Mr. Bock stresses the importance of creating value with what you know. He cautions that having a college degree does not guarantee that you will have the skills or traits to do any job.
The first thing Google looks for in a new hire is general cognitive ability or the ability to learn new things and solve problems. Having the ability to understand and apply information is essential. A solid liberal arts education will help.
In compiling your resume, Mr. Bock recommends framing your strengths by demonstrating that what you have accomplished will create value. Be explicit about the thought process behind why you did something.
College is a huge investment of time and money and you should think long and hard about what you are getting in return. Make sure, Mr. Bock recommends, that you are learning the skills that will be valued in today’s workplace.
The college-corporate connection isn’t always a tight one, especially when it comes to views of employment following graduation.
A recent blog published by Inteadoutlined the differences between what college presidents think is important in getting a job after graduation and what employers believe is important.
Among the findings:
College presidents believe that a school’s reputation, a graduate’s internships, major, GPA, and employment during college were the most important factors.
Employers believe that internships, employment during college, college major, volunteer experiences and extracurricular activities were important when evaluating a potential employee. College GPA and reputation came in last.
Headlines stress how many college graduates are looking for jobs while living in their parents’ basements. But that is only part of the story. Employers have jobs that they cannot fill because college graduates do not have the necessary skills.
Increasingly corporations are partnering with colleges and universities to meet their future workforce needs to comprar cialis sin receta. For example, IBM has created the Academic Initiative, and is working with colleges and universities to develop curricula that will help college graduates develop data skills needed to meet “Big Blue’s” future workforce needs. Georgetown University, Northwestern University, the National University of Singapore and the University of Missouri are all participating schools.
The news was grim in the Boston Globe’s May 2 edition: The college waiting list has become a reality in today’s application process because more students are applying to more schools.
With students applying to so many schools, admission officers have a harder time estimating how many accepted students will enroll.
“Yield” rates can affect a school’s ranking in national publications and even its bond rating. Wait lists are one way to control both.
Last year, 17.7% of high school students applied to more than eight schools. The average percentage of students accepted off wait lists was 25%. At selective schools the percentage is much lower.
And even if you get off your first choice school’s wait list, your chances of receiving financial aid decrease. These are not great odds.
If you read and follow the guidelines of The New College Guide, you will never find yourself on a school’s wait list. You will have done all of the work before you apply to “match” your chances of admission with your college preferences. So read the first 42 questions in The New College Guide and forget about finding your name on a wait list.
Even with revisions, the SAT remains a seriously flawed – and therefore poor – indicator of college aptitude and qualification.
The first Scholastic Aptitude Test, or SAT, was administered in June, 1926. Students had 97 minutes to answer 315 questions. For almost 90 years, the results of what most educational experts believe is a flawed test, have dominated admission applications and decisions.
Changes in some sections of the advanced mathematics part of the exam have been eliminated.
Obscure vocabulary words have been replaced.
Regardless of the suggested changes, the SAT remains a controversial exam. The poorest test takers score 400 points lower than richer students. The rich can pay for expensive test prep courses; the poor cannot. Critics claim that this makes it relatively easy to game the system.
For too many years the most elite colleges and universities have used the exam to eliminate applicants with low SAT scores.
Is there a connection between SAT scores and college rankings?
Has the exam become another “gatekeeper?”
How many college presidents and boards of trustees pressure enrollment management and admission deans to improve the average SAT scores of the next incoming class?
How many college presidents and boards of trustees examine, after one year, the grade point averages of the freshmen who entered with high SAT scores and those who did not?
How many presidents and board of trustees examine the SAT scores of graduating seniors?
Critics of the exam, me included, believe that a better way to measure the academic competency of applicants is to examine their four year high school grades and progression. No one’s academic career should be judged by the results of one exam on one specific day.