Learning a new culture and language, enjoying the foreign sights, earning some independence…studying abroad seems to be that great opportunity offered to students to get some traveling in with the excuse of making it benefit their schooling. Earning school credit while having a partial vacation is a sweet deal if you can actually manage to get into the study abroad program.

Unless you are studying a foreign language, studying abroad is not necessarily an easy semester to squeeze into one’s schedule. I would know; I tried to get into two different programs, neither of which worked.

What is problematic about a study abroad program is that it is so specific with the required units and set dates. Unless the program offers classes that meet the required units a student needs, studying abroad could be a waste of a semester. Instead of taking a full semester of courses, a student could end up just taking one class that would basically turn a regular semester into a mini semester, which is a waste of time for any student who is on a tight schedule.

The first study abroad program I tried to enter was in Bath, England. I was so excited at the prospect of living in England for a couple of months, and even enjoying school trips to see Stonehenge and London. As an English major, I figured the program would offer plenty of classes that I was required to take. But I was wrong. My plans fell through when I realized I would only be able to take 1 or 2 classes that would go towards my major for that one semester abroad. Most of the classes offered were lower level GE classes. After a couple semesters of hard work, I had already completed those classes that were being offered. Phooey! Why did I have to be so diligent during my first year of college?!

After much disappointment, I moved on to just accept that I would not be able to study abroad like I always wanted to. But then my hopes rose all over again when my final Spanish class offered a study abroad program to Barcelona! Unfortunately, this also did not apply to me in the end, for a similar reason the Bath program fell through…only this time, the classes offered were mostly in advanced Spanish, which were not geared in my own major’s direction. With only one semester left and my graduation application already underway, it appeared to be too late for any travel plans.

If a student can afford to take just one semester to have fun, then taking a study-abroad program would be the way to go. From the couple of lucky friends who have told me about their own studies abroad, I envy them more and more. Making new friends, seeing new places, and learning a new culture can be a life-changing experience.

If you are interested in studying abroad, I recommend one thing – look into the programs early in your college years! You have to plan ahead and see what program will fit your requirements.

In short, don’t put off the study abroad program. There are many things college students have to contemplate and take their time figuring out while they are in college, but studying abroad should not be one of them. It can be expensive, but if you can afford to go and have a strong interest in traveling, take the plunge! If you have to think it over for several semesters, by the time you make up your mind, it may be too late.

Does anyone else have any of their experiences or advice on study abroad programs they would like to share?

Sweat pours down your forehead. Your legs get wobbly. And the admissions officer across from you asks that fateful question: “Why should this college accept you?” Are you prepared to answer, and answer well? Lucky for you, we’re taking a closer look at the college interviewing process and have a few tips for you to take to the big event.

Interviewing is Fun!

Though interviews can rattle your nerves, they represent one of the best opportunities you’ll have in your fight to get accepted to the college of your choice. The interview is your chance to shine and make that application three-dimensional. So if you have a chance to interview, don’t hesitate for a moment to take it. Fact is, not all universities and colleges conduct these one-on-one sessions. The University of California system no longer conducts college interviews because the schools are so popular they just don’t have the time. Although interviews won’t make-or-break your chances, the National Association for College Admission Counseling reports that nearly 40% of colleges consider interviews to be of considerable or moderate importance.

Rocking the Interview

How can you stand out among the crowd of applicants? Be yourself. That’s the first, and best, advice anyone can give you. Secondly, be well-prepared to answer basic questions. You’ll likely be asked about your long-term career goals, your choice of major, why you chose the particular college, and what interests you have. If you truly are passionate about the school, let it show. People can sense authenticity and appreciate it. One great way to practice is to have someone unfamiliar to you conduct a fake interview. Let yourself be challenged, so when the interview does happen, it won’t be intimidating. And don’t forget to do your research. Though you’ll definitely want to ask questions when you’re in the interview, you want your questions to be the kind that can’t be answered by directing you to a web page.

Dress for Success

The key here is to look professional, so wear something that will show the admissions officer that you take your college education seriously. Women are encouraged to wear a pantsuit or nice skirt and blouse, while men can don a shirt and tie with slacks, or a suit. Of course, comfort level is a big consideration. So if you aren’t comfortable wearing a suit, then go for something a little more casual. You don’t want to appear fidgety in the interview because you’re self-conscious about your outfit. This goes for hair, as well. Style it and forget it. Primping in the interview is not how you powerfully communicate confidence and strength. And for god’s sake, smile! Convey comfort and confidence by smiling and showing that you’re grateful to be getting this opportunity.

Creating Intention

What is your intention for the interview? What is it you want to impart on the admissions officer. Make a list of the qualities or information about you that you want the admissions officer to remember. Do you have an interesting story that demonstrates a positive part of your character? Talk about your extracurricular activities and interests. Be passionate and leave the admissions officer with the notion that accepting you will be a great addition to the student body.

Question Authority

Your interview is a two-way street. Listen intently, engage in back-and-forth conversation, and most importantly, put the interviewer at ease. Admissions officers interview dozens of students a day, so make it easier for them by being open and conversational. When the interview is complete, ask questions of the officer to learn more about the school. Find out what most students like about the school, what the retention rate is for freshmen, the services the college offers new students, or if they have any advice for prospective applicants.

When All is Said and Done

When you get home, sit down and write a quick thank you note to the officer expressing your appreciation for his or her time and consideration. Now it’s just up to the admissions board to make a decision. As Tom Petty sings, “The Waiting is the Hardest Part.”

Considering the current economy, it is helpful to have a leg up and try to gain some experience and start to fill out that resume. Of course, the economy itself may be the biggest obstacle to actually finding a summer job. If you haven’t already got a summer position, there are some things you’ll want to consider as you continue or start your search.

Many students look for summer jobs in hopes of saving money, but summer jobs are no longer the casual endeavor they used to be. Not only do students have to worry about the competing for a position, but they also need to look into the effect their efforts are going to be making on their resume.

I remember hearing people give advice on how students need to look into jobs that will benefit them in the future. Ideally, you would be taking on an internship with a radio station if you are interested in focusing on a career in communications. Even if you are just filing papers or emptying out trash bins, being in that environment looks better on your resume than working at a coffee shop for the summer. Future employers will see that you have at least been around the environment of a radio station. This is what is recommended for students to be looking for during their summer break… in an ideal world anyway.

Killing two birds with one stone by earning money for summer and gaining experience does not necessarily come around that easy. Gaining experience over the summer is more likely to come from an internship that pays little to nothing. But in this competitive job-searching era, experience trumps money during the adolescent years. It’s never too early to start working towards your future career.

Although earning a job with experience seems like sound advice, there are some obstacles to consider. First of all, there are many negative points for teenagers getting a job over the summer. Statistics show a drop in grades with many students who begin working, as My News Desk pointed out in their article that advises teens on summer employment. However, the author also went over the valuable aspects of getting a part-time job: impressing colleges and earning some experience in the workforce (as I have already mentioned).

Second of all, there are many students who will be looking for summer jobs and internships, which makes the competition tough, particularly during our recession. I can remember looking for a summer job before the unemployment rate was so high, and I found a lot of difficulty because there were plenty of other students who were also looking for work. Apparently everyone had the same idea. Today, job-searching is even harder, which is why it is important to have an edge with a professional looking resume and appearance and mature behavior, as was pointed out in a Suit 101 article.

This is not meant to discourage students from trying to find a summer job or internship; someone is going to be hired for those opened positions, and it may very well be you. But do keep a realistic point of view when looking for a position for the summer. If things don’t work out so well this summer, you can still do research and think of what you could apply for next summer. I do recommend getting an early start, though. Sometime in May of next year would be a great time to begin the search.

Does anyone have any advice or experiences of summer work they would like to share?

According to a recent article on Deseret News, one to two-thirds of new college students will have to take remedial courses – high-school level classes. The numbers vary depending on whether the school is a university or junior college. This should be an indication that students are obviously not graduating high school at the proper level of education.

Considering there is nationwide testing that is supposed to assess students’ educational levels, it would seem that even these tests are not evaluating students as strictly as they should. An article in Amarillo.com pointed out that students will score high in state exams, yet still be considered at lower levels compared to the college standard. There is something very wrong with this picture.

Obviously, college is harder than high school. In reality, the transition should not be as drastic as it appears to be, though. High school students should be accustomed to advancing to higher level classes and adjusting to higher demands each year, so why are so many of them struggling with the college level?

The way I see it, there are two ways the blame could fall. The first falls on the low expectations that are carried out through high school – the fact that so many students have to take remedial courses show that high schools are probably passing students that should have rightfully failed.

The second could merely fall on the students’ lack of determination. If a student does not care about his or her schooling, it will obviously show through in the grades. In this case, these results would definitely point that such students probably have little to no interest in attending college in the first place. As I have pointed out before, not everyone is suited for a college education.

Not only do these statistics have me questioning our high schools’ standards, but it also points out the fact that our schools obviously do not have an agreed-upon standard. Isn’t it somebody’s responsibility to enforce a set norm for educational expectations? If our schools cannot agree on what the equivalent of a C or D grade is, then this may explain the problem we are having with transitioning high school students to college.

Although our education system is far from being a new problem, it seems that it is grabbing more people’s attention than usual since President Obama voiced his hope to make our nation the leader in worldwide education. Maybe this little push from our nation’s leader is just what we need to finally have our education on the road to improvement.

Starting in 2011, the state of Texas is now mandating that high school students take four years of math to improve students’ mathematical abilities. At least this is one step in the right direction. Hopefully, more high schools will follow suit and set the bar higher for their students. After all, what is the point in passing these students from high school if their diploma cannot even be respected by colleges’ standards?

Does anyone have any experiences they would like to share about transitioning from high school to college? Any suggestions for dealing with the transition would also be helpful, and I will be certain to offer my own advice in a later blog, as well.

In the case of Josh Selby, earlier this month the media was a-buzz with what school the high school basketball hot-shot would commit to. In a story only about the choices Selby has to make, the New York Times notes, “It is the culmination of years of anticipation for a player who has dazzled coaches since he first took to the court and has attracted a bevy of suitors.” In hopes of finding comparable articles about the merits of academic elite, a Google search performed right after I read this article bore little fruit. Neither “top high school musician,” “top high school science student,” or “top high school writer” found me any results. Hmm.

I can’t help but wonder if this sort of coverage (or lack thereof) of a young person’s life is a gateway to trouble of a few different varieties. For the ball players, they come to expect that someone will always care about the choices they make; for the unassuming brainiac, they’ll always assume it’s going to be a fight to find the spotlight. Neither outcome seems favorable.

College is supposed to be about learning and about intellectual development. More and more though, college seems to be about pumping out pieces of paper for students to adorn their office walls with, partying like rockstars, and determining the best football, baseketball, and softball teams in the country. It seems that celebrating the minds of the students who are making waves in technology, innovation, and artistic endeavors, is more in line with the mission of a university…maybe that’s just me.

What do you guys think? Is there too much emphasis on the non-academic side of college in the media?

Although most teenagers and young adults would rather die than endure the embarrassment of having their parents, or worse yet, grandparents, follow them to school where they hang out with their friends, there is a mixed reaction from both students and teachers when it comes to the middle-aged and older students who attend class.

As I have mentioned before, I do not feel that the social aspect of school is as important as the educational aspect of college. If students, whatever age they may be, have the drive to continue learning, they should certainly do so. However, having a feeling of acceptance in class could affect whether a student wants to persevere with their education. I have witnessed various scenarios where older students become chummy with the whole class, or are ignored by both the students and the teacher.

I remember taking a stressful grammar class at one point, and one of the students in class happened to be a woman who was probably in her 60’s or 70’s. Though she seemed like a bright woman, the class was extremely taxing, and she ended up being one of the many students who dropped the class. I always found it interesting that the teacher noted this particular student’s absence as a relief since my teacher felt the older woman’s questions were holding the class back.

On the other hand, there are plenty of older students who succeed very well with their college classes. Recently, the San Francisco Chronicle reported that a 94-year old woman will be graduating this year from Mills College. It took years for her to finally pick up her education again and study for her art history degree, but her determination has finally paid off. And she is not even the oldest college graduate on record. In 2007, a 95-year old woman graduated college from Fort Hays State University.

Based on the diversity of my observations, it would seem that it is not so much the age of a student that has an effect on the rest of the class, but the attitude of the student. A student who asks the teacher repetitive questions or is not insightful when it comes to class discussions is likely to lose a teacher’s respect, regardless of his or her age.

The attitude of a student plays a major factor in how well-liked he or she is. Fellow students don’t respond well to classmates who behave bossy. And in the case of older students, this kind of behavior would be interpreted as acting motherly, fatherly, or just domineering.

I remember having one such student in a literature class who was insightful, yet extremely opinionated. She was also old enough to be my grandmother, so when she voiced her opinion to the class, often her words came across as preachy as she addressed the whole class with her opinion. It often felt as if she was taking over the teacher’s lecture for the day.

Every student is different, regardless of age. It is the mixture of personality, determination, outlook on life, and mindset that establishes whether any person will do well in college.

College is not for everyone. I have known plenty of young college students who seem to be completely out of their element. For some students, college may be out of their league, but that does not mean they do not have talents in other areas that are out of the scholastic realm. My point is that age should not be a factor when it comes to a person’s decision in earning a higher education. Sometimes life takes a wrong turn and our education has to be put on hold. But, that’s the great thing about college – there is no age limit in the application.

Where will the road take you?

There are over 7,000 higher education opportunities in United States, yet over fifty percent of every graduating class stays within one hundred miles of their home.  All that talk of “got to get me out of this town” yields to the reality of college life. Sometimes flying across the country to attend some obscure private university simply isn’t an option. Or at least, most students don’t think it is.

We can all understand the geographical clusters that develop as high school grads fan out for school. There’s the comfort level for one thing. Being close to home offers a small familiarity at a stage of your life where everything is new and different. When you need your family, you don’t need to pay $500 for a plane ticket (unless by some stroke of luck your parent is an Airline pilot – in which case, enjoy your free flight!) or waste a day’s worth of gas driving cross country. For many, this seems like an unnecessary hassle and expense. And no college student needs extra expenses, especially if they’re attending an out-of-state university.

But I need to wonder if staying so close to home will limit your outreach in college. If you don’t take the golden opportunity to hurl yourself out of the comfort zone now, when will you? For this reason it’s no wonder more than half of American live within 100 miles of their birthplace.

The Pittsburgh Gazette featured an article relating to High School grads and their college choices. Not surprisingly, sixty-nine percent of the class chose schools within 100 miles of downtown. A guidance counselor quoted in the article reasoned that in the junior year of high school many students set their sights on university’s far away, but by senior year students have a much more realistic outlook and chose schools close to home.

Why the change of heart?

Reality number one, of course, is expense. Out-of-state schools notoriously cost more than public in-state schools. But in truth, private schools usually have the funding to offer great financial-aid packages and scholarships. For example, I’m attending Emerson College in Boston next fall – that’s a long way for us Wisconsin folks and what I thought would be a big stretch in funding for my parents. However, I took advantage of their scholarship offerings and now am able to attend. My friend, who’s attending a private art institute next fall, was able to reduce the expensive tuition down to state level cost with the help of financial aid and scholarships. You just need to take advantage of what’s around you, that’s probably the best advice I can give. I’ve always believed in that old cliché: if there’s a will, there’s a way.

Bottom line: you don’t need to limit yourselves to the universities within your town’s radius. What did I say earlier? Over 7,000 higher education opportunities in the United States. If you do your research you’ll find the school that’s your perfect fit and even be able to afford it. College isn’t about following your high school friends and your high school habits – it’s about paving a new road and finding your niche. It’s about taking advantage of every new opportunity, and maybe that does starts with flying across the country to attend some obscure private university.

The fateful nerve-shivering day of acceptance or rejection arrives with startling punctuality every year. For millions of students this means a living room dance or a change of plans depending on the “Congratulations” or “I’m sorry to inform you” opening lines of the decision letter. But what if you waited months for the day you could stop waiting, but instead of a definite ‘yes’ or ‘no’ you got …wait-listed.

Now doesn’t that seem like the most inopportune time to introduce yet another brick wall on the road to college? For more aspiring college undergrads than ever waiting lists are realities.

According to The New York Times article “Top Colleges Have Bigger Waiting Lists” colleges are placing thousands of students on waiting lists when perhaps less than one hundred will squeeze through the gates of acceptance. For example, Duke University wait-listed 3,382 students this year: a number that turned out to be twice as much as the incoming freshman class. However, the admissions office’s best estimate of students that will actually make it to their university from the large pool: no more than sixty. A scant hope indeed.

So why do colleges stamp thousands of students’ applications with a bold question mark?

As the number of applicants to colleges rises each year, Admissions has a harder time estimating how many will accept or decline their offer of acceptance. Hence, put more students on the waiting lists. It’s even more unclear, however, what the actual chances are of getting off the fence.

“There might be, for example, a surplus of aspiring engineers and not enough potential English majors, or too few students from Florida. Or there might be an unexpected shortage of oboe players,” the article says in reference to Duke’s Admissions Office’s policies on waiting lists. “The student can’t know, ‘Gee, did all the violinists decide to turn us down?’ ” Christoph Guttentag, Dean of Undergraduate Admission at Duke, said. “They can’t affect this very much at this point.”

Where do students end up in the mess of admissions indecision? Well, waiting and waiting has its consequences. My friend Victoria ended up on the waiting list for St. Olaf College this year and plans to keep herself on the list until they notify her in mid-May. Luther, the college she plans to attend if St. Olaf doesn’t come through, demands an enrollment deposit by May 1^st. That means even if she makes it through St. Olaf’s admission, she’s still out a couple hundred dollars because of the late acceptance offer.

A couple of my friends decided not to waste their time. Wait-listed at Carlton and Colgate University, both my friends opted to take themselves off the waiting list and focus on schools that did want them (the first time around). Their similar comments expressed that the chances were just too low to put off future plans.

Finally, Rachel, a senior at my school was wait-listed at UW-Madison. Unlike Duke or Yale, Madison has a rolling admissions system. Rachel waited for nearly four months after first hearing she was wait-listed and planned on attending UW-LaCrosse until she heard Madison at last accepted her. Now, with graduation around the corner, she has to reconsider her plans. “I would’ve liked to have known sooner,” Rachel commented, “instead of having two minutes to decide”.

With application numbers rising, Guttentag laments that Duke simply ran out of time. “What we could have done, had we had another week,” he said, “was to look at everybody on the waiting list and say, ‘Do they all need to be on?’ ”

That’s an important question that puts students at an unexpected crossroads. Should they wait it out? Move on? What are the options when the chances are so slim? At a certain point, maybe a flat out ‘no’ would have been easier to move past rather than the extra drag of waiting lists colleges tack on.

What does everybody think about these huge waiting-lists? Is it worth it to stay on until an official decision?

A recent article by the Washington Post reported that the number of students being able to transfer to high standing four-year colleges have lowered for the newer generation. This is definitely disheartening news considering the current state of the economy, and most students’ opting for a more inexpensive education through a community college.

Supposedly, the community college are just as prepared for the universities, if not more so, than the freshmen who are entering the four-year schools. So, if the transfer inhibitions are not based on a student’s abilities, then what else is the problem?

Since it is the more prestigious schools that give the most difficulty in the transferring programs, it would seem that snobbery may play a big role in the acceptance of transfer students. Perhaps the fancier schools are offended that students are only completing the last half of their education within the universities. Or, maybe those schools are merely trying to earn more money by accepting students who will pay for a full four years over students who will only pay for two.

Whatever the reason, it seems that if a student cannot afford to get into an esteemed university when they initially start their college education, they may have to forget the idea all together. Chances are, those prominent schools may be out of range for students who are on a tighter budget anyway.

At least students can feel confident that whatever junior college they attend will undoubtedly have a transfer program for a familiar four-year college. So, make your choices wisely with the community college you pick, and do some research into the transfer programs offered and which schools are affiliated.

Has anyone had any transferring stories of their own they would like to share? Was it difficult or easy?

Studying for tests that allow you to go to college or graduate school doesn’t have to be tedious. I remember when I was studying for the SAT, I had a box of 1,500 flashcards in order to expand my vocabulary. WHAT A CHORE! Now, you can simply download an app, save some trees, and learn all the same information on-the-go.

I used the GRE vocabulary application from Princeton Review and Modality in order to prepare for this article, but there are others I think might work as well in the app store.

The Princeton Review GRE vocabulary application is a well-written application. It allows you to master the 250 most commonly used words on the GRE through a series of games. The games consist of definitions, connotations, and synonyms and antonyms. If you’re competitive, you’ll enjoy this application because it keeps score of how many you get and how many you don’t – and then gives you a chance to learn them again, with a definition, pronunciation, and the common antonyms. I’d give it a B+, on a scale where C is average. It costs $4.99.

The Princeton Review also has an application for SAT vocabulary preparation, Vol. 1 and Vol. 2, each costing $4.99. Additionally there’s a KAPLAN GRE vocabulary application, also $4.99, and a SAT Vocab, Flash of Genius application, $0.99.

Would you incorporate one of these applications into your study routine? Sound off below…and check out a few screenshots.

Opening screen

Instructions

A game