Vie for Essay Prizes for Oxbridge admissions

Here is list of Esay competitions to look out for:

CLASSICS

Title: Fitzwiliam College Cambridge Ancient World / Classics Essay Competition 2014-15

Details: This essay competition is for Lower Sixth Formers (Year 12s). It is aimed at all those in the Lower Sixth form taking Classics and/or Classical Civilization A-levels/Highers/IB, or those with an interest in the Ancient World who currently studying other subjects.

Deadline: 16th March 2015.

Prizes: The prize fund is £300 with a first prize of £200. Certificates of merit may be awarded to runners up who have sufficiently impressed the judges. Prizes and certificates will be awarded at Fitzwilliam College during the University Open Days in July 2015.

Further Details: https://www.fitz.cam.ac.uk/mi-client/media/admissions_docs

Title: St John’s College, Cambridge Classics & Ancient History Essay Competition

Details: The competition, focussing on the study of the ancient world. is open to all students currently studying in Year 12 anywhere in the UK, and is designed to give students of any subject the opportunity to write an essay on the classical world.

Deadline: 26th February 2015.

Prizes: Prizes of up to £125 in book tokens will be awarded for the best essays and all entrants will receive a certificate of entry.

Further Details: http://www.sjc.ox.ac.uk/3086/Classics–Ancient-History-Essay-Competition.html

ECONOMICS

Title: RES Young Economist of the Year 2015

Details: School students are invited to choose one of the topics below to write an essay of between 1,000 to 2,500 words, on one of the subjects below, set by the RES judging panel, calling on key elements of their A Level or International Baccalaureate courses, examples from the world around them and imaginative discussion. The RES judges are Sir Charles Bean (RES President, former deputy governor of the Bank of England), Stephanie Flanders ( award winning BBC journalist and Economics Editor, now J.P. Morgan Asset Management’s chief market strategist for the UK and Europe) and Professor Jonathan Haskel (Imperial College and elected member of RES Council).

Deadline: 30th June 2015

Prizes: The first prize will once again be £1,000 together with an engraved trophy together with cash prizes for the other leading essays.

Further Details: http://www.res.org.uk/view/essayEduTraining.html

Title: Marshall Society Essay Competition, University of Cambridge

Details: The Marshall Society, the University of Cambridge’s Economics society, invites students studying for A levels, the IB, or any equivalent qualification, to take part in its essay competition! We would like you to approach your answers with factual evidence, clear and convincing arguments, and of course most importantly, high quality economics.

Deadline: TBC

Prizes: In addition to the prestige of being announced winner of the Dismal Scientist competition, your essay will also be published in 2015 edition. We are also offering £100 to the winner and £50 to the two runner ups.

Further Details: TBC

GEOGRAPHY

Title: Royal Geographical Society Geographer of the Year

Details: The question for this year’s competition is “Why does Antarctica matter?”  This coincides with the centenary of Sir Ernest Shackleton’s Endurance expedition, which aimed to complete the first crossing of Antarctica.  However, Shackleton’s ship was crushed in the ice leading to his crew being relocated to Elephant Island; a journey of 800 miles across the Southern Ocean to South Georgia and the successful rescue of all his men.  Despite failing in his original plans Shackleton’s expedition is recognised as a remarkable feat of leadership and endeavour.

Deadline: TBC in April

Prizes:TBC

Further Details: http://www.rgs.org/OurWork/Schools/competitions.htm

Title: David W.Smith Memorial Prize 2015 Essay Competition, supported by Routledge Publishers

Details: A2 level students in England and Wales and Advanced Higher students in Scotland are invited to write an essay of up to 1500 words on the following title:

Deadline: Essays must be received by Friday 27 February 2015.

Prizes: £100 in book vouchers

Further Details: http://www.rgs.org/OurWork/Schools/competitions.htm

ENGLISH

Title: The Queen’s Commonwealth Essay Competition 2015

Details: Open to all Commonwealth citizens aged 18 and under, the Essay Competition offers young people the opportunity to make their voice heard on a global platform and engage with issues important to them. Every year, judges are impressed with the extremely high standard of entry as participants compete with their peers from every corner of the Commonwealth. For many bright and ambitious students, this is the ultimate competition!

Deadline: The deadline for entries is 1st May 2015.

Prizes: There will be a Winner and Runner- up in each category. Winners will be flown to London for a week of cultural and educational visits, culminating in a special award event in November 2015. Runners-up will be recognised in national award events. All four top entries will be published by the RCS.

Further Details: https://thercs.org/youth/competition

Title: Peterhouse Cambridge Thomas Campion English Prize

Details: Write an essay of between 1,500 and 2,500 words on one of the many titles provided.

Deadline: 20th March 2015

Prizes: Top prize of £500 and a second prize of £250; several further essays will be highly commended.

Further Details: http://www.pet.cam.ac.uk/sites/default/files/Campion_15.pdf

Title: The Betty Haigh Shakespeare Prize

Details: Students are asked to submit an essay of not more than 3000 words on the Shakespeare topic of their choice. Essays may be either original or previously prepared. They should preferably be typed, with the student’s name and school address clearly indicated.

Deadline: November 2015

Prizes: The winner will receive a copy of Catherine M.S. Alexander’s The Treasures of William Shakespeare: The Life, the Works, the Performances, generously donated by the Royal Shakespeare Company and Carlton Books, and the winning essay will appear in the Association’s Newsletter.

Further Details: http://www2.le.ac.uk/offices/english-association/prizes/the-betty-haigh-shakespeare-prize

Title: Gould Prize for Essays in English Literature, Trinity College Cambridge

Details: Trinity College launched the Gould Prize for Essays in English Literature in 2013. This is an annual competition for Year 12 or Lower 6th students. The Prize has been established from a bequest made by Dr Dennis Gould in 2004 for the furtherance of education in English Literature.

Deadline: 1st August 2015

Prizes: The competition carries a First Prize of £600, to be split equally between the candidate and his or her school or college, and a Second Prize of £400, which again is to be shared equally between the candidate and his or her school or college. The school or college’s portion of each prize will be issued in the form of book tokens with which to buy English books. In addition, up to three further essays of a high quality will be commended.

Further Details: http://www.trin.cam.ac.uk/gould-prize-essays-english-literature

HISTORY

Title: Peterhouse Cambridge Vellacott History Prize

Details: Write an essay of between 2,000 and 4,000 words on one of the many titles provided.

Deadline: 20th March 2015

Prizes: Top prize of £500 and a second prize of £250; several further essays will be highly commended.

Further Details: http://www.pet.cam.ac.uk/sites/default/files/Vellacott_15.pdf

Title: The Historical Association ‘A’ Level essay competition, 2015.

Details: We are looking for an essay of around 2000 words, making a coherent case for your chosen person to be immortalised.

Deadline: May 1st 2015

Prizes:  The best entries will appear in Student Zone on the HA website, while the winning entry will be published in our members’ magazine ‘The Historian.’ The winner may also be presented with an engraved Bath Aqua Blue glass paperweight at the HA Awards Evening in July.

Further Details: http://www.history.org.uk/resources/secondary_resource_7808_273.html

Title: Robson History Prize, Trinity College Cambridge

Details: The Robson History Prize is an annual competition for Year 12 or Lower 6th students. The Prize was established in 2007 in memory of the historian Robert Robson, who was for many years a Fellow and Tutor at Trinity. The aims of the Robson Prize are twofold: firstly, to encourage ambitious and talented Year 12 or Lower Sixth students considering applying to university to read History or a related discipline; and secondly, to recognize the achievements both of high-calibre students and of those who teach them.

Deadline: 1 August 2015

Prizes: The competition carries a First Prize of £600, to be split equally between the candidate and his or her school or college (the school or college’s portion of the prize to be issued in the form of book tokens with which to buy history books), and a Second Prize of £400, which again is to be shared equally between the candidate and his or her school or college. In addition, three further essays of a high quality will be commended. All successful competitors will be invited to visit the College.

Further Details: http://www.trin.cam.ac.uk/robson-history-prize

HUMANITIES:

Title: Girton College, Cambridge Humanities Writing Competition

Details: This competition is an opportunity for research and writing beyond the curriculum using one or more of the six objects as your focus. Essays or creative responses (such as dramatic monologues or short stories) are equally welcome. We are looking for the ability to connect different areas of knowledge, to think about details and to communicate clearly.

Deadline: Friday 13th March 2015

Prizes: The total value of the prize will be £300

Further Details: http://www.girton.cam.ac.uk/undergraduates/for-schools/humanities-writing-competition

Title: Benedictus Academic Forum Scholars’ Competition

Details: This year we are running a competition in conjunction with the Forum to give young people the chance to present their ideas before an audience of international and acclaimed academics. Send us either a written document (the equivalent of a 15 minute presentation) or a 15 minute recording.

Deadline: 1st April 2015

Prizes: N/A

Further Details: http://www.benedictus.org.uk/page.php?nav=forum

LAND ECONOMY

Title: Fitzwilliam College, Cambridge, Essay Competition 

Details: This essay competition is intended for Lower Sixth Formers (year 12s), with no restrictions as to subjects being studied. The word limit is 2500 words.

Deadline: The closing date for entries is 1st April 2015.

Prizes: Prizes and certificates will be awarded at Fitzwilliam College during the University Open Day on 2nd July 2015. The prize fund is £300, including a first prize of £200. Certificates of merit may be awarded to runners-up who have impressed the judges.

Further Details: https://www.fitz.cam.ac.uk/mi-client/media/admissions_docs/LandEconomyEssayCompetitionQuestions2015.pdf

LAW

Title: The Robert Walker Prize for Aspiring Law Students, Trinity College – University of Cambridge

Details: The Robert Walker Prize for Essays in Law in 2013 is named after an Honorary Fellow of the College, Lord Walker of Gestingthorpe, a recently retired Justice of the Supreme Court and former law student at Trinity.

Deadline: 20th April 2015.

Prizes: First prize will be an award of £300, second prize an award of £200; the prizes can be shared. The authors of the top ten essays will be invited to Trinity to see the College and meet the Law Fellows.

Further Details: http://www.trin.cam.ac.uk/essay-prize-aspiring-law-students

LINGUISTICS

Title: Linguistics Essay Prize, Trinity College Cambridge

Details: The competition is open to all students with an interest in how language works regardless of the specific subjects they are currently studying at A-Level (or similar qualification). For example, it may be of interest to students taking A-Levels in Modern Languages, English Language or Classics, but also to students taking Psychology or Mathematics.

Deadline: 1 August 2015

Prizes: The competition carries a First Prize of £600, to be split equally between the candidate and his or her school or college, and a Second Prize of £400, which again is to be shared equally between the candidate and his or her school or college. The school or college’s portion of each prize will be issued in the form of book tokens with which to buy linguistics books. In addition, up to three further essays of a high quality will be commended. The winners of the First and Second Prize will be invited to an informal lunch at Trinity College where they will meet lecturers and students in linguistics.

Further Details: http://www.trin.cam.ac.uk/linguistics-essay-prize

MODERN LANGUAGES

Title: University of Oxford French Film Essay Competition 

Details: The Faculty of Medieval and Modern Languages at Oxford University is looking for budding film enthusiasts in Years 7-11 and 12-13 to embrace the world of French cinema. To enter the competition, students in each age group are asked to re-write the ending of a film in no more than 1500 words.

Deadline: 27th March 2015.

Prizes: A first prize of £100 will be awarded to the winning student in each age group, with runner-up prizes of £25. A first prize of £100 will be awarded to the winning student(s) in the filmed entry category (which spans both age groups), with a runner-up prize of £25.

Further Details: http://www.mod-langs.ox.ac.uk/film_comp

PHILOSOPHY

Title: Peterhouse Cambridge Kelvin Science Prize

Details: The Theology and Religious Studies Essay Prize is open to Year 12 or Lower 6th students. The aim of the Prize is to encourage able sixth formers to pursue their interest in Theology and Religious Studies, with the hope that they will be encouraged to read this or related subjects at University.

Deadline: 31st May 2015

Prizes: The competition carries a First Prize of £600 and a Second Prize of £400, to be split equally between the candidate and his or her school or college; the school or college’s portion of the prize to be issued in the form of book tokens.

Further Details: http://www.trin.cam.ac.uk/node/668

Title: Philosophy Essay Prize, Trinity College Cambridge

Details: The Philosophy Essay Prize is open to Year 12 or Lower 6th students. The aim of the Prize is to encourage able sixth formers to pursue their interest in Philosophy, with the hope that they will be encouraged to read this or related subjects at University.

Deadline: 31th May 2015

Prizes: The competition carries a First Prize of £600 and a Second Prize of £400, to be split equally between the candidate and his or her school or college; the school or college’s portion of the prize to be issued in the form of book tokens.

Further Details: http://www.trin.cam.ac.uk/philosophy-essay-prize

Title: The Edgar Jones Philosophy Essay Competition, St Peter’s College Oxford

Details: The aims of the prizes are to provide for students in Year 12 or the Lower 6th an opportunity to write about a philosophical issue and thereby, it is hoped, enable them to develop their abilities for independent research and thought and encourage them to apply for an undergraduate course with Philosophy as an element.

Deadline: 11th September 2015

Prizes: St Peter’s College has established two essay prizes in Philosophy, the top prize being to the value of £250, the second prize being to the value of £150. In addition to monetary prizes, all submitted essays which in the opinion of the judges are of a high enough standard will be commended.

Further Details: http://www.spc.ox.ac.uk/content/essay-prize-year-12lower-6th

POLITICS

Title: The R.A. Butler Prize, Trinity College Cambridge

Details: The R.A. Butler Prize for essays in Politics and International Studies is a competition that can be entered by students in Year 12 or the Lower 6th. Essays should be between 2,000 and 4,000 words (not including the bibliography).

Deadline: 12th June 2015.

Prizes: The competition carries a First Prize of £600, to be split equally between the candidate and his or her school or college (the school or college’s portion of the prize to be issued in the form of book tokens), and a Second Prize of £400, which again is to be shared equally between the candidate and his or her school or college.

Further Details:

SCIENCE

Title: Peterhouse Cambridge Kelvin Science Prize

Details: Write an essay of between 2,000 and 4,000 words on one of the many titles provided.

Deadline: 20th March 2015

Prizes: Top prize of £500 and a second prize of £250; several further essays will be highly commended.

Further Details: http://www.pet.cam.ac.uk/sites/default/files/Kelvin_15.pdf

Title: Bill Bryson Prize 2015

Details: The Bill Bryson Prize is a creative science communication competition. It is open to students around the world from ages 5–18. There are three categories: ages 5–11, 12–14 and 15–18. Your entry can take absolutely any form you want, and you can choose to enter individually or in a team (the age of the oldest team member will decide which category your team falls into). The theme for 2015 is Chance.  From the Big Bang to evolution, from probability to penicillin, all kinds of scientific concepts relate to ‘Chance’.

Deadline: 31 March 2015

Prizes: The top 100 entries will win a Bill Bryson book.12-18 year olds will get a copy of A Short History of Nearly Everything. 5-11 year olds will get a copy of A Really Short History of Nearly Everything. The top 25 shortlisted entries will win a Bill Bryson book and a £100 Amazon voucher. The runner up in each category will get a Bill Bryson book and a cash prize of £250.The first prize winner in each category will be given a Bill Bryson book and a cash prize of £400. The overall winner of the Bill Bryson Prize for Science Communication 2015 will receive a signed copy of a Bill Bryson book and a cash prize of £500!

Further Details: http://www.rsc.org/competitions/bill-bryson-prize/

THEOLOGY

Title: Keble College Essay Competition in Theology and Religion

Details: At Keble, one of the colleges of the University of Oxford, they are running an essay competition to encourage more interest in Theology & Religion in schools, and to offer an opportunity for students to consider in more depth questions of contemporary and historical significance. We are looking for essays which are carefully researched, well-structured and well-presented, but which also reflect critical awareness and an ability to reason through an argument.

Deadline: 30st April 2015.

Prizes: The essay judged best by a panel of Keble College theologians will receive a cash prize of £300.  Smaller prizes will be awarded to runners-up.

Further Details: http://www.keble.ox.ac.uk/admissions/undergraduate/subjects/theology-inc-philosophy-and-theology

Title: Theology and Religious Studies Essay Prize, Trinity College Cambridge

Details: The Theology and Religious Studies Essay Prize is open to Year 12 or Lower 6th students. The aim of the Prize is to encourage able sixth formers to pursue their interest in Theology and Religious Studies, with the hope that they will be encouraged to read this or related subjects at University.

Deadline: 31st May 2015

Prizes: The competition carries a First Prize of £600 and a Second Prize of £400, to be split equally between the candidate and his or her school or college; the school or college’s portion of the prize to be issued in the form of book tokens.

Further Details: http://www.trin.cam.ac.uk/theology-and-religious-studies-essay-prize

GENERAL

Title: Essex University 50th Anniversary Essay Competition

Details: Simply write 3,000-5,000 words about one of our six research themes listed below. Topics include: Delving into Water’s Hidden Depths; Devil’s Pact or Dream Match; Whose life is it anyway?; Asking difficult questions about control; Ageism; Social Change; Rights

Deadline: May 2015

Prizes: The overall winner will receive £1,000. Plus six additional winners, one from each theme, will each win £500. Each winner will also receive £250 of books for their school or college.

Further Details: http://www.essex.ac.uk/fifty/essay/default.aspx

Looking at small liberal arts and science schools

While doing research for my first article in HT Horizon (see below) I reached out to a few students I had worked with in the past. Amar Sarkar (Grinnell '12), Anshu Singh (Clark U '13), Madhavika Bajoria (Bryn Mawr '13) and Tanay Warerkar (Sarah Lawrence College '12) responded to my queries. Thank you, this wouldn't have been possible with you!

To read the full article go to

http://bit.ly/d0ovZY

Choosing the right-fit schools

Arjun Seth, Hindustan Times

Selective colleges in the US can broadly be categorised into three types — the large public universities, mid-sized private universities and the small liberal arts and science colleges.

Families in India are usually aware of the first two types but aren’t well informed about the last category. Liberal arts colleges can, however, be perfect for students who want to be in a small, undergraduate institution, looking for a small, intimate campus and tiny class sizes. If you like being part of a close-knit campus community and want more people to be personally invested in your learning goals then these colleges can provide the perfect environment for your higher education and for realising your career goals.

Alas, these colleges don’t show up on popular ranking websites. So if you are ready to go beyond the typical ‘Top-ranked national universities,’ you’ll soon discover why so many students swear by their experience at these undergraduate focused liberal arts colleges, where they’ve found the right kind of intellectual stimulation, care and personal attention.

Go ahead and use tabulated rankings as a starting point for your college search but don’t end it there, for soon you’ll find that rankings are irrelevant and not at all an indication of what kind of college experience is right for you.

Says Tanay Warerkar, a sophomore at Sarah Lawrence College, NY (www.slc.edu),  “Having interacted with students from different universities one comes to realise that while rankings are important they certainly aren’t a topic broached on a conversational basis. Each school is identified by the calibre of the students it produces and that might not necessarily be reflective of the ranking of that institution, so I think it has more to do with whether the school has produced students that are now on the public radar.”

Madhavika Bajoria, a student I’ve worked with, wrote to me about her college search when she was in high school and then shared her experiences at Bryn Mawr (www.brynmawr.edu), an all-women’s liberal arts college in Pennsylvania. Bajoria is currently considering a double major in economics and international studies and a minor in Spanish. “Geographic location played a very important part in my selection process. I wanted to be near a city on the coasts. This turned out to be the right decision for me. I always knew I’d major in economics but Spanish became a serious academic interest only after I took a language class for fun and ended up wanting to do it for the remaining undergrad years. Similarly, international studies is a unique programme, which draws from aspects of economics, political science, philosophy and language and culture studies. This was a perfect programme for me since it ties in all my interests and allows me to explore all of them. The general education requirements have been a little bit of an annoyance. I wish there were fewer but at the same time I wouldn’t change any of the classes I chose to take.”

Compact sizes too matter. Says Anshu Singh from Clark University, “the average class size of my intro classes was close to 22. That worked perfectly for me as I had a personal rapport with all my professors, and even my Korean economics professor knew me by my very Indian name.

Currently I am pursuing a double major in economics and environmental science and policy. I had gone undecided, but my faculty advisor and the liberal arts system of education helped me immensely in making the right decision.”

When asked about lack of diversity in some of the liberal arts schools, Warerkar explains, “I was keen on going to a school that did not have a large international student population, and I’m glad I made the decision of choosing Sarah Lawrence. I often find that Indian students tend to stick together and get trapped in a bubble that limits their interaction to the people from their country. I believe this greatly detracts from the overall college experience. I didn’t want to travel all the way to America to solely interact with students from my country. Interacting with American students and others from different countries has been an enriching educational experience, and I would go to the extent of saying that it has changed the way I perceive life. However, having a small international population or for that matter having a largely white student body does have its drawbacks. While I have personally never faced any problems, people from smaller ethnic groups seem to feel threatened at times, and this has resulted in tensions on a few occasions. Such issues often have a magnified impact at a smaller school.”

These colleges also give you the liberty to change courses. Amar Sarkar, currently a mathematics major at Grinnell college (www.grinnell.edu),  began as a psychology and economics double major. “These interests change with time and that’s no surprise. One of the main advantages of the liberal arts system is the ability to choose your major field and change your choice while you’re there. As far a general education is concerned, a variety of courses in different disciplines helps cultivate the skills (critical reading and thinking, analytical skills, research skills and most importantly, writing skills) that the college is trying to teach you,” says Sarkar. Rather than looking at the size of the student body as a whole, you should look at student to faculty ratio. “At Grinnell, it is 7:1, which is quite impressive. For undergraduate education, aim for a smaller class size so that you can learn the skills (note, I’m saying skills, not content) to the best of your ability,” advises Sarkar.

Another important criteria while searching for colleges is to assess the personality of the student body each represents, a point often overlooked by students and parents in India. Says Bajoria, “Coming from an all-girls high school in Kolkata with little diversity, my perception of diversity has undergone a complete change, but for the better. The student body at Bryn Mawr is very liberal, outspoken and opinionated. They are also extremely accepting. I really like the intellectual drive and curiosity that I see in most students. However, being an all-women’s institution, there is also a tendency towards non-conformity for the sake of non-conformity, which I don’t really like because it’s insincere. A lot of gender stereotypes are played up in order to allow male-bashing and militant feminism, which can also get very annoying. But besides that, I generally admire a lot of students I go to school with!”

Working with several students for almost a decade, I’ve seen how quickly their perspective on liberal arts colleges has changed from the time of the application to when they come to college. Many are not even sure they would apply to some of the highly-ranked national universities they would have died to get into initially.

• Admissions
• College Life
• Essay Writing
• High School
• Parenting

Divya Balaji (Yale, ´14) on the amazing opportunities that came her way at Yale

Is a large public university for you?

Article in the 4 Aug 2010 edition of HT Horizon

Here's a snapshot of life in America's large public universities to help you find out what fits you while you make your choice of college

This week we focus on large public universities in the United States and shed light on issues related to college setting, size, academic experience and diversity of student population in some of its highly-selective, nationally ranked universities. This is to help students understand the importance of the right fit while making their college list.

The setting

: Many top-ranked public schools are located in a college town setting.

Describing the University of Illinois's (www.uiuc.edu) setting, Karmanya Agarwal (enrolling in a computer engineering major) says, “The U of I is in itself a small town. We like to call it Cham-bana Champaign plus Urbana. It is a sweet little town in itself. I do feel I'll miss out on city life at times but, at the same time, I feel UIUC's collegiate setting will add to my overall academic and social experience. I had thought a lot about this kind of life and the pros and cons before applying here. I guess this kind of setting grows on you.“

Abeer Saha, a sophomore at the University of Virginia (www.virginia.edu), says “When applying, I didn't give much thought to geographic location or setting. But once you actually get there, these things start to matter. So it's important to consider things like, whether you like rainy, cold, or hot weather. And whether you can survive in rural/college town areas where there isn't a tall building in sight and little night life or just one shopping mall.“

On the other hand, Raghav Chandra, an electrical engineering and computer science major, loved everything about the location of the University of California Berkeley (www.berkeley.edu). He says, “UCB is in a college town setting, close to San Francisco/Bay Area. The geographic location is perfect for the field I am in, that is, software engineering and Silicon Valley. The weather is also good; sometimes windy, sometimes sunny. While deciding the school, it did not play an important role, but as time passes, it gains significance as ultimately you have to live here for a long time, and the experience of the school (interacting with friends, commuting, etc.,) depends directly on this.
These factors affect me more now. For example, because of the pleasant weather, I tend to socialise more outdoors, and be involved in sports.
Being in an urban environment close to a big city allows me to enjoy more resources, better connectivity and transportation options.“

The academic experience

:  It is true that in a big public university, there is generally a stronger focus on research, publication and a larger number of graduate and PhD students. The undergraduates are largely left to their own devices to survive. The strong and prudent undergraduate student in a public school will be very proactive and seek out the attention of the professor. You must remember that because many of your classes will be very large (more than 300 students in an auditorium style lecture hall), it is not enough to just get good grades. There will be too many students getting good grades. You need to take the extra step and approach the professor. The upside of this is that not many students do this. So, a professor is pleasantly surprised by this initiative and will often reward that enthusiasm with opportunities.

Writing about his experience at UVA, Saha says, “Some intro classes are huge, with more than 300 students.
It's not ideal, especially if you're serious about your studies. But as you start specialising, the class size is bound to drop significantly.
Even though it's still possible to get the professor's attention, if you're scared of speaking up in front of hundreds of people, then you might want to consider a smaller college.“

Amay Kataria, a computer engineering major at Virginia Institute of Technology (www.vt.edu), says, “The class size at VTech was generally about 200-250 students. I was complaining the first time but I realised the choice is either to sink or swim. The whole academic perspective counts down to adjustment and the willingness to learn in any environment. The quality of your communications with the professors in the classes is an important way to make the most of your academic experience. They remember you if you raise important questions without wasting the time of the class and that motivates you to do well in their class.“

Says Chandra, “I had a class with 700 students as well (intro classes). I did not face a problem. At Berkeley, people are comfortable asking a question while the lecture goes on and after, though it's not that personal with the professor as smaller classes. You have to make an effort to go in office hours to interact with the professor.
For both the above points, the criticism of a large university like Berkley is heavily based on lack of attention from the professors. On the bright side, it teaches you to do your work efficiently, relying more on your resources, because at the end of the day, you will have to put in effort to understand the material.
The core courses at UCB are hard and competitive. I advise students to give their APs (Advanced Placement exams, conducted by the College Board), even if they are in an Indian system, as it might help them skip a lot of courses which they might have done in high school.
This will save a lot of time, effort and money. A lot of other interesting classes could be taken instead of these mandatory classes which could be waived via APs."

Size, diversity and life

:  Those seeking true diversity and an ocean of interests in and out of class will love the big campus environment.
 Some students feel claustrophobic in some of the smaller schools where it can feel a little like high school with the cliques and gossip. Though at least 80 per cent of the students in a public school will be residents of that state, they will come from different backgrounds and have a wide variety of interests. These will be represented in a myriad of different clubs and organisations offering a student the chance to really branch out into different things. There is also a very good chance that the public school will have a great and well-funded sports programme that fuels that “RaRa“ spirit of the Big Game.

Says Chandra, “Berkeley being a big public university, the size was a concern initially. There was always the question of being lost in the crowd. It is true that in smaller places, one tends to have stronger ties with friends. It is mainly because of the fact that you are in the same classes as the others, unlike in bigger universities, where due to the numerous sections and options, one might have different classmates every semester. Though, it exposes you to a larger diversity and a more vibrant culture. For me, I would like to be a part of a school which is big but has smaller divisions (based on the department, classes, etc) providing opportunity to get close to a smaller group, giving the best of both worlds.“

Says Chandra, “Being a public university (which is mandated to educate residents of that state), there are only 10 per cent international students in UC Berkeley.
However, there are a lot of second/third generation Americans with international (especially Asian) origin.
This makes it culturally diverse, so it is easier to settle.“

Says Saha, “I love meeting new people and learning about their cultures. A pleasant surprise for me was that everyone seemed interested in who I was and where I came from. They wanted to know about India and its diverse people and culture.
 Going to big universities in America means meeting people from all over the world. It has been a fascinating experience. I know students from Turkey, Jamaica, India, China, South Africa, France, England, and Columbia.“

Says Chandra, “The student body is very active at Berkeley. Especially this year, due to the economic crisis, there were a lot of protests. Being a liberal place, people are expressive of their ideas. This makes for a very lively student body with a lot of thoughts and ideas floating around for people to absorb.“

Fraternity in large public universities is often misunderstood to be an excuse for excessive partying. However, staying away from it can mean missing out on a lot of what college has to offer.
Says Saha, “Greek Life (a residential society) is a big part of public school culture.
 Lots of kids rush in their first year, it's a unique experience and participating doesn't bind you to any fraternity.
 '

The author is an independent college admissions counsellor and can be contacted at arjunseth72@gmail.com.

Interview with Karan Nagpal, Oxford University

1. What according to you works better at an undergraduate level, a small liberal arts school or a larger university? Does having to meet a core curriculum turn out to be an annoyance in any way?

I went to a high school that had a large number of students. Therefore, being around thousands of people was a way of life. This is what lead me to apply to big universities in the US. However, after studying at St. Stephens in India where the community was rather close-knit, I feel that a smaller college works better. There’s always the trade-off between the prestige of a larger university and the close-knit community of a smaller college (luckily, St Stephen’s ticked both the boxes).

Talking about core curriculums. In Stephens we didn’t have an array of diverse subjects that we were required to study. We had our basic economics requirements and requirement for subjects, which were in some way related to what we were studying. However, I feel that the ‘liberal arts’ system and the strict core curriculum that follows it leads to a holistic development and I see no reason as to why it should be an annoyance.

 

2. All the students know that rankings ARE important. But, how important are they in your opinion?

I feel that rankings don’t provide a basis for deciding on one’s colleges but yes they do provide one with some amount of consolation. I did not pay too much heed to rankings while drawing up my college list, rather, I focused on other factors such as the quality of education provided at the undergrad level. Reading up on the websites, talking to college counselors, alumni and students is what helped me judge and choose my schools.

Even though I stayed back in India at Stephens I would like the prospective students to know that rankings should not be made the sole basis of one’s decisions, mainly because they are a function of the particular weighting scheme employed, so you must be aware of how the rankings are generated. Besides, consider how volatile they have been, what is in the top 5 now may not be there 4 years later. Of course, the consolation and ego boost they give can’t be underplayed.

 

3. While deciding on colleges what part did the geographical location (NE, Mid West, West, South) and setting (urban, rural, suburban, college town) play in your decision? Did your opinions regarding this fact change when you joined college?

When I was in high school, the location of the undergrad college didn’t seem to matter and one felt that one could deal with whatever weather came our way. But, after coming to Oxford for my grad school, I’ve realized that getting acclimatized to a town or city, which is distinctive from the place you have always lived in, can be hard. For eg: Oxford is a small city, which is quite rural as compared to, say, London. For someone who grew up in Delhi, which was always bustling and alive, this transition was a little difficult.

 

4. A beauty of the American education system is that you’re not required to commit to any subject the minute you join. Did this flexibility help you in anyway when you joined college?

I was pretty sure that I wanted to study Economics after high school and thankfully that interest still remains. I also felt that having the opportunity to make a ‘decision’ in college and having to make a choice came as a burden with the flexibility. I had a fair idea of what I wanted to do and didn’t want to confuse or put myself through the job of deciding a major. Therefor, focusing  only on economics while at Stephens didn’t feel as much of a constraint, and whatever little interest I had in other fields I made sure I read up enough to satisfy my intellectual curiosity.

 

5. How important was diversity to you when you started evaluating the US as an option? Have your notions regarding this factor changed over a period of time? What part does the ‘diversity’ angle play in the college lives of international students?

For me diversity was a very important aspect at the undergrad as well as the grad level. Having a diverse, or more international, set of people around helps you get an insight into various cultures and also makes transition into the college easier.

In Oxford, even though all students and faculty work within the department, we are all affiliated to one of the 38 colleges. The college is important for one’s social life and life outside of academics. I was fortunate to become member of a college with a large international student population. Therefore, it helped make my transition easier, there were no set groups or cliques that had to be broken into.

 

6. If there was one aspect of the Indian and UK education that you don’t appreciate and would want other students to look out for then what would that be?

Since the India system has, to a large extent, been based on the British system, one can criticise aspects common to both. One is the idea of a single set of exams at the end of the year, and not much emphasis on continuous testing.

Also, the Indian pedagogy is not critical enough, so the education system doesn’t focus as much on developing the student’s ability to argue or form a structured opinion.However, in the American and the British systems, such abilities are valued and nurtured.

 

7. Describe the personality of the student body at your college! Did the personality of the students and the environment of the college come as a shock to you? Do you feel that you have fit into the college community? 

St. Stephen’s was a rather intimate and close-knit community that tended to draw you in.  In Oxford, I was struck by my classmates’ strong work ethics, discipline and their ability to work very hard. Also, as I said, they have come from systems where their ability to critique and articulate opinions in a structured way has been developed to a larger extent.  No, these things weren’t really “shocks,” they were learning experiences, and yes, I suppose I managed to fit into the communities.

 

Life in and beyond the Ivy League

Published on Jul 28 2010,Page 18 HT Horizon

Life in and beyond the Ivy League

Arjun Seth

See link - 

http://bit.ly/bwt74z

or read below

While the league has a hold over Indian students' imagination, one must understand what makes it special and at the same time, consider other options

Last week, we talked about the quality of liberal arts colleges in the US. This week we shall cover Ivy League schools and try to understand what makes them special. As is well-known, Harvard, Princeton, Yale, Brown, Dartmouth, UPenn, Columbia and Cornell are top-ranked schools, but the reasons that make them so, not so much. The grade and range of their facilities, the professors, the strength of the previous graduating classes and their success rate, job opportunities the university's students get ­ all add to the reputation of these schools. To find out more about lives of Indian students at these hyper-selective institutions, I interviewed a few students and compiled their replies.

When asked to describe the student body at Brown University (www.brown.edu), Siddharth Sastri said, “It is relatively laid-back compared to other Ivies, but everyone's really smart, hard-working and good at what they do. So, that keeps you on your toes without pressuring you.“

The right fit can be confusing, said Sejal Pachisia, a sophomore at Princeton University, New Jersey (www.princeton.edu). “It's an oversimplification to try and give an entire college a personality. Even if you end up going to a college which supposedly has a competitive atmosphere while you're not competitive at all, it doesn't mean you won't fit in. There are plenty of people who will be just like you. It's not so essential to try and find a college that “fits“ you, because you can find your fit in any college, if you try. It's not a great idea to try and base your college decision on rumours of what people at that college are like, preconceived notions or what kind of atmosphere it has, because it might not be very accurate and a lot of these opinions are largely generalisations. I learned how intense people in Princeton are ­ they're almost too focused and slightly workaholic-ish. But again, that's a generalisation.

So, if you try hard enough you can always find people who aren't like that at all. I liked how intelligent, funny and engaging they all are, and the number of interesting conversations and debates I got to have.“

Fitting in: Most Ivy League schools host a pre-orientation programme for all international students, which helps them develop a strong bond well before the session starts. When asked about her experience with student diversity, Karina Sengupta from the University of Pennsylvania (UPenn), PA (www.upenn.edu), said, “Luckily, I don't feel I'm trapped in any clique at UPenn. You should have the courage to break out of the Indian bubble and make new friends. Don't abandon or avoid Indians, but do make an effort to meet people from other backgrounds. You'll be surprised at how much you may have in common with people who seem quite different. Join a sorority, frat, or try something completely different. These are the only years you can experiment with no pressure. You'll be surprised to discover people and aspects of yourself you never knew existed. “ Describing the residential college system and the special bond South Asian students share at the Yale University (www.yale.edu) campus, Chandrika Srivatav, a junior, said, “Yale has a fantastic system of “Residential Colleges“. Much like we have the four `houses' in schools, Yale has 12 residential colleges and each student is randomly assigned to one of 12 colleges at the beginning of freshman year. For the next four years, students live in suites within the residential college but are free to visit any of the other 11. Each college has its own dining hall, library, late-night snack house and gym, in addition to a dean, who takes care of all the academics-related work for students in the college, and a Master, who looks after their residential and other requirements. This system goes a long way in making Yale more inclusive and homely, and is definitely a bonus. What I also love about Yale is that it has the perfect South Asian population: from India, Pakistan, Bangladesh and Sri Lanka. There are enough of us that we can celebrate festivals like Holi, have a bhangra team and find plenty of people to host events with eminent speakers from the subcontinent, but not so many that we remain in our little South Asian cocoon all the time.“

Freedom of choice: Academic requirements at the Ivy League schools vary from school to school. Sastri said, “I chose applied math as my major as it was broadly what I wanted to do when I first joined college. Since Brown has no core courses, I've explored a few classes in other fields and still plan to do so. The size of my introductory classes at Brown differed greatly. My first economics class had 500 students while my `intro English' class had 13. I wish that some of my economics classes were smaller. Other than that, I haven't minded large classes.“

Describing her academic choices at Harvard University (www.harvard.edu), Shambhavi Singh said “I went into freshman year wanting to do chemistry and then flitted around unsure and then took some fabulous concentration requirements and decided on chemistry again. The organic chemistry classes I took at Harvard were the best classes I have ever taken. The teaching within departments is fabulous and even though they were introductory courses, they weren't big and the teachers were extremely dedicated to (turning) us into chemists. The general education or “core“ requirements I have taken have been great classes, too. It all depends on what class you pick, and if you try, you can usually find something that interests you and fulfills requirements. Intro classes do tend to be big and at Harvard there are some that fit 800 people. Obviously, those are no one's favourite classes. But if managed well, they can be a great experience.“

“I am an environmental engineering major ­ a major that, at Yale, has less than 10 students each year“ said Srivastava. “As a result I know all my professors individually and have no trouble finding summer research opportunities or internships. My favourite thing about Yale, without a doubt, is the two-week Shopping Period we have at the beginning of each semester. Essentially, students have two weeks during which we can “shop“ any class we want, i.e. attend any class offered by any professor for two weeks without registering for it (and with the added liberty of walking out at any point in the lecture) and pick four-to-five classes at the end of the Shopping Period, that you will study for that semester.

Most of my friends at other schools have to pick their courses in the previous semester or register online, and basically take classes with barely any idea of whether they will like it or not. I cannot imagine myself doing that. It is this flexibility and atmosphere of experimentation and openness that I love the most about Yale. We are constantly reminded that it's okay to not know what we want to study and that we should try all kinds of things in the hope of discovering our true passion. I wouldn't trade this education for anything in the world.“

Pachisia said, “At Princeton, I got a lot of personal attention from some absolutely fabulous teachers.Attending the `freshman seminars' with 12-15 students was great since I liked more class time with the professor and less time just to try and figure out the work outside of the classroom.“ Set right Setting to rest some myths about the lack of individual attention at UPenn, Sengupta says “I came in knowing I was majoring in economics. I added a maths minor (because) it was convenient and I love maths. The stuff about the lack of attention in mid-sized schools like UPenn isn't true. I personally prefer classes without exams and with essays/projects as the final assessment. I've found that in most of my classes in UPenn, and am happy with that. If you want to go the extra yard (i.e. take a class, love it, and intend on pursuing research in that area), professors are more than happy to fix you up with a mentor in their department.“

Having got offers from several highly selective colleges, Singh chose Harvard for specific reasons. She says, “The setting has most definitely affected my college experience. I mostly assumed that I would be happy in any medium-sized college. However, I realise now how important it is to me that Boston is such a thriving city and there is a public transportation system. It's great to be in a city with so many opportunities and Boston is very student friendly.“

Beyond the league: Last week I had lunch with Teevrat Garg, a recent Lafayette College (www.lafayette.edu) graduate, who is now heading to Cornell University (www.cornell.edu) for a PhD in applied economics and management. He too talked about fit versus rankings. “The important question is NOT how high a university/college is ranked“, says Garg. The more important question is “how good is the college/university for me“. Simply put, Harvard isn't for everyone. At Lafayette, I got the chance to do research with professors and get published ­ something that is very hard to do at a larger university where the primary focus is often on graduate students. One of the economics class I took was advanced monetary policy, which prepared us for the College Fed Challenge, a competition organised by the US Federal Reserve Bank, where students present their recommendation for monetary policy and then defend it in front of a panel of Federal Reserve economists. The small size of the class made the preparation of each of the six students so strong that Lafayette won the national title defeating Harvard, Northwestern and Rutgers in the final round."

Final words of caution: don't consider Ivy League's status as the key criteria for evaluating schools. Students like Teevrat show us how successful students graduating from non-Ivy League institutions can be. There are several other great schools that have a lot, if not more, to offer. Students at Ivy League schools understand that it is not just reputation of their schools that they are in love with, but the liberal arts education, which they receive at these schools.

Rahul Garg (Swarthmore '11) answers questions regarding right-fit

1​. How important do you consider rankings while evaluating schools? How have your perceptions changed about this now?

Rankings were more important then than now. However, they are not useless- the only point is that small differentials in rankings are irrelevant. Now I look at them from the point of view of segments, e.g. the top 5 schools, the top 15 schools, etc. based on their category. From that point of view, yes, rankings can be useful, but I’ve learned to be cautious. Also, it does not hurt to take two extra minutes and look at the ranking criteria.

2. Did the geographic location (NE, Mid West,West , South) and setting (urban, rural, suburban, college town) of your college impact your overall assessment of your college experience? Did you think about this when applying? How did your perception change with time?

Yes it did, and I’m glad I considered it. I have family in the US in the North East, and it makes a big difference to have that sort of support here. Rural, urban, etc. did not matter too much to me when I was applying, but it turned out to be one of the defining features of my college experience. Swarthmore is in a small town, with connectivity to Philadelphia, a big city, but I had always been a city-boy and missed having lots of people around and places to go, restaurants, shops, bars, etc. Though I did grow to love the experience of being in a small campus setting, I would strongly advise students to consider this as a critical point in their college-choice decision. Many people enjoy the island/ bubble-type experience of campuses, and really blossom in them, and many others do not. It is a very individual decision that students and parents should weigh carefully if they have different options available. In the same vein, connectivity to major cities should be considered as an important factor.

3. Did you consider size (student population) as an important criteria while choosing schools? What do you think is a size that is ideal for you? Why?

Again, same as the previous. I like smaller schools, just because they bring the community much closer to one another, there are smaller class sizes, and it is very hard to not develop a lifelong attachment to your college and friends after that. However, larger schools can have more options with respect to student clubs and a broader social scene.

4. What was the average class size of your intro classes? Were you satisfied with this? In what way did this change your perception of your academic experience? What would you do differently?

Class sizes are small at Swarthmore. Intro classes for Econ (one of the most popular ones) are about 30 students per section, and all were taught by full Professors not TAs. Some classes that I took in my first year had only 10 students. Professors had office hours, and were very approachable. Small class sizes allowed me to take full use of those office hours as well as Q and As in the class. There was rarely a doubt that went unanswered because there was not enough time or too many students.

5. Was the ratio of international students/total population an important criteria in your selection of schools? Did you feel trapped in any sort of bubble or clique? Did your perceptions about diversity change while you were in college?

The ratio at my college of international students/ total population was small- it has grown significantly since. That was not the best thing- for me, having an Indian community abroad was not as much important as having some international students with whom you could share the experience of coming and living in a foreign place. Nonetheless, I sincerely believe that it was great that there was not a huge Indian crowd from India because that encouraged me to reach out and immerse myself into the general social life at Swarthmore. It is pointless to go all the way to the US and not have somewhat of an ‘American’ experience.

6. Can you comment an the overall personality of the student body? What aspects of this did you like/dislike?

Ultra- liberal, very passionate about what they are doing (academics, extra-curricular, politics, etc.), I enjoyed the fact that a lot of Swatties were interested in their work, and thereby killed the idea that work is a chore. While I believe that the campus can get intolerant of other opinions many times, personally, I enjoyed being exposed to a different set of rules and assumptions underpinning  political views, relationships, moral values, etc.

​

SAT Vs ACT - Infographic

On the long road towards the right-fit college, test prep seems daunting and the first step of choosing which test to focus can be challenging. Keep an eye out for our upcoming posts on how to decide between the SAT and the ACT.

Four Selective Summer Programmes to Apply to

Summer programmes are a great way to indulge your desire to travel, explore and learn. In your last two years before college, when you’re still deciding majors and colleges, it makes sense to use the holidays to acquaint yourself with the challenges ahead.

Selective summer programmes not only offer a chance for you to distinguish yourself but also an opportunity to interact with top faculty members and passionate students from around the world.

Telluride Association Summer Programme (TASP)

Perhaps the most prestigious programme on this list, it boasts of an extremely selective application process, said by some to be more competitive than the Ivy League colleges.
With a dismal acceptance rate floating around five percent, only students with strong standardised test scores and excellent academic records are invited to apply for this programme.

It offers a six week educational experience for high school students offering intellectual stimulations rarely found in secondary school education or even in college. This is done under the aegis of college and university faculty members who conduct regular seminars and organise educational and social activities outside of the classroom.

Notable former ‘TASPers’ or Telluride House members include literary critic Gayatri Spivak, Nobel laureate physicist Richard Feynman and renowned political economist Francis Fukuyama among many others.

Best time to send in your applications is before January.

Find more information here.

MIT CEE Research Science Institute (RSI)

A highly competitive summer research programme for rising high school seniors around the world, it is a six week camp for which typically, around 80 students are selected (50 from the U.S. and 30 from other countries).
It is notable for the RSI Distinguished Lecture Series which follows an evening lecture format, conducted by noted professors and scientists, a number of whom are Nobel Laureates.

A fully funded initiative, its alumni have found recognition in many international forums such as the Rhodes scholarship and Marshall scholarship and so on.

Best time to send in your applications is before December-January.

Find more information here.

Stanford Mathematics Camp

A highly competitive summer math programme for rising high school seniors and juniors around the world, it focusses on imparting instruction on advanced undergraduate math topics instead of Olympiad math.

Held for four weeks, usually July-August, it consists of two parts – Program 1 and Program 2. Together, they are meant to engage students in problems in abstract algebra, number theory and geometric topology.

With globally renowned mathematicians rounding up as guest lecturers and Stanford graduate and undergraduate math students as teaching assistants. The programme aims to fully nurture young talent in mathematics.

Best to apply before January-February.

Deadline: March 4, 2015

Find more information here.

U Penn Management & Technology Summer Institute (M&TSI)

A for-credit summer programme for 50 rising high school seniors (and a select few rising juniors) interested in the integration of management doctrines and technological concepts, it is held on Penn campus every year.

The programme is composed of three major aspects – the group project, lab work and business instruction. The group project involves a team of five students working over the three week duration to conceive a product idea in consumer electronics.

Deadline: March 1, 2015

It would be advisable to apply before January-February.

Find more information here.

Early Decision Admission Rates

According to recent articles in The Daily Pennsylvanian, early decision applicants will fill 54.4% of the Class of 2019 in Penn.

They go on to remark upon the fact that this is the second consecutive year that Penn has filled more than half of its batch through ED applicants.

With an admissions rate of 24% from its early decision applicants’ pool, there’s a slight decrease of 1.3 percentage points from last year’s admissions rate at Penn.

Looking at other peer institutions, Harvard’s early decision admissions rate dropped from 21.3 to 16.5 percent. While Brown University increased its admissions rate to 20 percent by 1.1, Dartmouth’s admissions rate decreased from 38.8 to 26 percent. Stanford is known to have accepted 10.2 percent of its early applicant pool, with a slight drop from the year before. MIT admitted 625 of its 6,519 early decision applicants for a 9.6% admissions rate. Princeton has accepted a fair amount of early decision applications for a 20 percent admissions rate.
Rounding up the tally is Yale with acceptance of 753 early decision applicants.

Look out for our coming articles on why or why not early decision may make perfect sense for you.