You can handle multiple choice and short-answer tests. But when faced with a time limit and a blank page, many students panic. Essay tests can take some getting used to, but they’re not so bad if you know the strategy.

Know Your Topic

First, be sure to answer the question that’s asked. Many students get low grades on essay tests in both traditional and online colleges because they write an excellent essay that doesn’t have anything to do with the topic. Keep on track by starting off with a strong topic sentence that clearly answers the question, and let this guide the rest of your work.

By the time you get to the essay test, you should know what your professor or the testing conventions expect when it comes to structure. Your professor may not expect a perfectly polished essay, but good organization can go a long way toward boosting your grade. Know how to write a topic sentence and support your points with evidence. If you have trouble here, a classs on essay writting for college assignments can help.

Watch the clock

Good timing is crucial. Many students fail at the essay test because they aren’t good with time management. Generally speaking, if your essay test is worth 40% of your test grade, spend 40% of your time on it. In addition, spend more time on brainstorming and outlining than you think—some educators suggest as much as half your time. If you can organize your thoughts ahead of time, your writing time will be much faster and more coherent.

Most professors don’t mind if you revise as long as you don’t just keep adding to your essay as thoughts come to you—organization is key. Feel free to cross out and make notes in margins, as long as things are neat enough to read. It’s a good idea to write on only every other line if you’re using lined paper, or leave plenty of space between lines if you’re not.

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Long ago, there was a time, when parents told children to read slowly and loudly to understand everything they read. A lot of things have changed. Today’s children have bigger syllabi to learn. Now, learning experts and teachers ask students to read faster and grasp important points.

Here are a few tips for students who have a lot to learn, but very little time.

Taking Notes

-Taking notes is an important part of learning. You need to take lecture notes (classroom notes) and notes from your textbook.

-Go through the lessons on the day before your teacher would teach it in the class. This gives you an idea of what to expect.

-Write down important ideas as bullet points. One word or a phrase is enough to include an idea.

- Organize your notes into separate files. Each subject should have a different file. Label the outer page of the file with name of the subject and your teacher. You should also neatly organize each file according to chapters and topics.

Some educators who are dedicated to excellence in education and devotion to their school, students, and community wish to advance their teaching career and take that next step toward becoming a principal. However, returning to a traditional educational setting in order to reach this goal may not always be easy for some teachers. There are some alternatives to the path of principal licensure. The University of Cincinnati offers a Masters of Education for obtaining your principal licensure that is accredited by the National Council for Accreditation of Teacher Education (NCATE) that can be completed online in as little as two years.

The Master of Education In Educational Leadership program, which work in cooperation with the standards of performance developed by the Interstate School Leaders Licensure Consortium (ISLLC), is designed to give students the tools necessary to go into administrative roles such as directors, principals, and administrative coordinators in both public and private schools. Your program will begin with Foundations of Educational Administration I & II and as you work towards the completion of the online degree program you will have the opportunity to develop an electronic portfolio that will keep track of your work as you move through the degree program. During your final year of the program (the last four quarters) you will also have an opportunity to complete a Planned Field Experience to help you see the practical applications of what you have learned while working under the guidance of a licensed administrator. In total, the Master of Education in Educational Leadership will include 50 credits of course work plus 4 additional credits for the planned field experiences. The Master of Education in Educational Leadership will give you a very strong foundation in both academic and applied principles to give you the tools and confidence that you need to play an effective role in leading students to meet the high standards demanded by today’s increasingly competitive world.

At the University of Cincinnati your graduate degree is reasonably priced at $404 per credit hour for Ohio residents, and $414 for students who are not residents of the state of Ohio, plus fees and supplies. Since the Master of Education in Educational Leadership is an accredited degree program, you may be eligible for financial aid or student loans that will help you to cover the costs of your degree. The University of Cincinnati has enrollment advisors that can help you in finding out what aid you may qualify for and assist you in obtaining the necessary paper work to apply. Admissions to the Master of Education in Educational Excellence program requires the standard items such as a transcript of undergraduate work, a resume, letters of reference that have been sealed and dated, and a written statement of your personal and professional goals. Additional applicants must submit recent GRE scores (taken within the past 5 years) and have a GPA of at least 2.8 out of the 4.0 scale. The application fee is $40 and there are additional requirements for international students.

With the online degree program from the University of Cincinnati there is nothing holding you back from achieving your career goals.

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Distinguishing a college from a university and judging the merits of each can be difficult because each word has multiple meanings. This article will help sort out the various uses of each word, and show why it’s important to do research to make sure you know what is meant by the use of the word in a particular situation.

College

Some people think of college as referring strictly to an undergraduate, liberal arts, four-year institution. But this is simply not the case. Even the official United States Department of Education definition shows that the term is more complex than that. In a glossary of terms for Graduate Study, the following definition of college is given:

“An institution of higher learning that offers undergraduate programs, usually of a four-year duration, that lead to the bachelor’s degree in the arts or sciences (B.A. or B.S.). The term “college” is also used in a general sense to refer to a postsecondary institution. A college may also be a part of the organizational structure of a university.”

But this does not cover all the different meanings. Here are some of the ways the word college is used:

• A college is a post-secondary school, an institution that focuses on undergraduate education. It includes the institutions known as junior colleges and community colleges. Colleges of this sort award degrees such as Associates Degrees as well as a Bachelor of Arts (B.A.) and Bachelor of Science (B.S.). In and of itself, the word college may suggest a four-year liberal arts education, but there are also technical colleges that supply other types of experience.

• A college is also an institution of higher education that offers both undergraduate and graduate degree programs, though the graduate programs may not be extensive.

• A college is the name of a cohesive educational unit within a university, such as a College of Education or College of Engineering or College of Arts and Sciences, that functions of a subset of the larger institution, with its own faculty and facilities, departments, and degree programs.

• A college can be a unit of graduate or professional education, such as a Graduate College, College of Medicine, or College of Law.

• A college is a religious institution, such as the College of Cardinals of the Roman Catholic Church.

• A college is the students and faculty of an institution also called a college.

University

Some people think of university as referring to an institution with a focus on graduate as well as undergraduate programs, a highly qualified faculty involved in cutting edge research, and a wide range of program offerings. The same US Department of Education glossary offers the following definition for university:

“An educational institution that usually maintains one or more four-year undergraduate colleges (or schools) with programs leading to a bachelor’s degree, a graduate school of arts and sciences awarding master’s degrees and doctorates (Ph.D.s), and graduate professional schools.”

But this is not always the case. A university may simply be an institution that offers at least one graduate degree. You may, in fact, find universities with:

• a lower percentage of Ph.D.’s on the faculty than that found at many colleges

• as few as 100 graduate students

• graduate programs staffed almost entirely by adjunct professors rather than full-time faculty

• offer graduate degrees in only one area (often education)

• offer only on-line courses

• fail to meet accreditation standards

• has faculty without terminal degrees in their field

Whether considering a college or a university, if you have any doubts about what is being offered, it is a good idea to check with standard reviews, such as Barron’s Profile of American Colleges, U.S. News and World Report’s college review or the Princeton Review guide to colleges. Agencies to check for proper accreditation include the following for graduate programs:

• Commission on Institutions of Higher Education (CIHE)

• Council for Higher Education Accrediation (CHEA)

• Middle States Commission of Higher Education (CHE) (MSA)

• The North Central Association of Colleges & Schools

• The Northwest Commission on Colleges & Universities (NWCCU).

• Southern Association of Colleges & Schools

• The Western Association of Schools and Colleges (WASC)

Agencies to check for college accreditation include:

• Middle States Association of Schools and Colleges Commission on Higher Education

• New England Association of Schools and Colleges Commission on Institutions of Higher Education

• Commission on Technical and Career Institutions

• North Central Association of Schools and Colleges Commission on Institutions of Higher Education

• Southern Association of Colleges and Schools Commission on Colleges

• Western Association of Schools and Colleges Accrediting Commission for Community and Junior Colleges

• Accrediting Commission for Senior Colleges and Universities

Learn what to look for in a Bachelor’s degree in this article. What is a bachelor’s degree, types of bachelor’s degrees, and the benefits of getting a bachelor’s degree.

What Is a Bachelor’s Degree?

The bachelor’s degree or baccalaureate, is an undergraduate degree, conferred by an accredited college or university after the completion of a certified course of study, either proposed by the institution or proposed by the student and accepted by the institution. The course of study is generally four years, but may, in exceptional cases, be completed in three years, and in certain cases (for example, a double major or a late declaration or change of major) take five years.

The bachelor’s degree differs from an associate’s degree, which is awarded mainly by community colleges and junior colleges for a two-year course of study (or the equivalent) and from a master’s degree, which is a graduate degree. Students having completed a high school diploma generally receive either a bachelor’s degree or an associate’s degree as their next stage of academic achievement, and those who complete an associate’s degree may stop there or go on to a bachelor’s degree.

Types of Bachelor’s Degrees

There are two bachelor’s degrees characteristically offered in the United States (this differs elsewhere): the bachelor of arts degree, abbreviated as B.A. and the bachelor of science degree, abbreviated as B.S. There are a few combined bachelor’s/master’s programs for which both degrees are awarded. Although the student is accepted to the joint program from the start, there may be a formal passage into the master’s program when the work for the bachelor’s program has been completed.

The Value of a Bachelor’s Degree

The bachelor’s degree has different meanings and usefulness depending both on the institution granting it and the course of study undertaken. The institution is important because, first, some institutions are accredited and some are not. Beyond that, some accredited colleges and universities are more rigorous and of better quality than others. In general, a degree from such institutions will be more highly valued.

The course of study is of importance for several reasons. First, some courses of study are more rigorous than others. Second, depending on the course of study, the bachelor’s degree may signal different levels of accomplishment vis-à-vis the job market. There is a concept called the “terminal degree” which indicates the highest academic degree in a field of study. There are some careers for which a B.A. or B.S. may indicate that someone is fully trained. Other vocations require training to the level of a master’s degree or a doctorate, whether that is a Ph.D., Ed.D, M.D. J.D., etc.

Differences may also be drawn, in certain cases, between on-line degrees and those offered by residential institutions. Simply by looking at the field of study and considering the means of delivery, it is clear that an on-line course cannot offer certain kinds of interactive and hands-on experiences that a student at a residential institution may experience as a matter of course. In other cases, on-line work may serve well as an equivalent or substitute for residential study.

Bachelor’s degrees that are aimed at completing the training for a specific job are also available. A culinary school for example, prepares graduates who are ready to work in the food industry. A vocational college prepares students for a particular jobs area in which they have received job training, taking them up to the point of taking the license exam, if one is required. Dental hygiene is a case in point, as is respiratory therapy.

This contrasts with, for example a B.A. in philosophy, which does not provide training suited to a particular industry that one may expect to enter upon graduation. Such a degree does, however, prepare a student to go on to a higher degree in philosophy or a related field, or to move on to a teaching degree with philosophy as the content area.

Choosing a major in college is an important decision and can be shaped by a variety of factors.

Some students will enter college having known “forever” exactly what they want to do in their future career. Recognized talents and students’ previous experiences - such as specialized courses in the arts or technology, AP courses, or extra curricular activities - may have already have given them an opportunity to consider how they want to spend their working life. Other teens will still be in the stage of discovery, either of a main field or of a specialty within it.

Often a student’s thoughts about possible majors will have shaped the choice of colleges to apply to. Students who have their future already marked out will have applied to schools that support their particular dreams, while students who are still exploring may choose to apply to schools that have solid and broad coverage in fields of possible interest. This way, virtually any choice the student makes can be supported without having to transfer.

If You Know What You Want

Even if you’ve wanted to be a restaurateur, a detective, or a teacher since you were 3, schools often have a process whereby majors are declared sometime during the second year of college. Often, students list a possible major, but the official filing, which is called “declaring a major,” doesn’t happen until later. For some colleges, at least, this is because the faculty consider it important that the student have the opportunity to explore. Nevertheless, if you already know what you want, your college counselor can help you plan with your goals in mind.

An exception may be specific pre-professional programs such as pre-med and pre-law. Some careers have a particular track that requires rigorous and specific preparation, with most students beginning as soon as they set foot in the college door.

If You’re Still Considering

A student who answers “undecided” when asked about possible majors is not alone. Not everyone has a set plan when leaving high school. Often, college distribution requirements can give students an opportunity to explore new areas. Taking the distribution requirements early can also leave more time to focus when a student reaches the upper level courses in his or her major.

If professors and the college counselor are made aware that the student is undecided, they can help provide experiences that help a student gain some perspective. They may also be able to reflect to the student what they see as possible matches for him or her, and/or mentor a student in other ways, as well.

Double Major

An important option that is standard among colleges is the double major. In this case, students complete all the requirements from two different majors. This choice may require an extra year of residence, or some courses may be picked up during summer sessions.

Creating/Designing a Major

Many schools offer students the opportunity to design an individualized major. In a typical case, the student, with the assistance of a faculty sponsor, puts together a program drawing on courses from whatever areas of the college are appropriate, possibly combined with tutorial courses and/or internships. These majors are often interdisciplinary and involve a written proposal and departmental approval.

Changing Your Mind

Sometimes the shoe that feels fine in the shoe store doesn’t feel so good after walking a few miles in it, and this can happen with a college major. Students need to know that they’re allowed to change their minds.

They also need to know that - depending on the point they’re at in their college program and how close or unrelated their new field is - they may be adding courses (and courses = time + $) to what they need to accomplish in order to be awarded a diploma. Also, if they have any aid that is linked to their original department choice, a change could affect it. Nevertheless, there is sometimes good reason to stop and rethink, and this is an area that the student’s college counselor is trained in and ready to help with.

Are you having difficulty deciding whether to attend a community college or a university? What is the difference in a university versus a community college? This article will help you compare community college and university benefits.

Going to a university can mean different things in different situations. For some people it’s a four-year stint in the context of a university setting far from their home with an eye to even more education afterwards. For others, its two years spent at a local community college. Why choose a university program over a community college program or vice versa? Keep reading to find out the draws of each option.

Differences After High School

Just as children differ when they start school, with some already able to say the alphabet or even read, tie their shoes, count to 25, and write their names while others haven’t yet attained these milestones, high school graduates differ as well. High school graduates differ in their accomplishments during their education, in their goals for their futures, and in their economic resources. All of these three items can affect their choice of whether a university degree or community college attendance is the best choice for them.

Accomplishments and Next Steps

Not everyone does equally well in high school, and there are a number of reasons for this. Some people just don’t function well in an academic setting: their strengths are elsewhere. Others may not have been as developmentally ready for the demands of high school. And some may have had the events of life interrupt their high school careers, for one reason or another, diminishing their performance.

While their peers may be prepared for the rigors and responsibilities of a college degree, these students may not feel that they have a firm enough grasp of high school material or possibly the grades to allow them to gain admission to a university program and doing well in it. For students such as these, a community college may offer a way to continue their education and strengthen their educational foundations. For those who wish to go on, community college can form an important transition between high school and a university setting.

There are also people who are returning to education a good while after their high school graduation. Although they may have done well enough when they were teenagers, they may feel that a gentler reintroduction to academic life is more their style, and so rather than plunging into a university degree, they may choose to enroll at or perhaps just sample courses at a community college by way of reintroduction to life in school.

On the other hand, high school graduates who had the emotional maturity and academic skills to perform well in high school may be raring to go on to a university degree right away. Besides having a good enough track record to gain admission, such students may also have a clear enough idea of their personal strengths that they already have an idea about what their vocational choice is likely to be.

Looking at One’s Goals

There are other reasons why the choice of a community college over a university might make sense. One of these is being uncertain of one’s future direction. This could happen for several reasons. A person could be choosing between a technical degree and a liberal arts degree and not be sure of what kind of four-year institution he or she wished to attend.

Or a person might be drawn to multiple career choices and wish to find out more about them all by taking preliminary courses. In this case, sampling at a community college could be done at less cost and the person could then choose to apply to a university that would support his or her considered career decision.

Because one can take courses inexpensively at community colleges and because attaining a community college degree and then transferring is a well-worn path to a B.A., a community college can be a good transitional program. On the other hand, some high school graduates simply want a career that is best served by a community college degree. The associates degree that they need in their field may not even be offered at a university. In this case, the choice of a community college is abundantly clear. For others, their occupational goals dictate attendance at a university program, and that’s the path they choose to pursue.

Money and Choices

People who cannot afford to go to school full time and therefore need an institution with a flexible schedule so that they can work may find that a community college is better adapted to their needs. With a student population that is typically less traditional than a university, a community college is more likely to schedule classes with students’ other commitments in mind. Not only are 59% of community college students enrolled part time, but distance learning and off-campus courses may be possibilities.

If university costs are just too much, even with scholarship, grant, and other assistance, then community college can also offer an alternative that allows full-time attendance (if that’s what’s wanted) for far less cost. Those who need a university education to meet their career goals may be able to attend a community college part time while they work and save up. Then, when they transfer to a university for their final two years, they may have saved enough that with financial aid, they can pursue their four-year degree.

Literacy means the ability to read and write. Literacy is one of the fundamental goals of education, and a country’s literacy rate is considered one of the main factors in assessing the well-being of its citizens. This article provides an overview of the current literacy statistics in the world.

What Makes Literacy Important?

Literacy is important for many reasons. For one thing, it is important because it runs in families: literate parents are more likely to ensure educational opportunities for their children. In addition, literacy foster life-long learning. A literate populace helps a society meet the changing demands as the world develops. In terms of socio-economics, literacy is fundamental to many jobs. In democracies, literacy is an essential quality for a citizen, who role in electing the government depends heavily on literacy. But more than that, literacy is now considered to be a human right.

What Is the Current State of Literacy?

UNESCO estimates that twenty percent of all adults, or 774 million, are not literate. Of those who aren’t literate, two-thirds are women. In addition, there are 75 million children who are not attending school and therefore not on the path to become literate.

The United Nations has established 2003•2012 as the United Nations Literacy Decade. The goal of this decade is to increase literacy rates internationally, with special emphasis on reaching the poorest people and those who have been most marginalized.

The Most and Least Literate Countries in Regions of the World

UNESCO, the United Nations Educational, Scientific and Cultural Organization, keeps track of literacy statistics. There is no information available for certain countries. Analysis of their latest data set from 2007 provides the following insights (but do remember that the data is not complete):

* The most literate of the Arab States is Kuwait, with an estimated 93.9% literacy rate.
* The least literate of the Arab States is Morocco, with an estimated 55.6% literacy rate.
* In several of the Arab States, the literacy rate for women is in the 40’s for percentile rank, and quite a bit lower than the rate for men.
* The most literate nations in Central and Eastern Europe are Estonia and Latvia, with an estimated 99.8% literacy rate. Belarus, Lithuania, Slovenia, and Ukraine are close behind with an estimated 99.7%.
* The least literate of the nations in Central and Eastern Europe is Turkey, with an estimated 88.7% literacy rate.
* The most literate nations in Central Asia is Turkmenistan, with an estimated 99.5% literacy rate.
* The most literate nation in East Asia and the Pacific is Tonga, with an estimated 99.2% literacy rate.
* The least literate nation in East Asia and the Pacific is Papua New Guinea, with an estimated 57.8% literacy rate.
* The most literate nation in Latin America and the Caribbean is Cuba, with an estimated 99.8% literacy rate.
* The least literate nation in Latin America and the Caribbean is Haiti, with an estimated 62.1% literacy rate.

* The most literate nation in North America and Western Europe is Italy, with an estimated 98.9% literacy rating. Many countries, including the United States, are lacking from this data.
* The least literate nation in North America and Western Europe is Malta, with an estimated 91.6% literacy rating.
* The most literate nation in South and West Asia is Maldives, with an estimated 97.0% literacy rating.
* The least literate nation in South and West Asia is Bangladesh, with an estimated 53.5% literacy rating.
* The most literate nation in Sub-Saharan Africa is Zimbabwe, with an estimated 91.2% literacy rate.

* The least literate nation in Sub-Saharan Africa is Burkina Fasa, with an estimated 28.7% literacy rate.

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