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Perhaps you should channel your writing by being involved in the school paper or Year Book, debate team, essay contests etc.beginning of content:The Atlantic & College Board Writing Prize2016 Writing Prize Winner AnnouncedThe College Board and The Atlantic want to thank all students who submitted entries for the 2016 Writing Prize. We’re encouraged by the positive response of students who, through this exercise, learned the importance of analytical and reflective writing, essential skills for college and career success, while thoughtfully engaging with a variety of artworks. Entries were judged by 24 college professors of art history and composition who read over 1,600 submitted essays from the U.S. and 43 other countries. They were impressed by the intelligence and passion shown by students in describing their engagement with great works of art.This year’s winner, selected by a panel of College Board and Atlantic staff, is Thanh Nguyen, a student at Hanoi-Amsterdam High School for the Gifted in Hanoi, Vietnam. His essay — on School of Athens by Renaissance artist Raphael — stood out for his rich interpretation of the painting and his thoughtful and engaging description of its relevance to his life in contemporary Hanoi. For his accomplishment, Mr. Nguyen was recognized at [Opens in New Window]The Atlantic Education Summit in Washington, D.C., on May 17th. He received a $5,000 prize, and his essay will be published in the September 2016 issue of The Atlantic.Two finalists each received $2,500 prizes. Alejandra Canales attends John B. Alexander High School in Laredo, Texas. She was recognized for her powerful writing about culture and identity in her analysis of Frida Kahlo’s painting Autorretrato en la frontera entre México y Estados Unidos. Her fellow finalist, Rahul Malayappan, is from Danbury High School in Danbury, Connecticut. His essay was selected for its sophisticated analysis of M. C. Escher’s lithograph Waterfall and for its exploration of reality versus perception and the limits of perspective.The Importance of WritingTeacher ResourcesThe new online module [Opens in New Window]Writing About Art offers strategies to help students transform their analysis and interpretation of art to writing.Writing is one of the most important skills to master. Not only is writing essential for college and career, but learning to write clearly also helps students develop their thinking skills. To be successful at analytical writing, students must support their arguments with evidence found in the text and clearly convey information to the reader. It is this kind of writing that allows students to build knowledge, deepen understanding, and develop informed opinions.With this in mind, [Opens in New Window]The Atlantic and the College Board have collaborated to create this annual contest. The focus of this contest will change each year to align with the introduction of a newly redesigned AP course and exam.27 Free Writing Contests: Legitimate Competitions With Cash PrizesFebruary 11, 2016 By Kelly Gurnett 236 CommentsWhen I was about 12, I saw an ad in a magazine for a poetry contest that sounded fancy and impressive, something like “International Library of Poetry.” I bled poetry at that age, so I crossed my fingers and sent in a poem I’d been slaving over for weeks.And, lo and behold, the people behind the contest quickly wrote back to tell me my poem had been selected as a winner!I was speechless with honor. Of the thousands of poets who must have submitted to the contest — no doubt many of them adults much wiser and more skilled than me — my poem had been chosen to be featured in an exclusive, hardcover anthology! And honored on a something-karat-gold plaque!Of course, I had to pay $50 if I wanted to see my work in print in the anthology, and I had to pay another $100 if I wanted the plaque. Those were the only “prizes.”Even as a pre-teen, I sensed a scam.Sadly, not much has changed when it comes to companies trying to take advantage of writers who want a chance at recognition and maybe a little bit of money. Google the term “writing contests,” and you’ll come up with approximately 7.9 million results. It can be hard for a writer to know where to start looking for competitions, and how to tell if they’re legitimate or not.So I’ve done the legwork for you.Here are 29 reputable, well-reviewed, free writing contests for poets, fiction writers, essayists and more. Some legitimate contests do charge a small entry or “reading” fee, but often a fee can be a red flag for a scam, so you may want to stick to free writing contests — and there are certainly enough of them.Fiction and nonfiction writing contestsReady to share your novel or personal essay with the world? Whether you’re a newbie or more established writer, you’re likely eligible for a few of these contests.1. L. Ron Hubbard Writers of the Future ContestWhatever your feelings about L. Ron Hubbard’s work and philosophy, the prizes for this regular contest are nothing to sneeze at. Every three months, winners earn $1,000, $750 and $500, or an additional annual grand prize worth $5,000.Submissions must be short stories or novelettes (up to 17,000 words) in the genre of science fiction or fantasy, and new and amateur writers are welcome to apply.Deadlines: Quarterly on January 1, April 1, July 1 and October 1.2. Graywolf Press Nonfiction PrizeAwarded to “the most promising and innovative literary nonfiction project by a writer not yet established in the genre,” this prize provides a $12,000 advance and publication by Graywolf Press.If you live in the U.S. and have published at least one book (in any genre), you’re eligible to submit a current manuscript in progress for consideration. The judges look for winners who push the boundaries of traditional literary nonfiction.Deadline: Annually; the 2016 deadline was January 31.3. Drue Heinz Literature PrizeYou can win $15,000 and publication by the University of Pittsburgh Press with this prize, awarded for a collection of short fiction.You may submit an unpublished manuscript of short stories, two or more novellas or a combination of novellas and short stories. Your total word count should be between 150 and 300 typed pages.Deadline: Annual submission window is May 1 through June 30.4. Tony Hillerman PrizePresented by St. Martin’s Press and WORDHARVEST, this prize awards the best first mystery novel set in the Southwest with $10,000 and publication by St. Martin’s Press.It’s open to professional or non-professional writers who have not yet had a mystery published, and there are specific guidelines for the structure of your story: “Murder or another serious crime or crimes must be at the heart of the story, with emphasis on the solution rather than the details of the crime.”Deadline: Annually on June 1.5. St. Francis College Literary PrizeThis biannual prize honors mid-career writers who have recently published their third, fourth or fifth work of fiction. The winner receives $50,000 but must be able to appear at St. Francis College in Brooklyn, NY to deliver a talk on their work and teach a mini-workshop in fiction to St. Francis students.Deadline: Biannually; the deadline for work published between June 2015 and May 2017 has not been announced.6. Young Lions Fiction AwardThis $10,000 award recognizes “young authors,” which the rules define as any author aged 35 or younger. Submit any novel or short story published or scheduled to be published in the calendar year. Works must be written for adults; children’s or YA pieces are ineligible.Deadline: Annually in August.7. Real Simple’s Life Lessons Essay ContestHave you ever had a “eureka” moment? If you have, and you can write a compelling personal essay about it in no more than 1,500 words, you may be able to win $3,000 in Real Simple’s annual essay contest.Deadline: Annually; 2016 deadline has not yet been announced.8. New Voices AwardPresented by Lee & Low Books, an award-winning children’s book publisher, this award is given for a previously unpublished children’s picture book manuscript (of no more than 1,500 words) written by a writer of color.The winner receives $1,000 cash and a standard publication contract. You may submit up to two manuscripts.Deadline: Submissions must be postmarked by September 30 each year.9. Ernest J. Gaines Award for Literary ExcellenceThis contest aims to provide visibility for emerging African American fiction writers and to enable them to focus on their writing by awarding a $10,000 cash prize. Eligible authors should submit a work of fiction, such as a novel or short story collection, published in the calendar year.Deadline: Annually; 2016 deadline has not yet been announced.10. PEN/Faulkner Award for FictionHonoring the best work of fiction published by an American author in a single calendar year, this award has been given to the likes of John Updike, Philip Roth and Ann Patchett.The winner receives $15,000 and an invitation to read at the award ceremony in Washington, DC. Four finalists also each receive a $5,000 award.Deadline: Annually on October 31 for books published that calendar year.$5,000 for Your History Paper!Enter your essay to win the Prize!ReadReadPioneer Institute is pleased to announce the third annual Frederick Douglass Prize Essay Contest for Massachusetts high school students. Pioneer Institute is a private, non-partisan public policy think tank with a longstanding reputation for innovative education reformWe believe that Massachusetts students are capable of excellence in history. We need your essays to prove us right.2015-16 ESSAY TOPICThe Frederick Douglass Prize asks students to respond to key questions in history. The 2015-16 contest encourages students to investigate the stories behind the many technological innovations born in Massachusetts. Choose from dozens of Bay State entrepreneurs and inventions, and develop a clearly organized and well-researched essay drawing on primary and secondary sources, that explains the greater historical impact and significance of your subject matter.TEACHERS, TAKE ADVANTAGE OF THIS OPPORTUNITY!The Frederick Douglass Prize is an excellent opportunity for your students to demonstrate their strong research and writing skills before college applications begin and to meet some very remarkable people.SAMPLE TOPICS AND IDEASThe innovative spirit that has animated America is particularly evident here in the Bay State. The colonists established themselves as a center of global maritime trade, and in 1795 Massachusetts businessmen built the country’s first railroad on Beacon Hill. Sample topics drawn from 20th and 21st century Massachusetts inventions include:The Sewing Machine: Elias Howe, born in 1819 in Spencer, developed, the nation’s first patented sewing machine, which still contain three key features that he designed: the needle, operational lock stitch, and automatic thread feed.New York’s Underground Subway: Alfred Beach, born in Springfield in 1826, invented the Beach Pneumatic Transit system to alleviate traffic.Campbell’s Condensed Soup: Dr. John T. Dorrance discovered how to condense soup without sacrificing its rich taste. His invention allowed Campbell’s to save large amounts of money on shipping. One of his five original flavors became the kitchen staple “Campbell’s Tomato Soup.”The Gillette Disposable Razor (1904): William E. Nickerson, a MIT-trained engineer, helped King Camp Gillette discover how to stamp a razor blade from an inexpensive steel sheet.The Computer: In 1928, MIT professor Vannevar Bush engineered the first manually mechanically operated analog computer, capable of solving differential equations with up to 18 independent variables. In 1951, other MIT researchers built the first computer that operated in real time, and it was used by the U.S. Navy during the Cold War.MORE INFORMATION:+ -FREDERICK DOUGLASSWhy is this contest named for Frederick Douglass?Frederick Douglass (1818-1895)Frederick Douglass fled to Massachusetts after he escaped from slavery. He lived in New Bedford and Nantucket. He became one of the most important Abolitionists and one of the most important figures in American history because he was an advocate and articulator of American freedom. Douglass’ 1845 autobiography, Narrative of the Life of Frederick Douglass, an American Slave, became a bestseller.Douglass’ oratorical skills were so impressive that some doubted that he had been a slave, so he wrote Narrative of the Life of Frederick Douglass. During the Civil War he assisted in the recruiting of African-American men for the 54th and 55th Massachusetts Regiments and fought for the emancipation of slaves. After the war he worked to protect the rights of the freemen. He was secretary of the Santo Domingo Commission, marshall and recorder of deeds of the District of Columbia, and United States Minister to Haiti. His other autobiographical works are My Bondage And My Freedom and Life And Times Of Frederick Douglass, published in 1855 and 1881, respectively. He died in 1895.Nothing speaks to the dehumanizing impact of slavery and the accompanying deprivations than a human being not knowing their own birthday. His several autobiographies begin with this question about this basic fact of his life: “I was born in Tuckahoe, near Hillsborough, and about twelve miles from Easton, in Talbot county, Maryland. I have no accurate knowledge of my age, never having seen any authentic record containing it.”Frederick Douglass was one of America’s great articulators of the meaning of freedom, and the importance of understanding our past. That’s why our U.S. History essay contest is named in honor of him.+ -PRIZESPRIZESWe will recognize the top essays as follows:1st place: $5,0002nd place: $2,0003rd place: $1,000Honorable Mentions: $500 eachSchool Prize: The 1st place winner’s school will receive $1,000+ -SHOULD I ENTER?Entrants must be US citizens or resident aliens who attend a Massachusetts high school during the 2015-2016 academic year. Students who attend a boarding school in Massachusetts or are home-schooled are eligible to submit an essay. If you are interested in this year’s question and have strong writing skills, we encourage you to submit your essay.+ -PRIZE SCHEDULEMarch 7, 2016: Submission Deadline. Submit your essay through the form below.+ -CRITERIAArgument/Analysis (40%)Articulates a clear thesis supported by evidence in the essay.Uses strong textual evidence.Shows detailed analysis and interpretation.Historical Research (40%)Conducts research beyond assigned texts.Provides accurate historical information.Demonstrates a strong understanding of the historical context.Writing Quality (20%)Correct GrammarClear StructureVoice and ToneProper Citations (MLA or footnotes)If you have questions on how to develop a strong thesis, to present convincing research, and to format your bibliography, we encourage you to consult A Pocket Guide to Writing in History.+ -QUESTIONS? Micaela DawsonThe Frederick Douglass Prize Essay Contest CoordinatorPioneer Institute185 Devonshire Street, Boston MA [email protected](617) 723-2277 ext. 203High School Contests - HomeworkSpot.comWritingAmericanism Essay ContestAnnual contest offered to students in grades 7-12, with a grand prize of $5,000.American Fire Sprinkler Association National Scholarship Essay ContestTen $2,000 scholarships will be awarded to select students who read a 3,000 word sprinkler essay and complete the exam that follows. For each correct answer, the student will be reentered into the competition.Ayn Rand Institute Essay ContestContest open to middle schoolers, high schoolers and college students to write an Ayn Rand-themed essay for cash prizes.Cassini Scientist for a Day Essay Contest Students grades 5 to 12 write an essay of up to 500 words, with winning schools invited to participate in a teleconference with Cassini scientists.Carnegie Council's International Student/Teacher Essay ContestThis essay contest is open to teachers and students anywhere in the world. The essay should be written in op-ed style, length 1,000 to 1,500 words. First prize is a $250 Amazon gift card, second prize is a $150 Amazon gift card, and third prize is a $75 Amazon gift card.Civil Rights Today Essay ContestIn honor of the 50th anniversary of President Lyndon Johnson's signing of the Civil Rights Act of 1964, The LBJ Foundation is hosting an essay contest that is open to all 12th grade students in Texas. First prize is $2,500 and a trip to the LBJ Library in Austin, Texas, in April 2014 to attend the Civil Rights Summit. There is also a second prize of $1,000, and a $1,000 cash prize and a trip to Austin to attend the Civil Rights Summit for the first place winner's sponsoring teacher.First Freedom Student CompetitionStudents grades K-12 participate in a national essay and video contest. Students compete for $2,500.The Holocaust Remembrance ProjectNational essay contest open to high school students in the United States and Mexico, designed to encourage and promote the study of the Holocaust. Contestants compete for scholarships and a trip to Washington, D.C.The Humanist Essay Contest for Young Women and Men of North AmericaContest is open to students residing in the United States or Canada who are enrolled in grades 9-12 to compete for $1,000 and a three-year membership to the American Humanist Association.John F. Kennedy Profile in Courage Essay ContestAnnual competition open to high school students nationwide to write an original essay about an elected official who has demonstrated political courage to receive awards totaling up to $10,000.Making Democracy Work Student Essay ContestPresented by the United States Capitol Historical Society, this writing contest asks high school students to write between 800 and 1,200 words on the rights and responsibilities of citizenship to compete for $1,000 and a trip to Washington, D.C. Additionally, a classroom grant of $1,000 plus a selection of teaching materials will be presented to the school of the first place winner. Second- and third-place prizes are $500 and $250, respectively.National Peace Essay ContestAnnual essay contest sponsored by the U.S. Institute of Peace, open to high school students to write a peace-themed essay for cash prizes.Scholastic Art & Writing AwardsStudents grades 7-12 submit their best works of visual art - including sculpture, painting, ceramics, photography, animation, video and animation - and writing - including poetry, play scripts, personal essay, works of journalism, satire and short fiction - to compete for scholarships.Society of Professional Journalists Essay ContestContest open to high school students nationwide to write an essay on a given media-related topic, with winners receiving scholarship awards ranging from $300-$1,000.Signet Classics Student Scholarship Essay ContestEach year, a new book is chosen for students to read and write about. High school juniors or seniors or home-schooled students between the ages of 16-18 are eligible to compete to win a $1,000 scholarship.Voice of Democracy Audio Essay ContestHigh school students compose an audio-essay on a theme selected by the U.S. Veterans of Foreign Wars to compete for more than $3 million in scholarships.Math and ScienceThe American Mathematics CompetitionsVarious math competitions open to qualifying students of all grade levels.Team America Rocketry ChallengeStudents in grades 7-12 can register as a team to design and build a safe and stable one-stage model rocket. Prizes include $60,000 in cash and scholarships and participation in NASA's advanced rocketry program Student Launch Initiative.NASA Space Settlement ContestInternational contest open to 6th-12th graders (11-18 years old). Students compete in teams to develop space settlement designs and related materials for various prizes.Spirit of Innovation ChallengeAnnual competition from the Conrad Foundation that invites high school students to work in teams using science, technology, engineering and math skills to develop innovative products to help solve global and local problems while supporting global sustainability. The prize is $10,000 and a trip to the Innovation Summit at NASA Johnson Space Center to present to a panel of expert judges.Artistic ExpressionGlobal Citizen Corps Contests focused on art, photography, video games and more.Web-basedGlobal Virtual Classroom Contest Global team cooperation and Website-building activity for students from 7 to 18 years of age. Awards range from $1,500 to $375 per team.ThinkQuest Website Competition Teams create an original website on a topic of global importance for a student audience. Prizes include a trip to ThinkQuest Live in San Francisco, laptop computers, digital cameras and school monetary grants.International Schools CyberFairStudents ages 5-19 years old conduct research about their local communities, then publish their findings on the Web for various prizes and awards.Doors to DiplomacyU. S. Department of State "Doors to Diplomacy" educational challenge to encourage middle school and high school students to produce Web projects that teach others about the importance of international affairs and diplomacy. Students on winning team receive a $2,000 scholarship, and the winning coaches' schools each receive a $500 cash award.Other Fun ContestsGloria Barron Prize for Young HeroesStudents ages 8-18 must be nominated by a qualifying adult for their leadership and courage in developing and implementing an exceptional service project. Ten students will be chosen to win $2,500 to be applied to their higher education or service project.The Institute for Global Environmental StrategiesArt, photo and other project-based contests open to students of all ages.National History Day Contest Students in grades 6-12 engage in discovery and interpretation of historical topics related to an annual theme. Awards range from $250 to $1,000, in addition to other prizes.National High School Chef of the YearHigh school students submit an original creation recipe to compete for tuition scholarship prizes to JWU culinary school.Essay Contest Scholarships - 2016 2017 USAScholarships.com“We the Students Scholarship” Essay Contestby Scholarship Advisor onDecember 15, 2016in Contest, FebruaryDo you want to win one of more than $20,000 in prizes and a trip to Washington, D.C.? Don’t waste your time and apply today. You can win cash just by register yourself for “We the Students Essay Contest”. The contest is open to students who are no older than 19 and no younger than […]Continue ReadingYoung Patriots Essay Contestby Scholarship Advisor onDecember 13, 2016in Contest, JanuaryThe National Center for Policy Analysis and Debate Central are happy to announce the 2016-2017 Young Patriots Essay Contest. The essay contest is sponsored by Copart, the premier destination for quality vehicles. The Young Patriots Essay Contest is designed to challenge middle and high school students to creatively engage with public policy and current events through […]Continue ReadingThe National WWII Museum Essay Contestby Scholarship Advisor onNovember 26, 2016in Any Subject, Contest, December, High School Students, ScholarshipsThe National WWII Museum is pleased to announce High School Essay Contest and Middle School Essay Contest. To commemorate the life, courage and achievements of Elie Wiesel, the National WWII Museum is asking middle and high school students to respond to a quote by Wiesel about his life and legacy. Winning essays will be posted […]Continue ReadingSharps Compliance Inc. Scholarship Essay Contestby Scholarship Advisor onNovember 24, 2016in Any Subject, Contest, December, Scholarships by Major, Social and Health Care Programs, UndergraduateSharps Compliance Inc. is now accepting the application for its Scholarship Essay Contest. Sharps’ essay contest is open to all students who have been accepted to or are currently enrolled in an accredited university in healthcare related studies. Sharps Compliance strives to innovate new services that are regulatory compliant and environmentally sensitive. They will be […]Continue ReadingThe Queen’s Commonwealth Essay Competitionby Scholarship Advisor onNovember 23, 2016in Contest, International Students, MayThe Royal Commonwealth Society has launched “The Queen’s Commonwealth Essay Competition 2017”, focusing on the topic of “A Commonwealth for Peace”. The competition is open to all citizens and residents of the Commonwealth aged 18 and under. This year’s topics ask for a more active understanding of the role of the Commonwealth as a network […]Continue ReadingQuitDay.Org Scholarship Contestby Scholarship Advisor onNovember 18, 2016in Contest, Graduate, March, ScholarshipsQuitDay.org — Vaping News, Reviews, and Much More! is currently accepting scholarship applications. QuitDay.org — Vaping News, Reviews, and Much More! awards $3,000 in scholarships each year to students who share their vision for a smoke-free world. With the QuitDay.org — Vaping News, Reviews, and Much More! Scholarship, they want to challenge current and prospective college students to share their story on how we can make the world smoke-free. The winning applicants for first, second and third place receive scholarships in the amounts of […]Continue ReadingTOPSS Competition for High School Psychology Studentsby Scholarship Advisor onNovember 12, 2016in Contest, MarchThe APA Teachers of Psychology in Secondary Schools (TOPSS) is pleased to announce the 2017 APA TOPSS Competition for High School Psychology Students. To be entering in scholarship contest, the candidates should submit an essay that provides information concerning physical, psychological and social factors that influence the aging process. Four winners will be selected for […]Continue ReadingThe Washington State Law Enforcement Association Essay Contestby Scholarship Advisor onNovember 12, 2016in Contest, FebruaryThe 23rd annual 8th grade Washington State Law Enforcement Association Essay Contest is kicking off. The basic goals of WSLEA are to improve the effectiveness and professionalism of law enforcement in Washington State and to implement or support a wide range of community related programs and services. WSLEA encourages all schools to participate and stimulate […]Continue ReadingInvensis Young Thinker Scholarship Essay Awardby Scholarship Advisor onNovember 7, 2016in Contest, NovemberInvensis Technologies Pvt Ltd is pleased to honor the launch of the ‘Invensis Young Thinker Scholarship Essay Award’. The award is a unique opportunity for students in USA, UK, and Australia to showcase their knowledge and skills in the form of an insightful essay and win laurels for their efforts. Through the award, they like […]Continue ReadingThe Center for Alcohol Policy’s National Essay Contestby Scholarship Advisor onOctober 19, 2016in Contest, DecemberThe Center for Alcohol Policy is sponsoring its “Ninth Annual Essay Contest” to all persons who are over the age of 18 as of December. Students, academics, practicing attorneys, policymakers and members of the general public are encouraged to submit essays. The contest is intended to foster debate, analysis and examination of state alcohol regulation. […]Continue ReadingCustom-Writing.org Essay Writing Contestby Scholarship Advisor onOctober 15, 2016in Contest, DecemberCustom Writing Service | Sale Now On: -20% Off | FREE Quality Check! is pleased to announce Essay Writing Contest to the most vivid, versatile, and talented writers. Any student, regardless of academic level and location of studies, can participate. The Essay Writing Contest is not only about finding people who can write well. Indeed, the aim of the contest is to identify individuals who have both […]Continue ReadingThe PIABA Dubin Scholarship Contestby Scholarship Advisor onSeptember 8, 2016in Contest, Law, SeptemberThe PIABA Foundation is sponsoring Dubin Scholarship Contest for students interested in Securities Arbitration and Securities Law. The purpose of the competition is to promote greater interest in understanding of the fields of securities arbitration, securities law and to encourage excellent legal writing skills in law students. Three winners will be selected and they will […]Continue ReadingNaval Institute’s General Prize Essay Contestby Scholarship Advisor onSeptember 5, 2016in Contest, DecemberThe General Prize Essay Contest invites you to “dare to write in order to advance the professional, literary, and scientific understanding of sea power and other issues critical to national defense.” The contest is open to all persons eligible for membership (including those already members) in the Institute. The winning candidates will obtain one-year memberships […]Continue ReadingSCEA Unity in Education Essay Contestby Scholarship Advisor onSeptember 3, 2016in Contest, FebruaryThe South Carolina Education Association encourages students across the state to join their historic 50 Year Anniversary & Celebration by taking part in their FIRST EVER “Unity in Education” Essay Contest. SCEA is the professional association for educators in South Carolina. The contest is open to middle school/intermediate, high school & college students. Essays will […]Continue ReadingGRHS Youth Essay Contestby Scholarship Advisor onAugust 19, 2016in Contest, International Students, MarchAn International GRHS Essay Contest is sponsored by the Germans from Russia Heritage Society. The contest is intended to encourage students from around the world to learn about the history and culture of the German-Russians, people who emigrated from Germany into Russia during the 18th and 19th centuries. Winning contestants will be invited to receive […]Continue ReadingBaxter Family Competition on Federalismby Scholarship Advisor onAugust 16, 2016in Contest, International Students, SeptemberMcGill University’s Faculty of Law and the Peter MacKell Chair in Federalism are proud to announce the creation of the Baxter Family Competition on Federalism. The overarching goal of this prestigious bi‐annual essay competition is to advance research and foster informed debate on federalism by law students, as well as law Ph.D. candidates, junior legal […]Continue ReadingAEL Collegiate Essay Contestby Scholarship Advisor onAugust 11, 2016in August, ContestHave an opinion on United States Political Affairs? Want to share your thoughts for a chance at up to $2500? Enter in Americanism Educational Leaders Collegiate Essay Contest as it is a perfect opportunity for undergraduate students to express their equally strong belief in American exceptionalism. The essay contest is sponsored by The Americanism Educational […]Continue ReadingAyn Rand Institute Essay Contestby Scholarship Advisor onAugust 11, 2016in Contest, International Students, MarchHave you read one of Ayn Rand’s thought-provoking novels? Now’s the time! Enter in Ayn Rand Institute Essay Contest for your chance to win thousands of dollars in cash prizes. The contest is open to worldwide for 8th, 9th or 10th-grade students. ARI has held worldwide essay contests for students on Ayn Rand’s fiction for […]Continue ReadingBrian Zeiger College Scholarship Essay Contestby Scholarship Advisor onJuly 18, 2016in Contest, OctoberAt Brian Zeiger LLC, they understands the rising cost of higher education has become increasingly more difficult to manage, and student loan debt is at an all-time high that’s why in an effort to help students meet their financial needs, The Zeiger Firm is pleased to offer Essay Contest for currently enrolled students in an […]Continue ReadingGagne Scherer & Associates LLC Scholarshipby Scholarship Advisor onJuly 2, 2016in Any Subject, Contest, July, Scholarships, Scholarships by MajorThe military trial lawyers of Gagne, Scherer & Associates, LLC believe that a quality education is one of the most valuable assets for young students today. For this reason, they are pleased to announce scholarship program to the students who plan on pursuing a course of study at a college or university for the school […]Continue Reading

Encourage contact between students and facultyDevelop reciprocity and cooperation among studentsEncourage active learningGive prompt feedbackEmphasize time on taskCommunicate high expectationsRespect diverse talents and ways of learningWhat are the Seven Principles?How can undergraduate education be improved? In 1987, Arthur W. Chickering and Zelda F. Gamson answered this question when they wrote "Seven Principles for Good Practice in Undergraduate Education." They defined what good education means at the undergraduate level. The seven principles are based upon research on good teaching and learning in the college setting.These principles have been intended as a guideline for faculty members, students, and administrators to follow to improve teaching and learning. Research for over 50 years on practical experience of students and teachers supports these principles. When all principles are practiced, there are six other forces in education that surface: activity, expectations, cooperation, interaction, diversity, and responsibility. Good practices work for professional programs as well as the liberal arts. They also work for a variety of students: Hispanic, Asian, young, old, rich, poor.Teachers and students have the most responsibility for improving undergraduate education. However, improvements will need to be made by college and university leaders, and state and federal officials. It is a joint venture among all that is possible. When this does occur, faculty and administrators think of themselves as educators that have a a shared goal. Resources become available for students, faculty, and administrators to work together.The goal of the seven principles is to prepare the student to deal with the real world.Principle 1: Encourage contact between students and faculty.Building rapport with students is very important. The contact between students and teachers are vital to the students' success. One of the main reasons students leave school is the feeling of isolation that they experience. The concern shown will help students get through difficult times and keep working. Faculty have many avenues to follow to open up the lines of communication.For the regular classroom:Invite students to visit outside of class.Know your students by name.Help students with problems in their extracurricular activities.Personalize feedback on student assignments.Attend student events.Advise students regarding academic courses and career opportunities.Seek out students you feel are having a problem with the course or are frequently absent.Encourage students to present their views and participate in class discussions.Have regular office hours.Help students to work with other faculty. Let them know of options, research, etc. of other faculty.Share personal experiences and values.Use the one-minute paper at the end of class to get feedback on what the student is learning and how well they are learning it.Talk to students on a personal level and learn about their educational and career goals.For distance and online courses:Try computer conferencing.Use list serves.Clearly communicate your email response policy.Encourage e-mail correspondence and discussion forum use, especially beneficial for those that are shy or are from different cultures because it allows them a different avenue of communication that might be more comfortable."Chat time" online with faculty (at various times, scheduled weekly).Use pictures of faculty/students.Visit the distance sites, if possible.Have an on-site support person.Maintain eye contact with camera and local students.Arrange for group work at a distance site.Principle in action:A York College (PA) professor has incorporated an invitation in the syllabus to encourage contact during office hours: "You are encouraged to stop in during office hours to talk about any problems or suggestions you may have concerning the course; about careers (especially graduate school or the benefits of majoring or minoring in (Insert your course here); or just about things in general. If you want to talk to me and find the schedule hours to be inconvenient, feel free to schedule an appointment."Faculty at St. Norbert College, Wisconsin, use electronic mail discussion groups. Many instructors find that the students are more willing to participate in a written discussion than to speak up in class. The instructor monitors the discussions and participates along with the students, adding personal perspectives and ideas to those of the students.The Residential College of Winona State University has implemented a "living-and-learn" environment to encourage student and faculty interaction. It is located 12 blocks from the main campus and houses 400 students in large, mostly single rooms. Academic activities at the Residential College include freshman seminars, sophomore common reading seminars, and an in-resident program with notable scholars or artists participating with students in a variety of experiences. Residential College faculty are located there and hold office hours. The interaction between students and faculty are enhanced because of the increased interaction.Technology, like e-mail, computer conferencing, and the World Wide Web/Internet, now gives more opportunities for students and faculty to converse. It is efficient, convenient, and protected. It allows more privacy so that students are able to discuss more openly without fear that other students are going to hear. E-mail also gives student more time to think about what they want to say. With these new alternatives to face-to-face communication, interaction from more students should increase within the classroom.Resources:Building awareness and diversity into student life: Pomona College. (1991). Liberal Education, 77 (1), 38-40.First year experience creates a community of learners: Augsburg College. (1989). Liberal Education, 75 (5), 28-29.Furlong, D. (1994). Using electronic mail to improve instruction. The Teaching Professor, 8 (6), 7.O'Neill, K.L. and Todd-Mancillas, W.R. (1992). An investigation into the types of turning points affecting relational change in student-faculty interactions. Innovative Higher Education, 16, (4), 227-290.Wilson, R.C., Gaff, J.G., Dienst, L.W., and Bavry, J.L. (1975). College Professors and Their Impact on Students. New York, NY: John Wiley.Principle 2: Develop reciprocity and cooperation among students.When students are encouraged to work as a team, more learning takes place. Characteristics of good learning are collaborative and social, not competitive and isolated. Working together improves thinking and understanding.For the regular classroom:Use cooperative learning groupsHave students participate in activities that encourage them to get to know one another.Encourage students to join at least one organization on campus.Assign group projects and presentationsUtilize peer tutoring.Encourage students to participate in groups when preparing for exams and working on assignments.Distribute performance criteria to students is that each person's grade is independent of those achieved by others.Encourage students from different races and cultures to share their viewpoints on topics shared in class.For distance and online courses:Use chat sites and discussion forums for student-to-student communication.Set up teams to interact through e-mail or phone bridges with enough people at each site.Encourage students to respond to each other's work by posting it on the internet.Have a question and answer time online.Use teleconferencing for idea sharing.Encourage online discussion groups that require interaction.Work on group projects through phone and e-mail.Team-teach courses.Include an "ice-breaker" activity to allow students to share their interest and to learn about others.Principle in action:Students in communication courses at Miami University develop a group "code of conduct" to help facilitate cooperative learning. A sample code is given out as a model. The sample code includes: respect each other, criticize ideas instead of people, listen actively, seek to understand before being understood, contribute to group discussion, keep an open mind, share responsibility, and attend all meetings. Students are encouraged to customize the code to address other shared concerns the group may have. Students refer to the code after each class or group session to assess their performance and identify areas for improvement.At Naugatuck Valley Community-Technical College, students are tested both individually and collaboratively. Students are given a test date but are not told in which fashion they will be tested. Group tests are highly structured and a unanimous decision must be reached for the answer. The collaborative testing method helps students experience a sensitivity for diversity and others' point of view; develop and refine skills in persuasion, listening, and reading; and share responsibility and accountability. This method also reduces test anxiety among students.In a first-year composition class at University of Minnesota students videotape themselves discussing apprehensions before taking the course, their feelings when they received their papers back, and what they learned from the class. Next quarter, the video is shown to new students in the course to show that the feelings they are experiencing are shared by others and helps motivate them to succeed.Cooperative learning has several benefits. Students care more about their learning because of the interdependent nature of the process. Retention is higher because there is a social and intellectual aspect on the content material. Students also find the method more enjoyable because there is no competition placed upon them. Cooperation, not competition, is more effective in promoting student learning.Resources:Cassini, C. (1994). Collaborative testing, grading. The Teaching Professor, 8 (4), 5.Grading student projects: A project in itself. (1994). Adapted from For Your Consideration, 3 (3), by The Teaching Professor, 8 (2), 3-4.Johnson, D.W. and Johnson, R.T. (1985). Cooperative Learning: Warm Ups, Grouping Strategies and Group Activities. Edina, MN: Interaction Book Co.McKinney, K. and Graham-Buxton, M. (1993). The use of collaborative learning groups in the large class: Is it possible? Teaching Sociology, 21, 403-408.Prescott, S. (1992). Cooperation and motivation. Cooperative Learning and College Teaching, 3 (1).*Special note: The National Center on Post secondary Teaching, Learning, and Assessment has developed a source book on collaborative learning. Contact: NCTLA, Penn State University, 403 S. Allen St. Suite 104, University Park, PA 16801.Principle 3: Encourage active learning.Learning is an active process. Students are not able to learn much by only sitting in classes listening to teachers, memorizing pre-packaged assignments, and churning out answers. They must be able to talk about what they are learning, write about it, relate it to past experiences, and apply it to their daily lives. Students need to make learning a part of themselves.For the regular classroom:Ask students to relate what they are learning to something in real life.Use journaling.Give students concrete, real-life situations to analyze.Encourage students to suggest new reading, projects, or course activities.Ask students to present their work to the class.Use of simulation software to run "what-if" scenarios allows students to manipulate variables and circumstances.Practice role modeling and use web-based case studies to practice new thinking skills.Encourage students to challenge your ideas, the ideas of other students, or those ideas presented in readings or other course materials in a respectful matter.Set up problem solving activities in small groups and have each group discuss their solutions with the class.For distance and online courses:Allow flexibility in choosing material so that it is more meaningful to the learner (e.g. students choose their own topic, project format, etc.).Have an interactive web page.Debate on-line.Present students work for other students to review.Talk about what students are learning by creating a learning group through e-mail, telephone, chat room, or conferencing.Use e-mail for group problem solving.Principle in action:At Iowa State University, history students interview prominent historical individuals during a press conference. After the press conferences, students work in groups identifying the main ideas and creating headlines and news articles that highlight those ideas.Structured journal writing is a major part of several classes at Lesley College. Each journal entry has two parts: the first paragraph emphasizes points for recall and retention; the second part emphasizes application of the content to the student's life experience and observation.An education professor at the University of Wisconsin-LaCrosse has created a hypothetical school system, complete with administration, teachers, pupils, and families. The goal is to help the students learn the legal aspects of special education. During the semester, the students take on all roles as they participate in legal cases involving students with disabilities. Students gain an understanding of the law as it applies to special education and students with disabilities, and they develop a human understanding of the human side of the cases.Promoting active learning in higher education is a struggle because of the learning background that many students come to classes with. This is due to the fact that the norm in our nation's secondary schools has been to promote passive learning. A large amount of information needs to be covered with not enough time, so teachers resort to lecture in order to economize their time to cover as much material as possible. Students progress from topic to topic with no real understanding of the content and how it relates to their life. Effective learning is active learning. The concept of active learning has been applied to curriculum design, internship programs, community service, laboratory science instruction, musical and speech performance, seminar classes, undergraduate research, peer teaching, and computer-assisted learning. The common thread between all these events is to stimulate students to think about how they as well as what they are learning and to take more responsibility for their own education.Resources:Gabennesch, H. (1992). Creating quality class discussion. The Teaching Professor, 6 (9), 5.Hands on experience in course's focus: Temple University. (1989). Liberal Education, 75 (4), 33-34.Harrison-Pepper, S. (1991). Dramas of persuasion: Utilizing performance in the classroom. Journal of Excellence in College Teaching, 2.Interdisciplinary approach to technology. (1998). Liberal Education, 74, (2), 23-24.Nalcolmson, P. and Myers, R. (1993). Debates: Techniques for improving student thinking. The Teaching Professor, 7 (3) 6.Principle 4: Give prompt feedback.By knowing what you know and do not know gives a focus to learning. In order for students to benefit from courses, they need appropriate feedback on their performance. When starting out, students need help in evaluating their current knowledge and capabilities. Within the classroom, students need frequent opportunities to perform and receive suggestions for improvement. Throughout their time in college and especially at the end of their college career, students need chances to reflect on what they have learned, what they still need to know, and how to assess themselves.For the regular classroom:Follow-up presentations with a five minute period for students to write down what they have learned in class.Provide informative comments that show the students' errors and give suggestions on how they can improve.Discuss the results of class assignments and exams with the class and individual students.Vary assessment techniques (tests, papers, journaling, quizzes).Offer on-line testing, software simulations, and web-based programs that provide instantaneous feedback.Have question and answer sessions.Use audio and/or video recordings to assess performances.Return grades for assignments, projects, and tests within one week.For distance and online courses:E-mail gives instant feedback instead of waiting for the next lesson.Use on-line testing, software simulations, and web-based programs that provide instantaneous feedback.Monitor bulletin boards regularly and give specific information feedback to students.Use pre-class and post-class assessments.Schedule a chat group where you, the instructor are present. Use it as a question and answer session when appropriate.Send acknowledgment e-mails when you receive a students work.Post answer keys after receiving assignment from all students.Use of hyperlinks within text to provide feedback to questions raised within the text.Principle in action:At the University of Scranton, a management professor, used computer scored multiple choice tests and quizzes which allowed the professor to have the tests graded during the break that followed the test or quiz. The students immediately received their results and were able to discuss the exam in detail. Students were able to understand the material better through the class discussion that occurred after the test.Hollins College students taking the Critical Thinking course submit two copies of their papers. The second paper is critiqued by another student.Faculty at Winona State University in the Communication Studies Department have to evaluate as many as 30 speeches a day. They developed a system of codes for the most common comments on speeches. These codes were programmed into a computer program and instructors were able to listen to the speech and type in the codes for the appropriate comments. This gave extra time to make specific comments on the individual speech and also gave students complete and prompt feedback on the entire speech.The importance of feedback is so obvious that it is often taken for granted during the teaching and learning process. It is a simple yet powerful tool to aid in the learning process. Feedback is any means to inform a learner of their accomplishments and areas needing improvement. There are several different forms that feedback can take. They are oral, written, computer displayed, and from any of the interactions that occur in group learning. What is important is that the learner is informed and can associate the feedback with a specific response.Resources:Brinko, K.T. (1993). The practice of giving feedback to improve teaching. Journal of Higher Education, 64 (5), 574-593.Dohrer, G. (1991). Do teachers comments on students' papers help? College Teaching, 39 (2), 48-54.Enhancing instructor-class communication. (1994). The Teaching Professor, 8 (3), 3-4.More on student self-assessment. (1992). The Teaching Professor, 6 (10), 7.Svinicki, M.D. Four R's of effective evaluation. (1993). Reprinted from The Center for Teaching Effectiveness Newsletter at the University of Texas as Austin, in The Teaching Professor, 7 (9), 3-4.Principle 5: Emphasize time on task.Learning needs time and energy. Efficient time-management skills are critical for students. By allowing realistic amounts of time, effective learning for students and effective teaching for faculty are able to occur. The way the institution defines time expectations for students, faculty, administrators, and other staff, can create the basis for high performance from everyone.For the regular classroom:Expect students to complete their assignments promptly.Clearly communicate to your students the minimum amount of time they should spend preparing for class and working on assignments.Help students set challenging goals for their own learning.Have realistic expectations (don't expect 10 papers in 10 weeks).Encourage students to prepare in advance for oral presentations.Explain to your students the consequences of non-attendance.Meet with students who fall behind to discuss their study habits, schedules, and other commitments.Be careful that time on task is real learning, not busy work.Do not use technology for technology's sake. It must be relevant and useful to the topic.Have progressive deadlines for projects and assignments.Teach time management.Discussion topics from class posted in a discussion group on the web .For distance and online courses:Understand that there will be problems with the distance and technology along the way.Identify key concepts and how those will be taught. Given the amount of time, decide what realistically can be covered.Each distance class should involve some kind of achievement expectation that is laid out at the beginning of the course. Assign some content for out of class time.Give up the illusion of doing it all as you might in a regular classroom.Vary the types of interaction. In creating an interactive environment, it can be overwhelming to the students and teacher if the types of interaction required are too time consuming.Consider both in and out of class time.Make sure you know what your goals are and that the learners understand them as well.Have regular discussions that require participation.Principle in action:At Fort Lewis College in Colorado they have an "Innovative Month". Students are offered a series of five week summer domestic and foreign travel experiences that help them relate what they learned in the classroom to real life. The groups are limited to eight to fifteen students pre faculty member. Examples of Innovative programs include, "Management in Action", "Native American Schools", and "Music and Theater in England".At Lower Columbia College, the Integrative Studies Program is a block of 15 to 18 credit hours, organized around a theme. Students enroll in "traditional" courses, ut must enroll in the full block. This lets the faculty reorganize the day from the traditional fifty minute classes to include whatever schedule of lectures, seminars, conferences, and discussion groups needed to achieve learning objectives for that week.Wake Forest University teaches time management and study skills in their Learning Assistance Program and in the Learning to Learn class. Through a counseling/teaching model in the Learning Assistance Program, students are individually encouraged to learn and develop strategies to improve their academic performance. In the Learning to Learn Course, first and second year students study learning theory with emphasis on demonstrating how good time management and appropriate study skills positively affect outcome.An easy assumption to make would be that students would be more successful if they spent more time studying. It makes sense but it over simplifies the principle of time on task. Student achievement is not simply a matter of the amount of time spent working on a task. Even though learning and development require time, it is an error to disregard how much time is available and how well the time is spent. Time on task is more complicated than one might assume.Resources:Britton, B.K., and Tesser, A. (1991). Effects of time management practices on college grades. Journal of Educational Psychology, 83 (3), 405-410.Earth-sea-sky course combines art, science: Mississippi State University. (1988). Liberal Education, 74 (2), 29-30.Geiger, K. (1994). Rethinking school time: New, Better, and different...as well as more. The Washington Post, June 12, 1994. p. C3.Ludewig, L.M. (1992). The ten commandments for effective study skills. The Teaching Professor, 5 (10), 3.Terenzini, P.T., and Pascarella, E.T. (1994). Living with myths: Undergraduate education in America. Change, pp. 28-32.Principle 6: Communicate high expectations.Expect more and you will get it. The poorly prepared, those unwilling to exert themselves, and the bright and motivated all need high expectations. Expecting students to perform well becomes a self-fulfilling prophecy when teachers and institutions hold high standards and make extra efforts.For the regular classroom:Give a detailed syllabus with assignments, due dates, and a grading rubric.Encourage students to excel at the work they do.Give students positive reinforcement for doing outstanding work.Encourage students to work hard in class.Tell students that everyone works at different levels and they should strive to put forth their best effort, regardless of what level it is.Help students set challenging goals for their own learning.Publicly acknowledge excellent student performance.Revise courses when needed so students remain challenged.Work individually with students who are struggling to encourage them to stay motivated.Encourage students to do their best instead of focusing on grades.For distance and online courses:Give a detailed syllabus with assignments, due dates, and a grading rubric.Call attention to excellent work in bulletin board postings or class list serves.Show examples of your expectations with previous students' work.Publish student work.Provide corrective feedback. State what you did and did not like.Be a role model to students. Model the behavior and expectations that you expect from students.Expect students to participate.Try to make assignments interesting and relevant to create interest.Ask students to comment on what they are doing.Suggest extra resources that support key points.Principle in action:At Bellevue University (Nebraska), students in the Introductory Psychology course are given a guide for answering essay questions on their syllabus. The suggestions are designed to provide direction to answering a broadly stated essay question. Three exams are given throughout the course. The list of suggestions as well as the essay question are included on the first two exams. On the final exam, only the essay question is given. Students are allowed to practice their writing skills until the assistance is no longer needed.In order to understand how students at SUNY-Plattsburgh learn and develop and how the school can help them to do so, students are required to take the College Outcomes Measures Project examination of the American College Testing Program (ACT COMP) as freshmen and again at the end of their sophomore year.Clayton State College requires students to exhibit seven different writing styles. Several levels of proficiency are present for each of the seven criteria. All students must pass writing assessments on four different occasions.Although it is often only discussed at the instructional level, high expectations also includes the students' performance and behavior inside and outside the classroom. College and universities expect students to meet their high expectations for performance in the classroom, but also expect a personal and professional commitment to values and ethics. They include the discipline to set goals and stick with them, an awareness and appreciation of the diversity of society, and a philosophy of service to others.Resources:An American Imperative: Higher Expectations for Higher Education. An open letter to those concerned about the American future. Report on the Wingspread group in Higher education. (1993).Defining what students need to know: Clayton State. (1988). Liberal Education, 74 (3), 29-30.Gabelnick, F., MacGregor, J., Matthews, R.S., and Smith, B.L. (1990). Learning communities: Creative connections among students, faculty, and disciplines. New Directions for Teaching and Learning, (4), San Francisco, CA: Jossey-Bass.Nuhfer, E.B. (1993). Bottom line disclosure and assessment. The Teaching Professor, 7 (7), 8.Williams, J.H. (1993). Clarifying grade expectations. The Teaching Professor, 7 (7), 1.Principle 7: Respect diverse talents and ways of learning.There are many different ways to learn and no two people learn the same way. Students bring different talents and learning styles to the classroom. Students that excel in the seminar room may be all thumbs in the lab or art studio and vice versa. Students need the opportunity to show their talents and learn in ways that work for them. Then, they can be guided into new ways of learning that are not as easy for them.For the regular classroom:Use Web technologies to allow students to pick and choose learning experiences that fits the way they learn.Encourage students to speak up when they do not understand.Use diverse teaching activities and techniques to address a broad range of students.Select readings and design activities related to the background of students.Provide extra material or activities for students who lack essential background knowledge or skills.Integrate new knowledge about women, minorities, and other under-represented populations into your courses.Use learning contracts and other activities to provide students with learning alternatives for your courses.Encourage students from different races and cultures to share their viewpoints on topic discussed in class.Use collaborative teaching and learning techniques and pair students so they compliment each other's abilities.Give students a problem to solve that has multiple solutions. Guide them with clues and examples.Consider field trips.Be familiar with Howard Gardner's research on multiple intelligences.For distance and online courses:Encourage students to express diverse points of view in discussions.Create learning activities filled with real-life examples and diverse perspectives.Provide Saturday lab experiences by contracting with local high schools or community colleges.Some CD-Roms are available that offer a simulated lab.Balance classroom activities for all styles (some books, some hands on, some visual).Explain theory from a practical approach first then add the structural approach.Principle in Action:Realizing that students can interpret exam questions in different ways, students at Georgia State University in the nursing program are given the chance to modify multiple choice exam questions that they find confusing. This student input lessens test anxiety and gives the student an opportunity to demonstrate what they know.Western Washington University's Fairhaven College has a cluster college with an interdisciplinary curriculum and an emphasis is place on student-centerd approaches to teaching and learning.At Kalamazoo College, the K Plan gives students an on and off campus study that allows them to spend a significant amount of their time in college on career-development internships, foreign study, and individualized projects.The meaning of diversity is very clear from effective institutions. They embrace diversity and systematically foster it. This respect for diversity should play a central part in university decisions, be apparent in the services and resources available to students and resources available to students, be a feature of every academic program, and practiced in every classroom.Resources:Hill, P.J. (1991). Multiculturalism: The crucial philosophical and organizational issues. Change, 38-47.Jacobs, L.C., and Chase, C.I. (1992). Developing and Using Tests Effectively: A Guide for Faculty. San Francisco, CA: Jossey-Bass.Kolb, D. (1981). Learning styles and disciplinary differences. In The Modern American College, edited by A.W. Chickering and Associates. San Francisco, CA: Jossey-Bass.Lynch, J.M., and Bishop-Clark, C. (1993). Traditional and nontraditional student attitudes toward the mixed age classroom. Innovative Higher Education. Winter, 109-121.National Institute of Education. (1984). Involvement in Learning: Realizing the Potential of American Higher Education. Final report of the study group on the conditions of excellence in American higher education. Washington, DC: U.S. Department of Education News.

You can be a good candidate for Harvard Medical School having done well at any college. This means high GPA/MCAT score, with glowing LOR, research experience and evidence of leadership and community activism.UT Austin is a large school. I was lost when I went there to study Law (class size 500), coming from Rice Undergraduate (class size 900) and University Of Texas Medical Branch for Medicine (class size 200). UT Austin graduate departments are well regarded across the board. The benefits would be a greater variety of courses to choose from. Drawback is large class size. The top graduates from UT Austin can go anywhere; and it can certainly help you get into Harvard Medical School. There are many outstanding graduates every year.I chose Rice only because the school fits me. I like the small class size. The flexibility in terms of major(s) and distribution, faculty interaction, research opportunity, premed office, track record etc. When I applied, 100% of applicants were accepted to medical schools. This included engineering majors with 3.0 GPA. My classmates went to a variety of medical schools. One had the 3rd highest MCAT score that year nationwide. He chose Harvard Medical School.You meet a lot of smart classmates. Rice students would have done well anywhere. (Success may be based on the student themselves, rather than the actual institutions they attend). Below are some of the recent graduates from Rice who went on to HMS. One went to HLS, but his story is too good not to include.HOW SHE DID IT: Pursuing an MD-PhD at Harvard Medical School, with Diane Shao (MOGUL 2014)Published on Sep 20, 2014Featured on MOGUL (https://www.onmogul.com), Diane Shao presents on how her path towards becoming a physician scientist. Diane is a graduate of Rice University, and is currently an MD-PhD student at Harvard Medical School.Diane D. ShaoB.S., B.A., Rice University (2007)Ph.D., Harvard University in BBS (2013)DISSERTATION: Functional Genomics Approaches to Identify and Characterize Oncogenic SignalingM.D., Harvard Medical School (2015)RESIDENCY: Child Neurology at Children’s Hospital, Boston, MA____________________________________________________________________________________The Good Shepherdess | HMSHome/NewsCaretaking comes naturally to HST student Jessica RuizJessica Ruiz. Image: Rick GroleauBy BOBBIE COLLINSAugust 12, 2016For Jessica Ruiz, HMS Class of 2018, being a caretaker has always been a familiar role. The oldest of three children in a Mexican-American family in Texas, Ruiz learned from her parents, aunts and uncles the importance of setting a good example and being responsible for her younger siblings and cousins.“Being the oldest influenced how I approached life,” Ruiz said. “I want to take care of other people and be a source of both advice and comfort.”Ruiz has spent years guiding others; however, her own path—at least in biomedical science—hasn’t always been so clear. She is thankful that throughout her undergraduate and medical school years others have also looked out for her. The mentored research she has participated in as an undergraduate and at HMS, and the support she’s received from friends, have helped her find her own way in research and medicine.Watching over othersThroughout high school and college, Ruiz cared for others by volunteering as a youth leader at her church, tutoring middle-school math students in an after-school program, and tutoring adolescents at Texas Children’s Hospital who needed help with their homework.At HMS, the London Society student has been involved with the PHACE (Prevention Health Awareness and Choice through Education) program, providing sexual education counseling to Boston youth at high risk for teen pregnancy or sexually transmitted diseases. She thinks the program’s value lies in providing facts and information, clearing up rumors about sexual issues, and allowing teens a safe environment in which to ask a physician-in-training questions about sex and get a candid answer.Hearts, young and oldAs a junior at Rice University, Ruiz shadowed a pediatric cardiothoracic surgeon at Texas Children’s. What started as a one-time visit turned into a semester-long experience, with Ruiz visiting the hospital several times a month to observe in the clinic and the operating room.“Just seeing those tiny, little hearts—babies a couple months old—and being able to help completely change their life, was an incredible experience,” she said.Although Ruiz hasn’t decided on a specialty, she said pediatric cardiology is now one of her top choices for a residency.This past year at HMS, Ruiz, as a Howard Hughes Medical Institute Medical Research Fellow, did research on vascular calcification in the Aikawa-Aikawa lab at Brigham and Women’s Hospital.Although the work involved adult cardiology, Ruiz said her experiences in the lab have been integral to her scientific training and valuable no matter what area of medicine she chooses to pursue. She said the guidance she has received from principal investigator Elana Aikawa, mentor Joshua Hutcheson, and others in the lab has been kind, dedicated and encouraging.As a woman in science, Ruiz said it has been great to be mentored by a female physician and to have had the opportunity to observe Aikawa’s leadership in academia and science. Because of her experience in the Aikawa lab, she is now also seriously considering a career in research.Learning the art of scienceIn order to pursue research work as an undergraduate, Ruiz applied to several programs as a freshman. She was accepted into the National Science Foundation’s Research Experiences for Undergraduates program and was paired with a senior Rice University researcher who was just beginning a new research project.“It taught me how the whole scientific method starts from the very beginning,” said Ruiz.The research combined biology and materials science and gave Ruiz an understanding of experimental methods she can bring to future research, such as how to do chemical analysis and spectroscopy. Ruiz has presented on her work at a scientific conference.Ruiz was able to stay on at the lab working a few hours a week until graduation. Over two summer breaks as an undergraduate, she also participated in research at the Yale School of Medicine as part of their Biomedical Science Training and Enrichment Program and at MIT as an Amgen Scholar.At HMS, Aikawa has given Ruiz the opportunity to see how the scientific publishing review process works. Ruiz has been able to contribute to review articles as well as help revise articles under review—both important skills for researchers.“I’ve been able to get some initial experience in the other side of being a scientist,” said Ruiz.Finding her own flockAt HMS, Ruiz has found a niche in the Harvard-MIT Health Sciences and Technology program (HST) where the students form close bonds and help each other through the pressures of med school.“I know we’re all going to maintain those friendships throughout the rest of our careers,” she said.Ruiz found further support from the network of students she met as an HHMI fellow. In addition to her year of mentored research training in the Aikawa lab, the fellowship program included travel, giving her the chance to learn from top researchers who talked with her about their most recent research and residency directors who answered her questions about the residency application process.In addition to mentoring sessions and other activities, HHMI fellows were able to share their aspirations and uncertainties with each other.Exploring new pasturesRuiz said that she applied to the HST program so she could get her MD while focusing on lab research, without having to elect to pursue a PhD quite yet.Besides pediatric cardiology, she is also interested in pediatric endocrinology and maternal-fetal medicine.“I haven’t found the one, big motivating question that I want to pursue for the rest of my career,” Ruiz said.She thinks the answer to that question may come when she decides what she will do clinically during her third-year Principal Clinical Experience._____________________________________________________________________________________School.https://www.linkedin.com/in/george-romar-71578a40George RomarPreviousJames A. Baker III Institute for Public Policy -- Rice University,School Science and Technology program - Rice University,Send George InMailHarvard Medical SchoolDoctor of Medicine (MD) 2014 – 2018Rice UniversityB.A., Asian Studies, Pre-medicine 2008 – 2013Beyond the Sallyport - A Portrait of Rice’s Graduating ClassAuthors: Jon Endean, Courtney Ng MAY 2, 2011As a top-notch research institution, Rice prides itself on having “No Upper Limit.” We like to believe that as a small school with many resources, it offers students experiences to challenge the status quo, demonstrate leadership, and grow both intellectually and personally. We herald the residential college system’s ability to bring together great minds with diverse interests day in and day out, believing that these connections will allow us to enter society as well-rounded individuals. As graduating seniors, we have four years of experiences that have in some ways proved this to be true. In others, however, we have been left wanting more out of our education.Most recently, our experiences with researching and deciding what our post-graduate plans will be have opened the flood gates for discussion about how we chose our paths and how our Rice education has contributed to that decision. We decided to interview our peers – thirty graduating seniors in total – asking them similar questions. What follows is information that we hope will both calm the fears of those (underclassmen and seniors alike) who do not yet know what they are doing after graduation, as well as challenge the status quo for these decisions in a way that will make Rice a better institution for those who follow us.In our numerous conversations with students, we noticed some trends in where people were going after Rice. There seemed to be a few prominent career choices that appear. They do not, of course, represent the entire graduating student body, only a select group of individuals with whom we found the time to sit down and interview. A large proportion of respondents – more than a quarter – are going straight into some sort of post-undergraduate education, whether it be graduate school, medical school, law school, or business school. Another four individuals were taking a gap year with the stated intent of applying to or attending graduate or medical school following their year off. The second most common path was to go straight into the workforce (seven respondents) in a wide spectrum of jobs such as teaching, working for an engineering firm, working in a lab, or bartending. There was also a large contingent of people (five respondents) who took a job in consulting, an industry which accepts students from a wide variety of academic backgrounds. Only two people stated that they did not know what they were doing after graduation, and another two had plans that involved a short-term fellowship or service opportunity, such as researching abroad or doing Teach for America (a two-year teaching commitment in a low-income school).For the most part, Rice students seem to be pursuing professional careers in medicine, law, business, engineering, or academia. There is less interest in public service careers like teaching, government, and politics. For a school that heralds its connections and contributions to both Houston and the global community, it surprised us that there wasn’t a larger contingent of Rice graduates going into fields that directly addressed major national and international problems. With major resources like the Center for Civic Engagement and the Baker Institute at our fingertips, we wondered why more students weren’t compelled to step off the beaten path and make the most of our supposed world-class education.For the most part, Rice students seem to be pursuing professional careers in medicine, law, business, engineering, or academia.A similar question seems to be behind the trend of taking a gap year. Students talked about “taking a year off” as a means of “doing something just for me” or “needing a break” from the rigor of school. There was a sense that the gap year was not expected to be a time when plans were formulated, but rather a brief hiatus from plans that had already been set in stone. If we imagine life as a game of chess, the gap year is like the pawn’s first step, moving forward in space but ultimately resetting the board when one goes back to graduate school. This desire for a break seems to imply that there is a rigor to Rice, which is, as one student explained it, “exhausting.” Furthermore, there is a way in which Rice students are afraid of the unknown, as if taking a year or two to explore, reflect, and follow one’s bliss is too risky and could lead down a dangerous path of non-commitment and ultimately, failure.So what causes this trend of students going into professional careers? As Rice students, we are perhaps inherently overachievers. We are addicted not just to succeeding but to excelling in all that we do. Furthermore, we like believing that our successes, no matter how small, are part of some larger plan that destines us for greatness in our careers. The flip side of this ambition and confidence is a heightened awareness of and anxiety about how others perceive us and our goals. When we asked our respondents how they felt others perceived their post-grad plans, most who were attending graduate school of some sort described the feedback they receive as “positive,” “impressed,” and “approval.” One respondent going to graduate school said that people perceive his decision as “the status quo.” A senior who does not yet have post-grad plans writes that people “think that I just didn’t get my act together…that I was lazy and didn’t focus” even though she describes spending large amounts of time researching career paths and talking to professionals in various fields. Another senior going to work in Dallas after graduation says that people think “it isn’t amazing, but I have something to do next year, so they are happy for me.” There was a sense from many of the responses that simply having a plan, especially a stable, lucrative, or prestigious one, was enough to satisfy those who inquired about what our respondents were doing after graduation. Perhaps not surprisingly, only one respondent said, “I don’t care how people perceive my plans.”Could perception be part of it? How much do we sacrifice our passions and interests in order to take the guaranteed path to success? Is our penchant for overachieving causing us to underachieve in the long run out of fear that taking risks might cause us to fail? During our interviews, we asked students what they were doing after graduation, what their career goals were, and where they saw themselves in 20 years. We also asked them what their dream career would be if there were no restraints or restrictions placed upon them. Interestingly enough, many of our respondents stated that their dream career would be something virtually unrelated to what they are actually pursuing. A student attending medical school next year said he would be a songwriter while a future business consultant dreams of being a pastry chef. Several others said that they did not have a dream career, which is why they had chosen to jump into careers and see how they liked them. We found it intriguing that some of our peers had not given much thought to what their dream career would be, and that others knew what it would be but had chosen to delay, sometimes indefinitely, pursuing those goals. We wondered: shouldn’t we be challenged to look inward, find what makes us happiest, and pursue that happiness?If so, where should that challenge come from? We asked each of our respondents to describe their interactions with the Center for Career Development, the office whose goal is to “enhance the knowledge and skills of students that lead them to make informed decisions and prepare them for professional advancement.” Many students described their interactions as limited to nonexistent (17 respondents). Most students had only their resume-reviewing services and occasionally attended a career fair or business etiquette workshop. Those who had used the office’s services more extensively had mixed reviews. One said that there were “so many resources – it’s a bit overwhelming,” while another raved about the help she received with the interview process and how she ultimately found her job through their website. However, some have been less than impressed with the resources available at the center. One CAAM major commented: “I feel like they cater to people who are ready to go into industry.” Another Sociology major said “it would be good to have more options than just engineering and consulting for social sciences and humanities students because there’s more that I want to learn about and more that I am thinking about but with these limited options we aren’t exposed to other potential career paths.” The Center for Career Development is undoubtedly an indispensable resource that connects students with incredible opportunities every year, but their resources (in particular, career fairs and advising) are strongest in areas such as engineering and consulting. To a certain extent, these resources are shaped by student interests and Rice’s focus on science and engineering, but by not offering the same breadth of opportunities for students with diverse backgrounds, the center may be reinforcing the notion that these paths are the norm.This brings is back to our Rice experiences – how much does this university challenge us to think critically about the world, to use our skills to challenge society’s norms? At a school like Rice, we expect to be challenged – it perhaps is reasonable to say that if you don’t expect to be challenged, you’ve come to the wrong place. Yet there were students we interviewed who said that they hadn’t been challenged or that the challenges they faced were not the type that they expected. Most students felt like they had taken hard classes, but some made it clear that there was a distinction between the challenge of turning in a massive amount of work and being challenged to think. One student stated, “I was challenged to work really hard, mind-numbingly, as opposed to thinking more. It was cramming for an exam or cramming through a paper more than thinking through it.”One student stated, “I was challenged to work really hard, mind-numbingly, as opposed to thinking more. It was cramming for an exam or cramming through a paper more than thinking through it.”Perhaps there’s a fine line, then, between intellectual rigor and a rigorous schedule that actually stunts true intellectual development. While many students appreciated their professors and classmates, their favorite parts about Rice were more related to the residential college system. As we’ve shown earlier, students love the residential college system. Students at Rice are known for their “Work hard, play hard” mentality, and while classes fill the “work hard” half of the truism, residential college life fills the “play hard” half. While the residential college system is certainly a wonderful aspect about Rice, we challenge the notion that it ought to be the favorite part of Rice’s culture. While important, we submit that the residential college system is part of what makes Rice special, but that ultimately it is Rice’s intellectual rigor that should be indispensable to all of us. Yet for the students leaving Rice, that does not seem to be the core takeaway value.One student points out a revealing fact: “I do find it disappointing though that many of my peers have not been challenged or that it is even possible to leave Rice with a fabulous GPA and never be truly challenged.” Do you disagree? Let’s compare Rice with Harvard. Harvard, of course, is notorious for grade inflation. Gradeinflation.com, a site that tracks grade inflation at various institutions, lists Harvard’s average GPA as a 3.45. At Rice, the average GPA is just a 3.3. Yet something funny happens as you go up towards the top. If you graduate from Harvard with a 3.67, chances are good you’ll be in line for magna cum laude honors, which comprises just the top 20 percent of the class. Yet take that GPA to Rice and you’ll graduate honor-less – you’d have missed the cutoff for cum laude by a full tenth of a GPA point, despite the fact that 30 percent of the class graduates cum laude or higher. In other words, while the overall GPA at Harvard is higher than it is at Rice, the top quarter or so of students at Rice have a far higher GPA than comparable students at Harvard.What does that mean for Rice? Why is it that such a larger percentage of students can get such magnificently gold-plated GPAs leaving Rice? Certainly there is an aspect of a solid work-ethic, but we argue that there might be something else going on here. Without any formal requirements (save for the writing course that most people test out of anyways) or a university-mandated capstone course like a senior design or a thesis, students can slide through Rice fulfilling minimal requirements and still getting all the awards and honors befitting of someone who has earned a high GPA.This is not to argue that Rice should seek to be “the Harvard of the South,” as it has so often been called. Indeed, even at Harvard itself there is concern about how much undergraduates are challenged to think critically. A recent article in Harvard Magazine critiques the extent to which Harvard students are asked to reflect on the meaning of their lives and what they hope to accomplish following their Ivy League education. The author, Madeleine Schwartz, writes: “I wonder at the idea of creating potential leaders whose decision-making has never been challenged in any way more demanding than by the critical-thinking skills that a history class or a Core lecture provides.” She describes how consulting jobs have become the norm for graduates, even quoting a roommate who said “I think mostly it seems like the thing to do after Harvard. And it pays.” If these are the goals of our nation’s greatest minds – to line our pockets with money and our résumés with prestigious titles – then how will we ever begin to tackle the massive problems that face our country today?The point of this article is not to argue that Rice students are unsatisfied with their experiences – after all, 28 out of 30 respondents said they were glad they had chosen to come here. It is also not intended to pass judgment on the choices that Rice students make about their lives. After all, that defies the impetus behind writing this article – a desire to inspire people to make informed, thoughtful, personally-fulfilling choices. This is a chance for us to reflect on what we have learned here at Rice, and how it has helped us decide where to go next. It is an effort to open dialogue that asks us to be critical of our experiences in a way that invokes positive change. The trends we have noted above are neither absolute nor representative of all Rice students. However, they do force us to ask difficult questions about the nature of the education we receive here. In what ways, for instance, are we being challenged? How valuable are the “academic” challenges mentioned above? Are we asked to think critically with any sort of regularity, to reflect and make sense of what we are learning? Are we using the tools and knowledge we gather here to impact the world in some way? If there is truly “No Upper Limit” to a Rice education, then why are we so afraid of the unknown?After graduation, Jon Endean will be working for a consulting firm in New York City. Courtney Ng will (hopefully) be teaching in New York City. Both are excited to see where those opportunities will lead. Stephanie Marten-Ellis and Cindy Roman contributed mightily to this research. Illustrations all by Wendy Liu.____________________________________________________________________________________Harvard Law School to graduate one of the youngest African-Americans in the school’s history - The Boston Globe (age 22)MICHAEL STRAVATO VIA ASSOCIATED PRESSCortlan Wickliff says he wants to own and operate a medical device company.By Akilah Johnson GLOBE STAFFMAY 30, 2013CAMBRIDGE — On a recent Wednesday afternoon, 22-year-old Cortlan Wickliff walks into a pizzeria looking every bit the college student, with headphones, braces, and slightly overgrown hair. Finals are over, and there’s not much to do but have dinner with friends and watch movies, lots of movies, until graduation.Oh, and start studying for the bar exam.When Wickliff dons his cap and gown, regalia his mother had to remind him to order, the Texas native will be one of the youngest African-Americans ever to graduate from Harvard Law School.Wickliff was 19 when he graduated from Houston's Rice University with a degree in bio­engineering in 2010. That fall he started law school, but said the age gap with his classmates, about five to six years, was not the biggest issue.Get Fast Forward in your inbox:Forget yesterday's news. Get what you need today in this early-morning email.“Being at a school where there aren’t any right answers when you have been in engineering or sciences classes, that’s a bit of a change,” he said with a shrug. “School was different because of my engineering background, being from the South, being from Texas, rather than different because of my age.”There is no age requirement for admission to Harvard Law; school administrators said the average age in the graduating Class of 2013 is 27. Students need strong test scores and grades. But more than anything, they must show an aptitude for advocating a point of view, something proven through work experience, extra­curricular activities, volunteering, leadership positions.“This is really about the classroom debate,” said Jessica Soban, an assistant dean and chief admissions officer at the law school. “In order to become an effective attorney, you have to be an effective advocate. And becoming an effective advocate comes with having your opinions and thoughts challenged in the classroom.”As a first-year law student, Wickliff seemed “puzzled and a bit overwhelmed” by the classroom comments made by his older and more experienced colleagues, said professor Charles Ogletree. But, as the ­semester progressed, Wickliff matured, Ogletree said.And by the time Wickliff submitted his final criminal law paper as a second-year student, Ogletree said, “I saw remarkable advancement in his ability to comprehend complex legal issues but also present them in straightforward fashion.”Wickliff’s paper was on the crack cocaine epidemic and result­ing mandatory minimum sentencing guidelines that mandate certain amounts of jail time for certain crimes.A law school degree is the second in a three-degree plan Wickliff created as an elementary school student. He decided to own and operate a medical device company, all before age 26. He learned that Dr. Martin Luther King Jr. graduated from Boston University with a doctorate in theology at 26 and thought: “That seems really cool. I want to do that, too.”Wickliff initially wanted to be a doctor, but not being a fan of blood, he opted to build the devices that help doctors do their work. His resolve strengthened at 10 when his ­father died of a heart attack in a Texas town without a hospital.“That’s when I started learning about point-of-care devices, which are basically medical ­devices that are portable so a doctor can be anywhere,” he said. “Those are the types of ­devices I’m going to try and start my company with.”Wickliff shared his dream with his mother, and they hatched a plan, deciding he would need an engineering ­degree; a business or law ­degree (“Because if you're going to own a business, you either need a business degree or a law degree,” he said); and a PhD, which he will begin pursuing this fall at Texas A&M University, his mother’s alma mater. Ogletree will sit on ­Wickliff’s dissertation committee.‘Whenever you go somewhere you’re supposed to leave it better than when you came.’Wickliff opted for a law degree. When his mother was an MBA student, Wickliff sat through most of her classes and group discussions. He was there because his mother could not afford a baby sitter, but he managed to absorb many of the lessons, even offering advice to a study group or two.He was 10.Wickliff’s mother said she and his father “realized that he seemed a little unique probably about 3 years old.” They began working to feed his insatiable curiosity. The boy loved taking apart electronics to figure out how they worked. He skipped the first grade, the 11th, and the 12th. He started college at 15,, law school at 19.“He thinks it’s not extraordinary,” said his mother, Tanya Dugat Wickliff, who calls the youngest of her three sons “very unassuming.”Dugat Wickliff said she ­always encouraged her son’s passions. “I wanted him to be comfortable because he got picked on quite a bit by adults and kids because he talked too much, he asked too many questions,” she said. He would go to the field with his grandfather who was a farmer and want to know the components of the hay. “I felt I needed to be that safe haven to him,” she said.The first step in that plan came to fruition by happenstance. His mother was working at Huston-Tillotson University in Austin, and a guest speaker did a presentation about a special program at the University of North Texas for high-achieving high school students. Students lived on campus, took college courses, and earned college credits during the two-year program.She mentioned it in passing to her 14-year-old son, who said nonchalantly: “Oh, really? I think I’ll do that, too.” To him, it seemed like a natural next step. To his mother, it seemed like unleashing her barely pubescent baby boy unto the world.“My mom cried about it,” he said.She did more than that. “I had to pray about it,” she said. But she let him go.The week after Wickliff’s 15th birthday, he moved more than three hours away to live among his intellectual peers. Two years later, he transferred to Rice.Without drinking and partying, things he still does not do heavily, Wickliff said his was a pretty standard college experience. He tutored freshmen and mentored high school students, showing them that college and engineering were a possibility. He said he took “a few extra risks” with his grades by participating in so many extracurricular activities. But the risks, he said, were necessary. “When­ever you go somewhere,” he said, “you’re supposed to leave it better than when you came.”It’s a philosophy he carried with him to law school, where he had a déjà vu experience with people forgetting his age.At Rice, Wickliff often found himself hanging out with friends, not sure where they were headed, and ending up at a pub. “I’m like, ‘Y’all realize I’m 17, right? I can’t get in.’ ”It was the same thing at Harvard, except he was 19. Classmates kept inviting him to meet up at local pubs and ­assumed he was being antisocial when he turned them down. “People would think ‘I can’t come’ meant I was busy studying,” he said. “It never dawned on me that people didn’t realize how much younger than them I was.”Akilah Johnson can be reached at [email protected] or on Twitter @akjohnson1922.