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6 Reasons Why Continuing Education Is Important

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What is continuing education?

Continuing education generally refers to any post-secondary learning or programs that adults pursue after formal education. This can vary from seminars or one-time classes to online courses and entire degree programs.

Some professions require continuing education in a variety of ways. Some of these requirements come in the form of yearly classes or tests to keep you up on changes in your industry.

Other professions require continuing education in the form of advanced degrees , which prepare you for new responsibilities and opportunities.

Still other professions require attendance at conferences or lectures to help employees learn from other experts in their field.

Successful business men and women, from Warren Buffett to Oprah, are huge advocates of continuing education. Barack Obama has spoken often about reading for his own learning for at least an hour a day during his time in the White House.

But can continuing education actually benefit you? Find out why it’s a good idea for you to pursue continuing education and how you can get started.

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Why is continuing education important?

1. Increases your chances for promotion.

Many times, employers find your pursuit of continuing education a great reason to give you a promotion. They recognize you’ve invested time and sometimes money into improving yourself and want to reward that. Your new education also makes you more qualified for advanced work and an ideal candidate for promotions.

Employers also sometimes have positions within a company that have an advanced degree as a basic requirement. Getting that advanced degree could be the factor in being picked for a promotion.

Similarly, when placed side-by-side with another candidate for a promotion, you will stand out to and impress a hiring manager if you have more education. Education qualifies you to handle more tasks and responsibilities and may have even given you specific knowledge in how to do a job better.

If you’re hoping to get a promotion, an advanced degree or other continuing education pathway could be the key to help you get there. From giving you skills and abilities, to showing your employer how dedicated you are to improving yourself, there are many reasons why your continuing education plan can help you get a promotion.

2. Increases your salary.

Continuing education often leads to a raise or a higher starting salary at a new position. Whether you will be offered a raise or promotion in your current job or will qualify for a new job that has a better salary, continuing education will have a major benefit for your income.

On average, a college degree holder will earn twice as much as someone who doesn’t have a degree. This form of continuing education often requires you to invest in yourself, but the payout at the end is usually well worth it.

WGU students are no exception. On average, WGU graduates increase their pre-enrollment income by $12,600 within two years of graduation and by $18,400 within four years. This is far higher than the national average of $12,400 after four years.

Associate’s, bachelor’s, master’s, and doctoral degrees can bring these income benefits to employees.

According to the Bureau of Labor Statistics, advanced education of every kind increases your income by thousands of dollars a year.

If you’re hoping to get a raise or move to a career with better pay, continuing education may be the way to go.

3. Increases your ability to make a career transition.

If you’re ready to move into a new career field, often the first step will be gaining education that qualifies you for that new path.

From nurses to teachers to accountants, many professions have strict requirements for licensure or degrees in order to qualify. Obtaining this education will make you prepared to move into a new career.

Many professions require continuing education because they have specific training that is crucial to your success. Without this education, there’s no way for you to qualify for or succeed in a position.

Learning new skills through continuing education is key to being prepared for a career transition.

4. Improves your image and marketability.

Continuing education is a valuable element to your résumé. For many jobs it is a direct qualification requirement to have a certain amount of education, but even if you meet the minimum qualifications, additional education will make you stand out.

Consider if you’re one of several candidates up for a job. If you have additional education, you will obviously be looked at more closely.

You will stand out not only because of your additional qualifications, but employers will recognize that you have the determination to take on a challenge—and succeed.

Employers will also recognize that you have new insights on the most current trends and skills in your industry, as well as having additional technology experience because of your time spent learning something new.

Overall, your image will increase, as will your job marketability, if you pursue continuing education.

5. Improves your lifestyle.

If you’re not satisfied with your current lifestyle, continuing education could be the answer to your problems.

Want to make more money? Want to switch your job? Want to feel more fulfilled? Need new skills? Continuing education can help you accomplish all these goals.

As you spend time devoted to learning, the outcomes are positive for your career and your overall lifestyle. Improving your career often trickles down to the rest of your life because you’re more satisfied with your job, make more money, etc.

Don’t wait to change your life, start your continuing education path now and get ready for the lifestyle you have wanted.

6. Increases personal development.

Even if you’re completely satisfied with your job and lifestyle, that doesn’t mean continuing education isn’t for you.

Experts agree that learning should be a lifelong process, and devoting time to continuing education can be a journey of personal development.

Whether you want to learn more about a subject that you find interesting or want some additional skills to take to your work, there are ways you can use continuing education to your advantage.

Even if your pursuit of education is purely for personal reasons, you can truly take advantage of advanced learning on your path to become a better person.

How do I get involved with continuing education?

So now you’re convinced that continuing education is a good path for you, what’s the next step?

There are many options for how you can pursue continuing education.

Ask within your office if there are courses or seminars specific for your company that you could take or that are recommended.

You can talk to colleagues, friends, and family about what they have done to pursue continuing education and determine if something similar is right for you.

Or, you can research places like WGU and learn how a degree could help you reach your goals.

With bachelor’s and master’s degree offerings you’re likely to find a program that meets your needs here.

Now is the time to get started on a new journey that will change your life.

Ready to Start Your Journey?

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12 Strategies to Writing the Perfect College Essay

College admission committees sift through thousands of college essays each year. Here’s how to make yours stand out.

Pamela Reynolds

When it comes to deciding who they will admit into their programs, colleges consider many criteria, including high school grades, extracurricular activities, and ACT and SAT scores. But in recent years, more colleges are no longer considering test scores.

Instead, many (including Harvard through 2026) are opting for “test-blind” admission policies that give more weight to other elements in a college application. This policy change is seen as fairer to students who don’t have the means or access to testing, or who suffer from test anxiety.

So, what does this mean for you?

Simply that your college essay, traditionally a requirement of any college application, is more important than ever.

A college essay is your unique opportunity to introduce yourself to admissions committees who must comb through thousands of applications each year. It is your chance to stand out as someone worthy of a seat in that classroom.

A well-written and thoughtful essay—reflecting who you are and what you believe—can go a long way to separating your application from the slew of forgettable ones that admissions officers read. Indeed, officers may rely on them even more now that many colleges are not considering test scores.

Below we’ll discuss a few strategies you can use to help your essay stand out from the pack. We’ll touch on how to start your essay, what you should write for your college essay, and elements that make for a great college essay.

Be Authentic

More than any other consideration, you should choose a topic or point of view that is consistent with who you truly are.

Readers can sense when writers are inauthentic.

Inauthenticity could mean the use of overly flowery language that no one would ever use in conversation, or it could mean choosing an inconsequential topic that reveals very little about who you are.

Use your own voice, sense of humor, and a natural way of speaking.

Whatever subject you choose, make sure it’s something that’s genuinely important to you and not a subject you’ve chosen just to impress. You can write about a specific experience, hobby, or personality quirk that illustrates your strengths, but also feel free to write about your weaknesses.

Honesty about traits, situations, or a childhood background that you are working to improve may resonate with the reader more strongly than a glib victory speech.

Grab the Reader From the Start

You’ll be competing with so many other applicants for an admission officer’s attention.

Therefore, start your essay with an opening sentence or paragraph that immediately seizes the imagination. This might be a bold statement, a thoughtful quote, a question you pose, or a descriptive scene.

Starting your essay in a powerful way with a clear thesis statement can often help you along in the writing process. If your task is to tell a good story, a bold beginning can be a natural prelude to getting there, serving as a roadmap, engaging the reader from the start, and presenting the purpose of your writing.

Focus on Deeper Themes

Some essay writers think they will impress committees by loading an essay with facts, figures, and descriptions of activities, like wins in sports or descriptions of volunteer work. But that’s not the point.

College admissions officers are interested in learning more about who you are as a person and what makes you tick.

They want to know what has brought you to this stage in life. They want to read about realizations you may have come to through adversity as well as your successes, not just about how many games you won while on the soccer team or how many people you served at a soup kitchen.

Let the reader know how winning the soccer game helped you develop as a person, friend, family member, or leader. Make a connection with your soup kitchen volunteerism and how it may have inspired your educational journey and future aspirations. What did you discover about yourself?

Show Don’t Tell

As you expand on whatever theme you’ve decided to explore in your essay, remember to show, don’t tell.

The most engaging writing “shows” by setting scenes and providing anecdotes, rather than just providing a list of accomplishments and activities.

Reciting a list of activities is also boring. An admissions officer will want to know about the arc of your emotional journey too.

Try Doing Something Different

If you want your essay to stand out, think about approaching your subject from an entirely new perspective. While many students might choose to write about their wins, for instance, what if you wrote an essay about what you learned from all your losses?

If you are an especially talented writer, you might play with the element of surprise by crafting an essay that leaves the response to a question to the very last sentence.

You may want to stay away from well-worn themes entirely, like a sports-related obstacle or success, volunteer stories, immigration stories, moving, a summary of personal achievements or overcoming obstacles.

However, such themes are popular for a reason. They represent the totality of most people’s lives coming out of high school. Therefore, it may be less important to stay away from these topics than to take a fresh approach.

Explore Harvard Summer School’s College Programs for High School Students

Write With the Reader in Mind

Writing for the reader means building a clear and logical argument in which one thought flows naturally from another.

Use transitions between paragraphs.

Think about any information you may have left out that the reader may need to know. Are there ideas you have included that do not help illustrate your theme?

Be sure you can answer questions such as: Does what you have written make sense? Is the essay organized? Does the opening grab the reader? Is there a strong ending? Have you given enough background information? Is it wordy?

Write Several Drafts

Set your essay aside for a few days and come back to it after you’ve had some time to forget what you’ve written. Often, you’ll discover you have a whole new perspective that enhances your ability to make revisions.

Start writing months before your essay is due to give yourself enough time to write multiple drafts. A good time to start could be as early as the summer before your senior year when homework and extracurricular activities take up less time.

Read It Aloud

Writer’s tip : Reading your essay aloud can instantly uncover passages that sound clumsy, long-winded, or false.

Don’t Repeat

If you’ve mentioned an activity, story, or anecdote in some other part of your application, don’t repeat it again in your essay.

Your essay should tell college admissions officers something new. Whatever you write in your essay should be in philosophical alignment with the rest of your application.

Also, be sure you’ve answered whatever question or prompt may have been posed to you at the outset.

Ask Others to Read Your Essay

Be sure the people you ask to read your essay represent different demographic groups—a teacher, a parent, even a younger sister or brother.

Ask each reader what they took from the essay and listen closely to what they have to say. If anyone expresses confusion, revise until the confusion is cleared up.

Pay Attention to Form

Although there are often no strict word limits for college essays, most essays are shorter rather than longer. Common App, which students can use to submit to multiple colleges, suggests that essays stay at about 650 words.

“While we won’t as a rule stop reading after 650 words, we cannot promise that an overly wordy essay will hold our attention for as long as you’d hoped it would,” the Common App website states.

In reviewing other technical aspects of your essay, be sure that the font is readable, that the margins are properly spaced, that any dialogue is set off properly, and that there is enough spacing at the top. Your essay should look clean and inviting to readers.

End Your Essay With a “Kicker”

In journalism, a kicker is the last punchy line, paragraph, or section that brings everything together.

It provides a lasting impression that leaves the reader satisfied and impressed by the points you have artfully woven throughout your piece.

So, here’s our kicker: Be concise and coherent, engage in honest self-reflection, and include vivid details and anecdotes that deftly illustrate your point.

While writing a fantastic essay may not guarantee you get selected, it can tip the balance in your favor if admissions officers are considering a candidate with a similar GPA and background.

Write, revise, revise again, and good luck!

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About the Author

Pamela Reynolds is a Boston-area feature writer and editor whose work appears in numerous publications. She is the author of “Revamp: A Memoir of Travel and Obsessive Renovation.”

How Involved Should Parents and Guardians Be in High School Student College Applications and Admissions?

There are several ways parents can lend support to their children during the college application process. Here's how to get the ball rolling.

Harvard Division of Continuing Education

The Division of Continuing Education (DCE) at Harvard University is dedicated to bringing rigorous academics and innovative teaching capabilities to those seeking to improve their lives through education. We make Harvard education accessible to lifelong learners from high school to retirement.

A Selective Look at the History and Practice of Continuing Education

Continuing education.

This essay was originally published in Centennial Conversations: Essential Essays in Professional, Continuing, and Online Education (2015).

Foundations

American colleges and universities, despite distinctive academic cultures, universally share a commitment to the education of adults. This commitment may be more central to mission in some universities than others, but regardless of centrality to mission, we find someplace in the academic landscape a part of the institution dedicated to the education of adults.

Despite the diversity of higher education institutions and the variability of their program activity in continuing education, who we are and the values that animate our work today grow essentially from several nineteenth-century movements: the British worker education movement, the American Chautauqua movement, and finally, the establishment of the service ethic as a consequence of the creation of the land grant universities with the passage of the Morrill Act in 1862.

The modern movement of adult education in the West begins with changes that occurred in Britain nearly two hundred years ago. While adult education was widespread in England in the late eighteenth and early nineteenth centuries—generally in the form of literary, philosophical, and scientific societies and royal institutes for the middle class and autodidacts among the working class—there was no collective or organized effort to provide adult education for the working class until the Industrial Revolution. Predictably, with the rise of industry came attendant new ideas, attitudes, and needs that drove the organization of adult education from a largely laissez-faire enterprise to one that engaged government, universities, and industry in a collective effort to educate the working classes.

B. J. Hake, in his effort to find a narrative structure for the history of adult education, draws attention to several forms of the movement to educate adults in the nineteenth and early twentieth centuries in the English-speaking world. This period of seventy or so years he argues

witnessed a significant expansion of independent working class forms of [adult education] provision such as working-men’s associations, worker’s houses, worker’s book clubs, worker’s travel associations…and a diverse range of educational initiatives associated with the Second Communist International. On the other hand [and on balance], there was a range of educational responses to this challenge by conservative and liberal parties. (Hake 2010, 98)

Hake observes that from this expansion many new forms emerged, among them “university extension, university settlements, the arts and craft movement, [and] public libraries” (ibid.).

Roger Fieldhouse, in his History of Modern British Adult Education , focuses on the several forces at work in this same period that irretrievably changed the patterns or forms of adult education. First and fundamental was the need for a more skilled workforce “exhibiting a wholly different range of working practices and skills” (Fieldhouse 1996, 2). While employer’s needs changed, so did the motivations of workers who saw the acquisition of new skills as increasing employability and mobility. In addition there was a societal need and sense of urgency to acquire new knowledge about the scientific and technological innovations that were driving the industrial machine. These motivations resonate with contemporary needs and interests of adult learners. Out of this mutual interest in continuing education emerged “efforts to bring employers and workers together in continuing education, learning in the workplace, and putative forms of vocational education and training” (Hake 2010, 98).

On the other hand, the radical working class movements, for example, the Owenites and Chartists, in their pursuit of social and political change, defined “really useful knowledge” not in terms of technical skills but as a combination of political knowledge, social science (the principles of social explanation), and labor economics or political economy (i.e., explanations of economic exploitation and why laborers remained poor in the midst of the production of so much wealth). It can be argued that in this atmosphere of free inquiry and the pursuit of socially purposive knowledge, the character of this education greatly influenced “the tradition and even the form of later voluntary, purposive liberal adult education” (Fieldhouse 1996, 17). One can see in this instance the social and civic purposes of adult education.

In the same period, the 1830s onward, the universities of Britain were under pressure to become more relevant to contemporary educational needs and to extend their limited educational provision to those whose circumstances prevented them from being able to attend the university—a plea for access that is not unfamiliar to current British and American institutions of higher education. Their response to this pressure for engagement was the organization by Cambridge of lecture courses in a limited number of centers away from the university, followed by Oxford almost a decade later. In the words of one historian, university extension had arrived.

In the face of an increasing provision of adult education for vocational ends, it has been observed that in this period

universities clearly stated the concept of liberal study. In doing so they did not neglect vocational needs of the students, but they insisted that even studies directed to vocational ends should be undertaken in a broad humane spirit, and that the fundamental values and purposes of a human life should be kept steadily in view. (Coles 2010, 9)

More broadly, with the emergence of university extension came a number of different forms intended to “provide educational solutions to the social question(s) of the emergent working class, …promoting reformist solutions to widespread concerns with urban housing, family life, working conditions, sanitation and health” (Hake 2010, 98). One can see, for example, the antecedents of the midcentury community development and community service activities in the modern American extension movement.

In America, responding to civic and social needs, a dominant form of continuing education was the lyceum, an organization providing lectures, discussion, and entertainment. The lyceum system, for example, as reported in the American Review of Reviews in 1891,

was of great service in educating the adult population of New England and the North in general to an intelligent understanding of the great political and educational issues of the antebellum period. Both the abolition and the temperance movements were strongly promoted by lyceums. (Adams 1891, 599)

In lyceums and institutes for teachers and mechanics, and with the emergence of the university as a provider of public adult education, the characteristic method of engaging student and instructor was the lecture.

Lectures were enormously popular. At the University of Chicago,

during the first ten years of the [lecture] department’s existence the average yearly attendance was 27,296 series ticket holders. The total number of single admissions during that ten-year period was 1,637,802. From San Diego, California, to Tonawanda, New York, there were never more than thirty-four lecturers working during any one year. (Heycke 1989, 7)

In this same period, the late nineteenth century, a distinctly American educational institution found form in the Chautauqua movement. Starting as a church camp for Sunday school teachers in the middle of the nineteenth century, the movement evolved into a nationwide, year-round program of lectures and readings, drawing on the strong impulse of the public to learn. “The Chautauqua experience was critical in stimulating [public] thought and discussion on important political, social, and cultural issues of the day” (Rohfield 1990, 3). It gave life to the notion that learning should be lifelong, that education for adults was both a right and a duty.

It has been observed more than once that the Chautauqua movement was the beginning of the Americanization of university extension, its influence principally being felt through the migration of its leadership to higher education. Most notable among these was William Rainey Harper, the founding president of the University of Chicago. Harper and others brought to higher education the animating values that “adults can learn; education should be extended beyond formal schooling; life is a school; agencies should cooperate in promoting lifelong learning; and education should bring adults into contact with current thought on scientific and social issues” (Stubblefield 1981, 199).

Harper had been a leader of the movement for fourteen years before coming to Chicago, where he imbedded the notion of extension in his educational plans, making it one of the three core activities of the university. The first class taught was an evening class, and when the university opened its doors, it did so with a correspondence study department already in place, contributing the unique notion that correspondence courses should be organized so as to mirror the courses on campus and that credit awarded for courses completed, in a defined number, could be used to meet the requirements for the baccalaureate degree. Incidentally, the award of credit for both correspondence and extension courses distinguished the University of Chicago, and other institutions that followed, as a clear variant from the English system—the first of many divergences from English university extension.

The Chautauqua movement celebrated enlightenment, self-discovery, and liberal learning. By contrast, at the same time, new American universities were being established incorporating an explicit mission of service, focusing on the teaching of agriculture and mechanical arts, “in order to promote…the practical education of the industrial classes in the several pursuits and professions of life” (Stubblefield 1981, 203).

This service movement was a consequence of the Morrill Act of 1862 by the Congress of the United States. The Morrill Act established in each state that existed at the time universities that would be known as land-grant universities. Thus began the more than 150-year service tradition of balancing practical education, liberal education, and research. Charles van Hise, the first president of the University of Wisconsin, which was one of the original land-grant universities and remains today among the most prominent, characterized the land-grant university in his remark that “in a broad sense, the idea of culture, the idea of vocation, and the idea of research are held and developed in order that the [land-grant] institution may perform service, and thus the idea of service may be said to be the ultimate purpose of culture, vocation, and research” (Rohfield 1990, 20). It was not until 1914 that an agricultural counterpoint to general extension was established with the Smith-Lever Act, which created the Cooperative Extension Service with the purpose of helping people not enrolled in school to understand and utilize effective practices in farming, marketing, family living, and community development.

These then are three principle roots of modern American extension: the worker education movement and the peculiar expression of that movement in university extension; the Chautauqua movement, demonstrating the need and efficacy of liberal education for a broad public; and the land-grant university’s contribution to higher education in the introduction of the concept of service and extension of the university through the application of the intellectual resources of the university to problems and issues of its surrounding community through practical education.

We are, today, the beneficiaries of an important and diverse historical engagement of adults in learning, as expressed through the missions and values of America’s colleges and universities.

Transitions to a New Century

From this foundation emerge arcs of activity spanning the twentieth century and beyond, further defining the values, missions, and structures of university adult education and illustrating its nature and impact on America’s colleges and universities and the communities they serve. This context is often described in terms of the “social organization of…learning in which adults were either organized by others or organized themselves for the purposes of disseminating and acquiring knowledge, skills, and sensitivities” (Hake 2010, 97). The practical purpose of this organized activity was to make knowledge more accessible, while pursuing an “idealistic vision [of] strengthening democracy by helping…citizens and government agencies to be better informed and better able to analyze and express ideas in civic discourse” covering relevant social, economic, environmental, and cultural issues of its time (University of Washington 2012, n.p.).

Tracing the arc of activities of American college and university continuing education reveals the presence of a persistent set of attributes or values that have given shape and direction to its programmatic activities and structure as well as defining the fundamental nature of continuing education. Prominent among these are social inclusiveness; a commitment to liberal learning; responsiveness, innovation, agility, flexibility, and adaptability regarding the needs of learners and society, especially in constantly changing environments; pragmatism; and a commitment to assuring the academic value and rigor of its programs. The very nature of these values makes it possible, if not an imperative, to engage in subtle but continuous reinvention.

Arcs of Activity

To appreciate the richness, continuity, and impact of activity associated with American continuing education, what follows are descriptions of several aspects of our work as separate arcs of activity: civic or community engagement, continuing education’s international footprint, and distance education and technology. This is not intended as a complete inventory of the programs and services provided by continuing education organizations but rather to illustrate the nature of our enterprise, focusing attention on several of the more important trends and challenges in contemporary continuing education.

While in reality these several arcs of activity are intertwined—much like a weaving, with threads of the warp and woof passing over and under each other, at times disappearing, only to reemerge, creating a new image—through a curated approach to tracing the activities and accomplishments of aspects of continuing education one gets a sense of its growth and changing nature over time. Principally, for generations, continuing education has had a positive impact on the university, the lives of our students, and the civic, social, and economic communities we serve.

Community Engagement: The Social/Civic Agenda

We come naturally to civic or community engagement in the course of our work with the various social, economic, and political communities we traditionally serve. The nature of this engagement is usefully described by David Watson of the University of London, in his Managing Civic and Community Engagement , as

a collection of practices loosely grouped under a policy framework designed to connect…a university with its naturally constituent community civic engagement presenting a challenge to universities to be of and not just in the community. Not simply to engage in “knowledge” transfer but to establish a dialogue across the boundaries between the university and its community, which is open-ended, fluid, and experimental. (Watson 2007, 3)

This relationship of community and university, in addition to assuring an economic future, makes a “wider contribution. It makes ours a civilized society, develops the spiritual side of lives and promotes active citizenship. Learning enables people to play a full part in their communities” (ibid., 6).

In the past one hundred years UPCEA and its member institutions have played an active, if not lead, role in creating structures and programs at our colleges and universities that encourage the linking of community and citizen needs and interests with those of government and business in the pursuit of overarching social, economic, and civic goals. In the Progressive Era, a time of many political reforms—the establishment of direct primaries, the initiative and referendum process, the direct election of US senators, and women’s right to vote—the University of Washington created the Bureau of Debate and Discussion to support civic education directed to the achievement of “a more complete and intelligent understanding of public affairs on the part of the average citizen” (University of Washington 2012, 3). Support came in the form of printed materials, including bibliographies, questions for debates, and outlines for debaters as well as program outlines for high schools, women’s clubs, civic betterment associations, and other organizations. In the same period, across the country, state universities were establishing bureaus of municipal and legislative research, harnessing the research capacities of the university to support collection, cataloging, and dissemination of data to support policy development by community leaders as well as government professionals.

In the same spirit a half century later, universities, including the University of Washington, marshaled their financial and economic resources in support of citizens engaged in the identification and solution of civic and social problems confronting the community. The approach of community development to civic, economic, and social problem-solving assumed that education for citizenship, for social good, would best be accomplished by engaging the resident/citizen in the identification of community problems and, with university assistance, research alternative solutions as the foundation for the community decision making—learning by doing. These efforts at community engagement in many universities ultimately foundered as institutional budgets fell prey to legislative mandates for budget reductions.

The civic engagement agenda for continuing education, however, has persisted and may be seen in the annual meeting of UPCEA. For example CONNECT, founded by Extension at the University of California-San Diego in the mid-eighties, has demonstrated the efficacy of engaging individuals, organizations, and the university in the creation of new industry sectors, enterprises, and public policy. Through CONNECT Public Policy its membership achieves a voice in local, state, and federal policy making that drives the innovation economy. UPCEA itself provides a venue for the education of its membership in civic engagement through its Outreach, Engagement, and Economic Development Network. While there exists a strong commitment to and focus on supporting the economic development of our communities through the intellectual resources of the university, we should not forget that continuing education is as well an effective instrument for the building of a strong civic life and an assurance of a civil society.

International Footprint

Many UPCEA institutions have a history with international programs that are decades old, with portfolios predominantly taking the form of English as a Second Language (ESL), study abroad, and international students in campus-based programs. Most of these institutions experienced a decline in numbers a decade or more ago, leading in some instances to the closure of ESL programs. But this setback notwithstanding, international programming has experienced a measurable growth in a variety of initiatives. The original set of activities remain—that is, ESL, study abroad, and traditional international students for on-campus courses—but the diversity of new initiatives or programs is now broader.

One could argue that this reflects the changing international agendas of our mother institutions. And there is much truth in that. In the case of the University of Chicago there are now physical centers supporting faculty and academic programs in Beijing, Hong Kong, Shanghai, New Delhi, Paris, and London. These centers support student and faculty research, study abroad, lectures, symposia, and, importantly, joint programs with in-country universities, all reflecting the institutional interests in a diverse set of international educational and research programs. But continuing education programs have played an important role in furthering their international goals by aligning with the institutional strategy for internationalization. Programmatic opportunities are increasingly available that demand a flexibility in the architecture of our programs.

The opportunities and challenges of engaging in international programming have been diverse. The structures and policies of most of our institutions challenge the ability to meet the expectations of international partners, grounded as we are in its institutional “quality” DNA. This reality has tested, often successfully, the adherence to our values of flexibility, innovation, and academic quality. What has emerged, and is often shared at UPCEA annual meetings over the past twenty-five years, are inventive approaches to partnerships that benefit student, international partner, and home institution. Illustrative are Brown’s partnership with IE Business School in Madrid, utilizing blended learning to award an executive MBA; Chicago’s partnership with CEU San Pablo Madrid’s School of Pharmacy to imbed Chicago’s certificate in clinical trials in their undergraduate degree in pharmacy; and Boston University’s Metropolitan College collaboration with CEU San Pablo to offer intensive business modules in Spain, with the cohort completing their work for a Boston University certificate on the BU campus.

Distance Education and Technology                                                      

Teaching students at a distance has, as already noted, been a remit of continuing education from the final decade of the nineteenth century in the form of correspondence study. With the leadership of the University of Chicago, it distinguished itself from the commercial correspondence schools by attending to the award of credit and accepting a portion of those credits in meeting the requirements of a bachelor of arts. In this competitive environment it was a principal task of the Correspondence Department “to disassociate itself from the odor of chicanery which surrounded the commercial correspondence schools and to prove to a skeptical faculty and to all serious students that the method of study by correspondence was adequate to university subject matter” (Heycke 1989, 56). A testament to its efficacy in reaching and engaging the distant learner is the persistent presence of correspondence study today in the catalog of modes of instructional delivery at many American universities.

In the intervening decades the story of education at a distance has been about the adaptation of emerging technologies to the task of connecting a student to the distant intellectual resources of the university, particularly in support of instruction. Technology not only overcame distance, but also, in many instances, addressed the problem of time: telephone-supported audio networks in a mode much like a conference call with students at fixed site and time; video-conferencing similarly constrained by locale and time; telecourses employing lectures delivered by television with correspondence study support; cable television utilizing courses developed for open broadcast television; instructional television fixed service (ITFS) employing audio and television for interactivity between the university and students at distant fixed locations; and compressed video utilizing data for high-resolution interactivity audio and video through the web with students at fixed sites.

Even a casual reading of media reporting on higher education today or UPCEA’s annual meeting conference program makes apparent the substantial impact technology is having on teaching and learning in American colleges and universities. It is equally notable that there is no consensus among higher education providers regarding the forms, goals, or outcomes of the current nascent efforts at employing technology to support teaching and learning.

The landscape of distance learning that has emerged in the past twenty-five years is similarly as varied as the technologies employed: lecture capture video; audio only podcasts; screencasting; online open course- ware; asynchronous and synchronous courses, as well as the channels used, for example, web-only courses, iTunes, online social networks, and TED. This diversity highlights both the challenge of creating a coherent, planned approach to the deployment of technology for teaching and learning and the risks associated with deciding upon a single approach. MIT’s decision to adopt an open courseware approach contrasts with the University of Pennsylvania’s decentralized, ‘nimble’ approach to online education with courses on iTunes, Knowledge @ Wharton, and the College of Liberal and Professional Studies offering, at the moment, fourteen full-credit online courses during the summer semester.

These two cases illustrate, as well, divergent approaches to the scale of content creation, where MIT is comprehensive in its offerings, making every course in its curriculum available online, whether in print or video, while the University of Pennsylvania is highly curated, selectively offering courses and mediated works.

Imbedded in these institutional approaches to distance education are notions of the structure of content that align with traditional ideas of the organization of the learning experiences, for example, courses, certificates, and degrees that stand, if successfully completed, as testaments of acquired knowledge. This is a core issue in the current debate regarding the structure of competency-based education. How knowledge is measured in a digital environment is challenging MIT in its MITx program, for example, where authentication and testing are immediate challenges, and in the MacArthur Foundation–funded competition for the design and testing of digital badges and badge systems that can be used instead of traditional structures to prove a candidate’s experience and knowledge.

On the other hand, while much of our attention has been focused on the disruptive nature of technology when applied to teaching and learning, we need to recollect that it has in the past twenty-five years had a substantial positive impact on the infrastructure of continuing education. Registration and student information systems, enrollment management, admissions and student communication, and alumni relations all depend upon social media, specialized software, and the web. These technology-based capacities enhance our ability to meet the particular needs of the adult student who does not fit the usual university profile thus eliminating the need for a software workaround to satisfy the needs of the continuing education student. The demand for technology on campus, on the other hand, is almost universal. So continuing education often finds itself competing for resources with other academic technology users on campus, whose interests are more aligned with the research mission of the university, for example, computation in various disciplines and maintenance of data sets in economics, business, social sciences, complex science, and engineering.

The fiscal reality of the competition for technology resources within the college or university and the urgency associated with the adoption of technology for both instruction and infrastructure has resulted in the creation of a new economy of supporting partnerships between colleges or universities and private technology vendors. The partnerships usually involve shared risk but most often frontload the cost of development, leaving the university partner waiting for a substantial period of time for the project to realize a net contribution to continuing education’s bottom line. This business model does address the problem of competing with on-campus technology users.

These three arcs of programmatic innovation and responsiveness—community engagement, international relations, and disruptive technology—illustrate as a field and an association how we are challenged to represent the interests of the adult learner and to provide strategic leadership at our institutions in the provision of timely and innovative responses to their educational needs. The form of our response to opportunity and need has varied over time, variously driven by the changing nature and needs of the labor market, shifts in the state and federal policy environment, the needs for social and civic transformation, and alignment with university priorities. Regardless of the source or nature of the demand or opportunity for adult learning, however, university continuing education, with the support of its professional association, will continue to meet the challenge of playing a central role in designing the form and nature of professional and continuing education in America.

Adams, Herbert B. 1891. “‘University Extension’ and Its Leaders.” American Review of Reviews 3 (July).

Coles, Janet. 2010. University Adult Education: The First Century in University Continuing Education 1981–2006 . Leicester, England: National Institute of Adult Education.

Fieldhouse, R. 1996. A History of Modern British Adult Education . Leicester, England: National Institute of Adult Education.

Hake, B. J. 2010. Rewriting the History of Adult Education: The Search for Narrative Structures . Amsterdam: Elseviere.

Heycke, Betty Fackler. 1989. A History of the Origins of Adult Education at the University of Chicago and of Sixty-Two Years at the Downtown Center . Chicago: Office of Continuing Education.

“History of UW-Extension.” n.d. UW-Extension. Accessed at www.uwex.edu /about/uw-extension-history.html.

Rohfield, R. W. 1990. Expanding Access to Knowledge: Continuing Higher Education . Washington, DC: National University Continuing Education Association.

Shannon, Daniel W. 2009. “Continuing Higher Education in America: A Profile.” International Journal of Continuing Education and Lifelong Learning 1(2): 19–39.

Stubblefield, H. W. 1981. “The Idea of Lifelong Learning in the Chautauqua Movement.” Adult Education Quarterly 31(4): 199–208.

University of Washington. 2012. Origins of the University of Washington Extension Program . Accessed at http://www.pce.uw.edu/uploadedFiles/Centennial/1910-1920-uwpce-our-history.pdf.

Watson, David. 2007. Managing Civic and Community Engagement . Berkshire, England: Open University Press.

Common App Transfer Guide – 2024

December 8, 2023

A college diploma features the name of just one institution. Yet, for many, this hardly tells the true story of their unique college journey, which is often an amalgam of experiences across two or more postsecondary settings. In fact, at some point, approximately one-third of all U.S. college students temporarily transform into “transfer applicants,” a role that they are often thrust into with little preparation or support. This time, the transfer Common App looms before you, and too often, little guidance is available.

Transfer students come in different shapes and sizes and the particular contours of a given applicant can dictate what type of process awaits. There are those who, for financial or academic reasons, began at a community college, performed well, and are now jumping up the big leagues of a four-year university. On the other end of the spectrum, there are transfer applicants already attending a reputable four-year establishment who have their hearts set on swapping out their present location for the highly selective college of their dreams.

One common denominator is that no matter what type of transfer applicant you happen to be, you will likely be tasked with filling out the Common App for Transfer, a variation of the traditional Common App that you may have used when you originally applied to college. To assist you, the following article will address:

• Do I qualify as a transfer applicant?
• When are the transfer deadlines for colleges?
• How do I complete each section of the Common App Transfer application?
• Do I need SAT/ACT scores to transfer colleges?
• How do I approach the Common App Transfer application essay?
• What are the chances of getting accepted as a transfer applicant?

Let’s begin by exploring who qualifies as a transfer applicant.

Am I a transfer or freshman applicant?

School policies vary here. At many schools, just taking one two or four-year college course post-high school is enough to make you a transfer applicant. At other schools, you’ll need 24-30 credits under your belt before transferring is even an option. You’ll want to investigate this thoroughly before beginning the Common App transfer application. Fortunately, our Dataverse has an institution-by-institution breakdown. Check out our sortable chart  for more information.

When are transfer deadlines?

Each college sets its own transfer deadline or deadlines; some schools only have one application deadline each year while others have two. The most common time to apply as a fall transfer (for the following year) is around March. In fact, all eight Ivy League schools have annual deadlines between March 1st and March 15 th :

Many universities also offer a deadline for those wishing to start at a new school in the spring semester; these applications are typically due between October 1st and December 1st (although there are outliers). For a complete and up-to-date list of transfer deadlines for the current transfer admissions cycle visit our chart of transfer admission deadlines .

How to complete the Common App Transfer Application – A section-by-section breakdown

There are four sections to the Common App transfer application: 1) Personal Information, 2) Academic History, 3) Supporting Information, and 4) Program Materials.

Before you begin, select the schools that you plan to apply to. You can do this by navigating to “Add Program.” The schools you select will then populate in the “Program Materials” section.

Need a visual? Here’s a step-by-step tutorial:

Personal information.

This includes your basic demographic info including ethnicity, physical address, gender identity, and information about your parents/guardians. Nothing here should be too challenging.

Academic History

Here, you will enter information about your high school and college(s) as well as courses you completed in college, if required. If applicable, you’ll also self-report any standardized tests you previously took, including SAT/ACT and AP/IB exams.

There is also a space for you to input continuing education courses. These can include Coursera , edX , or LinkedIn Learning courses as well as any other type of in-person or online course/workshop.

Common App Transfer Guide (Continued)

Supporting information.

The first subcategory within this section is labeled as “Experiences.” Applicants should feel free to include any experience that helps paint a picture of how they presently spend their time, including extracurricular clubs, internships, volunteer or paid work experiences, summer programs, hobbies, or family responsibilities. The greatest emphasis should be placed on experiences that have occurred since exiting high school, so we’d suggest placing those at the top of your list.

Relevant high school activities can be included, but only when they directly connect to present pursuits (i.e. a current business major was President of his Future Business Leaders of America chapter in high school). Ideally, any high school activities that you include will have occurred during your junior and/or senior years of high school.

When you’re ready to add an experience, you’ll first choose an “Experience Type,” which includes Employment, Research, Extracurricular Activities, Volunteer, and Internship.

After selecting the appropriate category, you’ll have the ability to add more information about the organization you are (or were) a part of, your supervisor’s information, and the dates of the experience. You’ll also be able to note whether the experience was part-time, full-time, or temporary. Finally, the “Experience Details” area will require the following:

• Title of the Experience (60 characters). This should be the role you held within the organization, ex. “President” or “Software Intern.”
• Type of Recognition . You can choose from Compensated, Received Academic Credit, or Volunteer.
• Description/Key Responsibilities (600 characters). Similar to the Activities section of the freshman Common App , focus on offering specific details about your level of involvement and leadership along with relevant accomplishments and measurable impact.

The second subcategory within this section is labeled as “Achievements.” You can add athletic awards, academic awards/honors such as Dean’s List or membership in an honor society, publications, and professional achievements/recognition, among others. Collegiate achievements are preferred, but significant high school achievements (i.e., those at the national or international level, such as AP Scholar with Distinction or National Merit Semifinalist) can be added.

To add an achievement, you’ll first select an “Achievement Type.” These include Publications, Honors, or Awards. You’ll then complete the following sections:

• Achievement Details (60 characters). This should be the name of the award you won or recognition received, such as “Dean’s List.”
• Name of Presenting Organization (60 characters). In this section, you’ll insert the name of the organization or school through which you received recognition.
• Issued Date.  For recognition you’ve received more than once, such as being named to your college’s Dean’s List, you’ll want to choose the earliest date that you received recognition.
• Brief description (600 characters). Here, you can provide several sentences of context and/or note the award criteria, such as the minimum GPA required to earn Dean’s List recognition.

Finally, in the third subcategory, “Documents,” you’ll have the opportunity to upload supporting documentation such as a resume, visa documentation, or military transcript.

Program Materials

This area is akin to the supplemental applications that you filled out during the freshman application cycle. In this section, you must address school-specific essays and questions that require a short response. It’s important to always check the “Questions” tab within the Program Materials section as some schools only list their essay(s) here. Other schools will list the main essay in the “Documents” section, which can be a source of confusion. Some schools list essays in both places. Within the “Documents” tab, you will also find a list of documentation required by each prospective transfer institution, which may include items such as college transcripts, a mid-term report, or a resume. You can very easily upload directly into the form.

On the Common App transfer application, the “Recommendations” tab is where you’ll add recommenders.

Need a quick breakdown of how that works? Watch here:

Do i have to submit standardized test scores.

Ever since the arrival of COVID in 2020, the majority of American colleges have introduced  test-optional policies . These policies often extend to transfer students as well. Some schools, like the UC and CSU systems, have even gone test-blind. This means that they will not consider SAT or ACT scores in the admissions process. To see which type of policy your prospective institution(s) have adopted, view our complete list of test-blind and test-optional colleges.

Overall, 99% of colleges in 2024 will not require transfer students to submit test scores. However, at highly selective schools, submitting strong test scores may greatly improve your chances. For example, elite SAT scores will help you if transferring to Ivy League or Ivy-equivalent institutions.

The Common App Transfer Essay

Not every college requires an essay as part of their transfer application; however, plenty of selective institutions do. Many present applicants with a prompt that asks them, in essence, to explain why they want to transfer. For example:

 “The personal statement helps colleges get to know you better as a person and a student. Please provide a statement discussing your educational path. How does continuing your education at a new institution help you achieve your future goals?” 

In the words of Kierkegaard, “Life can only be understood backwards; but it must be lived forwards.” Briefly tell them where you have been and then move the conversation toward the future. As you discuss your educational journey so far and reasons for transferring, it’s important to avoid bashing your current school. Instead, focus on the opportunities your current school has provided you with and how you’ve taken advantage of them. Then, share why you’ll be better served at a different institution.

The best reasons for transferring are grounded in academics; any social or environmental factors are secondary considerations.  After taking several data science courses, perhaps you’ve decided you’d like to pursue a major in data science…but that option isn’t available at your current college. Alternatively, perhaps you’ve discovered that you’d like to attend a university with a more robust and supportive undergraduate research environment. Finally, after you explain how your past experience has brought you to this moment, make sure that you are crystal clear about your vision for the great things that lie ahead.

It’s important to note that Common App transfer essay requirements vary significantly depending on the school. Some schools will only require a version of the above essay prompt; others will ask students to also write a traditional personal statement and/or answer supplemental essay questions on topics that range from “Why Us?” to community-focused or extracurricular activity essays. Therefore, it’s essential to look at the various prompts you’ll need to write before getting started in order to figure out the balance of information across the application. Moreover, if you’re reapplying to a school that you applied to as a freshman, it should go without saying that you’ll need to write new essays.

What are my chances of getting accepted?

Of course, the answer to this question depends on whether you are applying to Columbia University (11% transfer acceptance rate) or the University of Missouri-Columbia (68% transfer acceptance rate). Last year, schools such as Bowdoin, Bates, Pomona, and Amherst all accepted fewer than 10% of applicants. Meanwhile, other stellar schools like George Mason, the University of Georgia, Indiana University, Elon, Clemson, and the University at Buffalo accepted the majority of those who applied.

Note: All of the previously mentioned schools are featured in College Transitions’ book— Colleges Worth Your Money: What America’s Top Schools Can Do for You  (Rowman & Littlefield, 2023).

It is also important to understand that transfer rates can be extremely volatile from year to year. Figures can be swayed by institutional needs and the number of open slots. For example, Dartmouth’s transfer acceptance rate has hovered between 0.5% and 10% in recent years.

Common App Transfer Guide – Final Thoughts

As a transfer applicant, you’ll be required to do things that you were not asked to do as a freshman applicant. For example, you may be required to complete a  mid-term report or  college report , and provide transcripts from both your high school and current college. You also need to approach your essays differently and may need to line up recommendation letters. Although navigating the transfer application process takes a solid amount of time and energy, you’ll be successful as long you stay highly organized, motivated, and focused on your future goals.

Andrew Belasco

A licensed counselor and published researcher, Andrew's experience in the field of college admissions and transition spans two decades. He has previously served as a high school counselor, consultant and author for Kaplan Test Prep, and advisor to U.S. Congress, reporting on issues related to college admissions and financial aid.

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Best Learning Essay Examples

Adult and continuing education.

467 words | 2 page(s)

There are a number of teaching strategies used by the teacher to help assist in engaging the audience of the class and encouraging adequate learning techniques and an overall understanding of the material. The teacher firstly interacts with the class in order to encourage interest in the material and continued attention. The teacher asks questions of particular individuals in order to determine their level of understanding and whether they are comfortable with the level and pace of learning and instruction being undertaken. The teacher also uses the andragogical approach which involves the use of technology and interpersonal skills throughout the class and in this situation, it is carried out highly effectively.

The audience, which is comprised of mainly older adults, respond positively to the teacher either by their eagerness to answer questions or responsiveness to the material presented. The teacher changes their scope and stance throughout the lesson in line with the use of interpersonal teaching strategies whilst also referring to digital media, confirming a more extensive reliance on technology. The class ask questions in relation to the displayed powerpoint presentation, hence confirming the overall effectiveness of this approach. The teacher, in addition to the other approaches, attempts to gain a greater knowledge of the class in order to promote greater learning and professional relationships between the teacher, the material being presented and the class present in the classroom.

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There are times throughout the class where the teacher will attempt to gain a greater knowledge of a particular student and this is normally carried out prior to asking questions relating to theoretical components or teachings. Therefore, the teacher was very effective in encouraging a diverse range of learning techniques and styles and most importantly, engaging the audience. In regards to a more observational analysis of the teaching, the classroom is very interactive and the seats are set up so that the class have a broader view and appreciation of what is being presented and can easily interact with the teacher. The teachers’ voice is loud and encouraging and the class are able to respond quickly as a result of the classroom set up. On a more personal note, I would not have changed too many aspects of the class besides the tone of the teachers’ voice. Monotone was used throughout the class and may have at times, struggled to motivate class participation or to inspire interest in the class material.

This is only a minor detail of what was a very effective and successful class where the students were constantly engaged in the material and there were limited moments where there were pauses between material or any issues in regards to the teachings. The teacher also had a general knowledge of the class and their requirements which assisted in providing a positive learning experience for all involved.

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Should college essays touch on race? Some feel the affirmative action ruling leaves them no choice

When the supreme court ended affirmative action, it left the college essay as one of few places where race can play a role in admissions decisions.

Max Decker, a senior at Lincoln High School, sits for a portrait in the school library where he often worked on writing his college essays, in Portland, Ore., Wednesday, March 20, 2024.

Amanda Loman / AP

Like many students, Max Decker of Portland, Oregon, had drafted a college essay on one topic, only to change direction after the Supreme Court ruling in June.

Decker initially wrote about his love for video games. In a childhood surrounded by constant change, navigating his parents’ divorce, the games he took from place to place on his Nintendo DS were a source of comfort.

But the essay he submitted to colleges focused on the community he found through Word is Bond, a leadership group for young Black men in Portland.

As the only biracial, Jewish kid with divorced parents in a predominantly white, Christian community, Decker wrote he felt like the odd one out. On a trip with Word is Bond to Capitol Hill, he and friends who looked just like him shook hands with lawmakers. The experience, he wrote, changed how he saw himself.

“It’s because I’m different that I provide something precious to the world, not the other way around,” wrote Decker, whose top college choice is Tulane, in New Orleans, because of the region’s diversity.

This year’s senior class is the first in decades to navigate college admissions without affirmative action . The Supreme Court upheld the practice in decisions going back to the 1970s, but this court’s conservative supermajority found it is unconstitutional for colleges to give students extra weight because of their race alone.

Still, the decision left room for race to play an indirect role: Chief Justice John Roberts wrote universities can still consider how an applicant’s life was shaped by their race, “so long as that discussion is concretely tied to a quality of character or unique ability.”

Scores of colleges responded with new essay prompts asking about students’ backgrounds.

FILE - Demonstrators protest outside of the Supreme Court in Washington, in this June 29, 2023 file photo, after the Supreme Court struck down affirmative action in college admissions, saying race cannot be a factor.

Jose Luis Magana / AP

Writing about feeling more comfortable with being Black

When Darrian Merritt started writing his essay, his first instinct was to write about events that led to him going to live with his grandmother as a child. Those were painful memories, but he thought they might play well at schools like Yale, Stanford and Vanderbilt.

“I feel like the admissions committee might expect a sob story or a tragic story,” said Merritt, a senior in Cleveland. “I wrestled with that a lot.”

Eventually he abandoned the idea and aimed for an essay that would stand out for its positivity.

Merritt wrote about a summer camp where he started to feel more comfortable in his own skin. He described embracing his personality and defying his tendency to please others. But the essay also reflects on his feelings of not being “Black enough” and getting made fun of for listening to “white people music.”

Related: Oregon colleges, universities weigh potential outcomes of US Supreme Court decision on affirmative action

Essay about how to embrace natural hair

When Hillary Amofa started writing her college essay, she told the story she thought admissions offices wanted to hear. About being the daughter of immigrants from Ghana and growing up in a small apartment in Chicago. About hardship and struggle.

Then she deleted it all.

“I would just find myself kind of trauma-dumping,” said the 18-year-old senior at Lincoln Park High School in Chicago. “And I’m just like, this doesn’t really say anything about me as a person.”

Amofa was just starting to think about her essay when the court issued its decision, and it left her with a wave of questions. Could she still write about her race? Could she be penalized for it? She wanted to tell colleges about her heritage but she didn’t want to be defined by it.

In English class, Amofa and her classmates read sample essays that all seemed to focus on some trauma or hardship. It left her with the impression she had to write about her life’s hardest moments to show how far she’d come. But she and some classmates wondered if their lives had been hard enough to catch the attention of admissions offices.

Hillary Amofa, laughs as she participates in a team building game with members of the Lincoln Park High School step team after school Friday, March 8, 2024, in Chicago. When she started writing her college essay, Amofa told the story she thought admissions offices wanted to hear. She wrote about being the daughter of immigrants from Ghana, about growing up in a small apartment in Chicago. She described hardship and struggle. Then she deleted it all. "I would just find myself kind of trauma-dumping," said the 18 year-old senior, "And I'm just like, this doesn't really say anything about me as a person."

Charles Rex Arbogast / AP

Amofa used to think affirmative action was only a factor at schools like Harvard and Yale. After the court’s ruling, she was surprised to find that race was taken into account even at public universities she was applying to.

Now, without affirmative action, she wondered if mostly white schools will become even whiter.

It’s been on her mind as she chooses between Indiana University and the University of Dayton, both of which have relatively few Black students. When she was one of the only Black students in her grade school, she could fall back on her family and Ghanaian friends at church. At college, she worries about loneliness.

“That’s what I’m nervous about,” she said. “Going and just feeling so isolated, even though I’m constantly around people.”

Related: Some Oregon universities, politicians disappointed in Supreme Court decision on affirmative action

The first drafts of her essay didn’t tell colleges about who she is now, she said.

Her final essay describes how she came to embrace her natural hair. She wrote about going to a mostly white grade school where classmates made jokes about her afro.

Over time, she ignored their insults and found beauty in the styles worn by women in her life. She now runs a business doing braids and other hairstyles in her neighborhood.

“Criticism will persist,” she wrote “but it loses its power when you know there’s a crown on your head!”

Ma reported from Portland, Oregon.

The Associated Press’ education coverage receives financial support from multiple private foundations. AP is solely responsible for all content. Find AP’s standards for working with philanthropies, a list of supporters and funded coverage areas at AP.org .

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Amna Khalid says institutions need to rethink DEI initiatives.

Photo by Dylan Goodman

Pushing back on DEI ‘orthodoxy’

Panelists support diversity efforts but worry that current model is too narrow, denying institutions the benefit of other voices, ideas

Nikki Rojas

Harvard Staff Writer

It’s time to take a harder look at the role of Diversity, Equity, and Inclusion in higher education.

That was the overall theme of a searing panel discussion at Smith Campus Center on Thursday. Titled “Academic Freedom, DEI, & the Future of Higher Education,” the event featured scholars specializing in law, history, politics, and diversity.

“The power of diversity for learning is irreplaceable,” said panelist Amna Khalid, associate professor of history at Carleton College in Minnesota. “It is incredible, and it is a value that I strongly believe in as someone who is the product of various educational systems.”

However, Khalid shared that she often finds herself at odds with the approach DEI practitioners take in higher education — an approach she termed “DEI Inc.”

Khalid wrote an opinion piece with Carlton colleague Jeffrey Aaron Snyder last year for the Chronicle of Higher Education. The essay, titled “ Yes, DEI Can Erode Academic Freedom. Let’s Not Pretend Otherwise ,” argues that under the logic of the prevailing DEI model, “Education is a product, students are consumers, and campus diversity is a customer-service issue that needs to be administered from the top down.”

All too often, Khalid said at the event, practitioners implement a “model underscored by a notion of harm and that students somehow need to be protected from harm.”

Jeannie Suk Gersen, John H. Watson, Jr. Professor of Law at Harvard Law School, agreed with that assessment and said that people who object to DEI do not often equate it to the idea of diversity.

“It’s, in fact, a set of ideas that have become very narrowed to one specific orthodoxy about what diversity means, what equity and inclusion mean, so that it shuts out a whole bunch of other ideas about what diversity, equity, and inclusion may be,” Suk Gersen said.

The lone voice to advocate for a professionalized and accountable DEI workforce was Stacy Hawkins, a Rutgers University law professor and scholar of DEI.

“Perhaps it’s simply just the introduction of diversity into our institutions that’s going to create discomfort — that’s going to make it harder to have the same conversations, to do the same things, to say and behave in the same ways that we used to,” said Hawkins, who underscored the challenge of welcoming diverse students without diverse faculty. “But that doesn’t mean that it’s not a worthwhile exercise to try.”

Panelists also fielded questions on academic freedom and free speech, and whether DEI infringes on those rights.

DEI is “almost always wrong in the sense that it subverts classical liberal principles of the academic mission of open inquiry, truth seeking, knowledge creation, research, and debating ideas,” responded panelist Ilya Shapiro, senior fellow and director of constitutional studies at the Manhattan Institute.

He went on to quote Hanna Holborn Gray, former president of the University of Chicago, who once said: “Education should not be intended to make people comfortable; it is meant to make them think.”

Shapiro proved the only panelist to argue for the total elimination of university DEI offices without replacing them with other structures designed to achieve diversity goals. Instead, he said that student affairs, compliance officers, and admissions should assume any responsibilities related to diversity.

Last week’s discussion was sponsored by the Faculty of Arts and Sciences’ Civil Discourse Initiative , the Harvard College Intellectual Vitality Initiative , and the Edmond & Lily Safra Center for Ethics .

Also discussed were social media and the distorted views it surfaces on DEI.

Hawkins noted that DEI takes a real beating on the platforms, all while cancel culture is the true driver behind most modern outrage. “There is this heightened sense of awareness,” she said. “There’s this heightened sense of accountability. There is this heightened sense of threat. And this heightened sense of punitive action, all surrounding a larger cultural phenomenon that has nothing to do with diversity, equity, and inclusion.”

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How to get scholarships for college in high school.

Your goal is to attend the college of your dreams, but you’ve started to discover all the expenses you’ll be responsible for when you do . College tuition, living expenses, books, supplies, the list can go on and on and can be overwhelming.

Scholarships are essentially gifts. For the most part, they don't need to be repaid. Many of them are out there, offered by schools, employers, individuals, private companies, nonprofits, local community organizations, religious groups, and professional and social groups.

And there are many scholarships for students to apply for as early as their freshman year of high school.

Read on to learn more about how to get scholarships in high school.

Can high school students apply for college scholarships?

Many scholarship opportunities are available for high school students to start applying for to help pay for college. A scholarship might cover the entire cost of tuition, or it might be a one-time award of a few hundred dollars. Either way, they’re worth applying for, because any amount will help reduce the cost of your education.

Most scholarship deadlines are between September and May, although some scholarships allow you to apply throughout the year. This makes applying on breaks and off time easier so it doesn’t interfere with homework and studying.

Making the scholarship search a part of your high school routine will go a long way as far as possibly securing scholarships and will help to ensure you don’t miss deadlines.

College scholarships for high school sophomores, juniors, and seniors

There are many college scholarships sophomores, juniors, and seniors in high school are eligible to apply for. Here’s how to begin your search:

Online scholarship databases

There are plenty of online scholarship databases you can use to begin your search. We recommend exploring several as a starting point for your search. Use them to narrow down the scholarships that are out there so that you can then research a list of scholarships further.

School counselors

Contact your high school and college counselors and let them know you’re looking for scholarships. They’ll help you narrow down what kind of scholarships you may qualify for and where to look for them.

Teachers and coaches

If you’re interested in continuing any specific academic or athletic pursuits in college, reach out to teachers and coaches at your high school for help. Even if they don’t know of any specific scholarships, they’ll be able to help you present yourself well on scholarship applications.

Special interest organizations

Organizations that serve specific hobbies, pursuits, or demographics will also have information about relevant scholarships. A huge number of scholarships are available nationwide for specific interests, activities, and communities.

State scholarships

Contact your state’s education agency for more information about their merit and need-based scholarship programs.

Never hesitate to do a web search for a specific scholarship you’re hoping may exist. You’ll be surprised at the depth and breadth of what you’ll find.

Scholarship application tips

Every scholarship has a different application process, but many of the requirements overlap. While some local organizations may ask that you fill out a physical application, most applications are filed online.

Typical academic-based scholarships will require proof that you meet the eligibility conditions and an essay based on a given topic or prompt. Athletic and talent-based scholarships will also often ask you to provide evidence of your skill, which could mean a live performance, a portfolio, or a video of your athletic achievements.

Scholarship essay writing tips

When writing a scholarship essay, it’s best to start early. Make sure your essay fits the requested topic and do plenty of research. Ask a teacher you trust to look at your essay and offer critiques.

The essay is your chance to set yourself apart from the rest of the candidates. Do everything you can to make sure it stands out.

Final thoughts

The earlier you start applying for scholarships, the better your chances of receiving aid. Stay ahead of deadlines to ensure you’re putting your best foot forward when applying for scholarships. Good luck with your search!

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Should college essays touch on race? Some feel affirmative action ruling leaves no choice

When the supreme court ended affirmative action in higher education, it left the college essay as one of few places where race can play a role in admissions..

By The Associated Press

5:20 AM on Mar 28, 2024 CDT

CHICAGO — When she started writing her college essay, Hillary Amofa told the story she thought admissions offices wanted to hear. About being the daughter of immigrants from Ghana and growing up in a small apartment in Chicago. About hardship and struggle.

Then she deleted it all.

“I would just find myself kind of trauma-dumping,” said the 18-year-old senior at Lincoln Park High School in Chicago. “And I’m just like, this doesn’t really say anything about me as a person.”

When the Supreme Court ended affirmative action in higher education, it left the college essay as one of few places where race can play a role in admissions decisions. For many students of color, instantly more was riding on the already high-stakes writing assignment. Some say they felt pressure to exploit their hardships as they competed for a spot on campus.

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Related: Gov. Abbott issues executive order fighting antisemitism at Texas colleges

Amofa was just starting to think about her essay when the court issued its decision, and it left her with a wave of questions. Could she still write about her race? Could she be penalized for it? She wanted to tell colleges about her heritage but she didn’t want to be defined by it.

In English class, Amofa and her classmates read sample essays that all seemed to focus on some trauma or hardship. It left her with the impression she had to write about her life’s hardest moments to show how far she’d come. But she and some of her classmates wondered if their lives had been hard enough to catch the attention of admissions offices.

“For a lot of students, there’s a feeling of, like, having to go through something so horrible to feel worthy of going to school, which is kind of sad,” said Amofa, the daughter of a hospital technician and an Uber driver.

This year’s senior class is the first in decades to navigate college admissions without affirmative action. The Supreme Court upheld the practice in decisions going back to the 1970s, but this court’s conservative supermajority found it is unconstitutional for colleges to give students extra weight because of their race alone.

Still, the decision left room for race to play an indirect role: Chief Justice John Roberts wrote universities can still consider how an applicant’s life was shaped by their race, “so long as that discussion is concretely tied to a quality of character or unique ability.”

“A benefit to a student who overcame racial discrimination, for example, must be tied to that student’s courage and determination,” he wrote.

Scores of colleges responded with new essay prompts asking about students’ backgrounds. Brown University asked applicants how “an aspect of your growing up has inspired or challenged you.” Rice University asked students how their perspectives were shaped by their “background, experiences, upbringing, and/or racial identity.”

Do schools ‘expect a sob story’?

When Darrian Merritt started writing his essay, he knew the stakes were higher than ever because of the court’s decision. His first instinct was to write about events that led to him going to live with his grandmother as a child.

Those were painful memories, but he thought they might play well at schools like Yale, Stanford and Vanderbilt.

“I feel like the admissions committee might expect a sob story or a tragic story,” said Merritt, a senior in Cleveland. “And if you don’t provide that, then maybe they’re not going to feel like you went through enough to deserve having a spot at the university. I wrestled with that a lot.”

Related: Texas colleges risk millions if they break DEI ban, lawmaker says

He wrote drafts focusing on his childhood, but it never amounted to more than a collection of memories. Eventually he abandoned the idea and aimed for an essay that would stand out for its positivity.

Merritt wrote about a summer camp where he started to feel more comfortable in his own skin. He described embracing his personality and defying his tendency to please others. The essay had humor — it centered on a water gun fight where he had victory in sight but, in a comedic twist, slipped and fell. But the essay also reflects on his feelings of not being “Black enough” and getting made fun of for listening to “white people music.”

“I was like, ‘OK, I’m going to write this for me, and we’re just going to see how it goes,’” he said. “It just felt real, and it felt like an honest story.”

The essay describes a breakthrough as he learned “to take ownership of myself and my future by sharing my true personality with the people I encounter. ... I realized that the first chapter of my own story had just been written.”

Ruling prompts pivots on essay topics

Like many students, Max Decker of Portland, Ore., had drafted a college essay on one topic, only to change direction after the Supreme Court ruling in June.

Decker initially wrote about his love for video games. In a childhood surrounded by constant change, navigating his parents’ divorce, the games he took from place to place on his Nintendo DS were a source of comfort.

But the essay he submitted to colleges focused on the community he found through Word is Bond, a leadership group for young Black men in Portland.

As the only biracial, Jewish kid with divorced parents in a predominantly white, Christian community, Decker wrote he constantly felt like the odd one out. On a trip with Word is Bond to Capitol Hill, he and friends who looked just like him shook hands with lawmakers. The experience, he wrote, changed how he saw himself.

“It’s because I’m different that I provide something precious to the world, not the other way around,” he wrote.

As a first-generation college student, Decker thought about the subtle ways his peers seemed to know more about navigating the admissions process. They made sure to get into advanced classes at the start of high school, and they knew how to secure glowing letters of recommendation.

If writing about race would give him a slight edge and show admissions officers a fuller picture of his achievements, he wanted to take that small advantage.

His first memory about race, Decker said, was when he went to get a haircut in elementary school and the barber made rude comments about his curly hair. Until recently, the insecurity that moment created led him to keep his hair buzzed short.

Related: Dallas approves more than $30 million in contracts to improve sidewalks citywide

Through Word is Bond, Decker said he found a space to explore his identity as a Black man. It was one of the first times he was surrounded by Black peers and saw Black role models. It filled him with a sense of pride in his identity. No more buzzcut.

The pressure to write about race involved a tradeoff with other important things in his life, Decker said. That included his passion for journalism, like the piece he wrote on efforts to revive a once-thriving Black neighborhood in Portland. In the end, he squeezed in 100 characters about his journalism under the application’s activities section.

“My final essay, it felt true to myself. But the difference between that and my other essay was the fact that it wasn’t the truth that I necessarily wanted to share,” said Decker, whose top college choice is Tulane, in New Orleans, because of the region’s diversity. “It felt like I just had to limit the truth I was sharing to what I feel like the world is expecting of me.”

Spelling out the impact of race

Before the Supreme Court ruling, it seemed a given to Imani Laird that colleges would consider the ways that race had touched her life. But now, she felt like she had to spell it out.

As she started her essay, she reflected on how she had faced bias or felt overlooked as a Black student in predominantly white spaces.

There was the year in math class when the teacher kept calling her by the name of another Black student. There were the comments that she’d have an easier time getting into college because she was Black.

Related: Federal appeals court questions legality of Texas immigration law

“I didn’t have it easier because of my race,” said Laird, a senior at Newton South High School in the Boston suburbs who was accepted at Wellesley and Howard University, and is waiting to hear from several Ivy League colleges. “I had stuff I had to overcome.”

In her final essays, she wrote about her grandfather, who served in the military but was denied access to GI Bill benefits because of his race.

She described how discrimination fueled her ambition to excel and pursue a career in public policy.

“So, I never settled for mediocrity,” she wrote. “Regardless of the subject, my goal in class was not just to participate but to excel. Beyond academics, I wanted to excel while remembering what started this motivation in the first place.”

Will schools lose racial diversity?

Amofa used to think affirmative action was only a factor at schools like Harvard and Yale. After the court’s ruling, she was surprised to find that race was taken into account even at some public universities she was applying to.

Now, without affirmative action, she wondered if mostly white schools will become even whiter.

It’s been on her mind as she chooses between Indiana University and the University of Dayton, both of which have relatively few Black students. When she was one of the only Black students in her grade school, she could fall back on her family and Ghanaian friends at church. At college, she worries about loneliness.

“That’s what I’m nervous about,” she said. “Going and just feeling so isolated, even though I’m constantly around people.”

The first drafts of her essay focused on growing up in a low-income family, sharing a bedroom with her brother and grandmother. But it didn’t tell colleges about who she is now, she said.

Her final essay tells how she came to embrace her natural hair. She wrote about going to a mostly white grade school where classmates made jokes about her afro. When her grandmother sent her back with braids or cornrows, they made fun of those too.

Over time, she ignored their insults and found beauty in the styles worn by women in her life. She now runs a business doing braids and other hairstyles in her neighborhood.

“I stopped seeing myself through the lens of the European traditional beauty standards and started seeing myself through the lens that I created,” Amofa wrote.

“Criticism will persist, but it loses its power when you know there’s a crown on your head!”

By Collin Binkley, Annie Ma and Noreen Nasir of The Associated Press

The Associated Press

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• Environment

‘Trauma-dumping’ or true to oneself? College applicants take on race in essays.

The supreme court’s ruling on affirmative action left students of color uncertain how their race should figure into college essays. this year’s high school seniors had to forge new paths when it came to sharing aspects of personal identity..

When she started writing her college essay, Hillary Amofa told the story she thought admissions offices wanted to hear. About being the daughter of immigrants from Ghana and growing up in a small apartment in Chicago. About hardship and struggle.

Then she deleted it all.

“I would just find myself kind of trauma-dumping,” said the senior at Lincoln Park High School in Chicago. “And I’m just like, this doesn’t really say anything about me as a person.”

When the Supreme Court ended affirmative action in higher education, it left the college essay as one of few places where race can play a role in admissions decisions. For many students of color, instantly more was riding on the already high-stakes writing assignment. Some say they felt pressure to exploit their hardships as they competed for a spot on campus.

Ms. Amofa was just starting to think about her essay when the court issued its decision, and it left her with a wave of questions. Could she still write about her race? Could she be penalized for it? She wanted to tell colleges about her heritage but she didn’t want to be defined by it.

In English class, Ms. Amofa and her classmates read sample essays that all seemed to focus on some trauma or hardship. It left her with the impression she had to write about her life’s hardest moments to show how far she’d come. But she and some of her classmates wondered if their lives had been hard enough to catch the attention of admissions offices.

“For a lot of students, there’s a feeling of, like, having to go through something so horrible to feel worthy of going to school, which is kind of sad,” said Ms. Amofa, the daughter of a hospital technician and an Uber driver.

This year’s senior class is the first in decades to navigate college admissions without affirmative action. The Supreme Court upheld the practice in decisions going back to the 1970s, but this court’s conservative supermajority found it is unconstitutional for colleges to give students extra weight because of their race alone.

Still, the decision left room for race to play an indirect role: Chief Justice John Roberts wrote universities can still consider how an applicant’s life was shaped by their race, “so long as that discussion is concretely tied to a quality of character or unique ability.”

“A benefit to a student who overcame racial discrimination, for example, must be tied to that student’s courage and determination,” he wrote.

Scores of colleges responded with new essay prompts asking about students’ backgrounds. Brown University asked applicants how “an aspect of your growing up has inspired or challenged you.” Rice University asked students how their perspectives were shaped by their “background, experiences, upbringing, and/or racial identity.”

Wondering if schools ‘expect a sob story’

When Darrian Merritt started writing his essay, he knew the stakes were higher than ever because of the court’s decision. His first instinct was to write about events that led to him going to live with his grandmother as a child.

Those were painful memories, but he thought they might play well at schools like Yale, Stanford, and Vanderbilt.

“I feel like the admissions committee might expect a sob story or a tragic story,” said Mr. Merritt, a senior in Cleveland. “And if you don’t provide that, then maybe they’re not going to feel like you went through enough to deserve having a spot at the university. I wrestled with that a lot.”

He wrote drafts focusing on his childhood, but it never amounted to more than a collection of memories. Eventually he abandoned the idea and aimed for an essay that would stand out for its positivity.

Mr. Merritt wrote about a summer camp where he started to feel more comfortable in his own skin. He described embracing his personality and defying his tendency to please others. The essay had humor – it centered on a water gun fight where he had victory in sight but, in a comedic twist, slipped and fell. But the essay also reflects on his feelings of not being “Black enough” and getting made fun of for listening to “white people music.”

“I was like, ‘OK, I’m going to write this for me, and we’re just going to see how it goes,’” he said. “It just felt real, and it felt like an honest story.”

The essay describes a breakthrough as he learned “to take ownership of myself and my future by sharing my true personality with the people I encounter. ... I realized that the first chapter of my own story had just been written.”

A ruling prompts pivots on essay topics

Like many students, Max Decker of Portland, Oregon, had drafted a college essay on one topic, only to change direction after the Supreme Court ruling in June.

Mr. Decker initially wrote about his love for video games. In a childhood surrounded by constant change, navigating his parents’ divorce, the games he took from place to place on his Nintendo DS were a source of comfort.

But the essay he submitted to colleges focused on the community he found through Word is Bond, a leadership group for young Black men in Portland.

As the only biracial, Jewish kid with divorced parents in a predominantly white, Christian community, Mr. Decker wrote he constantly felt like the odd one out. On a trip with Word is Bond to Capitol Hill, he and friends who looked just like him shook hands with lawmakers. The experience, he wrote, changed how he saw himself.

“It’s because I’m different that I provide something precious to the world, not the other way around,” he wrote.

As a first-generation college student, Mr. Decker thought about the subtle ways his peers seemed to know more about navigating the admissions process. They made sure to get into advanced classes at the start of high school, and they knew how to secure glowing letters of recommendation.

If writing about race would give him a slight edge and show admissions officers a fuller picture of his achievements, he wanted to take that small advantage.

His first memory about race, Mr. Decker said, was when he went to get a haircut in elementary school and the barber made rude comments about his curly hair. Until recently, the insecurity that moment created led him to keep his hair buzzed short.

Through Word is Bond, Mr. Decker said he found a space to explore his identity as a Black man. It was one of the first times he was surrounded by Black peers and saw Black role models. It filled him with a sense of pride in his identity. No more buzzcut.

The pressure to write about race involved a tradeoff with other important things in his life, Mr. Decker said. That included his passion for journalism, like the piece he wrote on efforts to revive a once-thriving Black neighborhood in Portland. In the end, he squeezed in 100 characters about his journalism under the application’s activities section.

“My final essay, it felt true to myself. But the difference between that and my other essay was the fact that it wasn’t the truth that I necessarily wanted to share,” said Mr. Decker, whose top college choice is Tulane, in New Orleans, because of the region’s diversity. “It felt like I just had to limit the truth I was sharing to what I feel like the world is expecting of me.”

Spelling out the impact of race

Before the Supreme Court ruling, it seemed a given to Imani Laird that colleges would consider the ways that race had touched her life. But now, she felt like she had to spell it out.

As she started her essay, she reflected on how she had faced bias or felt overlooked as a Black student in predominantly white spaces.

There was the year in math class when the teacher kept calling her by the name of another Black student. There were the comments that she’d have an easier time getting into college because she was Black.

“I didn’t have it easier because of my race,” said Ms. Laird, a senior at Newton South High School in the Boston suburbs who was accepted at Wellesley and Howard University, and is waiting to hear from several Ivy League colleges. “I had stuff I had to overcome.”

In her final essays, she wrote about her grandfather, who served in the military but was denied access to GI Bill benefits because of his race.

She described how discrimination fueled her ambition to excel and pursue a career in public policy.

“So, I never settled for mediocrity,” she wrote. “Regardless of the subject, my goal in class was not just to participate but to excel. Beyond academics, I wanted to excel while remembering what started this motivation in the first place.”

Will schools lose racial diversity?

Ms. Amofa used to think affirmative action was only a factor at schools like Harvard and Yale. After the court’s ruling, she was surprised to find that race was taken into account even at some public universities she was applying to.

Now, without affirmative action, she wondered if mostly white schools will become even whiter.

It’s been on her mind as she chooses between Indiana University and the University of Dayton, both of which have relatively few Black students. When she was one of the only Black students in her grade school, she could fall back on her family and Ghanaian friends at church. At college, she worries about loneliness.

“That’s what I’m nervous about,” she said. “Going and just feeling so isolated, even though I’m constantly around people.”

The first drafts of her essay focused on growing up in a low-income family, sharing a bedroom with her brother and grandmother. But it didn’t tell colleges about who she is now, she said.

Her final essay tells how she came to embrace her natural hair. She wrote about going to a mostly white grade school where classmates made jokes about her afro. When her grandmother sent her back with braids or cornrows, they made fun of those, too.

Over time, she ignored their insults and found beauty in the styles worn by women in her life. She now runs a business doing braids and other hairstyles in her neighborhood.

“I stopped seeing myself through the lens of the European traditional beauty standards and started seeing myself through the lens that I created,” Ms. Amofa wrote.

“Criticism will persist, but it loses its power when you know there’s a crown on your head!”

This story was reported by The Associated Press. Annie Ma reported from Portland, Oregon.

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What It’s Like To Be an International Student in Moscow?

• December 4, 2021

If you have plans to study in Moscow, knowing a bit about the city can help manage your expectations. Plus, it gives you useful knowledge as an international student in the city.

You may be wondering if being a student in Moscow is any different from other Russian cities or any study destinations for that matter. To satisfy your curiosity, we listed out a couple of key things you should know.

Top-Tier STEM Programs

If you’re pursuing a STEM degree in Russia, you’re in for premium education. Big investments go into Russian Universities to support these programs with world-class facilities and research.

Apart from these facilities, faculty members are also a delight to learn from with their extensive knowledge. It’s no wonder why the country produced 31 Nobel Prize winners.

Fast and Efficient Public Transportation System

Mass transit will play a big role in your travels around Moscow. Fortunately, the city’s mass transportation system experienced transformative changes, making it more comfortable for passengers. 

You can take the metro, buses, trams, or taxis depending on where you’re going or how fast you want to get there. Study our guide to Moscow’s transportation system to learn more.

Hub of Innovation

Moscow universities alone are proof of how well-invested the Russians are in their science education. For example, the Peoples’ Friendship University of Russia (RUDN) has training simulation centers. Some medical students use these facilities for technical practice and communicating with patients.

RUDN also has a Mission Control Center for students of space technology. This center even gets the same live feed as Russia’s space agency!

Mouth-Watering Russian Cuisine

As the capital city of Russia, Moscow is brimming with places that offer delicious Russian food . There are mid-range restaurants, cafes and food parks you can visit for your mini food trips.

Some of the best dishes you can try are Pelmeni, Borscht, and Blini. You can also try street food like Pirozhki or take a bite of Shashlik, which is the Russians’ take on Kebabs.

Language Barrier Won’t Be a Problem

Most Russians don’t speak English, but in the university setting, your English skills will serve you well. Most faculty members can converse well in English.

Apart from this,  there’s also a wide selection of English-taught courses you can look into. Plus, you’ll most likely take a one-year Russian preparatory course first before your school starts.

There are Many Places to See

As an international student in Moscow, you’ll love the limitless opportunity to travel. The best part is most of these places are also budget-friendly. 

You can take a trip to the Red Square or visit Bunker 42. If you need more options, see our list of budget-friendly places in Moscow for international students.

Now that you have an idea of what it’s like to be an international student in Moscow, learn more about your study destination by checking out more articles  here at MSM Unify. You May Also like Things You Can Do in Moscow on a Budget

Budget-Friendly Places in Moscow

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Why students choose Russia as their travel destination

No comments · Posted by Alex Smirnov in Travel

If you are looking for something different but unique and are not satisfied by the traditional offer of tourist destinations, try looking eastward for a moment. We are not talking about the Far East but just east of Europe and a little further than better-known destinations like Venice or Berlin. We invite you to visit Russia and discover interesting facts about Russia that make this country so special.

Today, Russian tourism is on a rise for a variety of reasons, including great food, cultural heritage, and beautiful cities like Moscow or St. Petersburg. Traveling is supposed to be about exploring new things or meeting new people and this country is a tourist gem waiting to be discovered.

1. Cultural Heritage

Russia might be a part of Europe but for most westerners, it is still a mysterious country with a unique mentality that makes them curious. People in Russia seem like warm, emotional souls who like drinking vodka and eating caviar for breakfast which is not far from the truth. This little prejudice doesn’t really summarize their cultural heritage which is vast and colorful.

We could write essays and college papers about Hermitage or Moscow’s Metro which is like a museum in the open. The city of St. Petersburg looks like the capital of some North Pole Kingdom with its castles, boulevards, and winter palaces. Maintaining the beauty of cultural monuments is taken very seriously so each tourist will enjoy a display of east-European architecture and design. We warmly recommend visiting sites like:

* Hermitage Museum * Red Square in Moscow * The Peterhof Palace * Mariinsky Theatre * Saint Isaac’s Cathedral

2. Beautiful Nature

Just like Russian literature, everything in this country comes in big portions and inspires topics and interesting conversations. Huge cities, enormous landscapes, or large meals are just some examples, but traveling is how you get to know a country, not by reading essays or college papers. The most popular thing that students write in their essays on travelling through Russia is it’s frighteningly vast natural wildlife scenery. There are almost fifty national parks across this whole country so take your pick and enjoy connecting with mother nature. One will get plenty of topic ideas to inspire him If he wishes to write an essay after such a mesmerizing trip.

Some of the most beautiful National Parks are:

* Losiny Ostrov * Bashkiriya * Kenozersky * Kalevalsky * Chavash Varmane

3. Education Opportunities

While native Russian might be a little difficult to learn, for those who conquer its basics, there are amazing opportunities to study in Russian college or university. Know that Russia’s education system is quite liberal so if you wondered does Russia have free college, the answer is affirmative. Many exchange student programs are available for those who show interest to study here.

This could be a unique chance to exchange cultural capital and values while reaching your educational goals. Studying in a Russian college is not so different in terms of taking classes and other obligations like writing research papers on various topics. Having paper due assignments might come less often because Russians prefer oral examination or open discussion.

Some of the Top Universities to check out:

* Tomsk Polytechnic University * MISIS University of Science and Technology * Moscow Engineering Physics Institute * HSE University of Economics

4. Having Fun Russian Style

After all those essays, topic ideas, and college papers it is time to have some proper fun. Join your new friends as they take you through local taverns, try domestic cuisine, plus a few shots of national drinks. There are so many examples of traditional hospitality that one will experience on every corner, as he discovers some fabulous wonders of this great country. If one could write summaries about his Russian experience it would definitely include accounts of long nights in Moscow’s inns and nightclubs.

Maybe one of these:

* Propaganda * Pravda Club * Gipsy * City Pub Crawl

These are the Russia facts, but we encourage travelers to explore uncharted territories by hanging out with local people thus learning about their culture and customs. That is the best way to truly understand the heart of its people. Changing scenery is always good for young students as it signals a fresh start in their lives. Maybe visiting this country will refresh your spirit or inspire you to achieve all your educational goals and dreams.

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