Outline
I.
A. Students from all over the world hope to “Dive into the Columbia Blue” (“Explore”).
B. Columbia University is undoubtedly a “dream school” for many students. Students learn and study with all their abilities throughout high school to finally make their dreams come true. This widespread popularity of Columbia University certainly has numerous reasons behind it. For some, it might be just the university’s embodiment of an enormous variety of individuals from all over the world. For others, it might be just the location of the university in New York City.
C. However, for most individuals, the most attractive factor is that Columbia University successfully provides quality experiences for its students in various aspects, especially through Fu Foundation.
D. This presentation will cover several characteristics of Columbia University that make it special and distinct from other universities.
1. There will be an in-depth explanation of the Core Curriculum.
2. Also, the presentation will fully examine academic opportunities in Columbia University.
3. There will be an overview of school life in Columbia, including extracurricular activities.
4. In addition, the presentation will explore Fu Foundation.
5. Lastly, there will be coverage of opportunities for engineering students, such as internships.
II.
A. Columbia University greatly values the Core Curriculum as the foundation of its educational program.
B. According to Columbia University, the Core Curriculum is a collection of diverse courses that touches different areas of knowledge, including music, philosophy, and art. This crucial curriculum applies to all of the students who attend Columbia University (“Frequently”).
C. Columbia University claims that the Core Curri...
... middle of paper ...
...raduate Admissions. Columbia University, n.d. Web. 15 May 2014.
“Double Majors.” Cornell University. Cornell University, n.d. Web. 15 May 2014.
“Explore Columbia Blue.” Columbia Undergraduate Admissions. Columbia University, n.d. Web. 15 May 2014.
“Frequently Asked Questions.” Columbia Undergraduate Admissions. Columbia University, n.d. Web. 15 May 2014.
“Internships.” Columbia University Center For Career Education. Columbia University, n.d. Web. 15 May 2014.
Kim, Dongbyum. Personal interview. 19 Apr. 2014.
“Summer Study.” Columbia Student Affairs. Columbia University, n.d. Web. 15 May 2014.
“Technical Course Requirements.” Columbia Engineering. Columbia University, n.d. Web. 15 May 2014.
“The Core Curriculum.” Columbia College. Columbia University, n.d. Web. 15 May 2014.
“Tutoring Service.” Columbia Student Affairs. Columbia University, n.d. Web. 15 May 2014.
Every year there are thousands of students planning and tracking their goals. Seniors in high school are faced with the tough challenge, while the Juniors are left to worry another year. Finally, the point comes a student’s life where they must make one of the most important decisions in their educational lifetime. That choice is, which college to attend, and it is a very scrutinous process. Two of such colleges are the University of Iowa and St. Ambrose University, and although similarities like majors and minors are evident, there are many other differences including student life.
A potential incoming college freshman struts with confidence through the sliding doors of the Student Center, inhaling the freshly prepared pizza ready to be served at Sbarros, and sees the smiling faces as Pride Leaders try to convince each individual to enroll at Hofstra University; yet fail to admit that every university has its limitations and failed expectations. A journalist from U.S. News reports, “Hofstra University 's ranking in the 2016 edition of Best Colleges is National Universities, 135.” (Hofstra University)
A look back at the institution of education over the past 20 years will reveal that once upon a time a bachelor’s degree was long since considered the marker of ultimate success, the highest level of achievement that one could make in their lives. In those days, if for some reason you failed to march across the stage on graduation day after an epic, four-year stretch of high tuition, long nights studying, and unrelenting professors that found great joy in riding your back, then you had indeed failed at life.
In 1890, Mary A. Blood and Ida Morey founded ‘Columbia College Chicago (Columbia).’ Columbia, formerly known as the ‘Columbia School of Oratory’, renamed themselves to ‘Columbia School of Expression’ in 1927. In the same year Columbia became a joint institution with ‘Pestalozzi-Froebel Teachers College’, but eventually decided to leave the partnership in 1944. Columbia was renamed for the third and final time in 1992 as ‘Columbia College Chicago.’ With a new name, Columbia set out to build the school into an ‘urban institution’ that would offer classes taught by the most creative professionals in Chicago. Today, Columbia continues to challenge their students to realize their abilities with their motto, “esse quam videri”, which means “to be, rather than to seem” (“Columbia College Chicago”). While the backgrounds of these schools vary, location of these schools plays a factor in deciding which to
Going to college and getting a degree is a very important factor in succeeding in the 21st century competitive world. Nonetheless, many people do not go to college because of how expensive col-lege has become and the fear of being in debt. Sometimes college does not work out for every-one. President Barack Obama has proposed a plan to make the first two years of community col-lege free to encourage people to go to college, get a degree, and make the United States the most educated country or at least catch up to the rest of the countries like Russia and Canada. Howev-er, Obama 's action of reducing the costs of community college will not significantly increase the number of students who will graduate with degrees. Instead of making college
Brooklyn College is considered a “poor man’s Harvard”. It’s neither glamorous nor prestigious, it’s cheap and sustainable. Brooklyn College’s campus has well-kempt gardens, competent technology departments, a gym, a pool, a full-size basketball court– and it’s within walking distance of my neighborhood. Students can work jobs, have a life, and still make time for a college education. It feels like an upscale community college, but I think the community makes Brooklyn College a true New York experience. For students unwilling to move far away, going to Brooklyn College is a sensible use of
I applied to UNC Asheville specifically because of its’ distinction as the designated state sponsored liberal arts university. In high school, the areas of study were limited and the course curriculums narrow. I expect a very different experience from my college education. The world is changing rapidly and I am not interested in a specializing in a focused course curriculum to fit into a slot that may not be available by the time I enter the job market. Knowing that I am not ready to concentrate my education in a specific direction is one of the main reasons I applied to UNC Asheville. During Governor’s School, I experienced a taste of the diversity offered by an Arts education and loved it. I am hoping to attend UNC Asheville and continue that experience. I am looking for college to challenge me, broaden my knowledge, and develop my ability to think for myself. I am excited about becoming part of an
"Princeton University - Academic Preparation." Princeton University. Trustees of Princeton University, n.d. Web. 18 Mar. 2014.
A college education gives a person the opportunity to be successful in life, either financially or morally dependent on the goals that they set for their life. They will choose a college that offer programs for the major of their choice, where they will specialize and receive a degree. The decision to pursue a higher education will give the opportunity to earn a better income over someone who does not have a degree. College is more of life preparation course that will help make sure a successful career. If a person pursues a career in engineering, physics or mathematics their curriculum would include more liberal art preparation courses, in order for them to earn their degree, so someone pursuing a degree in these types of careers are attending college for job preparation. On December 10, 2009 at Hamilton University in Clinton, New York, college professors debated current college curriculum (Liew). They talked about how their college could make a leap from being good to being great. At the 22nd American Mathematical Association of Two-Year Colleges conference held in Long Beach California on November 14, 1996 the topic of changing curriculum was discussed (“Mich”). The University of Louisiana, Lafayette, is eliminating its philosophy major, while Michigan State University is doing away with American studies and classics, after years of decline in enrollments in those majors (Zernike). The purpose of a college education is to meet the student's liberal art’s needs so that they can compete and understand the connection between a degree and a job that will enable them to compete with other world economies, give them a well-rounded education that will enable them to earn a higher income, and retain a lifetime full of knowledge.
I endeavor to obtain excellence in my academics; I wish to exemplify scholarship by constantly asking the whys and hows of things. I will not let a bad grade define who I am as a student or who I will become. I also want to take the most challenging classes available, not because it will look good on my college application, but because I genuinely love the concept of learning and discovering new things. Education doesn’t end after high school, so I plan to attend university, eager to attain the knowledge to better understand my world: and expand it.
She explains how these relationships might improve and shape college into becoming an ideal, engaging learning environment for students. Explaining what she thinks university faculty should do to prepare students for their futures, Small tells her readers she “[does] not know yet what making the academy/real world connection fully entails.” Colleges do provide sufficient internship and job opportunities for students, but in a sense, the college experience itself can serve as a preview on what to expect in the “real world.” Once students graduate and get their degrees, they may no longer have to stress about academics, but they will still have several other responsibilities, such as their careers, money, and family to balance. They will experience an even broader form of diversity, continue to make connections and meet people who have different ideas and opinions. If college gave students so many options to pave their path to the “real world,” the “real world” will open even more options for them to plan the rest of their
...ch environment filled with opportunity and funding when the time comes. I thank Empire State College for the role that they are playing in this process and hope to complete our relationship with the expected degree and foundation.
There are a million different reasons I could state why I absolutely love Barnard. Barnard College is my dream school; every time I think about it, a smile graces my lips. With Barnard, I don't have to pick and choose between what I want. It gives me the intimate atmosphere and close connection of a small college, yet allows me be part of a larger university. As a woman in a male-dominated field, the ability to be part of a women's college and at the same time be able to take part in a coeducational environment across the street is perfect. The small campus at Barnard provides a small homely community in contrast to NYC, one of the largest cities in the world.
When students are still in high school, college looms in the distance like an ominous cloud. Frankly, all of the students are scared about going to college. When students go to college they feel like going to the great unknown – to go to a place where they don’t know anyone. But after all college is not that bad.
At the start of my undergraduate education, I was taken aback by what I had ahead of me. Now finally out of high school, a bevy of opportunities suddenly sprang themselves upon me. I was faced with the questions of what classes to take, what to study, what to participate in, how to fend for myself, how to accomplish my goals, and countless others. After struggling with these monumental questions, I realized that, in fact, nothing had changed. I was still the same person I had always been, only now presented with much more opportunity and room to grow. Thus, rather than continuing to flounder in grandiose thought, I began to experience what only a university can offer, by embracing the infinite potential presented to me.