Nearly a year ago I posted a piece about the benefits of going to college in Canada. I cited reasonable cost and proximity to the U.S. (at least the northern states), as well as the opportunity to experience a truly international academic environment. My comments on the great value of Canadian universities were based on what I had learned, yet not firsthand knowledge. Last week I had the opportunity to test the accuracy of my impressions; I spent 3 days touring 7 universities in the province of Ontario. I came away even more convinced that Canadian universities provide a high quality and affordable option to students who are motivated, directed and those who desire the international diversity that such an experience offers.
My Canada excursion began on a Sunday which also happened to be Mother’s Day (it was not my preference to be away from my family, but college tour buses do not wait!). First point of note: it is so easy to get to Toronto! Just one hour flying time from the New York City airports and a 20 minute drive into the city made the outbound travel experience far easier than even going to the Midwest. For full disclosure I must note that long U.S. Customs lines in Toronto on the return were aggravating, however a frequent Canada-U.S. traveler standing behind me provided assurance that this was unusual.
But enough about the travel; more importantly, how do Canadian universities compare to U.S. colleges and what type of student would thrive at a school north of the U.S. border? Canadian universities share some common characteristics with each other: they are predominantly public, large by our standards (25,000 is an average size university), research oriented, big on pre-professional programs, and many have co-op learning options (students incorporate and get academic credit for paid work experiences in their course of study). What we label academic departments or programs, the Canadians call “faculties.” Much like in the U.S., students choose a university based upon fit, both academic and social.
For example, the University of Waterloo is well known for its engineering (13 separate disciplines) and math faculties, though the arts (more or less the equivalent of our liberal arts) still draw the largest number of students. The university appeals to students who are innovative, unconventional, and seeking ways to find connections to the world. Did you know that the Blackberry was invented at Waterloo? With greater insight into Waterloo’s academic approach, this no longer comes as a surprise. The university is also proud to tell visitors that all intellectual property belongs to the student, not the school. It’s no wonder Mike Lazaridis, Blackberry’s inventor, gives back generously in time and funding to his alma mater.
If artistry is your thing, Canada’s oldest art school, Ontario College of Art & Design, is an exciting learning environment in the heart of the vibrant city of Toronto. The school is not focused on job training for careers in the arts, but rather educating young people to develop their thought processes, be problem solvers as well as socially responsible citizens, using art and design as the medium; I would call it a cerebral approach to teaching fine and visual arts. Those who thrive at OCAD are artistic, curious, involved in their communities and enjoy the challenge of looking at the creative process from a more intellectual perspective.
I was also pleasantly surprised by Ryerson University in downtown Toronto, a school of 25,000 primarily catering to undergraduates. Talk about diversity: there are 142 countries represented among the students! With a strong pre-professional focus, Ryerson notes that faculty members work in their fields; they do not just teach. There are numerous strong programs, too many to list here, but it is probably fair to describe the university’s vision as discovering ways to marry innovation with the business of whatever discipline one chooses to study. Communications and media are big. If what you want is a focused, pre-professional education, this might be an excellent option.
For those who want the feel of a prestigious UK institution, yet prefer easy access from the States and a more likely chance of admission, the University of Toronto might be just the ticket. Stepping onto the St. George campus with its ivy covered buildings is like being transported to Oxford or Cambridge. It is big (50,000 undergrads, 20,000 grad students on two campuses), but the residential college system, similar to that of Yale and those hallowed institutions across the pond, allows students to feel connected to a community, even in a very large university. Students choose the University of Toronto for its 14 professional faculties (especially strong in engineering and music, but others are equally renowned) and its excellent research opportunities. I am personally indebted to this top notch research institution, for it is here that insulin was invented. This academic powerhouse is part of a cosmopolitan city rich in culture and diversity, with fabulous eclectic cuisine, and sports and athletic venues. Who thrives here? Students at U of T are mature, independent, and want the diversity and vibrancy of a city school community. As with many of the Canadian universities, classes, especially for introductory courses, are very large. Motivation and self-discipline are critical factors for a student’s success.
It would be a serious oversight if I didn’t comment on one of the best things about Canadian universities for foreign students: the cost! Most programs are less than $30,000 a year, and that includes the full cost of attendance. Furthermore, U.S. students attending many Canadian universities can take advantage of the U.S. federal student aid loan programs, as well as federal tax credits. Many of these universities also offer merit aid to academically deserving students.
For those of us raised in the U.S., we too often associate scholarship with the Ivy League and other prestigious American colleges and universities. My recent trip to Canada confirmed my hunch that we should consider looking beyond our borders to discover academic gems. The scholarly environments offered by many Canadian universities make them a very appealing option for students in search of a major research university where a top notch education can be had for a relative bargain.
Friday, May 21, 2010
Thursday, May 6, 2010
Picking a College - One Student's Approach
When Kira, a National Honors Society student and gifted athlete was thinking about college, she decided to take a less traditional route than that followed by many of her fellow schoolmates who dreamed of admission to highly selective New England colleges. As a junior living in Westchester County, NY, Kira knew she was ready to broaden her horizons and to meet people outside the northeast who had different life experiences. She also engaged in early conversations with her parents about affordability, right fit (academically, socially and financially) and family values. While Kira’s parents let her know that the choice was ultimately hers, they openly spoke about cost and value, sharing their thoughts on strategies to find schools that matched on all fronts, including financial.
In today’s tough economic times, many families are seeking ways to make the cost of college more manageable. Having the conversation with teenagers about college cost and affordability is usually not easy, especially when young people have their hearts set on an expensive and highly selective school that does not offer merit aid. Many families in affluent Westchester County do not qualify for need-based aid. However, that does not necessarily mean that the cost of college is something they can comfortably afford. Some will decide to take out substantial loans which may put serious pressure on future cash flow, both for the students and the parents.
Kira’s family took a different approach and one that I frequently advocate: have the conversation about affordability, perceived return on investment and family values early, know what the options are, understand what’s important to everyone involved, and know if and how you can afford to pay for it. When families talk through these issues early and develop a sound strategy, the outcome is more likely to be positive.
Kira’s experience is one example of how that approach successfully played out. She has just completed her freshman year at Washington College on the Chester River on the eastern shore of Maryland and is thrilled with the choice that she made. She attributes her success in finding the right fit to the methodical and thoughtful way she went about her search. Having made the decisions to look beyond her backyard and the northeast, Kira and her parents headed south, starting in New Jersey, and visited campuses of various sizes to get a sense for what felt comfortable. One thing Kira quickly realized, coming from a small high school, was that “small” by college standards could still feel large to her. A class of 400 to 500 students was still double or triple the size of her high school class. She also did her homework on colleges that offered merit aid and knew that as a strong student, she would be eligible to receive money from several schools. While she is a competitive soccer player, Kira was aware that the Division III schools on her list would not pay her to play in keeping with the NCAA rules.
Kira ultimately narrowed her list down to eight colleges, and included SUNY Binghamton so that she would have an in-state option. The cost of attendance at the SUNY schools is about one-third the cost of many private colleges and universities. In the end she was admitted to all eight: Loyola College in Maryland, Elon University, James Madison University, Wofford College, College of New Jersey, St Mary’s College of Maryland and Washington College. Three of the six private colleges (Elon, Wofford, and Washington) did indeed offer her money. Fortunately, those that gave merit aid included two of her top choices, Elon and Washington. While Wofford’s aid package was substantially higher (and in Kira’s words, “very tough to turn down,”) she knew that the money offered by Washington made this a better overall fit when considering all factors. As a member of her high school’s National Honors Society she received $10,000 per year from Washington, as well as a sizeable annually-renewable Hodson Trust-Beneficial Merit Scholarship. However, the big surprise was her selection for the recently established Presidential Fellow Program which put her together with a group of 30 other accomplished freshmen who share this distinction. The fellows in this program take advantage of specially organized and wide-ranging activities and events, which include dinner with the college president in his home, a behind-the-scenes tour of Mount Vernon, the home of George Washington and a trip to the Maryland State House for private meetings with legislators.
Kira’s satisfaction with her college choice is not just about the money and the fellowship honor. She is loving her experience at Washington College for all the right reasons: the fit could not be better. She relishes the camaraderie she has found with her soccer colleagues, the quality of the courses, the small class size (even for required freshman seminars) and support she gets from both professors and coaches, especially while she balances both academics and a sport, and the student diversity of experience and socio-economic background. One of the things that did surprise her about the college is the emphasis on writing, which Kira said is intensive and required for all classes, including math courses. Though she describes the writing requirements as demanding, she knows she is learning excellent skills and habits that are essential to whichever career and life path she chooses. Kira has so embraced the WAC experience, she is now also a tour guide for the Admissions office.
Kira’s strategy for her college search and her positive experience once on campus will hopefully inspire others to think out of the box when identifying and selecting a good college match. Finding the right college fit means focusing on many factors, and that means thinking broadly about identifying excellent financial options too.
In today’s tough economic times, many families are seeking ways to make the cost of college more manageable. Having the conversation with teenagers about college cost and affordability is usually not easy, especially when young people have their hearts set on an expensive and highly selective school that does not offer merit aid. Many families in affluent Westchester County do not qualify for need-based aid. However, that does not necessarily mean that the cost of college is something they can comfortably afford. Some will decide to take out substantial loans which may put serious pressure on future cash flow, both for the students and the parents.
Kira’s family took a different approach and one that I frequently advocate: have the conversation about affordability, perceived return on investment and family values early, know what the options are, understand what’s important to everyone involved, and know if and how you can afford to pay for it. When families talk through these issues early and develop a sound strategy, the outcome is more likely to be positive.
Kira’s experience is one example of how that approach successfully played out. She has just completed her freshman year at Washington College on the Chester River on the eastern shore of Maryland and is thrilled with the choice that she made. She attributes her success in finding the right fit to the methodical and thoughtful way she went about her search. Having made the decisions to look beyond her backyard and the northeast, Kira and her parents headed south, starting in New Jersey, and visited campuses of various sizes to get a sense for what felt comfortable. One thing Kira quickly realized, coming from a small high school, was that “small” by college standards could still feel large to her. A class of 400 to 500 students was still double or triple the size of her high school class. She also did her homework on colleges that offered merit aid and knew that as a strong student, she would be eligible to receive money from several schools. While she is a competitive soccer player, Kira was aware that the Division III schools on her list would not pay her to play in keeping with the NCAA rules.
Kira ultimately narrowed her list down to eight colleges, and included SUNY Binghamton so that she would have an in-state option. The cost of attendance at the SUNY schools is about one-third the cost of many private colleges and universities. In the end she was admitted to all eight: Loyola College in Maryland, Elon University, James Madison University, Wofford College, College of New Jersey, St Mary’s College of Maryland and Washington College. Three of the six private colleges (Elon, Wofford, and Washington) did indeed offer her money. Fortunately, those that gave merit aid included two of her top choices, Elon and Washington. While Wofford’s aid package was substantially higher (and in Kira’s words, “very tough to turn down,”) she knew that the money offered by Washington made this a better overall fit when considering all factors. As a member of her high school’s National Honors Society she received $10,000 per year from Washington, as well as a sizeable annually-renewable Hodson Trust-Beneficial Merit Scholarship. However, the big surprise was her selection for the recently established Presidential Fellow Program which put her together with a group of 30 other accomplished freshmen who share this distinction. The fellows in this program take advantage of specially organized and wide-ranging activities and events, which include dinner with the college president in his home, a behind-the-scenes tour of Mount Vernon, the home of George Washington and a trip to the Maryland State House for private meetings with legislators.
Kira’s satisfaction with her college choice is not just about the money and the fellowship honor. She is loving her experience at Washington College for all the right reasons: the fit could not be better. She relishes the camaraderie she has found with her soccer colleagues, the quality of the courses, the small class size (even for required freshman seminars) and support she gets from both professors and coaches, especially while she balances both academics and a sport, and the student diversity of experience and socio-economic background. One of the things that did surprise her about the college is the emphasis on writing, which Kira said is intensive and required for all classes, including math courses. Though she describes the writing requirements as demanding, she knows she is learning excellent skills and habits that are essential to whichever career and life path she chooses. Kira has so embraced the WAC experience, she is now also a tour guide for the Admissions office.
Kira’s strategy for her college search and her positive experience once on campus will hopefully inspire others to think out of the box when identifying and selecting a good college match. Finding the right college fit means focusing on many factors, and that means thinking broadly about identifying excellent financial options too.
Wednesday, April 28, 2010
Vermont Colleges - Something for Everyone
Many people assume that April is not the best month to visit Vermont. The snow begins to melt, giving way to muddy fields and trails. But travel to Vermont in April is exactly what I did last week with a group of 37 high school and independent counselors, along with 4 Vermont college admission officers who served as our guides. We visited 17 schools in a 6-day college tour that took us up, down and across the Green Mountain State. What I discovered is that Vermont is truly beautiful year round, not just in winter, summer and fall. It is also home to a group of colleges and universities that provide a broad spectrum of wonderful options in higher education.
Our trip yielded many surprises and discoveries, starting with the variety and breadth of educational opportunities that this state with fewer than 700,000 year-round residents has to offer. Vermont truly has something for everyone, so it should come as no surprise that it attracts students from all over. The majority of those enrolled hail from beyond Vermont's borders. Whether you are looking for a flagship public research university, a military college, pre-professional programs, a work and service learning experience, a school devoted to students with learning differences, top liberal arts, or state colleges that offer unique programs and financial value even to out-of-state residents, there is a good chance that you will find a school that meets your needs in this beautiful northeastern state.
The unique qualities and programs of each school were fairly easy to keep straight, but I also began to notice some characteristics that were common to nearly every college we visited, beginning with the shear beauty of each campus. Mountains, lush hills and lakes define the landscape, even for the colleges situated in the heart of Burlington, the largest city in Vermont and a thriving college town. The second thing that struck me was that nearly all of the colleges we visited offered a liberal arts core education, yet each with its own clearly articulated approach that made the experience distinct. Lastly, the Vermont schools share an appreciation for the environment, whether it is just a part of the collective consciousness or an integral component of the curriculum. This, after all, is the Green Mountain State.
So after 17 colleges in six days I am challenged by the task of conveying a sense of each school, in a few hundred words or less (not unlike staying within the word count limits on the Common Application). Here are some quick thoughts and observations, and why they might be choice picks:
University of Vermont (10,000 undergraduates, 2/3rds out-of-state) - Best small liberal arts feel in a major public research university; No concerns about classes predominantly taught by teaching assistants as undergrads dominate the student body here; It's all about them! Offering sound programs in all of the liberal arts, UVM is also known for its Business, Nursing, Education and Engineering.
Burlington College (170 free spirited students) - Where artists and activists shape their own hands-on liberal learning; Popular courses of study include Cinema Production & Film Study, Fine Furniture Making, and Transpersonal Psychology. While tiny by most standards, Burlingon College's community is part of the larger Burlington cityscape. Additionally, it is a member of a three college consortium with Saint Michael's and neighbor, Champlain College.
Champlain College (2,000 students) Top choice for an academic experience that uses liberal arts as a lens to view real world issues and practices; Its unique Upside Down Curriculum has students engaged in their major course work starting as early as the first year. Majors fields of study include Communications & Creative Media, Information Technology and Sciences, Education & Human Studies, and Business. Within thes broad areas, Game Programming, Digital Film Making, Graphic Design and Digital Forensics are popular.
Bennington College (750 students) - “Interdisciplinary” is more than just a buzz word here; This is the place for the creative and independent student who wants to design his or her own interdisciplinary plan of study and put critical thinking into practice. Student-faculty relationships are more central to the experience than at other colleges, with weekly advisory meetings. Fine and performing arts, languages, as well as creative writing and architecture are big draws.
College of Saint Joseph (450 students) - Where a small and nurturing environment caters largely to first generation college students who seek to blend theory and practice. Students enjoy the security of a small campus with internship opportunities and an emphasis on pre-professional studies, i.e., Criminal Justice, Business, Education, Human Services and Sports Management.
Green Mountain College (750 students) - Top choice for the environmental liberal arts experience and one of 5 colleges in the Eco League of Environmentally Aware Colleges; At Green Mountain, reducing the carbon footprint takes on a whole new meaning. Popular academic programs include Environmental Studies, Resort & Hospitality, Biology, Education and the Arts. It is one of two colleges in Vermont with a working farm managed by students.
Saint Michael’s College (2,000 undergraduates, 80% out-of-state) – A small fully residential college with a big perspective on community; This Catholic institution prides itself on the close-knit campus and the students' celebration of differences. Communications, Journalism, Business, Education and English Literature are popular majors at this test-optional college noted for strong and dedicated academic advising.
Middlebury College (2,400 students) - Vermont’s own little Ivy and a top contender for best facilities on one of the most beautiful college campuses around; Known as a premier institution for the study of languages, Middlebury is also especially strong in English Literature, Environmental Studies and the Sciences. The college welcomes students to take a gap year and enrolls 90 freshmen for February admissions.
Southern Vermont College (500+ students, 2/3rds out-of-state) - Nurturing and small, SVC has a pre-professional focus with a liberal arts core; The college promotes a project-based learning experience and strong community partnerships; 61% of students are first generation; Strong majors include Nursing, Healthcare Management, Business with an emphasis on entrepreneurship, Sports Management, Criminal Justice and Creative Writing. Forensic Nursing will be added next year.
Vermont Technical College (1,000 students) - 98% placement rate for graduates of this vocational school; Fields of study range from Business Agriculture, Fire Studies and Architecture, to Nursing, Dental Hygiene (only program in VT), and Veterinary Technology. Aviation Technology will be added next year.
Marlboro College (300 students) - Where smart, intellectual, and self-described “weird” students seek a very personalized learning experience in a self-governing community; The college has a writing intensive curriculum with a focus on tutorials as a foundation of its academic approach; Test-optional.
Norwich University ( 1,250 corp of cadets, 950 civilians) - Where the oldest military academy in the U.S. and a civilian college co-exist; Students are drawn to the structured life style and leadership opportunities; Corp members maintain the option, but not the obligation, to join the military upon graduation; Popular majors include Nursing, Architecture, Engineering, and Criminal Justice.
Sterling College (105 students, 78% out-of-state) - One of seven work service learning colleges in the U.S. and the only one in Vermont; “Working Hands, Working Minds” is the motto at this back-to-nature college community with a science-based, environmentally focused curriculum. Students pursue Conservation Ecology, Sustainable Agriculture, and Outdoor Education & Leadership; Students must work at the school as part of their academic experience, including running the campus farm which also serves as a hands-on classroom. Our group had the pleasure of arriving early enough in the season to see the newborn rabbits, lambs and goats, and also observe a class in sheep shearing!
Landmark College (500 students) - Having a learning disability is not a handicap, but rather a pre-requisite for admission here. Those who attend this 2-year college study liberal arts and also learn to better understand their own disabilities in order to overcome academic challenges; 80% of students transfer to a 4 year college. The college measures its success by what students do after. And successful it is.
Castleton State College, Lyndon State College and Johnson State College
These 3 state colleges enroll under 2,000 students each. Unique academic opportunities abound, as all three have carved out their own academic personalities and specialties:
- Castleton State – in addition to Nursing and Education, Castleton is strong in sports related majors including Sports Administration, Training and Physical Education. While financial pressures have forced colleges to eliminate some sports teams, Castleton just added football. The team plays to sell-out crowds and has a spirited school marching band to cheer it on.
- Lyndon State – Electronic Journalism, Music Business & Industry, and Atmospheric Sciences are just some of the premier majors that put Lyndon on the map. The Emmy award winning school television station reaches 9.000 households in VT and NH, with its college reporters out in the communities covering local news.
- Johnson State – Perhaps the most arts focused of the state colleges, Johnson State has a strong program in the performing arts, especially for jazz. Other popular courses of study are Business, Outdoor Education, Hospitality in Tourism & Management and Wellness & Alternative Medicines.
Distilling these 17 schools down to quick sound bites does not nearly do them justice, but hopefully I have given you a flavor for some of their unique qualities. Please feel free to contact me if you wish to learn more on any or all of them. As you or your sons and daughters consider college options, keep in mind the wonderful possibilities that Vermont has to offer.
Our trip yielded many surprises and discoveries, starting with the variety and breadth of educational opportunities that this state with fewer than 700,000 year-round residents has to offer. Vermont truly has something for everyone, so it should come as no surprise that it attracts students from all over. The majority of those enrolled hail from beyond Vermont's borders. Whether you are looking for a flagship public research university, a military college, pre-professional programs, a work and service learning experience, a school devoted to students with learning differences, top liberal arts, or state colleges that offer unique programs and financial value even to out-of-state residents, there is a good chance that you will find a school that meets your needs in this beautiful northeastern state.
The unique qualities and programs of each school were fairly easy to keep straight, but I also began to notice some characteristics that were common to nearly every college we visited, beginning with the shear beauty of each campus. Mountains, lush hills and lakes define the landscape, even for the colleges situated in the heart of Burlington, the largest city in Vermont and a thriving college town. The second thing that struck me was that nearly all of the colleges we visited offered a liberal arts core education, yet each with its own clearly articulated approach that made the experience distinct. Lastly, the Vermont schools share an appreciation for the environment, whether it is just a part of the collective consciousness or an integral component of the curriculum. This, after all, is the Green Mountain State.
So after 17 colleges in six days I am challenged by the task of conveying a sense of each school, in a few hundred words or less (not unlike staying within the word count limits on the Common Application). Here are some quick thoughts and observations, and why they might be choice picks:
University of Vermont (10,000 undergraduates, 2/3rds out-of-state) - Best small liberal arts feel in a major public research university; No concerns about classes predominantly taught by teaching assistants as undergrads dominate the student body here; It's all about them! Offering sound programs in all of the liberal arts, UVM is also known for its Business, Nursing, Education and Engineering.
Burlington College (170 free spirited students) - Where artists and activists shape their own hands-on liberal learning; Popular courses of study include Cinema Production & Film Study, Fine Furniture Making, and Transpersonal Psychology. While tiny by most standards, Burlingon College's community is part of the larger Burlington cityscape. Additionally, it is a member of a three college consortium with Saint Michael's and neighbor, Champlain College.
Champlain College (2,000 students) Top choice for an academic experience that uses liberal arts as a lens to view real world issues and practices; Its unique Upside Down Curriculum has students engaged in their major course work starting as early as the first year. Majors fields of study include Communications & Creative Media, Information Technology and Sciences, Education & Human Studies, and Business. Within thes broad areas, Game Programming, Digital Film Making, Graphic Design and Digital Forensics are popular.
Bennington College (750 students) - “Interdisciplinary” is more than just a buzz word here; This is the place for the creative and independent student who wants to design his or her own interdisciplinary plan of study and put critical thinking into practice. Student-faculty relationships are more central to the experience than at other colleges, with weekly advisory meetings. Fine and performing arts, languages, as well as creative writing and architecture are big draws.
College of Saint Joseph (450 students) - Where a small and nurturing environment caters largely to first generation college students who seek to blend theory and practice. Students enjoy the security of a small campus with internship opportunities and an emphasis on pre-professional studies, i.e., Criminal Justice, Business, Education, Human Services and Sports Management.
Green Mountain College (750 students) - Top choice for the environmental liberal arts experience and one of 5 colleges in the Eco League of Environmentally Aware Colleges; At Green Mountain, reducing the carbon footprint takes on a whole new meaning. Popular academic programs include Environmental Studies, Resort & Hospitality, Biology, Education and the Arts. It is one of two colleges in Vermont with a working farm managed by students.
Saint Michael’s College (2,000 undergraduates, 80% out-of-state) – A small fully residential college with a big perspective on community; This Catholic institution prides itself on the close-knit campus and the students' celebration of differences. Communications, Journalism, Business, Education and English Literature are popular majors at this test-optional college noted for strong and dedicated academic advising.
Middlebury College (2,400 students) - Vermont’s own little Ivy and a top contender for best facilities on one of the most beautiful college campuses around; Known as a premier institution for the study of languages, Middlebury is also especially strong in English Literature, Environmental Studies and the Sciences. The college welcomes students to take a gap year and enrolls 90 freshmen for February admissions.
Southern Vermont College (500+ students, 2/3rds out-of-state) - Nurturing and small, SVC has a pre-professional focus with a liberal arts core; The college promotes a project-based learning experience and strong community partnerships; 61% of students are first generation; Strong majors include Nursing, Healthcare Management, Business with an emphasis on entrepreneurship, Sports Management, Criminal Justice and Creative Writing. Forensic Nursing will be added next year.
Vermont Technical College (1,000 students) - 98% placement rate for graduates of this vocational school; Fields of study range from Business Agriculture, Fire Studies and Architecture, to Nursing, Dental Hygiene (only program in VT), and Veterinary Technology. Aviation Technology will be added next year.
Marlboro College (300 students) - Where smart, intellectual, and self-described “weird” students seek a very personalized learning experience in a self-governing community; The college has a writing intensive curriculum with a focus on tutorials as a foundation of its academic approach; Test-optional.
Norwich University ( 1,250 corp of cadets, 950 civilians) - Where the oldest military academy in the U.S. and a civilian college co-exist; Students are drawn to the structured life style and leadership opportunities; Corp members maintain the option, but not the obligation, to join the military upon graduation; Popular majors include Nursing, Architecture, Engineering, and Criminal Justice.
Sterling College (105 students, 78% out-of-state) - One of seven work service learning colleges in the U.S. and the only one in Vermont; “Working Hands, Working Minds” is the motto at this back-to-nature college community with a science-based, environmentally focused curriculum. Students pursue Conservation Ecology, Sustainable Agriculture, and Outdoor Education & Leadership; Students must work at the school as part of their academic experience, including running the campus farm which also serves as a hands-on classroom. Our group had the pleasure of arriving early enough in the season to see the newborn rabbits, lambs and goats, and also observe a class in sheep shearing!
Landmark College (500 students) - Having a learning disability is not a handicap, but rather a pre-requisite for admission here. Those who attend this 2-year college study liberal arts and also learn to better understand their own disabilities in order to overcome academic challenges; 80% of students transfer to a 4 year college. The college measures its success by what students do after. And successful it is.
Castleton State College, Lyndon State College and Johnson State College
These 3 state colleges enroll under 2,000 students each. Unique academic opportunities abound, as all three have carved out their own academic personalities and specialties:
- Castleton State – in addition to Nursing and Education, Castleton is strong in sports related majors including Sports Administration, Training and Physical Education. While financial pressures have forced colleges to eliminate some sports teams, Castleton just added football. The team plays to sell-out crowds and has a spirited school marching band to cheer it on.
- Lyndon State – Electronic Journalism, Music Business & Industry, and Atmospheric Sciences are just some of the premier majors that put Lyndon on the map. The Emmy award winning school television station reaches 9.000 households in VT and NH, with its college reporters out in the communities covering local news.
- Johnson State – Perhaps the most arts focused of the state colleges, Johnson State has a strong program in the performing arts, especially for jazz. Other popular courses of study are Business, Outdoor Education, Hospitality in Tourism & Management and Wellness & Alternative Medicines.
Distilling these 17 schools down to quick sound bites does not nearly do them justice, but hopefully I have given you a flavor for some of their unique qualities. Please feel free to contact me if you wish to learn more on any or all of them. As you or your sons and daughters consider college options, keep in mind the wonderful possibilities that Vermont has to offer.
Saturday, April 10, 2010
Setting Goals - Challenge and Attainment
It is a beautiful day and I am in my office writing rather than getting on my bike. Why is that so significant? I am chastising myself because I am officially “in training” and should be taking advantage of afternoons such as this to cycle. Yes, I have committed to do a tour of colleges in southern California with a group of counselors during the first week of July. We will travel exclusively on bikes, covering 50 miles a day and carrying our own gear. As many of you know, I am a runner, not a cyclist. The thought of riding for hours on busy and hilly roads in a pack of cyclists with the weight and bulk of my week’s worth of belongings strapped to my bike is both exhilarating and terrifying.
You may be wondering why I am doing this if I am concerned about being up to the challenge. At my age (let’s just say I am over 40) what am I trying to prove? Frankly, this is not a question I am asking myself. I am doing this for several reasons: as a college consultant I know the importance of seeing schools firsthand in order to best guide my students towards finding the right fit. This is why I visit 50 to 60 colleges every year. I am also looking forward to meeting others in my field, mostly school guidance counselors, who share my professional objective. I anticipate a special camaraderie developing within this group of 14 after sharing an adventure filled week on the road. But one of my primary reasons is merely to have a goal; something challenging, yet attainable.
We all have goals in life, some we set for ourselves and others that are assigned to us. They give our lives purpose and direction. The ones that offer the greatest rewards and satisfaction are those that challenge and push us to attain something we might otherwise not have achieved. Is there any feeling more gratifying than working towards something that we’ve earned from sheer effort, thoughtful planning and persistence? In the absence of setting objectives, we often lose our way. We have nothing against which to measure progress and success. The goals in our lives instill discipline and motivation. And if we get off track, we must look within for the inner strength that drives our personal resiliency. It’s the stuff that builds confidence and makes us stronger.
How we set goals is important too, both for ourselves and for our children. Goals are not a “to-do” list. A truly enriching goal should result in something more than just one finished homework assignment or a clean room. Longer term goals force us to have a plan, be disciplined and focused. The true pleasure should come to the one who achieves the goal rather than the person who may have assigned it. Goals must be attainable, yet challenging; sweat is expected, but the blood and tears are not a prerequisite. (I say this as I look down upon my scabbed knee healing far too slowly after a silly spill on my first outdoor ride; I felt foolish and ten years old again). The child struggling through one too many AP classes who is suffering physically and emotionally under the stress, may be experiencing more harm than good. In too many of these cases, students end the semester feeling worse, not better about themselves. Instead, we should help our children discover the satisfaction of achievement from mastering a challenging task that pushes rather than paralyzes them. We as parents should help our sons and daughters set goals that ignite their passions and help them build resiliency and confidence.
The west coast bike tour is now just 12 weeks away. I will definitely get some cycling in this weekend. The training and ride will be a challenge, but I am up to the task. I am already anticipating the pride, satisfaction, and yes, exhilaration that I know I will feel in July.
You may be wondering why I am doing this if I am concerned about being up to the challenge. At my age (let’s just say I am over 40) what am I trying to prove? Frankly, this is not a question I am asking myself. I am doing this for several reasons: as a college consultant I know the importance of seeing schools firsthand in order to best guide my students towards finding the right fit. This is why I visit 50 to 60 colleges every year. I am also looking forward to meeting others in my field, mostly school guidance counselors, who share my professional objective. I anticipate a special camaraderie developing within this group of 14 after sharing an adventure filled week on the road. But one of my primary reasons is merely to have a goal; something challenging, yet attainable.
We all have goals in life, some we set for ourselves and others that are assigned to us. They give our lives purpose and direction. The ones that offer the greatest rewards and satisfaction are those that challenge and push us to attain something we might otherwise not have achieved. Is there any feeling more gratifying than working towards something that we’ve earned from sheer effort, thoughtful planning and persistence? In the absence of setting objectives, we often lose our way. We have nothing against which to measure progress and success. The goals in our lives instill discipline and motivation. And if we get off track, we must look within for the inner strength that drives our personal resiliency. It’s the stuff that builds confidence and makes us stronger.
How we set goals is important too, both for ourselves and for our children. Goals are not a “to-do” list. A truly enriching goal should result in something more than just one finished homework assignment or a clean room. Longer term goals force us to have a plan, be disciplined and focused. The true pleasure should come to the one who achieves the goal rather than the person who may have assigned it. Goals must be attainable, yet challenging; sweat is expected, but the blood and tears are not a prerequisite. (I say this as I look down upon my scabbed knee healing far too slowly after a silly spill on my first outdoor ride; I felt foolish and ten years old again). The child struggling through one too many AP classes who is suffering physically and emotionally under the stress, may be experiencing more harm than good. In too many of these cases, students end the semester feeling worse, not better about themselves. Instead, we should help our children discover the satisfaction of achievement from mastering a challenging task that pushes rather than paralyzes them. We as parents should help our sons and daughters set goals that ignite their passions and help them build resiliency and confidence.
The west coast bike tour is now just 12 weeks away. I will definitely get some cycling in this weekend. The training and ride will be a challenge, but I am up to the task. I am already anticipating the pride, satisfaction, and yes, exhilaration that I know I will feel in July.
Friday, March 26, 2010
Student Loan Reform - What Does it Mean for Me?
The recently passed healthcare reform bill will not only bring historic changes to how healthcare is provided; it will also change the way students borrow to pay for college. That’s right. The Obama proposed student loan reform was a late addition to the reconciliation bill passed last Sunday by the House. So the passage of healthcare reform this week also brought sweeping changes to federal loan programs for higher education as well as steady increases in financial aid for families with the most significant needs. The major changes to student financial aid fall into 3 categories: increases to Pell grants, elimination of the bank-based student loan program, otherwise known as the Federal Family Education Loan program or FFELP, and a modification to the loan repayment plan that will make it easier for graduates with modest income to repay their education loans (there are additional changes, though these are the three that most directly impact financial assistance for students).
Increases in the maximum Pell grants which are available to students whose families demonstrate the most significant financial need (typically income less than $45,000) will now be tied to the Consumer Price Index (though the original proposal was higher at CPI + 1%). The maximum award for 2010-2011 is $5,550 and will stay constant through the following two years. The grant size is expected to reach $5,900 by 2019-2020, nearly $1,000 a year less than that projected under President Obama’s original proposal. While the final version has been applauded, it is not expected to keep up with increases in college tuition, room and board, if history is any guide. Assuming the rise in cost of attendance continues to outpace the rate of inflation, the changes to the Pell program will do little to make college more affordable for students in the Pell eligible income bracket.
The big change in the federal loan program is the discontinuation of the bank loan option for federal student loans. The bank-based option has been available to colleges and universities since 1965 and accounted for as much as 80% of the federal student loan market. The federal government pays fees to lenders, though assumes the risk if the loans default. The Obama administration has made elimination of the FFEL program a primary goal for student aid reform, projecting a 10 year savings of $61 billion that will be used largely to support the increase in Pell grants. After July 1st all colleges and universities that participate in the federal Stafford loan program will join the Direct Loan program, shifting the administrative management from lenders to the colleges themselves.
How does this change impact students and their families? There are really two ways that borrowers will be impacted. No longer will students at colleges that participate in the FFELP program need to find a bank lender. Instead, those who apply for federally guaranteed Stafford loans will deal directly with the colleges’ financial aid offices. Secondly, the interest rate on the PLUS loans, which parents can access to pay their children’s college costs, is 7.9% with the Direct Loan program, versus 8.5% for the erstwhile bank program. With interest accruing while the student is in school, the difference can become significant over four years.
Changes to the income-based repayment plan, which became effective last July, will further ease the burden on students once they begin to repay their school loans. The purpose of the plan is to make it easier for graduates with low incomes to stay current and potentially limit their loan obligations through debt forgiveness. The bill just approved will make the repayment option available to more borrowers by lowering the debt to income threshold from 15% to 10% of discretionary income. Additionally, loans still outstanding after 20 years (versus the current 25) will be forgiven. The one catch is that this provision will not go into effect until July 1, 2014 and will only benefit those who borrow after that date.
So who are the winners and losers with the student loan reform bill? Low income students are winners, as they are now assured federal grant money that will grow with inflation. Whether it is enough to keep them from losing ground against rising college costs is in question, though doubtful. Student borrowers under the federal loan program should probably be indifferent to whether they borrow from a bank or through their college. The modified income based repayment plan is without a doubt the best deal for college graduates, though high school seniors who will start college in the fall lose out since the changes don’t become effective until July 1, 2014, the year they graduate.
Increases in the maximum Pell grants which are available to students whose families demonstrate the most significant financial need (typically income less than $45,000) will now be tied to the Consumer Price Index (though the original proposal was higher at CPI + 1%). The maximum award for 2010-2011 is $5,550 and will stay constant through the following two years. The grant size is expected to reach $5,900 by 2019-2020, nearly $1,000 a year less than that projected under President Obama’s original proposal. While the final version has been applauded, it is not expected to keep up with increases in college tuition, room and board, if history is any guide. Assuming the rise in cost of attendance continues to outpace the rate of inflation, the changes to the Pell program will do little to make college more affordable for students in the Pell eligible income bracket.
The big change in the federal loan program is the discontinuation of the bank loan option for federal student loans. The bank-based option has been available to colleges and universities since 1965 and accounted for as much as 80% of the federal student loan market. The federal government pays fees to lenders, though assumes the risk if the loans default. The Obama administration has made elimination of the FFEL program a primary goal for student aid reform, projecting a 10 year savings of $61 billion that will be used largely to support the increase in Pell grants. After July 1st all colleges and universities that participate in the federal Stafford loan program will join the Direct Loan program, shifting the administrative management from lenders to the colleges themselves.
How does this change impact students and their families? There are really two ways that borrowers will be impacted. No longer will students at colleges that participate in the FFELP program need to find a bank lender. Instead, those who apply for federally guaranteed Stafford loans will deal directly with the colleges’ financial aid offices. Secondly, the interest rate on the PLUS loans, which parents can access to pay their children’s college costs, is 7.9% with the Direct Loan program, versus 8.5% for the erstwhile bank program. With interest accruing while the student is in school, the difference can become significant over four years.
Changes to the income-based repayment plan, which became effective last July, will further ease the burden on students once they begin to repay their school loans. The purpose of the plan is to make it easier for graduates with low incomes to stay current and potentially limit their loan obligations through debt forgiveness. The bill just approved will make the repayment option available to more borrowers by lowering the debt to income threshold from 15% to 10% of discretionary income. Additionally, loans still outstanding after 20 years (versus the current 25) will be forgiven. The one catch is that this provision will not go into effect until July 1, 2014 and will only benefit those who borrow after that date.
So who are the winners and losers with the student loan reform bill? Low income students are winners, as they are now assured federal grant money that will grow with inflation. Whether it is enough to keep them from losing ground against rising college costs is in question, though doubtful. Student borrowers under the federal loan program should probably be indifferent to whether they borrow from a bank or through their college. The modified income based repayment plan is without a doubt the best deal for college graduates, though high school seniors who will start college in the fall lose out since the changes don’t become effective until July 1, 2014, the year they graduate.
Sunday, March 21, 2010
Race to Nowhere - The Dark Side of America's Achievement Culture
I want to make all of my readers aware of a new documentary film by director Vicki Abeles titled Race to Nowhere. This documentary explores the negative impact of America’s high pressured and achievement-focused culture on our nation’s youth. Are the demands and expectations placed on young people today leading to a generation of burned out, depressed and disengaged youth? This is the conclusion of many educators, therapists, and other professionals who work with students and appear in interviews throughout the film. The method of teaching is also, arguably, leaving graduates ill-prepared to enter the workplace. Educators feel pressured to teach to tests rather than develop minds and impart skills necessary to succeed. Sadly, the despair felt by many youths has had and continues to have repercussions that impact and even destroy families. Ms. Abeles’ goal is to raise awareness of this distressing trend with the hope of starting a national dialogue that challenges our beliefs about the effectiveness and sanity of our education system and culture.
While the film is not yet widely distributed, screenings are taking place around the country. The movie is coming to the New York area the week of March 22. For those of you who live in or near Westchester County, you will have the opportunity to view this enlightening documentary on Tuesday evening, March 23 at 7:30 pm at the JCC Mid-Westchester in Scarsdale, NY. Tickets can be purchased in advance at the film’s website http://www.racetonowhere.com/ and by going to the “Screenings” page. Whether you can attend the screening or not, I encourage you to check out the website and watch the 3 minute film trailer. I believe this is a movie every parent to see.
While the film is not yet widely distributed, screenings are taking place around the country. The movie is coming to the New York area the week of March 22. For those of you who live in or near Westchester County, you will have the opportunity to view this enlightening documentary on Tuesday evening, March 23 at 7:30 pm at the JCC Mid-Westchester in Scarsdale, NY. Tickets can be purchased in advance at the film’s website http://www.racetonowhere.com/ and by going to the “Screenings” page. Whether you can attend the screening or not, I encourage you to check out the website and watch the 3 minute film trailer. I believe this is a movie every parent to see.
Thursday, March 4, 2010
What is the Value of a Liberal Arts Education?
Is a liberal arts education a luxury? With more than half of all undergraduates now choosing more “practical” majors such as business, nursing and engineering, it appears that many young people and their families are questioning the value of a liberal arts education. The question on parents’ and students’ minds today, especially given the escalating cost of a college education and the state of the economy, is will my son or daughter (or I) be employable?
This week the Chronicle of Higher Education is running a series of articles which examine what it titles ‘The New Liberal Arts.” The special report explores the question of value, and also cites the changes in college curriculum in responses to the shifting demand. Many traditional liberal arts institutions have added pre-professional programs. At the same time, several colleges with a more career-oriented focus are incorporating a liberal arts approach, placing greater emphasis on critical thinking and intellectual exploration. The idea is to help students develop important analytical and problem solving skills in addition to preparing them for a profession.
Returning to the question about the value of a liberal arts education, I wanted to share an article from the Chronicle series written by Sanford J. Ungar, the president of Goucher College and former host of National Public Radio’s “All Things Considered.” His article, “7 Major Misconceptions About the Liberal Arts,” seeks to dispel the myths that a liberal arts degree isn’t worth the cost, especially when compared to pre-professional training. Ungar’s article can be accessed through the link http://chronicle.com/article/7-Major-Misperceptions-About/64363/?sid=at&utm_source=at&utm_medium=en. Mr. Ungar makes several compelling arguments, key among them is the notion that students must be prepared for change, especially given the evolving demands of society today. One thing is almost certain: many careers which will be available to the Millennial Generation in their lifetimes do not presently exist. The challenges we face today have created an even greater need for college students to graduate with a broad based education that prepares them to think critically and outside the box.
But how does that factor in the perceptions and expectations of those who make the hiring decisions? Don’t employers want to hire young people who have specialized in a particular field of study, especially in a buyer’s market where unemployment is running at 10%? According to Mr. Ungar, a 2009 survey for the Association of American Colleges and Universities found that 75% of employers nationwide encourage students to seek a liberal arts education. 89% want to see greater emphasis on communications, both orally and written. Analytical reasoning, critical thinking, creativity and the ability to innovate were also cited as important skills required by prospective employers.
One piece of advice I give to those in the midst of a job search, especially anyone who has been employed in a downsized industry: think in terms of your skill set, not your last job description. In our fast paced and changing society industries and jobs will come and go. The value of a liberal arts education will last a lifetime.
This week the Chronicle of Higher Education is running a series of articles which examine what it titles ‘The New Liberal Arts.” The special report explores the question of value, and also cites the changes in college curriculum in responses to the shifting demand. Many traditional liberal arts institutions have added pre-professional programs. At the same time, several colleges with a more career-oriented focus are incorporating a liberal arts approach, placing greater emphasis on critical thinking and intellectual exploration. The idea is to help students develop important analytical and problem solving skills in addition to preparing them for a profession.
Returning to the question about the value of a liberal arts education, I wanted to share an article from the Chronicle series written by Sanford J. Ungar, the president of Goucher College and former host of National Public Radio’s “All Things Considered.” His article, “7 Major Misconceptions About the Liberal Arts,” seeks to dispel the myths that a liberal arts degree isn’t worth the cost, especially when compared to pre-professional training. Ungar’s article can be accessed through the link http://chronicle.com/article/7-Major-Misperceptions-About/64363/?sid=at&utm_source=at&utm_medium=en. Mr. Ungar makes several compelling arguments, key among them is the notion that students must be prepared for change, especially given the evolving demands of society today. One thing is almost certain: many careers which will be available to the Millennial Generation in their lifetimes do not presently exist. The challenges we face today have created an even greater need for college students to graduate with a broad based education that prepares them to think critically and outside the box.
But how does that factor in the perceptions and expectations of those who make the hiring decisions? Don’t employers want to hire young people who have specialized in a particular field of study, especially in a buyer’s market where unemployment is running at 10%? According to Mr. Ungar, a 2009 survey for the Association of American Colleges and Universities found that 75% of employers nationwide encourage students to seek a liberal arts education. 89% want to see greater emphasis on communications, both orally and written. Analytical reasoning, critical thinking, creativity and the ability to innovate were also cited as important skills required by prospective employers.
One piece of advice I give to those in the midst of a job search, especially anyone who has been employed in a downsized industry: think in terms of your skill set, not your last job description. In our fast paced and changing society industries and jobs will come and go. The value of a liberal arts education will last a lifetime.
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