<p>I was in LMG</p>
<p>
even if a person does not like his college, he’s not going to concede that! Anyways, princeton is absolutely great! the buildings, atmosphere and the people, they are marvellous! also some1 asked about the indian community at princeton, believe me, its very strong, there should be about 20-25 people of indian origin in the class of 2009.
and vampiro, about that link thing, i think you can get to the computer exam thing from that link, try to search it</p>
<p>
umm… why? ppl do complain abt their colleges don’t they? but what do i know…!
and u must be havin a helluva time at p’ton… 
u’re one lucky guy! ;)</p>
<p>gr8 if ppl dont hate any of thier college … and it is pretty embarrasing when u go a foreign Univ in US ,dont like it and finally confesss…
I guess that is why nobody will care to tell…
And sucharita… So many ppl from LMG … sure cool…premanjali also.u must be knowing her…</p>
<p>all this brings me to ask a very important question…</p>
<p>1) If you ppl look at ur own class … u will find a small but atleast 2-3 person who seem to equal or better you…(academically and sometimes in ECs)… Now if i ask myself … what factors would the adcomm see that would distinguish me…</p>
<p>2) About the essays…
1 thin tell us for sure.how many essay did u write. did u write 1 for all university… And what was ur topic for essays (list a few which u sent to major ones and few that were sent to all) … How many essays did u send per college … How did u make each essay to each college special. advice .</p>
<p>have you looked at the commonapp yet smarmind?</p>
<p>i have… but i think u havent understood what i mean … by topic i mean the exact one not the generalised ones given in comoon(wht PPl actually wrote in those)… and i want to see finally what went in…</p>
<p>Also for non commonapp colleges :…</p>
<p>Let the admitted comment</p>
<p>**
Also …PPL I FEEL ALL OF YOU CAN LEAVE YOUR THOUGHT ON THIS IMPORTANT QUESTION,… HAVE A LOOK…
<a href=“http://talk.collegeconfidential.com/showthread.php?t=95726[/url]”>http://talk.collegeconfidential.com/showthread.php?t=95726</a>
**</p>
<p>i don’t want to get into any argument here but sometimes it seems like you post questions just for the sake of it… correct me if i’m wrong here. but seriously… you are not going to do exactly what last year’s applicants did right?</p>
<p>and… be original with the app… how many and how is all there in the uni’s website. apps are usually very flexible and you have to be original. ok maybe you want ideas about what kinda essays to write and all… but even reading abt wut others wrote kinda skews your own perspective and subconsciously you have a narrowed view of ‘how it’s done’ … it does help to know what is acceptable and what is not… but i like to cut it there. tht’s just my view though. if u feel otherwise, feel free to comment… :)</p>
<p>I know …it does affect immensely … and i have written hundreds of essays to realize so…
Infact i wanna ask this bcoz… of the how many part… and how did they manage with multiple college part …
All know abt standards and website of univ. but whta actually happens is many a times diff… I never do intend to copy any topic( i could have already done this from thousands of posts already in CC) …
But hello …aaron u got me wrong … how ppl applied to 10+ colleges is what i seek to know…</p>
<p>oh ok… let the admitted speak then… :)</p>
<p>sorry about bothering you with the link adides…I got that.
Ya Pton has to be great.
Best of luck to all</p>
<p>Hi all,
I’m the mother of a 15 year old who lives in India (I’m in NYC).
I want to get her started on familiarizing herself with the US college admissions process, but it all seems really overwhelming to her right now.
I know there are classes/services in India (she is in bombay) that help you with this, including test prep, preparing applications, how to get your grades together, listing ECs, the whole deal.
Does anyone know of any specific places, any recommendations or conversely any warnings about places not to go? Would appreciate any feedback with specific names and contact info for places in Mumbai, esp if you have had personal experience with this.
thx!</p>
<p>vampiro </p>
<p>I would suggest you to apply to texas a&m if you are looking for aid ( even if it means dropping austin where theres no chance of aid or yale which is not good for comp sci and if it doenst give need based aid)</p>
<p>
well i went to two places, one of themm is ezra in colaba (exact location being dhanraj mahal where tendulkars is) i did not think that he was two helpful, you are pretty much on your own if you join him. i went to him for sat 1. then i went to helen on peddar road for sat 2 writing (my grammars bad!) she was quite good. i would recommend her to you. hope this helps and tell me if you have anymore questions :)</p>
<p>adides, thanks. do you have a contact number for Helen on pedder rd?
My daughter is in 9th grade, is this too early to be starting the whole process? If so when do you recommend I start sending her there? I do not plan to bring her here for HS, just at college level. But I am reading on this site that people are taking PSATs in their sophomore year, which would be 10th grade.</p>
<p>Would love to get your experience/guidance…which colleges you applied to, when you began the whole process, scores, etc.</p>
<p>If you like pls feel free to email me off list: embee369@gmail</p>
<p>thx</p>
<p>Helen’s number is 23882372…</p>
<p>However, SAT tutions are quite overrated. The main reason for going to these classes is for the materail they have. But if you have the ten real SAT’s and some other papers you should be fine on your own. I did my SAT 1 on my own and got 1480, did it with tutions and got 1500. So don’t think it made much of a difference. But if you don’t have any of the material it makes sense to take these classes.</p>
<p>----------------------------------- 1.106 words ------------------------------</p>
<pre><code> DECLINING BY DEGREES May, 2005
</code></pre>
<p>When award-winning journalist John Merrow started work on his PBS
documentary about the state of American higher education, “Declining by
Degrees,” he met with noted educators, policy makers, and researchers
before he shot the first minute of video. Many of us here at Carnegie
spoke with him at that time. Yet, even with this degree of preparation,
John admits that he wasn’t ready for what he found once he began to visit
campuses and started talking to faculty and students.</p>
<p>In this month’s Carnegie Perspective, John takes on one of the primary
issues raised in the documentary, the decline in the quality of education
experienced by many of America’s college students. For anyone who cares
about the state of the academy, it’s a tough piece to read, just as his
documentary may be uncomfortable for many to watch. Rest assured that
during his frequent periods of residence as a visiting scholar at the
Carnegie Foundation, John’s role is often that of challenging all of us
with equally uncomfortable questions.</p>
<p>By John Merrow</p>
<p>Of all the students I met during nearly two years of working on our PBS
documentary about higher education, I continue to be intrigued by a
sophomore named Nate. After proudly proclaiming that he was maintaining a
3.4 GPA despite studying less than an hour a night, he wondered aloud,
“It’s not supposed to be this easy, is it? Shouldn’t college be
challenging?” Nate was one of the more enlightened students that we
interviewed.</p>
<p>He talked about his “boring” classes, including an English class he
described as “a brain dump.” We sat in on that class. The teacher had
assigned students to write parodies of The Road Not Taken, knowing that to
do the assignment well, they would have to read and understand Frost’s
poem. She was meeting students at their level … and trying to push them
to go beyond it, attempting to move them out of their “intellectual
comfort zone” and lead them in new directions. Tough job, because Nate and
undoubtedly most of his classmates-had obviously NOT read the assignment.
Nate had succeeded in high school by figuring out what was going to be on
his tests and doing as little as possible. And since that approach also
got him into college and was now earning him a solid B average, he saw no
reason to change. Ask Nate the purpose of college, and he would probably
say something about “getting a good job.” The learning part wasn’t
necessarily what he was paying good money for.</p>
<p>Although we found this English class stimulating, we could see how
frustrating it became for the teacher because of the lack of
student-directed engagement and motivation. In this case, the students’
expectations didn’t match the professor’s. Teaching becomes a difficult
transaction when students expect to get the diploma that they pay for
without caring whether they learn anything in the process. The situation
is made more difficult because professors begin classroom teaching at a
disadvantage. Few have any training in how to teach. We were very
impressed by Tom Fleming, a senior lecturer at the University of Arizona,
who took advantage of a faculty development course offered by his
institution on teaching theory and effective practices. Using technology
in a huge lecture hall, he deftly engaged students, allowing very few to
merely get by.</p>
<p>College used to be a “sink or swim” environment, but today, either
colleges are giving much-needed “swimming lessons”-investing in student
success-or they’re allowing students to “tread water”- giving decent
grades for very little work. In the first case, students actually receive
an education; in the second, they merely get a degree. It’s all too easy
for some students and faculty members to settle into a pattern of behavior
that looks like an unspoken “non-aggression treaty,” in which professors
don’t ask much of students and the students don’t expect much from their
professors (as long as they get A’s and B’s).</p>
<p>The good news is that many faculty members-those giving swimming
lessons-work with energy and imagination to move their students beyond
that simplistic “diploma=$$” formula. The relationship between Tom Fleming
and his students falls into this category. Even more heartening is the
fact that many students intuitively know that they’re being denied an
education and seek out campus experiences that give them what they need.
But that 20 or so percent out there treading water are shortchanging
themselves and future employers who think that a college degree indicates
achievement as well as persistence. And those professors who find it more
comfortable to demand little of their students are denied the satisfaction
that good teaching affords.</p>
<p>The shift in the expectations of students and faculty members began around
the time that America learned that college graduates made more money than
high school graduates-as much as a million dollars more over their working
lives. The mantra became, “If you want an education, then you pay for it.”
The old social contract-the idea that education of individuals is a public
good and therefore should in part be publicly financed-is on life support
and barely breathing. Instead, “Education Pays” is proclaimed on
billboards around Kentucky, encouraging kids to go to college just to nail
down that good job.</p>
<p>Kids arrive on campus determined to major in “business” and often remain
impervious to the efforts of their professors to expose them to new ideas
and new information. Our student financial aid system supports the
“investment in me” approach by making less money available in the form of
grants to needy students, and more in the form of loans to be paid back as
a return on the individual’s investment in themselves. The message our
kids get is that they’re not students; they’re consumers. And if they’re
willing to settle for “purchasing” a degree that means nothing in terms of
educational achievement, it’s their right. It’s their investment. In this
environment, professors, colleges, and universities are forced into giving
the customers what they want, not necessarily what they should want.</p>
<p>I admire students who squeeze as much as they can from the college
experience, and I salute the teachers who dedicate their energies to
seeing students succeed. Too much is left to chance, however, and too many
lives are blighted by our national indifference to what is actually
happening on our campuses during the years between admission and
graduation. What we found is not the equivalent of a few potholes on an
otherwise passable highway. Serious attention must be paid at a national
level. Other countries are not standing still. Those that have not
surpassed us already in educational attainment levels are clearly visible
in the rear-view mirror.</p>
<p>…</p>
<p>John Merrow, president of Learning Matters Inc. and a visiting scholar at
the Carnegie Foundation, produced the documentary “Declining by Degrees:
Higher Education at Risk,” which will air on PBS stations Thursday, June
23. Check your local listings for exact times. To learn more, go to
<a href=“Declining by Degrees: Official Website”>Declining by Degrees: Official Website;
<p>Carnegie Perspectives is a series of commentaries that explore different
ways to think about educational issues. These pieces are presented with
the hope that they contribute to the conversation. You can respond
directly to the author at <a href="mailto:CarnegiePresident@carnegiefoundation.org">CarnegiePresident@carnegiefoundation.org</a> or you
can join a public discussion at Carnegie Conversations.</p>
<p>Join the Carnegie Perspectives email list by sending an email to
<a href="mailto:CarnegiePresident@carnegiefoundation.org">CarnegiePresident@carnegiefoundation.org</a> with “Subscribe” as the subject
line.</p>
<hr>
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</code></pre>
<hr>
<p>Folks:</p>
<p>The posting above, by John Merrow, president of Learning Matters Inc. and
a visiting scholar at the Carnegie Foundation looks at the current state
of higher education in the United States. It is #17 in the monthly series
called Carnegie Foundation Perspectives. These short commentaries
exploring various educational issues are produced by the Carnegie
Foundation for the Advancement of Teaching
<a href=“http://www.carnegiefoundation.org”>http://www.carnegiefoundation.org</a>. The Foundation invites your response</p>
<h2>at: <a href="mailto:CarnegiePresident@carnegiefoundation.org">CarnegiePresident@carnegiefoundation.org</a>. Reprinted with permission</h2>
<p>To UNSUBSCRIBE to the Tomorrows-Professor send the following e-mail
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<p>Read this article on the New Age IIT
<a href=“http://in.rediff.com/money/2005/sep/09spec.htm[/url]”>http://in.rediff.com/money/2005/sep/09spec.htm</a></p>
<p>thanks watercannon.
Can you give me some idea of benchmark ICSE scores reqd for admission into say, Columbia and other ivies, and also NYU or other second tier schools?
Also, do they look at HSC scores, ICSE, or both? Which one is considered more important?
Do most people take their SATs after ICSE, or during the 11th or 12th std (Junior college)? Does taking the PSAT help?</p>
<p>thanks for everyone’s insights</p>