What Students Ought to Know About Studying in the UK

When a student prepares himself for an education abroad, the choices are pretty much obvious; it is either the US or the UK. However, if the number of students applying for admission to the UK is compared with the numbers trying for the US then a stark difference is obvious. This is primarily because of the aggressive campaigns laid out by various privately funded US universities to get foreign students. Unfortunately, the majority of information on admission procedures to the UK comes from the British Council and the education consultants that each UK university ties up with in the host country.

Instead of focusing on the procedure here, we shall counter a few misconceptions about the UK admissions with that of the US and hopefully provide sufficient insight to students across the globe on how to get into UK universities.

An absurd idea ingrained into the young minds worldwide is that the UK is a costlier place to receive an education as opposed to the US. The exchange rates of the British Pound sterling is probably to blame here but it must be noted that a decent US university shall on an average cost a student anywhere between $35,000 to $50,000 while a similar course in the UK shall come for within £12,000 to £19,000. This includes cost of boarding as well. Convert it into your home currency and you shall see the stark difference.

Unlike the US where undergraduate degrees are for a period of four years, in the UK (excluding Scotland) a bachelorette degree is completed in three years. Hence, a direct Masters degree will take a total of four years. Scotland has a year less in their high school graduation and hence a year more in their under graduation system.

Students love the idea of an internship in the US, however, what many are not aware of is the fact that in the UK, towards the end of your 2nd year of graduation, you can opt to take a year off academics and work full time for practical knowledge and work experience. This is aided by university placement boards. The best part is that you get nearly 2/3rd to 3/4th of the actual salary of an after graduate employee. It is part of the university curriculum that any student can opt for, assessment of the job is also taken into account when completing a degree in the UK.

Interestingly, this bit of information is actually true. US universities are mostly privately funded and therefore offer better scholarship programs on a need based approval to international students. However, UK universities are government funded primarily and this restricts them to government funds for scholarships, which are purely merit based. Since, the government is finding it tough to sponsor home students; international students have to bear the brunt.

There might be some criteria for selection in the US which not many US universities enforce, this is not the case in the UK. A student from a foreign country requires only furnishing sufficient financial backing for the first year’s tuition cost and often the first nine months of stay within the country.

While this is somewhat true, UK universities have a centralized system of networking students abroad with universities. The Universities And Colleges Admissions Servicewebsite should handle your applications to all universities in the UK other than Cambridge and Oxford which have their own system.

Astonishing how this still remains in the minds of students abroad. Getting a student visa to the UK today is quite easy. If you have your admission letter, your passport, and proof of financial backup for the first year, you get streamlined in the visa process.

This post was meant to be a helping hand rather than an adequate guide. For complete information on admissions to the UK, do follow up on the UCAS website or approach education partners of UK universities in your country.
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Simon V. is a qualified academic writer working for SolidEssay.com, which is a research paper writing service based in the US, helping students edit and proofread their essays and research papers.

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What Students Ought to Know About Studying in the UK

When a student prepares himself for an education abroad, the choices are pretty much obvious; it is either the US or the UK. However, if the number of students applying for admission to the UK is compared with the numbers trying for the US then a stark difference is obvious. This is primarily because of the aggressive campaigns laid out by various privately funded US universities to get foreign students. Unfortunately, the majority of information on admission procedures to the UK comes from the British Council and the education consultants that each UK university ties up with in the host country.

Instead of focusing on the procedure here, we shall counter a few misconceptions about the UK admissions with that of the US and hopefully provide sufficient insight to students across the globe on how to get into UK universities.

An absurd idea ingrained into the young minds worldwide is that the UK is a costlier place to receive an education as opposed to the US. The exchange rates of the British Pound sterling is probably to blame here but it must be noted that a decent US university shall on an average cost a student anywhere between $35,000 to $50,000 while a similar course in the UK shall come for within £12,000 to £19,000. This includes cost of boarding as well. Convert it into your home currency and you shall see the stark difference.

Unlike the US where undergraduate degrees are for a period of four years, in the UK (excluding Scotland) a bachelorette degree is completed in three years. Hence, a direct Masters degree will take a total of four years. Scotland has a year less in their high school graduation and hence a year more in their under graduation system.

Students love the idea of an internship in the US, however, what many are not aware of is the fact that in the UK, towards the end of your 2nd year of graduation, you can opt to take a year off academics and work full time for practical knowledge and work experience. This is aided by university placement boards. The best part is that you get nearly 2/3rd to 3/4th of the actual salary of an after graduate employee. It is part of the university curriculum that any student can opt for, assessment of the job is also taken into account when completing a degree in the UK.

Interestingly, this bit of information is actually true. US universities are mostly privately funded and therefore offer better scholarship programs on a need based approval to international students. However, UK universities are government funded primarily and this restricts them to government funds for scholarships, which are purely merit based. Since, the government is finding it tough to sponsor home students; international students have to bear the brunt.

There might be some criteria for selection in the US which not many US universities enforce, this is not the case in the UK. A student from a foreign country requires only furnishing sufficient financial backing for the first year’s tuition cost and often the first nine months of stay within the country.

While this is somewhat true, UK universities have a centralized system of networking students abroad with universities. The Universities And Colleges Admissions Servicewebsite should handle your applications to all universities in the UK other than Cambridge and Oxford which have their own system.

Astonishing how this still remains in the minds of students abroad. Getting a student visa to the UK today is quite easy. If you have your admission letter, your passport, and proof of financial backup for the first year, you get streamlined in the visa process.

This post was meant to be a helping hand rather than an adequate guide. For complete information on admissions to the UK, do follow up on the UCAS website or approach education partners of UK universities in your country.
_____________________________________
Simon V. is a qualified academic writer working for SolidEssay.com, which is a research paper writing service based in the US, helping students edit and proofread their essays and research papers.

View the original article here

Digital Learning Now! Releases Report on Funding Students, Options, and Achievement

    SEATTLE, WA, April 16, 2013 /24-7PressRelease/ -- Digital Learning Now! (DLN) today released its sixth white paper in the DLN Smart Series, "Funding Students, Options, and Achievement." The authors assert that shifts in the nature of teaching and learning, as well as the growing trend toward online and blended learning options, necessitate shifts in the way education is funded to create a more student-centered system.

"Student-centered systems recognize diverse student needs, allow dollars to follow students to the best learning options, create mechanisms to ensure quality, and foster innovation," said John Bailey, executive director of DLN.

The extent to which each student will be able to access innovations like digital learning will depend largely on the manner in which public resources are allocated to schools and students," said Marguerite Roza, school funding expert and technical advisor on the paper. "As state leaders re-examine their finance systems, the current moment provides a key opportunity to look forward and design a system that's suitable for our students over the next two decades."

"Funding Students, Options, and Achievement" addresses today's broken school finance system and provides practical design principles that have been tested in policy and in practice on both the state and district level. The four principles state that funding should be weighted (to reflect individual student needs), flexible (to keep funds free from restrictions and program designations), portable (to ensure that dollars follow students), and performance-based (to create incentives for performance and completion).

Authors Bailey, Carri Schneider, director of policy and research at Getting Smart; and Tom Vander Ark, partner at Getting Smart, contend that policymakers can build upon these design principles to create a student-centered finance system that is better suited to the realities of today's K-12 education system.

"Today's finance system lacks the flexibility needed to support the flood of educational innovation" said Vander Ark. "Reorienting the system around students will extend equitable student access to high-quality options that have the potential to personalize and customize learning."

Schneider stated, "The implementation of college- and career-ready standards and the shift to personal digital learning have created an unprecedented opportunity to redesign the school finance system to set students free to explore a growing slate of learning options."

In addition to outlining the problems with the current system and explaining the student-centered design principles, the paper offers examples of existing state and local policies as well as a set of policy recommendations building upon previous work by leading experts in school finance.

Download the full paper and learn more at digitallearningnow.com/dln-smart-series. Join the conversation on Twitter with the hashtags #SmartSeries and #DigLN. DLN is also active on Facebook at facebook.com/DigitalLearningNow and Twitter at @DigLearningNow.

ABOUT DIGITAL LEARNING NOW!
Digital Learning Now! is a national campaign under ExcelinEd with the goal of advancing state policies that will create a high-quality digital learning environment to better equip all students with the knowledge and skills to succeed in this 21st-century economy. The policy framework stems from the belief that access to high-quality, customized learning experiences should be available to all students, unbounded by geography or artificial policy constraints.

ABOUT GETTING SMART
Getting Smart is a advocacy firm passionate about innovations in learning. We help education organizations construct cohesive and forward-thinking strategies for branding, awareness, advancement and communication, and public and media relations. We are advocates for better K-12 education as well as early, post-secondary and informal learning opportunities for all students. We attempt to accelerate and improve the shift to digital learning. On GettingSmart.com we cover important events, trends, products, books, and reports. For more information contact us at info@gettingsmart.com.

Website: http://gettingsmart.com

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More Than 300 Charter School Students, Teachers to Visit Tallahassee on April 2

    FORT LAUDERDALE, FL, March 31, 2013 /24-7PressRelease/ -- On Tuesday, April 2, 2013 more than 300 public charter school students and teachers will visit the Capitol. Part of Charter School Day in Tallahassee, the day will include meetings with legislators and observing session from the House and Senate Gallery.

The main objective of the visit will be to spread the word about public charter schools' successes and growing popularity among communities throughout Florida. The group will also urge legislators to continue to support public charter schools by making sure per student funding mirrors per student funding at District public schools.

For more than sixteen years, public charter schools in Florida have served students from Tallahassee to Key West, Okaloosa to Indian River. In that time, public charter schools have provided a quality public education option to hundreds of thousands of families and, in many cases, met the needs of students in underserved communities. Today there are more than 203,000 students enrolled in public charter schools in the state, and that number continues to grow every year. However, the funding for a student attending a public charter school has not kept pace with demand, and continues to be far below what a child attending a district-run public school receives. This legislative session, the Florida Consortium of Public Charter Schools (FCPCS) and its member schools, teachers, parents and students are asking legislators to correct this wrong.

The Florida Consortium of Public Charter Schools (FCPCS), a 501(c) charter school support organization, is coordinating this event. Since 1999, FCPCS has provided a seamless system of support to charter schools and helped promote the establishment, and operation, of high quality public charter schools through the development and implementation of focused statewide and online activities. FCPCS members include more than 400 of the state's 512 public charter schools.

Media Contact: Lynn Norman-Teck (305) 216-6208 l.norman-teck@floridacharterschools.org

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Global Health Professionals Ltd Assists Nursing Students to Prepare for IELTS Exam

    LONDON, ENGLAND, May 31, 2013 /24-7PressRelease/ -- Central London-based Global Health Professionals (GHP) Ltd provides training to Nursing and Healthcare students from across the world. Their one-day IELTS workshop positions students to successfully take the internationally recognised English language exam.

The International English Language Testing System (IELTS) is the world's leading English Language test and is designed to assess the language ability of candidates who need to work or study anywhere in which English is the chosen language of communication. Despite the current economic climate, IDP: IELTS Australia, one of the world's leading international education organisations and one of the owners of IELTS, has reported a 12% growth in tests taken in recent years. This increase in demand has certainly been noticed by Global Health Professionals Ltd (GHP), a training facility based in London Bridge, which has seen many more people looking for centrally located IELTS Intensive training to prepare them for the IELTS exam. GHP Ltd is conducting regular one-day courses in SE1 to meet this demand which have been specifically developed for International Nursing Students.

All non EU trained nurses or midwives must complete and provide evidence of the International English Language Test (IELTS) before submitting a work application to the Nursing and Midwifery Council (NMC).

For Information on IELTS courses from GHP visit: http://www.globalhealthprofessionals.co.uk/service/ielts-one-day-workshops/

According to the British Council, the UK's international organisation for education and cultural relations and another of the owners of IELTS, the scores from the exam are accepted by over 7,000 organisations worldwide (including universities, employers and professional bodies) giving it an internationally recognised reputation. In Central London, GHP Ltd regularly offers one-day intensive IELTS courses which adhere to NMC requirements provide students with the means to score a "7.0" or above in each of the IELTS sub-tests (IELTS is scored on a nine-band scale, with each band corresponding to a specified competence in English; a score of "7.0" is a "Good User" and British universities and other centres of education generally require IELTS level "6.0" or higher as evidence of language ability).

IELTS is designed to measure ability to communicate in English across all four language skills - listening, reading, writing and speaking. Trainers at GHP Ltd use varying teaching methods and by providing sample questions from previous IELTS exams candidates learn practical hints and tips, which leaves them well prepared across all four language skills. This has also ensured that candidates are well familiar with the IELTS test format and thereby give the opportunity to vastly improve exam technique.

Global Health Professionals Ltd is one of the UK's foremost providers of Healthcare Mandatory Training and Health and Social Care Courses.

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Art students from Upper Iowa University create mural for Prairie View

At left: UIU student Troy Parker explains his vision for the mural painted by UIU students at Prairie View Residential Care to Robin Martin of Prairie View, and fellow students Dylan Langerman-Aten, Fayette, and Elizabeth Roenecker, Maynard . The mural creates "stained glass windows" for residents of the facility. At right: UIU art students involved in the project included Travis Huckins, Maynard; Lesley Codd, Belize; Langerman-Aten; and Wisconsin students Maria Linhart and Nikk Boggs.

FAYETTE, Iowa (May 20, 2013) – Art class at Upper Iowa University has been teaching more than brush strokes this spring term. Students in the "Painting" course created a mural for Prairie View Residential Care in Fayette.

"Everything aligned for the class this spring. Not only were we able to focus on the process and techniques of painting, but we also were able to focus on how to extend what we were doing in class to the greater world; and that is that is when the class really heated up," said John Siblik, associate professor of art and interim dean of the UIU School of Liberal Arts. "Robin Martin of Prairie View contacted us to find out if we were interested in doing a mural at the facility. The Art Club had recently completed a mural in nearby Clermont as well as a mural for the North Fayette Middle School; so the word was out -- the UIU Art Department is serious about working with the community in our surrounding area."

Siblik said UIU mural work was also a byproduct of the recent visit of artist Sharon De La Cruz, a muralist and activist from New York City. De La Cruz worked with UIU students to complete a mural project that focused on the environment.

"Sharon inspired our students in the painting class to work in innovative ways and get involved in the community," Siblik said.

Troy Parker, a junior art and graphic design major from Australia, took the lead on the Prairie View project and submitted design ideas to Sylvia Mork, Prairie View Management administrator and CEO. From there, a color scheme was developed and the layout of the mural began. UIU students worked on the mural over the course of several weeks.

"The students wanted to transform a long hallway at the facility, which was becoming more than a place to pass through and more of a place where residents congregate and talk," Siblik explained. "The mural acts like windows of stained glass where the imagination can wonder, linger and ponder."

"Upper Iowa University is an asset and resource to our community," Mork said. "This project has enriched the lives of our clients, visitors and staff. It has been a win-win situation, and I hope it will be the beginning of many projects that we can work on together with UIU art students."

About Upper Iowa University Founded in 1857, Upper Iowa University is a private, not-for-profit university providing undergraduate and graduate degree programs and leadership development opportunities to some 6,200 students—nationally and internationally—at its Fayette campus and learning centers worldwide. Upper Iowa University is a recognized innovator in offering accredited, quality programs through flexible, multiple delivery systems, including online and independent study. For more information, visit www.uiu.edu.

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Central Louisiana Technical Community College and Upper Iowa University sign partnership to help students continue college education

Administrators sign an articulation agreement between Central Louisiana Technical Community College (CLTCC) and Upper Iowa University (UIU) to help CLTCC students more easily complete bachelor's degrees. Signing on were (from left) Chief Academic/Student Affairs Officer Carol Hebert and Chancellor Dr. Rodney Ellis from CLTCC, and Wayne Converse, director of military affairs and business development, and Meredith Lachney, admissions advisor from UIU.

ALEXANDRIA, La. (June 13, 2013) -- Central Louisiana Technical Community College, Alexandria, and Upper Iowa University, which has its primary campus in Fayette, Iowa, have affirmed a partnership to provide a course-by-course articulation agreement that allows for a seamless transfer process for learners at CLTCC who want to further their education through Upper Iowa University.

Upper Iowa University has a location for teaching courses at the Learning Center for Rapides Parish in Alexandria.

"We consider UIU to be a great option for a four-year university in the Alexandria area, and this partnership further solidifies our commitment to the Rapides Parish and to CLTCC students," said Wayne Converse, director of military affairs and business development at Upper Iowa University. "This partnership is not only important for the two institutions but, more importantly, for our students."

"Our goal is to help all students access an affordable degree program at Upper Iowa University," said UIU President William R. Duffy II, Ed.D, Ed. S. "We are committed to partnerships like this to help us serve the educational needs of students. We look forward to working closely with students from CLTCC."

Upper Iowa University has been offering classes in Alexandria since 2005. On-site classes are taught in the evenings and are offered in eight-week terms. For more information, visit www.uiu.edu/alexandria.

"We look forward to working with Central Louisiana Technical Community College as this partnership allows us to further educate and meet the demands of Central Louisiana's non-traditional adult students," added Meredith Latchney, admissions advisor at the UIU-Alexandria center.

Central Louisiana Technical Community College is comprised of six campuses and serves about 1,600 students each semester as part of Louisiana's post-secondary technical education system. The Louisiana Community and Technical College System is accredited by the Council on Occupational Education (COE), with the CLTCC offering 36 programs.

About Upper Iowa University
Founded in 1857, Upper Iowa University is a private, not-for-profit university providing undergraduate and graduate degree programs and leadership development opportunities to some 6,200 students—nationally and internationally—at its Fayette campus and learning centers worldwide. Upper Iowa University is a recognized innovator in offering accredited, quality programs through flexible, multiple delivery systems, including online and independent study. UIU has been named to the top 15% of military-friendly schools by G.I. Jobs for four consecutive years and named as a top military-friendly university for five consecutive years by Military Advanced Education. In 2013, U.S. News & World Report ranked UIU among the best online education programs for bachelor's degrees and the MBA. In addition, the publication ranked those programs in its first-ever list of best online programs for veterans. For more information, visit www.uiu.edu.

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Upper Iowa University Hong Kong faculty and students connect and empower youth through 'Project Share'

Dr. Elbert Lee, UIU faculty in psychology, speaks candidly with youth at the Project Share workshop held in Hong Kong recently. He and several Upper Iowa University students, faculty and staff facilitated a workshop aimed at developing the potential of the high school students in attendance. Project Share brings together professionals and high school students in marginalized areas to expose these students to opportunities.

HONG KONG (May 23, 2013) - Upper Iowa University's Hong Kong Center had the opportunity to help address socioeconomic gaps in the city by participating in Project Share, a non-profit organization that works with youth in communities surrounding the city that are often overlooked and/or less fortunate than others.

UIU Hong Kong faculty and students led a Project Share workshop aimed at developing the potential of the high school students in attendance, as well as building self-understanding, team spirit and career orientation through various interactive training activities. They administered a career questionnaire to assist and motivate the youth in discovering a career direction most suitable for them, as well as discussed career personalities, interests and values.

"Like many cities in the world, the divide between different social groups in Hong Kong has increased, with mobility between different economic and social levels becoming more and more difficult," said Dr. David Eicher, lead faculty for UIU Hong Kong and assistant professor of business. "Youth from these areas are often overlooked and may get less opportunities than others which increases the gap between these communities. While teenagers in these areas have solid education, they may lack core personal skills that are necessary to compete in today's global workplace."

One result of the reduced mobility is the difficulty many young people in these areas have in gaining access to the working environment and culture of the key business areas in Hong Kong. These areas represent the heart of Hong Kong's financial, commercial, creative, government and professional institutions and offer a wide range of possibilities for careers and personal development.

In order to offer the youth of these areas the opportunity to learn from professionals at well-known international and local institutions, Project Share works to bridge the gap by bringing them together, as well as exposing them to college students and faculty that has real world experience such as Upper Iowa University.

"We are very pleased to work with these students and the Project Share organization," added Dr. Eicher. "It is important to share our resources and make a positive impact in the lives of others so that we can work toward closing this gap."

UIU student participants were psychology majors Patrick Wu Hoi Fung, Winnie Yeung, Celia Wong and Melissa Ng. Faculty participating included Dr. CC Chan, Dr. Elbert Lee, Lewis Lee, J.D., Jamie Ku, M.A., and Dr. Dave Eicher. UIU staff assisting were Matthew Lo, Yaku Yau and Alvin Kwok.

The Upper Iowa University group addresses the high school students participating in Project Share. Pictured from left are faculty members Dr. CC Chan and Lewis Lee; students Celia Wong, Patrick Wo Hoi Fung, Winnie Yeung and Melissa Ng; and faculty members Dr. Elbert Lee and Dr. David Eicher.

About Upper Iowa University Founded in 1857, Upper Iowa University is a private, not-for-profit university providing undergraduate and graduate degree programs and leadership development opportunities to some 6,200 students—nationally and internationally—at its Fayette campus and learning centers worldwide. Upper Iowa University is a recognized innovator in offering accredited, quality programs through flexible, multiple delivery systems, including online and independent study. For more information, visit www.uiu.edu.

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LMU Engineers Build Assistive Devices for Disabled Students

Jack is a fifth-grader with dystonia, a neurological movement disorder that limits his motor functions and ability to speak. Like many disabled children who use a wheelchair, Jack is at risk of developing problems with his Achilles tendon, which may shorten from lack of use. Surgery is often required later in life to correct the problem.

Several mechanical engineering students from LMU may have a solution. They’re working on a bicycle attachment for Jack’s gait trainer that would help him move his legs when he gets around, lessening the chance of a shortened Achilles tendon.

The device is part of a yearlong, senior capstone project for students in the Frank R. Seaver College of Science and Engineering. Eight mechanical engineers in two teams are designing and building products to help disabled children function more independently. The project will culminate in submitting the designs to the annual Rehabilitation Engineering and Assistive Technology of North America’s student competition.

“Both teams have solid designs and a good understanding of the design process,” said Matt Siniawski, mechanical engineering professor and the students’ faculty adviser. “This project lets the students use their education to help benefit someone else’s life, and it opens their eyes to different parts of engineering.”

Each of the two teams is paired with one student from WISH Charter Elementary School, a member of LMU’s Family of Schools. The teams met with the student, the student’s mother, the principal and caretakers to brainstorm ideas for an apparatus that would best suit the student’s needs.

For the team working with Jack, part of the goal is to provide him with a way to move his legs that is fun as well as therapeutic.

“Jack has never ridden a bike before, this is one more step toward living a more normal life” said Tim Burdiak, senior mechanical engineering student and leader of Team Jack. “The bike would promote muscular development in his arms and legs and help prevent his Achilles heel from shrinking.”

The other team is paired with Abbie, a kindergarten student with cerebral palsy. Since the congenital disorder makes fine motor movement difficult, the team came up with a desk unit with a brace and rail that will help Abbie use her iPad more easily in class. Called the iPad Dexterity Enhancement Apparatus, it connects her wrist and forearm to a brace that restricts the range of motion in her hand.

“I.D.E.A. will improve the accuracy and precision of Abbie’s fine motor skills without inhibiting her comfort,” said Amy Clancy, senior mechanical engineering student and leader of Team Abbie. “We hope it improves her confidence and helps her to perform basic functions more easily.”  

Both teams are in the process of building and testing their prototypes. Later this semester, they will build the device and submit their designs to RESNA’s 2013 annual conference, which takes place in June. If the designs are selected, the team will receive an all-expense paid trip to the conference. The winning team will get a cash prize and an invitation to spend three weeks at a rehabilitation research resource center to further develop their design and possibly move it towards commercialization.

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First-Generation Students Highlighted During First-Generation Awareness Week

There’s a common misconception about first-generation college students. It’s that they lack motivation, which means they struggle to succeed. But Paige Coleman, a first-generation student at Loyola Marymount University, says that misconception couldn’t be further from the truth.

“I’m even more motivated because I’ve had to overcome a lot just to be at LMU,” said Coleman, a sociology major and a transfer student from Cal State East Bay. “I didn’t have the support from family and friends that other students might have had, but that pushed me to work harder to do what is best for me.”

The First to Go program, an academic resource at LMU, is highlighting Coleman’s story along with the stories of other first-generation students, faculty and staff during First-Generation Awareness Week on April 13 – 18. The week-long event will feature several activities including a student debate, a café showcasing visual and multimedia works and the screening of “Against the Grain,” a film about a first-generation student who attends an elite university.  

Coleman will be participating in Mosaic, an event where members of the LMU community can sit down with a first-generation student, faculty or staff and listen to their story and ask questions about their experience. Each participant will display a quote next to them that best describes their personal story. Coleman chose “Started from the bottom, now I’m here,” based on lyrics from a Drake song. 

“I feel like I really did start from the bottom,” Coleman said. “I didn’t have a lot of resources, but I’m here at LMU. Everyone has been so helpful, and I’ve learned that it’s okay to ask for help.”

La’Tonya Rease Miles, director of the Academic Resource Center and the First to Go program, said that about 22 percent of freshman and 30 percent of transfer students are first-generation college students.  She hopes that the week will show the diversity of the first-generation student population at LMU and challenge any prevailing stereotypes.

“First-generation students are very prideful, highly motivated and add a lot to a campus community,” Rease Miles said. “We really appreciate LMU’s commitment to first-generation students. I’ve haven’t seen this type of support at other institutions.”

For more info about the First to Go program at LMU, go to http://academics.lmu.edu/arc/programswesupport/firsttogocommunity/

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Canada welcomes record number of international students in 2012

February 26, 2013 - Canada welcomed a record number of international students in 2012, Citizenship, Immigration and Multiculturalism Minister Jason Kenney announced today. Last year was the first time in Canadian history that Canada has welcomed over 100,000 international students, an increase of 60% from 2004.

The full news release is available on the Citizenship and Immigration Canada website.

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