to higher education. First, there is the rise of online degree programs, which offers one with the flexibility to learn from remote locations at convenient times. Second, there is the aspect of diversity, which makes people from various backgrounds feel valued in an institution. Finally, there is the issue of high tuition fees, which locks out students from low socioeconomic backgrounds.
A policy that a faculty in a business school can enact to enhance students' access to affordable and high-quality education is to offer high-quality degree programs on online platforms. Currently, there is a limited number of quality degree programs that can be accessed on online platforms. However, an institution that fully adopts online programs can cover all the three themes identified above. Online applications will ensure that there is no limit to the number of students that can enroll in an institution since there are no considerable infrastructure demands to host the learners. Such a policy will ensure that a student can enroll in an institution of his/her choice at considerably low tuition rates. More so, such a system will increase diversity in a learning institution. For lessons that require practicals, the institution can liaise with local partners so that there is a schedule on when a batch of students goes for practicals. A faculty in a business school is best placed to consider the logistics of student learning in such a setup.
Reference
Farber, M. (2016). College enrollment dips as more adults ditch degrees for jobs. Retrieved from https://fortune.com/2016/12/19/college-enrollment-decline/
Ronald Discussion:
Hello Everyone,
Student access is an ongoing task that every institution faces. Some of the first things that pop into my mind on this topic include college readiness, cost to access, and support systems. College readiness includes early identification of those who may not be quite ready to perform at the college level and college prep courses for the identified. Access to higher education is impacted by students who get into a higher education institution and are not really ready to perform at the approp ...
1
Surname1
Taiyuan Mei
Caitlin Kirkley
English 1A
September 12, 2018
Should Everyone Go to College – Rhetorical Analysis
Education is believed to be the key to success. It is considered a smart investment associated with a number of benefits including earning more money and job satisfaction among others. Higher education is beneficial but may not be a smart investment for those attending it. Stephanie Owen and Isabel Sawhill argue that a college degree should not be a must to everyone. The enormous variation existing in the return to education based on several factors such as the field of study and institution attended among others are some factors to consider when thinking of higher education as a must investment. Despite the positive return on education, higher education may not be a smart investment to everyone. Student should be allowed to choose wisely their postsecondary education to ensure that they fully benefit from their choice. (In thesis, clarify the strength of ethos, pathos, logos in the article.)
Target Audience(no subtitle)
Going for higher education is valuable though it may not be the best investment for all young people who intend to college. Benefits of attending college include improved overall wellbeing and reduced crime among others. As much higher education is valuable, it may not benefit all those who attend it equally. Policymakers who are the target audience should acknowledge the fact that higher education does not equally benefit all those who attend it. They should consider the rate of return as well as variations in rate of return on education before considering it the best investment. Owen and Sawhill illustrate why higher education is not necessarily a smart investment for everyone by focusing on rate of return. They illustrate how variation in the school attended, career chosen, and graduation affect the rate of return on education. The use rhetorical appeals to convince the policymakers that attending college may be a disservice to some students.
Rhetorical Appeals
Logos
The authors use logos to convince policymakers that attending college is beneficial but does not equally benefit all students. They illustrate the benefits of attending higher education by stating the gap that exists in annual earnings between college graduates and high school graduates that is quite appealing. A college graduates working full time should earn $15,000 more than a high school graduate. However, this is not the case because from previous studies, the rate of return for attending an additional year of school is approximately 10%. This means that an individual aged 23-25 years old attending college for four years should earn $12,000 more than a high school graduate on a median earning of $30,000 though it less than what is expected (p.209). Additionally, a research by Hamilton Project indicates that the gap in the earnings grows to $46,500 by age 50. This is a clear indication that investing in college is valuable.
However.
College Can Be Expensive - How Do You Pick the Right One?PayScale, Inc.
These days, college students have more to worry about than what classes to take next semester. Rising tuition expenses, mountains of debt, and the not-so-sunny outlook on the employment prospects of many popular career choices have increased the importance for both parents and future college students to examine their choices more thoroughly than ever before. Before mailing in the applications, use the available data wisely: research which majors have the most potential, and, more importantly, study each school’s return on investment—which is what, ultimately, you’ll earn back from your degree.
PROPOSAL Students need a better Education to be ready for Co.docxaryan532920
PROPOSAL
Students need a better Education to be ready for College
Today education in high school is different from what most students face in college. Every year many students graduate from high school from all around the world, but the question that many students do not ask themselves is “I am prepared to move forward.” Many students struggle when they take classes at colleges. Sometimes they fail, do not do well in college and they feel disappointed and drop out of college. Many students feel that everything is new for them because the way that they had been taught was different or maybe it was a basic style. Students believe that high school should be more like preparation to enter to college; teachers should teach as college professors do, so that the students do not get surprised when they enter into a college institution.
High school is the end for some students, but for other, it is only a new beginning. Students face many responsibilities, new ways of learning, and different ways of teaching when they are introduce into a college institution. For some students, it is hard to adapt to this new ways of learning because in high school it was different. Yates Kathy Jo Ed Ph. made a survey to find out if students were prepare for college.
‘The analysis indicated that students who entered college prepared for college-level work, based on earned ACT scores, were much more likely to graduate within 3 years as compared to students who entered college underprepared and required to take developmental courses. Further, the study revealed that the number of developmental courses and the number of developmental academic subject content areas students were required to take was inversely related to the 3-year persistence-to-graduation rate.’ (Graduation rates: A comparison of first-time, full-time freshmen who entered a community college prepared and those who entered underprepared for college-level work) (Yates, 2011)
Some examples are, in high school, teachers grade students for the effort and not for doing it the right way, another example is the discipline of doing things in a professional way, not in a basic way. Students got used to being baby-sat in high school. In college, students feel that teachers do not care about them because teachers do not tell them what they did wrong. Students need to know that high school is not the same as college. This is the big surprise that students find when they enter into an institution. Teachers treat students as an adult and that most students do not understand it.
For the most part students in high school learn in only one learning style. Students learn the basic subjects in an easy way, not like college level. Crosby, Lynne Sponaugle, Ph.D survey was that,
‘The results of this study can support community college faculty and administrators' efforts to prepare their students as actively engaged and effective citizens. The findings suggest that students may benefit from meaningful civic activities an ...
Ultimate Guide to Choosing the Right Study Abroad ProgramNischay Educorp
Choosing the right study abroad program is a dream of every parent for which they build savings from an early age. We have created an ultimate guide for you that will answer your burning questions and ensure you are well-equipped to start your journey.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
2. WHS post-sixth form trends
Many sixth forms / colleges have to work
hard to encourage their students to
aspire to university. At WHS we
experience the opposite.
The significant majority of WHS tend to
assume university is their only option.
We try to encourage all students to fully
consider all options available to them.
“Trying” university carries a cost.
3. The new landscape
There used to be 3 main options
available to students at 18:
UNI JOB GAP YEAR
Now the landscape is wider,
especially due to:
Globalisation + higher university
tuition fees + growth in employer
engagement at 18
5. HE application figures
Increased tuition fees led to a drop in HE applications in
2011 and 2012.
However, this figure has been rising year on year.
In 2014, over 500000 people were placed into HE by
UCAS – the highest number ever recorded.
WHS UCAS applications did not drop despite the fee
increase. Last year there was an increase to 85% of the
Year 13 cohort applying to university. At the time of the
recent January 2015 deadline, 87% of the current Year 13
cohort had applied.
Managing this volume of applications is a complex
process , requiring parental support to be fully effective.
6. Useful sources
UCAS Parent Guide: published by UCAS.
Please order online.
Sign up to UCAS as a parent: their
newsletters will keep you up-to-date
www.parentadviser.co.uk: a new
independent website specifically aimed at
supporting parents. Covers finance, league
tables, the process, course choices, etc. You
can also sign up for their regular newsletter
updates (free).
www.moneysavingexpert.co.uk: Martin
Lewis’ website
7. Why go to university?
Are they seeking academic challenge?
Do they want to study for a further three,
or more, years? Does this excite them?
Are they seeking to develop as a person?
Do they want to develop independence?
Is it their own decision or aspiration?
Do they have a medium/long-term career
plan?
This must be the right decision for the
individual student, not for other people.
8. Long term motivations?
Money?
Non-financial rewards?
Intellectual challenge?
Active, hands-on career?
Working as a team?
Leading others?
Security?
9. And the not so good reasons...
“Everyone else is going.”
“I don’t know what else to do.”
“I’ll earn a lot of money afterwards.”
“My parents will be disappointed in me if I
don’t go to university.”
“I can’t be bothered researching other
options; it seems like a lot of work.”
“It’ll be a laugh.”
10. Where to start?
Every year, students aimlessly drift along
and then submit a university application
because they haven’t thought of anything
else. This is not a good idea…
Taking proactive and decisive action will
help them to make the right decisions.
11. The process so far...
Tutor time October-December: tutors
following introductory programme
February and March: Learning Area time with
tutors, Mrs Cook and Mrs Lang
PHSCE day 12th
March: introduction to post-
sixth form choices programme and presentation
on decision to go to university from Llinos
Williams.
UCAS fair 12th
March: Manchester “Gmex”
17th
March: Oxbridge convention at Haydock
“Post-Sixth Form” support booklet to be
covered during tutor time starting in March.
12. Post degree prospects…
Degrees are no longer the “passport to guaranteed success”.
However, in April to June 2013 the graduate employment rate
stood at 87% which was higher than the employment rate for
those educated to A level standard (83%), A* to C grade GCSE
standard (76%)and the rates for those with other qualifications
(70%) or no qualifications (47%) (Office for National
Statistics)
So…graduates still have the competitive edge overall BUT a
degree is now more a “licence to hunt” as opposed to offering
any guarantees for the future. Nearly half of employed recent
graduates were working in a non-graduate role according to the
2013 Office for National Statistics report.
Students must try to differentiate themselves. According
to a BBC News report from 2013, around 85 graduates are
competing for each graduate position.
13. What does this mean for our students?
They should not make assumptions about
their future post-sixth form.
It is crucial that students are extremely
proactive. They must take the time to fully
research and explore their options to ensure
that they have a long-term strategy.
We must share the “real world” picture.
They should focus not just on academic study
but also on developing the skills that will
help them in the future.
14. All courses are not equal
There are often huge variations in graduate
and lifetime earnings depending on the degree
subject studied.
Our students often assume that “any degree”
will be an advantage to them in the future;
this is not necessarily the case.
Research is key: www.unistats.com is very
useful to help compare % of students securing
graduate jobs from various degrees.
15. Researching university options
Type of course?
What subject to study?
Course requirements in relation to predicted
grades?
Open Days? (Be selective and sensible)
Independent Learning Fortnight is a good
opportunity to attend – opendays.com
Reputation of the university for a particular
course? (E.g. use broadsheet league tables)
Area of the country – stay near home or move
far away? Cost implications of this?
16. Key Information Sets
Introduced in 2012, each university must
publish these on their website. They help
students compare universities and cover areas
such as:
Tuition fees.
Accommodation costs.
Teaching hours and how course is assessed.
Student satisfaction ratings.
Average salary after six months for former
students.
What have former students done next - work,
study or out of work?
Is the students' union any good?
17. Predicted grades
Choices must be in line with students’ predicted
grades.
All Year 12 students must declare all AS (and
GCSE) grades when applying to university.
Therefore, predicted grades A2 need to be in
line with the AS grades already achieved.
Entry criteria courses is published in
prospectuses and online. Calling / emailing to
check is advised; entry requirements and
selection criteria often change within the cycle.
We advise choosing a “spread” of choices to
be safe i.e. 2 at an aspirational grade level, 2 at
a very realistic level and at least one at a lower
level.
18. Interestingly...
Mary Curnock Cook OBE, Chief
Executive of UCAS, advocates
students’ firm offer to be
aspirational (they may achieve the
grades) and their insurance offer to
be their “real” choice which is
achievable.
19. Predicted grades
Subject teachers provide predicted grades are
submitted at the end of September based on
AS grades, attitude and work to date. It is
important that students trust their judgement:
there is no benefit to the teacher to either
over-predict or under-predict.
Students are encouraged to discuss predicted
grades with their subject teachers in a mature
manner.
Please note: entry requirements are an
indicator of market forces NOT the calibre of
the course or university = “supply and
demand”.
20. Course demand & grade
requirements
Courses with core subject / traditional
names will have higher entry requirements as
they attract more applicants (mainly because
they are “familiar” to students without requiring
additional research)...
For example:
“English Language” compared with “Linguistics”.
We know most of our students do not research
the subject options in much depth - they tend to
choose “familiar” course titles.
www.bestcourse4me.com
21. Money Talks…
Discussions with Year 13 students reveal that very
few have had a conversation with their parents
regarding university costs.
A significant proportion of students assume that
they will receive all the financial support that they
will need from their parents…
Many students dismiss local universities because
of this assumption. However, living at home can
save upwards of £20,000 of post-graduate debt. We
are extremely fortunate to have a number of
excellent universities within easy travelling
distance...
22. Money Talks… Timing
It is crucial that these discussions take
place sooner rather than later: often
students find out too late that their parents
cannot provide the level of financial support
anticipated.
Knowing this earlier may change students’
options, e.g. they may not have applied to
London universities or may have opted to
stay at home.
23. University Application Process
All online via “UCAS Apply” (University &
College Administration System).
Students will receive sessions on how to
apply and how to write a Personal
Statement through tutorial time / PHSCE
days: attendance is crucial.
Students must take responsibility for
ensuring they know what to do and for
when: ultimately it is their application.
24. Personal statement
Students’ chance to sell themselves.
Takes time and effort: should not be left until
the last minute.
Form tutors will check personal statements
and give advice, sometimes more than once.
However, deadlines must be met.
Makes clear reference to the chosen course
and why they want to study this.
There will be support for this in the booklet
given to students and during form time.
25. Other considerations
Increasingly, institutions are using additional
measures, other than the application, to select
students, such as:
Interviews: very common now to gauge how
serious students are about the course.
Admission tests: will be flagged on the UCAS
application and the admissions criteria.
Submission of work: such as portfolios.
Therefore…
With over 50,000 courses on offer: requirements
vary.
Students must check: this is their responsibility.
26. Key deadlines
Students submit a detailed reference request
letter to their tutor by Friday 19th
June.
Pay UCAS fee by 25th
September: payable to
Wilmslow High School. £23 last year: TBC.
Internal early applications deadline is 25th
September.
All applications must be received by school by
Friday 20th November.
Final UCAS applications deadline 15th
January.
27. “Early Applicants”
Applications for Oxford / Cambridge and medicine /
dentistry / veterinary science have an early
application deadline of 15th
October: this is non-
negotiable. The internal deadline to submit these
applications is 25th
September.
Meetings provide further information for these
students to be prepared as they submit applications
so much earlier.
These students must be extra proactive and
prepared; the deadline will come around very
quickly.
NB: there is nothing to stop others
applying early if they so wish.
28. “Early Applicants”
It is crucial that aspirations are realistic for
such highly competitive courses.
For medicine / dentistry / veterinary science a
significant amount of regular and varied work
experience is crucial.
To “take a chance” on Oxford or Cambridge could
be wasting a valuable and much needed choice.
Haydock information day has been booked – 17th
March.
Early applicants must have a strong GCSE grade
profile.
31. Sponsorships/scholarships
Examples:
•Royal Navy & Royal Marines, RAF, The Army: any academic discipline
•BP: £5,000 for Year 1 of STEM degrees @ Bath, Birmingham, Cambridge, Durham, Imperial, Manchester,
Nottingham, Oxford, Strathclyde
•Whitworth Scholarships: £5,000pa for any Engineering discipline
•Balfour Beatty: Construction, Civil Engineering or Quantity Surveying @ Loughborough, Salford, Nottingham,
Birmingham, Leeds, Southampton, Surrey, Durham, Northumbria, Nottingham Trent, Liverpool John Moores
•Defence Engineering & Science Group (DESG): Engineering and science disciplines; sponsorship can be obtained
during the first year or mid-course
•Defence Technical Undergraduate Scheme (DTUS): similar scheme @ Aston, Loughborough, Newcastle,
Northumbria or Southampton
•+ Sports or Music Scholarships: at numerous unis
•+ Achievement Scholarships for applicants achieving high grades
•+ NHS Bursaries for many healthcare degrees
•+ Social Work Bursaries for degrees in Social Work
•Useful source of info = www.thescholarshiphub.org.uk
32. Gap Years
Can be useful for students who have not yet
decided what they want to do.
In the current climate, we advise that
students do something useful with this time:
“travelling” not viewed as favourably by
future employers as it once was.
If students do wish to travel, combine with
useful work experience (e.g. volunteering in
an overseas hospital).
Takes time to plan – and can be expensive.
33. How can you help?
Encourage thorough research – all options.
Encourage students to have an open mind.
Encourage students to be realistic.
Encourage development of skills. (PLTs/5Rs)
Encourage reading the bulletin for
opportunities.
Discuss finances.
Attend open days.
Assist writing Personal Statement / CV.
Remind of deadlines.
Support revision.
Ensure part-time work / outside commitments
are minimised.
35. What next?
There is a lot to think about!
UCAS Guides for parents – please order!
We would encourage parents to consider the
ideas covered this evening, speak to sons /
daughters and visit some of the websites.
Email addresses:
hcook@wilmslowhigh.cheshire.sch.uk
drogers@wilmslowhigh.cheshire.sch.uk
llang@wilmslowhigh.cheshire.sch.uk
36. What if I choose not to go to
university?
Additional advice and guidance is given
to students who decide not to apply for
university on:
Other FE routes: college, part time courses,
foundation degrees.
Applying for jobs: searching, applying, CVs,
interviews.
Applying for apprenticeships.
How can the National Careers Service website help
me?
The timing of this tends to be later.
www.notgoingtouni.co.uk
37. Not going to uni? Be proactive!
Students not applying through UCAS have less
of a defined process to follow so need to be
more proactive to identify the opportunities.
Prestigious organisations are seeing students
deterred from applying to university as an
opportunity to secure some bright young
people early in their careers.
Recent success stories include students
securing apprenticeships with organisations
companies such as IBM and McCann Ericsson.
38. Is a university degree needed?
For a number of industries and careers, a
degree is neither required nor necessary;
practical experience and “on the job” training
may well be preferable.
If a degree isn’t required, students may still
wish to go on to HE, for the educational and
personal experience, but should be clear
regarding the practical benefit afterwards.
Most students assume that they need a
degree to succeed.
Research is crucial.
39. What are HE (and employers) looking
for?
General knowledge and awareness of
issues impacting the world around them.
Personal Learning & Thinking Skills (PLTs):
- team workers
- independent enquirers
- self managers
- reflective learners
- effective participants
- creative thinkers
The “5Rs”: readiness, resourcefulness,
resilience, responsibility, reflectiveness.
40. Work experience: who needs it?
Relevant work experience is extremely useful, both
to help decide on a future path and to give
“competitive edge”.
Students considering employment/ apprenticeships
should seek relevant experience to increase their
chances of securing a position.
For vocational degrees (nursing, teaching, medicine,
physiotherapy, etc) evidence of work experience is
an integral part of the selection process: students
without relevant experience are likely to be
unsuccessful.
Students must allow sufficient time to set up work
experience.
41. Work experience: practicalities
Independent learning fortnight – Monday 6th
July – Friday 17th
July (inclusive)
Opportunity to spend one or two weeks on one or
more placements. Documentation and checks need
completing. Can you help?
llang@wilmslowhigh.cheshire.sch.uk
Students can arrange work experience for
Wednesday afternoons. Any other work experience
must be arranged for during school holidays.
A note for the future: work experience during
university degree is now essential for competitive
edge on graduation. The degree itself is seldom
enough anymore.