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A Guide to Getting a Bachelor’s Abroad

There was a time when the self-confident undergraduate took a semester or two abroad to taste an unfamiliar culture and dip a toe into the waters of higher education on a foreign shore. Today, tasting is timid stuff.

While graduate programs have long attracted international students, undergraduates are seizing upon the vast opportunities to enroll in foreign colleges for a complete bachelor’s degree. The number of options to do so is growing by the year. The online platform StudyPortals reports an estimated 5,670 English-language degrees in non-Anglophone countries. In Europe alone, 300 colleges and universities offer more than 1,500 English-taught bachelor’s degrees, according to Beyond the States, an international college adviser.

The benefits of a thoroughly international education in the age of globalization are conspicuous. But the game-changer is that college abroad can save parents tens of thousands of dollars. In many countries, including Turkey, Thailand, Brazil, Iceland and some in continental Europe, college is either free or virtually so, with tuition less than a couple thousand dollars. Many other universities offer a bachelor’s degree for under $7,000 a year.

Icing on the cake: It’s possible to obtain financial aid, both need- and merit-based, from universities outside the United States, as well as government aid from home. (The Department of Education website lists nearly 900 foreign colleges and universities where Americans can use federal financial aid.)

A bachelor’s abroad isn’t for everybody. Students must be prepared to immerse themselves in the customs of an unfamiliar habitat far from home. It’s an endeavor for the intensely curious and resourceful, those who can adapt to systems that do grading, testing and instruction quite differently. Forget intercollegiate sports, frats and clubs. Even partying is not the same — less binge drinking, for example — and campus life, when there is any, isn’t as cozy. But the rewards are great, say graduates and educators, and recognized by employers seeking go-getters.

Giovanni Hashimoto, a 23-year-old out of Washington, D.C., transferred to the University of Milan after two years at Pacific Union College in California. Though it took some digging online and follow-up emails, Mr. Hashimoto, who speaks no Italian, found what he wanted in the university’s English-language political science and economics program. With tuition at $4,000, he calculates he saves $20,000 a year studying in Italy.

But, more critically, acquaintances in Washington’s world of public policy and politics, where he wants to eventually work, told him that a foreign degree “connotes a willingness to try things outside one’s comfort zone” and would work in his favor.

Read about college options abroad in the UK, Ireland, Continental Europe, Australia, and Singapore here.

Do We Give Children Too Many Trophies?

 

I think so, and I might not be alone.

Ashley Merryman, the co-author of “NurtureShock: New Thinking About Children,” argues that participation trophies can send a dangerous message:

If children always receive a trophy — regardless of effort or achievement — we’re teaching kids that losing is so terrible that we can never let it happen. This is a destructive message, because how we react to kids’ failure is just as crucial as celebrating their success. A recent study found if parents thought failure was debilitating, their kids adopted that perspective. If parents believed overcoming failure and mistakes made you stronger, then their children believed it, too.

Thus letting kids lose, or not take home the trophy, isn’t about embarrassing children. It’s about teaching them it can take a long time to get good at something, and that’s all right. Kids need to know they don’t have to win every time. It’s O.K. to lose, to make a mistake. (In a study of Gold Medal Olympians, they said a previous loss was key to their championships.)

It’s through failure and mistakes that we learn the most.

We must focus on process and progress, not results and rewards.

Read more here and join the discussion on The Learning Network!

Why I’ve Stopped Doing Interviews for Yale: Because the Admissions Situation is Crazypants.

Ben Orlin is right, college admissions is crazypants. The Business Insider article that stemmed from his Twitter post is worth a read.

Rejection by a university ought to feel like getting swiped left on Tinder,” he wrote. “There’s nothing terribly personal about it. The admissions office doesn’t really know you. The university is just looking out for its own interests, and you don’t happen to fit into the picture.

Orlin’s hesitation to be a part of a process that results in near total disappointment for applicants is even more understandable when looking at Ivy League acceptance rates.

For the class of 2020 the admission rate is below 10% for almost all Ivy League schools.

He flips that number around to talk about how many rejection letters Yale doles out.

No matter how sincere their intentions, the Yale admissions team is beholden to grim statistical reality: 94% of students are getting rejection letters,” he wrote.

Orlin suggests that Ivy League admission decisions should be chosen by lottery, and have base requirements that students must meet before applying in the first place. Will it happen? No. But something needs to be done.

Best Global Universities Rankings

I do not rely much at all on “rankings” but since many families like to take a look at them, I thought I would post the latest from US News. These institutions from the U.S. and around 60 other countries have been ranked based on 12 indicators that measure their academic research performance and their global and regional reputations. Students can use these rankings to explore the higher education options that exist beyond their own countries’ borders and to compare key aspects of schools’ research missions. These are the world’s top 1,000 universities.

Colleges With Generous Merit Aid

My favorite data site College Kickstart has compiled a list of competitive 4-year institutions that offer merit aid to 20% or more of undergraduates. Merit awards are typically not based on financial need but rather on academic performance and other qualities deemed desirable by the institution. As such, they can make college more affordable for academically gifted students—especially those that are unlikely to qualify for need-based financial aid.

Read more here!

In Transitional Year, SAT Scores Drop on Old Test

The College Board today announces average scores on the SAT for last year’s high school graduating class — and such announcements are typically a time of debate over the state of education, the value of standardized testing, educational inequities and more. This year’s results are somewhat difficult to analyze, because some students took the old version of the SAT and others the new. The College Board reported declines in the average scores from the class, but those averages are for those who took the old SAT. The ACT also reported declines this year, noting that more students are taking the test. Both the College Board and the ACT are pursuing more contracts with states to require high school seniors to take one test or the other, and that means more test takers may not in fact be prepared for or preparing for college.

In comparing the old SAT’s scores for the class of 2016, compared to 2015:

  • The average for critical reading was 494, down from 497.
  • The average for math was 508, down from 512.
  • The average for writing was 482, down from 487.

Full results are available here, but readers are cautioned by the many caveats about comparisons because of the transitional year.