July 27, 2009
This week's Scholarship of the Week is a scholarship essay contest that offers a $10,000 reward to students who are actively engaged in fighting poverty. The In The River They Swim essay competition asks participants to reflect upon an experience living or working in a poor country or a poor region of a developed nation and tell a story about a personal journey they've had doing enterprise solutions to poverty.
What makes this competition unique is that it asks for students to go beyond the traditional response elicited by community service scholarships and other essay scholarships and to reflect on both successes and failures, as well as people encountered and lessons learned along the way. Rather than simply recounting experiences in a matter-of-fact way, a winning essay will tell a story in an engaging and illuminating manner. Most importantly, the essay should teach the reader something, and presents an opportunity to think both critically and creatively about your work, your attitudes, and your assumptions for a chance at a substantial cash prize and possible publication.
Eligibility: Anyone is eligible to participate, regardless of age, level of education, or area of study.
Deadline: September 1, 2009
Required Material: An essay of no more than 2000 words written in response to the contest prompt and submitted online. All essays must be accompanied by a 100-word abstract.
Further details about the application process can be found by conducting a free college scholarship search on Scholarships.com. Once the search is completed, students eligible for thisscholarship award will find it in their search results.
December 8, 2009
For those planning on attending graduate school, the Graduate Record Exam, or GRE, has long been a part of the admissions process that seems largely unrelated to their academic ambitions. The Educational Testing Service, the company that administers the test, has been planning and promising alterations for years. Friday, they announced their latest attempt, a plan that would eliminate some of the most onerous questions and revamp the scoring to more accurately reflect students' abilities.
The new GRE, which is set to be implemented in the fall of 2011, will keep the computer-adaptive testing format and the three sections (writing, quantitative, and verbal) of the current GRE, but will make some substantial changes to scoring, student responses, and the content of some sections. Possible GRE scores will change from a 200 to 800 range on the verbal and quantitative sections to a range of 130 to 170, a change which is meant to deemphasize minor differences in scores. The test will also become slightly longer, changing from 3.25 hours to 3.5 hours in length.
The biggest change to the test format will be the possibility to skip and return to questions. Currently, the computer-adaptive format presents test-takers questions they must answer before proceeding, giving them easier or harder questions based on their response to determine their score. The new format will adapt section-by-section, rather than question-by-question, hopefully giving a more accurate picture of test-takers' abilities. The ability to skip questions and return to them later is likely to improve students' concentration and scores as they no longer dwell on the questions they missed--a strategy for taking standardized tests that the GRE's current format makes difficult to practice.
Changes to the sections of the GRE will be more minor, but could still make a big difference to some test-takers. The writing section consists of two prompts, one asking for a logical analysis and one asking for an argumentative essay. It will remain largely unchanged in the new version of the test. The quantitative section asks multiple-choice math questions students are likely to have encountered in high school and college. ETS plans to add a calculator for this section. The verbal section will undergo the biggest changes, with questions on analogies and antonyms eliminated, as these have practically necessitated rote memorization of vocabulary words, largely defeating the purpose of the test.
Prospective graduate students in 2009 and 2010 will still be stuck with the current version of the GRE. Although some students may love analogies and obscure vocabulary words and be sad to see them go, students who have been struggling with elements of the current test may get some relief if they decide to apply for graduate school in 2011. Whether the GRE changes are actually implemented according to schedule remains to be seen, but so far, the revisions haven't been met with much opposition.
December 11, 2009
Everyone knows not to say "fire" in a crowded theater or "bomb" on an airplane. But what about saying "bomb" in a classroom? As a graduate teaching assistant at University of California-Davis learned last week, that might not be such a good idea either.
James Marchbanks, the teaching assistant in question, was arrested last week for making a terrorist threat, false imprisonment, and making a false bomb threat. Why? The graduate student referred to the course evaluations he was distributing to his introductory drama class as a bomb.
According to The Sacramento Bee, Marchbanks reportedly walked into class on the last day with his backpack on one shoulder and told the class, "I have a bomb, this is the last time I am ever going to see you. I am going to leave class before the bomb goes off but you are all going to stay here until it's done," then tossed a packet of course evaluations and pencils on the desk at the front of the class and ran out
The move was widely interpreted as a dramatic and lighthearted delivery of evaluation forms that he felt could potentially destroy his career. In fact, 13 students signed a letter to this effect. Unorthodox teaching methods, relaxed and informal attitudes, and extreme nervousness about their effectiveness as teachers are all pretty standard for graduate students, especially in the arts and humanities, so for many students in Marchbanks' Drama 10 class, his delivery of course evaluations probably seemed on the quirky end of ordinary.
However, a few students took his remarks seriously and decided to file a complaint, even when it became clear that he was alluding to the destructive power of negative evaluations, and not to a homemade explosive device. Campus police obtained a warrant for his arrest and a judge set bail at $150,000, a figure substantially higher than the Sacramento Bee calculated the charges should carry, and a price certainly well out of the reach of what a student receiving a graduate fellowship or assistantship could afford. It was eventually decided that there was insufficient evidence to charge him with a crime and he was released, but only after he had spent four days in jail.
While few people are likely to argue that Marchbanks deserved jail time for his comments, it does raise questions about what's appropriate to say in a classroom. With multiple incidents of on-campus violence, including a graduate student's recent murder of a professor at the State University of New York-Binghamton, appearing in the media, many already stressed-out students may be more on edge than normal right now. Did students overreact? Do graduate students need to be more aware of their actions in the classroom as new teachers? What do you think?
May 27, 2011
My name is Thomas Lee and I am a recent graduate of Methodist University with a BA in political science and journalism. I chose Methodist because it had the distinction of being both a university and a private school. When I first arrived at Methodist for the campus tour, I found the atmosphere very inviting. The campus was located next to a golf course near a tranquil river and most of the classrooms and dorms were within reasonable walking distance.
I chose political science as my focus because of my passion for political debate and the inner workings of government. I selected journalism as a second major so that I could write for a newspaper in case a career in politics didn’t work out. I plan to attend law school in the fall and am leaning strongly toward becoming a civil attorney. Eventually, I plan to run for political office.
During college, much of my spare time was spent participating in weekly Bible studies as part of Campus Crusade for Christ, serving as one of the Founding Fathers of Methodist’s Kappa Sigma chapter and performing in theatrical productions. I have also been writing a series of adventure novels which I hope to finish in the near future. All in all, I had a captivating and worthwhile experience at Methodist and enjoyed college life as a whole.
As a virtual intern for Scholarships.com, I feel that I am partially fulfilling the purposes of my journalism degree and also contributing useful information to future college students. I hope that my articles will be beneficial to those who visit Scholarships.com and also give voice to the concerns of fellow students. As a Christian, I feel that God wants me to play an ethical role in the somewhat infamous fields of law and politics and writing for Scholarships.com may help accomplish this.
Copyright © 1998 - 2013 Scholarships.com,
Scholarships.comTM All Rights Reserved
Scholarships.com, LLC, Publisher