Academic Life of Columbia University

Since the founding of the school in 1864 as the nation's first engineering school within a liberal arts college, the University has always placed engineering and applied science in its broadest intellectual context. The school's graduates, shapes of industrial and academic programs across the country, have been educated, not trained.

From their first days as undergraduates, Columbia's engineers work to master scientific fundamentals problems, problem-solving, and original thinking. To give the broad perspective necessary for a successful career, first and second year undergraduate students take courses from different disciplines within the University that include Columbia's famed Core Curriculum in the humanities as well as professional courses in individual engineering disciplines. Columbia SEAS is committed to educating the whole person to ensure students have both the fundamental technical knowledge and the professional skills required to participate in the rapidly changing technological environment. This integrated approach to engineering education begins from the start of the first year.

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Academic Life of Connecticut College

My vision of college was a nebulous one before my freshman year. I never imagined that "learning" could take place while sitting among my classmates in the living room of one of my professor's houses and discussing issues of the "Other" or the problem of choice in a pluralistic society. I never imagined that so much of my education would be attributed to long talks in dorm hallways late at night while procrastinating challenging assignments. And I surely never imagined that my college experience would endow study abroad or work experiences in a dozen different countries.

Distribution Requirements

Take the liberal in liberal arts college seriously. Students choose from fifty-five major with the option of self-designing a major as well. Yet that's not to say that the academic program falls anywhere short of demanding and powerful. Connecticut College's academic program withing the major is extensive with its requirements. In addition, there are seven General Education requirements (seven courses from seven different academic areas), a language requirement, and a writing across the curriculum requirement.

Students must take a foreign language course at the intermediate level or study a new language for two semesters. Placement at the intermediate level is achieved by passing a college-administered oral and written proficiency exam during orientation. I found that many students took advantage of the plethora of language study programs and services offered by the college (see Study Abroad section).

Connecticut college students have the unique opportunity of applying to a number of centers and programs that are designed to integrate a student's major with a service project domestic or international internship, intensive science research, or other technological advanced research project. This hands-on experience is designed to complement curriculum with practical experience often reserved for graduate students at larger academic institutions. Basically, of all the competitive colleges and universities I looked at as a senior in high school, not one offered such distinct, creative opportunities as the ones described below.

Some people consider spending a semester or a summer in New York City as an international experience. In many ways I found this to be true while interning at Ms. Magazine in downtown Manhattan for a summer. Professor Blanche Boyd in the English Department and the Office of Career Services helped me earning world ( or at least I was trying it out), and I had research deadlines and editorial meetings where Gloria Steinem would frequently make an appearance. I learned as much from her as I did from the incredibly brilliant staff of women working at Ms. They answered questions  hadn't even proposed yet about the world.

The Toor Cummings Center for International Studies and the Liberal Arts (CISLA)

A Connecticut College gem is its Toor Cummings Center for International Studies and the Liberal Arts, a program to which students apply in the fall of their sophomore year to work toward completing an integrative research project relative to their major. The center funds an international internship the summer before the senior year. In addition, students are required to complete two International Studies courses, with a focus on the following questions: What are the origins and dynamics of contemporary society? What is the relevance of the past in understanding the present and the possibilities of the future? What are the material, spiritual, and ethical challenges of modernity?

The Toor Cummings Center for International Studies and the Liberal Arts is indeed one of the most highly regarded international studies programs in the country. Officially, it aims for its students to leave prepared for a lifelong reflection on study and learning as a journey to wisdom that one shares with others. Unofficially, it is the coolest program at Connecticut College. The plethora of independent research projects can include conducting environmental field research in Bali, researching media studies while interning at CNN in Berlin for a summer and examining the effects of Amnesty International's human rights work in Santiago, Chille. These experiences, combined with the solid academic foundation of a liberal arts college, in addition to the large realm of study and work experiences in all parts of the world, surely make for profound, diverse classroom discussions.

The most challenging and rewarding experience I had as a Connecticut College student, by far, was my  CISLA internship. As a member of the Center for International Studies and the Liberal Arts, I was able to complete by international internship at the United Nations Development fund for Women (UNIFEM) in Lagos, Nigeria, where I interviewed women and wrote articles on the various projects that UNIFEM implements in Nigeria and Ghana.

In short, I had a dream internship. Monday through Friday, my host family's driver would take me to the United Nations headquarters in Lagos. The actual drive was a whirlwind of smoky cars, motorbikes, woman holding baskets on their heads, babies crying, kide skipping, adults standing in line at the various European and American embassies, lethargic policemen in military uniforms, and then occasional homeless people on the street asking for money or food. By the time I got to work, my mind was already full. I signed in every day and was handed an " Official Consultant" badge ( I never got used to the idea ). Nonetheless, I worked at UNIFEM.

Amazed at how the UNIFEM-Lagos team ( a staff of eight people) was able to balance friendliness and professionalism in their day-to-day work schedules, I felt immediately comfortable in the work environment. I shared an office with one of the Program Officers, and fortunately I was supplied with a laptop. On my first day at work the Regional Program Director (my Boss) said to me,"So why don't you look through the UNIFEM literature that we have and then make a list of stories you want to write about, people you'd like to interview, and then make a time table for it all-oh and be specific, work on what you're interested in, because frankly, I don't want to waste your time". And so the summer began. 

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Academic life of Caltech

The academic experience at Caltech is unlike that of any other university in the world. Every student has to learn the fundamentals of each major aspect of science while staying well rounded with a required number of humanities courses. Homework is done in collaborative groups and tests are almost all take-home. Participation in scientific research is easily accessible to every undergraduate and world-renowned faculty members interact with students on a daily basis. With big-time scientific research happening in an intimate small-school environment, the academic environment at Caltech is like no other.

When freshmen arrive at Caltech, they are all enrolled in math, physics, and chemistry courses. This is the beginning of the core curriculum, which is the heart of a Caltech education. Every undergraduate, whether majoring in biology, economics, literature, or chemical engineering, has to take five terms of physics, two terms of chemistry, one term of biology, one term of science communication, twelve terms of humanities and social sciences, three terms of physical education, and one term of astronomy, geology, or number theory.

At the end of the freshman year, students must declare an option, Caltech's version of the major. There are options in every aspect of science and engineering, with the most popular being physics, engineering and applied science (which includes computer science), biology, chemistry, mechanical engineering, mathematics, and electrical engineering. A few students each year graduate with degrees in history, economics, or literature, but they are very different from their peers at other universities-through the core curriculum, all humanities and social science majors will have taken differential equations and quantum mechanics. Changing options is generally very easy and double options are pursued by a few students each year. Every few years, a student design his or her own curriculum and graduates under the Independent Studies Program.

I have heard rumors that at other colleges, students are very competitive. They are protective of their class notes, homework, and lab books and only care about how well they do. I've heard horror stories of students stealing each others notes and sabotaging lab experiments. That doesn't happen here, we all want to help each other do well in our classes. It's comforting to know that your fellow students, even those you don't even know, are looking out for you.

 

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Academic Life of Case Western Reserve University

While you may find freshmen sitting in the morning dark, staring at computer monitors with fingers poised over the keyboard as the hour of class registration draws near, you won't find any upperclassmen doing the same. The face is, none of Case's classes are that crowded, and only a handful actually fill up within the first few days of registration, so there is no need to stress about signing up at the earliest possible moment. As a freshman, the introductory math and sciences classes are generally the most populated, but no student should have trouble getting in. If a student does get locked out of a class, there's always plenty of variety left to choose from.

SAGES

This variety has been further expanded with the implementation of the Seminar Approach to General Education and Scholarship program, or SAGES. Incoming students enroll in what is called a First Seminar. These courses are small, limited to seventeen students. Every course will be taught by a Case faculty member who will function as the students advisor for the freshman year. That way, instead of being immediately thrust into an open-ended college environment, students will be in close contact with someone who can give advice and help map out the academic path their students wish to follow, which is certainly helpful given the myriad opportunities available. Instead of sitting around and listening to droning lectures for hours, like so many other freshmen courses, First Seminars promote student discussion allowing peer interaction and letting students express their ideas and experiences. The three hours a week dedicated to the First Seminar will be accompanied by "fourth-hour activities" that incorporate the cultural and scientific institutions around University Circle, including the Cleveland Natural History Museum, Cleveland Museum of Art, and the Western Reserve Historical Society, allowing students to get out of the classroom for a change.

SAGES Group

First Seminar courses are followed in the students later years by University Seminars, Departmental Seminars, and a Senior Capstone course, all of which let students concentrate on and study what interests them. Aside from SAGES, Cases's undergraduate students benefit from a great deal of freedom. Instead of requiring students to be admitted to specific undergraduate colleges such as an engineering college or a physical sciences college, students are free to study whatever subjects they feel like pursuing. This translates to a theater major being able to take an electrical engineering course with no more hassle than clicking the "add course" button through Case's online class registration system. While some may not feel the need to experiment with their course selections, the fact that the option is available is useful, just in case something really interesting pops up in a subject that is not your major. Physical education is also part of the curriculum, where students can golf, play racquetball, practice tennis, or keep up their running regimen.

College Scholars Program

Students have the opportunity to apply to the College Scholars Program (CSP) during their freshman year. If accepted, they would take one CSP course for three credits per semester for the remaining three years of their undergraduate study. CSP courses emphasize student directed study and service learning, and allow groups of students to meet and discuss issues with professors and, often, distinguished guests such as, in the past, Kurt Vonnegut and Ralph Nader. The program also provides the option to live in CSP-specific housing consisting of single rooms and fully equipped kitchens.

Internships

Because Case is embedded in a metropolitan setting. It's easy to get some real-world experience through internships. Whether it is with an engineering firm or an independent newspaper, Cleveland companies are eager for student workers, and look to Case to turn our capable candidates. This provides an opportunity for students to gain knowledge that can't be learned in the classroom. One hundred and sixty employers offer students co-op programs that may be alternated with classroom study. Also available are study abroad programs, a Washington semester, and work-study programs, as well as accelerated degree programs, B.A./ B.S. degrees, student-designed and dual majors, 3-2 binary engineering degrees, non-degree study, and independent study.

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Academic Life of Claremont Mckenna College

CMC students know that big is not necessarily better. The small size of Claremont Mckenna allows for an academic environment tat is rigorous, yet personalized, as students can count on a great deal of interaction with their professors. In fact, student participation is expected at CMC, where the average class size is sixteen students (the average in a laboratory is eighteen).

Majors

CMC students are known for their eclectic choice of majors as many students pursue a double major or a dual major. ( A student with a double major fulfills all course requirements in both majors while a student with a dual major fulfills slightly fewer courses than a full major in both departments). Students are also allowed to complete a major at one of the other Clarmont Colleges that may not be offered at CMC. Another option is the self-designed major, which must be planned with direction from a faculty advisor.

Requirements

CMC has various general education requirements that all students, regardless of major, must fulfill. These include three semesters of social sciences, two semesters each of science and humanities courses, and one semester of literature, math (calculus-based), and world civilization. Additionally,all students must either demonstrate proficiency in a foreign language or complete three semesters of foreign language study.

An additional requirement for all CMC students is the senior thesis, a major research paper of project designed by the student. Normally completed during the senior year and overseen by a faculty advisor, this one or two semester venture is usually on a topic of interest within the student's major field of study. Social science and humanities students design and carry out experimental research, and often students choose to do a creative project such as a short film or a novel.

Professors

Do not choose CMC if you want to go through four years of college as an anonymous students in the back of the classroom. the vast majority of CMC professors want to hear your ideas and opinions, they want you to ask questions, they hope that you will come to their office hours, and they would like to know how you are doing outside of school as well. It is not uncommon to find professors eating lunch with students in the dining hall and students are often invited to professors homes for class gatherings.

My professors introduced me to fundamental schools of thought that bend my mind and make me feel more engaged in the rest of my life. The best classes here leave me thinking about the basic values and truths of the world after I leave the classroom. They also spark conversations about anything and everything with my friends.

Comparing this school with what I have heard about other colleges from friends, CMC demands more hours of work than most colleges, but it repays me for my pain.

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However, the payoff may not be initially in terms of grades. The bar is set high and new students may not also receive the straight as that they earned in high school. Students must challenge themselves to master material and improve their knowledge and they do so in an environment that is collaborative and supportive. Competition with one's fellow student is virtually unheard of and most CMCers note that there is a sense of solidarity when exam or term paper time rolls around.

Grades at CMC are based on a 12-point, rather than 4-point scale, with 12 being an A, 11 equal to an A-, 10 is a B+, and so forth. The Dean's List credits students who have achieved a GPA of 10.0 or higher during the previous semester, and the Distinguished Scholar List is a mark of achievement for those who earned a GPA of 11.0 or higher. 

Because there is a special emphasis on writing as part of a CMC education, first-year students may be dismayed when they receive their first papers back. CMC professors work to improve their students writing through the application of proper grammar, the use of effective techniques, and clear structure. A popular government professor requires first-year students to review effective writing techniques before writing their first paper of the semester, and one literature professor in recent years required that his students write an essay on the correct usage of the word "like". The Writing Center is a unique resource that offers writing help and specialized workshops for students who would like extra help. Writing at the college level can seem daunting at first but CMC grade report that their training in writing has served them well in their professional lives.

Throughout their college career students can count on the advice and guidance of their faculty advisor. Students are assigned faculty advisors in their interested field of study at the beginning of their first year.

Research and Other Programs

CMC students have more opportunities to participate hands-on in original research than at any other liberal arts college nationwide. While a number of American universities house research centers, work at these centers is usually reserved for professors and graduate students. Students at CMC are able to gain valuable experience in their chosen field by initiating research projects, supervising fellow student researchers, publishing in academic journals, organizing and participating in conferences, and attending group study trips organized by the research institutes.

I studied in Oxford and had a wonderful time. This was my first trip outside the United States, and it really showed me what the United States is like from a different cultural viewpoint. Being in the UK for the election as well, showed me how they see and interpret the U.S. and U.S. policy abroad, especially in Europe.

Off-Campus Experience

Students may exchange at one of the following liberal arts colleges in the United States: Colby, Haverford, Morehouse, or Spelman Colleges. The Washington. D.C. Semester includes a full-time internship with an elected official, government agency, or public interest group, courses with CMC faculty, and a major research paper requirement. This experience infects many students with the "DC bug" and has led to the start of many students future careers in Washington.

Study abroad programs are offered in more than fifty cities in Europe, Asia, Africa, Latin America, Australia, and the Middle East.

CMC also offers students many opportunities to complete internships in cities around the world, in Washington D.C., and in locations closer to home through opportunities such as the Mckenna International Internship program, the Community Service Internship program, and other internship opportunities offered through the various research institutes.

Special Degree Programs

CMC offers many special degree programs that allow students to combine fields of study or to accelerate the completion of their undergraduate and postgraduate degrees through various partnership programs. Politics, Philosophy, and Economics (PPE) is an interdisciplinary major modeled after an Oxford University program in which students participate in small seminars and tutorials with faculty. The Environment, Economics and Politics (EEP) major is a unique interdisciplinary program that trains students to analyze and develop policy solutions for environmental issues. CMC sponsors cooperative programs with graduates schools that allow CMCers to combine their study at CMC with eventual postgraduate study. CMC offers several accelerated degree programs including: the Robert A. Day 4+1 B.A/M.B.A. with the Drucker School of Management at Claremont Graduate University; a 3+2 B.A/M.S. in Applied Biology with Keck Graduate Institute of Applied Life Sciences, and a 3+3 B.A/J.D. with Columbia Law School. Additionally, students interested in engineering may participate in accelerated programs in Economics/Engineering or Management/engineering by combining a B.A. from CMC with a B.S. from a top engineering school like Cal. Tech or Claremont Consortium partner Harney Mudd College. Another unique degree program is the Management Engineering program in which CMC students can earn a B.A. from CMC and a B.S. in engineering from schools including Cal Tech or Claremont Consortium partner Harvey Mudd.

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