How Many College Students Change Their Majors

Out of more than three million students who graduate from high school each year, well-nigh ane 1000000 go along for higher education. A college at a leading academy might receive applications from ii per centum of these high school graduates, and then accept only one out of every 10 who apply. Successful applicants at such colleges are usu­marry called on the basis of a) their high schoolhouse records; b) recommen-

^seven Data on a educatee's attendance, enrollment condition, degrees conferred
and dates, honours and awards; higher, class, major field of study; address, tele­
phone number.

⁸ Grade Signal Average — a grade allowing to continue in school and to graduate.

⁹ To have up an boosted form for personal interest, non for a credit and to pay
for it additionally, с/, факультатив.

^ten1. D. (Identification Document) — с/, студенческий билет.

^xi Transcript — AmE. An official certificate of a college or academy which lists the pupil'due south classes and the grades received: Students can pick up their transcripts at the registrar's role in White potato Hall.

dations from their high school teachers; c) their scores on the Scho­lastic Aptitude Tests (SATs).

The system of higher educational activity in the Us comprises 3 categories of institutions: 1) the university, which may contain a) sev­eral colleges for undergraduate students seeking a available's (four-year) degree and b) 1 or more graduate schools for those standing in specialized studies beyond the bachelor'due south caste to obtain a primary'due south or a doctoral caste, 2) the technical training institutions at which loftier schoolhouse graduates may take courses ranging from six months to four years in duration and larn a wide multifariousness of technical skills, from hair styling through business accounting to computer programming and 3) the 2-year, or community college, from which students may enter many professions or may transfer to iv-twelvemonth colleges.

Any of these institutions, in any category, might be either public or private, depending on the source of its funding. Some universities and colleges have, over fourth dimension, gained reputations for offer particularly chal­lenging courses and for providing their students with a higher quality of teaching. The factors determining whether an establishment is one of the all-time or one of the lower prestige are quality of the teaching faculty; qual­ity of inquiry facilities; corporeality of funding available for libraries, special programs, etc.; and the competence and number of applicants for admis­sion, i. eastward. how selective the establishment can be in choosing its students.

The most selective are the former private n-eastern universities, com­monly known as the Ivy League, include Harvard Radcliffe, (Cambridge, Mass., in the urban area of Boston), Yale University (New Haven, Conn, betwixt Boston and New York), Columbia College (New York), Princ­eton University (New Jersey), Brown University, Cornell University, Dartmouth College; Academy of Pennsylvania. With their traditions and long established reputations they occupy a position in American university life rather like Oxford and Cambridge in England, particular­ly Harvard and Yale. The Ivy League Universities are famous for their graduate schools, which have become intellectual elite centers.

In defense of using the examinations as criteria for access, advertizement­ministrators say that the SATs provide a fair way for deciding whom to acknowledge when they accept 10 or twelve applicants for every get-go-year educatee seat.

In addition to learning about a college/academy'due south entrance re­quirements and the fees, Americans must besides know the following.

Professional degrees such equally a Bachelor of Law (LL.A.) or a Bach­elor of Divinity (B.D.) take additional three years of written report and re­quire first a B.A. or B.S. to exist earned past a student.

Gradual schools in America award Master'south and Doctor's degrees in both the arts and sciences. Tuition for these programs is high. The courses for most graduate degrees can be completed in two or four years. A thesis is required for a Chief's degree; a Dr.'s degree requires a minimum of ii years of course work beyond the Master'south degree level, success in a qualifying exam, proficiency in 1 or two foreign languages and/or in a inquiry tool (such as statistics) and completion of a doctoral dissertation.

The number of credits awarded for each course relates to the num­ber of hours of piece of work involved. At the undergraduate level a student by and large takes about five three-hour-a week courses every semester. (Semesters usually run from September to early January and belatedly January­uary to late May.) Credits are earned by attention lectures (or lab classes) and by successfully completing assignments and examina­tions. I credit normally equals one hour of form per week in a single course. A iii-credit grade in Linguistics, for example, could in­volve one hour of lectures plus ii hours of seminars every calendar week. Most students complete 10 courses per an bookish year and it usu­ally takes them four years to consummate a bachelor'due south degree require­ment of about twoscore 3-hour courses or 120 credits.

In the American higher education organisation credits for the academic piece of work are transferable among universities. A educatee tin accumulate credits at ane university, transfer them to a second and ultimately receive a degree from there or a third academy.

ane. a) Answer the following questions:

1. What are the access requirements to the colleges and uni­versities? 2. What are the iii types of schools in higher teaching? 3. What degrees are offered past schools of higher learning in the United states? What are the requirements for each of these degrees? 4. What are the peculiarities of the curricula offered by a college or a university? 5. What is a credit in the US system of college teaching? How many credits must an undergraduate student earn to receive a bachelor's caste? How can they exist earned?

b) Find in the text the factors which determine the option by an private of this or that higher or university.

i' c) Summarize the text in iii paragraphs.

2 3189 Аракин,4курс

2. Use the thematic vocabulary and the cloth of the Appendix in answer­
ing the post-obit questions:

i. What steps do students have to take to enroll in a college/ uni­versity for access? Speak about the exams they take - PSAT, Saturday, Human activity. 2. What financial assistance are applicants eligible for? What is higher scholarship, grants, loan? Explicate and bring out the essence of pupil financial assistance. 3. Speak about the academic agenda of a academy. How does an academic twelvemonth differ from the one in Russian federation? four. How many credit hours does a student demand to graduate? What types of curricular courses and how many does a student accept to take to earn a degree? 5. What is a GPA (Grade Indicate Average)?

vi. What is in that location to say about a college kinesthesia? What is a tenure?

7. What is the office of a student's counsellor? Specify the function of career evolution and job placement within a university. viii. Should in that location be an age limit for academy full-time students? What are your attitudes to mature students? 9. What are the sources of funding for universities and colleges (both public and private)? 10. What is an undergraduate student? A graduate educatee?

3. Read the following dialogue. The expressions in assuming type show the way peo­
ple can be persuaded. Note them down. Be ready to human action out the dialogue in grade.

Molly: Yolanda, I have large news to tell you. I've fabricated a very big decision.

Yolanda: Well, come on. What is it?

One thousand.: I'g going to employ to medical school.

Y: Yous're what? Just I thought you wanted to teach.

1000.: I've decided to give that upward. Pedagogy jobs are being cut back now at many universities.

Y: Yes,and I've read that a number of liberal arts colleges have been airtight.

G.: I accept a friend who finished his Ph. D. in history last year. He's been looking for a teaching position for a year, and he's been turned down by every school so far.

1000: I suppose a Ph.D. in the humanities isn't worth very much these days.

Chiliad.: No, information technology isn't. And fifty-fifty if you discover a education job, the salary is very low.

Y.: Yeah, college teachers should be paid more. Merely,Molly, it's very hard to get into medical school today.

M.: I know. I've been told the same thing by anybody.

Y: How are you going to pay for it? It costs a fortune to go to medical schools now.

Chiliad; Maybe I tin get a loan from the federal regime.

Y.: That's an interesting possibility merelyit doesn'tsolve the finan­cial problem entirely evenif yous become the student financial assist. Yous will graduate owing money. Medical students, specially, caused heavy debts. Recently I read of one who owed $ sixty,000. Won't yoube facing sufficient other problems without starting life in debt? Aren'tmany college graduates having problem even finding jobs? When they find them, don'tthey begin at relatively modest salaries?

M.: I don't know, simply...

Y.: It's foolishfor a student to acquire debt, a negative dowry, unless it's absolutely imperative. Students sometimes become so ex­cited about higher that they forget there's life afterwards.

M.: Maybe y'all're correct. Life is a series of compromises, I'll have to consider career possibilities in the light of college costs...

4. In trying to persuade others, people use different tactics which can exist clas­sified into 3 basic strategies — hard, soft and rational. Hard tactics alienate the people beingness influenced and create a climate of hostility and resistance. Soft tac­tics — acting nice, beingness humble — may lessen self-respect and self-esteem. Peo­ple who rely chiefly on logic reasons and compromise to go their way are the nigh successful.

1) As you read the extracts below pay attending to the departure betwixt
the iii different strategies of persuasion — hard, soft and rational:

a) (parent to child) Get upstairs and make clean your room! At present. (hard); b) (professor to student) I'm awfully sorry to ask you to stay late but I know I can't solve this trouble without your assistance, (rational); c) (pro­fessor to pupil) I strongly suggest that you piece of work this problem out, if not, I will have to write a negative study virtually yous. (hard); d) (teach­er to freshman) That was the all-time essay I ever read. Why don't you send information technology to the national competition? Y'all could do very well there (soft).

2) In the text below the teacher is giving Jeff, a talented but a very lazy stu­
dent, his advice. Decide if the teacher'south strategies are hard, soft or rational.

I guess there is goose egg more than I can say or do to persuade you to try harder, Jeff. At this point it is crucial that you lot make up one's mind what you actually

want to do in society to know the language well. It's of import to start early. Yous are very vivid but information technology is yet essential that you practise on a daily basis. It is also very important for you to come to class regular­ly. No one can practice these things for you and no one should. It'southward neces­sary that you determine yourself whether to make these changes in your attitude or to surrender your time to come every bit a teacher of English.

five. Pair work, i) From the dialogue in Ex. 3 list the problems which young people confront choosing a career in the USA. Team upward with another student and talk over the trouble of a career choice. Try to be disarming in defending your views. 2) Use the art of persuasion in making your son apply to the academy of your option which does non entreatment to him. Vary the strategies from soft to difficult.

6. Group discussion. Read the following selections. The event discussed is the role of the pupil in the academy. Consider each ot the categories nowadays­ed below and hash out the position of the Russian students at the constitute in view of the recent changes in the Russian organisation of college educational activity.

1. «Is the student'south office similar to that of an apprentice — study­ing the master and gradually condign a master? Or is the proper human relationship 1 of award of the academy, which is responsible for the student's welfare and moral and intellectual grooming? Or is the educatee a client of the university — where the student seeks out pro­fessors to help in areas of involvement and need?»

ii. «It is probably safe to say that in England, Canada and the United States, until contempo years, there has always been a sharp dis­tinction between the role and status of the teacher and the role and status of the pupil — a uncomplicated recognition of the fact that the onetime by virtue of his knowledge, age and experience should practise some domination and management over the latter.»

three. «It was obvious in the seventies that student protest had al­tered the ethos of the campus in many significant ways. There was, for example, the relaxation of admission requirements, the adoption of laissez passer-neglect grading in many courses, the increasing provisions for in­dependent report, the emphasis on creative art, the growth of work-study programs, the free option of a wide variety of subjects.

There was now no argument: students did share the power. The vital question was to what extent and in what areas?

But in respect of the student's part in the university, a significant point in the history of the university was turned. Students could no longer exist considered children, they were adults with responsibility

for their ain behaviour and conduct; they were franchised members of the academy with voting rights on some issues and potentially on all problems within the academy community.»

vii. Enact a panel discussion:

A panel discussion plan appears on TV. Four members of the public are invited to give their opinions. The questions for dis­cussion are sent in past the viewers. The chairperson reads out the ques­tions and directs the panel.

a) Open the group give-and-take by describing the members of the panel and the chairperson.

b) Split into groups of four students. Pretend you are the TV panel. Elect a chairperson and determine which of the four roles each of you will have: Mrs/Mr Ter-rie/John Hill, the academic vice president: Mrs/Mr Lilian/Joseph Ubite, a pro­fessor in the department of education; Mrs/Mr Denis/Gary Bell, a grad student in didactics; Florence/Donald Burrel, an undergraduate.

c) Consider the questions under give-and-take and enact the panel:

one. How should college education be organized, governed, direct­ed? How much, if whatever, liberty and autonomy should there be for universities and institutes? 2. Students should share the responsibil­ities in a university and bask equal rights with the faculty. The vital question is to what extent and in what means? 3. Pros and cons of written and oral examinations.

8. Practise library research and write an essay on ane of the given topics:

one. The principle tasks of higher teaching.

ii. Russian and American systems of higher education. Specify the post-obit: access, requirements, students' grants and fiscal assistance, bookish calendar, courses, political, sports and cultural activities.

Do library enquiry and write an essay on 1 of the given topics:

i. The principle tasks of higher teaching.

two. Exams or continuous cess.

3. Harvard Academy. A system of grades.

Unit Ii

TEXT From TO KILL A MOCKINGBIRD

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