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"Invisible Transfer Students February 28, 2012 - 3:00am By Mitch Smith Enrollment managers have long spoken about the mobility of students, citing the high number of credits transferred in and out of their colleges and grumbling that federal graduation rate calculations fail to account for those transient degree-seekers. Data released today by the National Student Clearinghouse back those assertions, showing that a third of those who were first-time college students in 2006 had attended at least one other institution by summer 2011. The study followed 2.8 million full- and part-time students of all ages at every type of institution. Students were counted as transfers if they enrolled at a second institution before earning a degree. Thus, students who moved to a four-year institution after earning an associate degree were not counted, but university students who took a community college class over the summer were. High school students who enrolled in concurrent enrollment courses were not counted as transfers. The Clearinghouse researchers found that a quarter of those who transferred did so more than once and that the greatest number of moves, 37 percent, took place in a student's second year. It also found that 43 percent of transfers were to public two-year institutions, making them the most common transfer destination for students from every type of institution except other public two-year colleges. This study, unique in including part-time students and in following students who might transfer several times, joins a small but growing body of research on the mobility of students. The findings don't surprise Clifford Adelman, a senior associate with the Institute for Higher Education Policy whose research agenda includes national transfer patterns. Loyalties to a particular institution or location, which can discourage transferring, have long been eroding, Adelman said. He calls the phenomenon "geomobility" and said it has called attention to ineffi

"Good teaching and exposure to students from diverse backgrounds are some of the strongest predictors of whether freshmen return for a second year of college and improve their critical-thinking skills, say two prominent researchers."

For learning to occur, younger students in particular often need to experience learning in a way that is meaningful to them. Teaching about careers to these students can be challenging especially since the concept of a career represents an aspect of human development which is far off in the future and associated with something that is "adult-like." The idea of a vocation or career represents a certain level of abstractness that students may not be developmentally ready for. Teaching middle and high school students about careers through activities and games may serve as the perfect conduit as students naturally like to learn while being active and engaged.

" Preview: Obama's 2013 Budget February 13, 2012 - 3:00am By Libby A. Nelson WASHINGTON -- President Obama today will propose spending $8 billion on job training programs at community colleges over the next three years, part of a budget for the 2013 fiscal year that also would increase spending on Education Department programs and some scientific research. The president will outline the job-training proposal in more detail in a speech at Northern Virginia Community College this morning. But unlike past calls to spend more on community colleges, this plan is aimed squarely at an election-year message of "jobs, jobs, jobs" rather than the administration's goal of increasing the number of Americans with college degrees. The proposal, as outlined by Education Department officials Sunday evening, builds on job training programs already in existence -- especially the Trade Act Assistance Community College Career Training Program, which began making grants to community colleges in September. If approved by Congress, the president's proposal would provide $1.3 billion each per year to the Education and Labor Departments, on top of the trade act grants. While it's unclear whether the money would create new federal programs or build up existing ones, the funds would be spent at community colleges that train workers for jobs in high-demand fields, according to materials released by the Education Department. Programs that are especially successful at finding jobs for their graduates, or at placing those who traditionally have difficulty finding work, would be eligible for additional money. The grants would also be used to encourage partnerships between businesses, states, local governments and community colleges, and to create an online course to encourage entrepreneurs. The money would also support paid internships for low-income college students. But the plan would shut out for-profit colleges, which would not be eligible for the additional funds -- a move alm

The last 40 years have seen dramatic changes in the hours worked at jobs by full-time undergraduates -- with notable increases until 2000, and then a period of relative stability until a sharp drop in 2009, according to research (abstract available here) released Monday by the National Bureau of Economic Research. Read more: http://www.insidehighered.com/news/2012/01/17/study-explores-increases-and-declines-student-work-hours#ixzz1jjSJWQB8 Inside Higher Ed

"In the U.S. higher education system, students are challenged to declare a major or choose an occupation in their sophomore year in college, sometimes even before starting college. That's an onerous task, especially if done without sufficient self-knowledge or guidance. Perhaps that is why at least 60% of college students change their major at least once before graduating and, on average, students change their major three times during their college career. Many graduate, even begin work, and find that they have made a poor vocational choice. That's discouraging and costly for both students and their parents. Such a situation is less likely to occur at Colorado College in Colorado Springs, where career counseling, using the Myers-Briggs Type Indicator Step II combined with the Strong Interest Inventory, provides students with effective, empowering guidance."

""Yes, you really do need to target your resume and cover letter every time." I find myself uttering this over and over again to my students. Whether itis in a class of design students or meeting one-on-one with a business student, they all doubt whether this is truly the case. They cannot believe that they need to go through the trouble of reading through a job description, interpreting what an employer is really asking for, and then demonstrating their interest and skill in these areas. They ask, "Do employers really care?" and some of them raise objections, feeling that targeting their resume is dishonest or "being fake." After several years of struggling with this, I have realized I can relate this issue to something students are more familiar with, something they think about all the time - dating. When placed in the context of an everyday situation where they "target" their communication, they begin to see how important it is to enter into a relevant conversation with a potential employer from the outset. "

"Internships-the vast majority of which are unpaid-have become a staple of the college experience. In 1992, only 9% of graduating college students had participated in internships; by 2006 that figure increased nine-fold to 83% (Ortner 1997/1998; NACE 2008), representing at least 2.5 million student workers each year. Internships are often beneficial for both the student and the employer. Students can gain valuable insights into the nature of a certain occupation or industry, specific skill development, exposure to a network of contacts in a field of interest, and experience in the professional world. In turn, employers can engage in low-cost workforce training and vetting for future employment."

A debate over priorities at California's community colleges is heating up, as the system considers putting more emphasis on first-time students who are working toward a credential or transferring to a four-year institution. The debate has deep national relevance, as the "completion agenda" may hinge on the 2.6 million students who attend the state's community colleges.

Summary * Sixty percent of students change majors before graduating. * There are many factors that contribute to choosing a major. * If you're in the wrong major, it may be time to change. Picture yourself in a room with nine other college students. Before you graduate, at least six of those students will have changed their major at least once. And one or two of the remaining four will likely leave school regretting the major they chose and wishing they too had switched to another major.

"In the last few years, leadership programs have sprung up in remarkable numbers at colleges and universities across the country. Institutions as diverse as Creighton University, Arizona State University, and Highland Community College, in Illinois, now offer leadership training and opportunities to their students. Some universities and colleges, like Gonzaga and the City University of Seattle, have developed degree programs in leadership, and many more such programs are being planned. It seems that every university Web page and presidential message now highlights leadership opportunities for students at both the undergraduate and graduate levels."

If you are looking for such interactive summer high school in UK then the Cambridge Advantage is the best recommendation. The classes have a lesser number of students, so that the students can get proper attention. And not only this, but also the students from outside will get a proper room accommodation.

Every student must take their career decision wisely as it has huge importance in their future life. Students generally get stressed about such decisions of their life. Career assessment tests can be defined as a set of tests or tools that help each student identify their traits which further determine their career success. The answers to these tests are not evaluated based on right or wrong answers; rather the answers are assessed that goes the best with you.

"The economic and educational disadvantages of low-income black students who struggle to complete college are well-documented. While black students at elite universities don't necessarily fit into that category, a new book says they face social and institutional obstacles of their own - obstacles that ultimately drive them away from the high-status, high-paying jobs that they're qualified for in fields such as engineering, science, finance and information technology. And while the reasons are complex, universities are partly at fault, the book argues."

"We professors love to talk about quiet students: the men who slouch in the back row, hidden beneath their baseball caps; the women who smile congenially but never, ever raise their hands; the classes that leave us frustratedly channeling the hapless economics teacher in Ferris Bueller's Day Off as we plead in vain for student participation ("Anyone? Anyone?")."

Recent economic events have forced colleges and universities to streamline their academic offerings congruent with a more pragmatic cost-benefit approach, usually at the expense of their liberal-arts programs. When a foreign-language or philosophy department graduates only a few students per year, there is no financial argument to be made for keeping the department intact. Traditional reasoning about the enrichment of the "student as future citizen" can only go so far when parents who pay the tuition or students taking the courses can't see a bottom line in the form of a lucrative job after graduation.

All year long, from every direction, surveys bombard students.

Facebook is, according to its own Terms of Use, an online directory that connects people through networks of academic and geographic centers, which is becoming increasingly popular among high school and college students. They use it as a means of staying in contact with their old and new friends across the globe. It seems innocent, but do they know that employers, parents and even the Secret Service have access to their Facebook? This article will address what Facebook is, how students use it, how others can use it, and most importantly, how Career Centers can educate students to use Facebook as a positive means of networking.