Showing posts with label Students. Show all posts
Showing posts with label Students. Show all posts
Plagiarism, Prove it!
This article appeared in daily the Nation June 20, 2010 issue
Broadly speaking, plagiarism as per the popular literature on the subject refers to use of another's work without giving credit. This dangerous trend is not new but advent of the Internet has facilitated the speed and methods used.
It is a chronic problem that has been greatly facilitated by the resources rich Internet. Students (mostly those who are not Internet savvy), who plagiarize, do it old fashion way here -- finding some relevant article printed somewhere and getting it typed. In case one article does not cover all dimensions of the topic, a wary student may get some old book on the subject (perceiving that the teacher might not have read it), mark apparently relevant paragraphs and give it to the typist to prepare the assignment. The source material is commonly known among students' fraternity as chappa or nuskha. Some may proof read the typed paper, correct mistakes and clear irrelevant references in the text while some other may not take the trouble of reading "their work".
Clearly, plagiarism is far easier for those who are familiar with the Internet and spend some time online. While plagiary attempts like brazenly copying whole article verbatim from the Internet and giving it to the teachers as one's own work is easy for students but it is out rightly insulting to the capabilities and sense of responsibility of teachers, and rude. So cautious students take two or three relevant articles from the Internet and syntheses them in a way that it looks, at least apparently, like a different work altogether, even though they do not add any thing new in it. But what some students are found doing is this: "searching an article written on the subject and using it as a "template" and working on it, changing the words using thesaurus, paraphrasing, removing advances and unfamiliar adjectives and jargons, adding local context and flavour in the process," says Mohsin Aziz, a management teacher at Allama Iqbal Open University Centre who has to assess lot of written work because most of the students' course work in open university is in the form of written reports, "It is time consuming but fairly secure." That is what makes it hard for technology to detect.
Depending upon how much efforts any one has put in to camouflage the purloined work, a few clicks should yield result. Tracking simple plagiarism on the Internet does not require any special skill. Any one who can log on and use one of those efficient search engines can find out if the text has been taken straight from the Internet. Put some keywords and unique phrases, in quotes preferably, and hit Go. A clever quote may even lead to the whole article.
The very technologies that make such plagiarism so simple, tempting, and seductive can also be used to nail the perpetrators. A quick search reveals that there are a lot of plagiarism detection sites and software solutions claiming to help teachers to detect; go to Google directory for a comprehensive list. (Search also exposes sources that pride in selling written papers or writing as per the specific requirement.) The effectiveness of any detection service or software depends on their being able to identify the text from the indexed material like most search engines. Even if the material has been copied from the Internet source and the detection sites have not indexed that, it will not be traced.
So what teachers can and should do while assessing the class assignments and research papers? Let us enumerate some factors before attempting to answer this question: first, adequate local contents on any subject are not yet available on the Internet, though a lot is available in print form. Second, the educational institutions are not taking this trend seriously; they leave it to the teachers to handle. Where as no teachers, who were contacted for this piece, denied plagiarism practice among students, but no one confirmed the presence of any official institutional policy on the chronic issue or the use of any detection service or software in Pakistan. Surprisingly some senior teachers even hesitated while giving their views on the subject. Third, students have more computers and the Internet know-how as compared to the teachers and not many teachers encourage their students to deposit the written work on diskettes or via email. Most prefer a hard copy, for record sack if nothing else.
I am reminded of what my teacher Ghulam Muhammad used to say, "No body can stop students from doing what they want to do. Teaches (and parents) can only make them understand the difference between right and wrong, good and bad. (This axiom also holds good for ongoing governments' efforts to ban porno sites). First and foremost thing to fight this plagiarism is to let students know about the moral, ethical and intellectual as well as legal aspects of plagiarism and its impact on their life and studies in the long run. Presently, one finds that this subject is not talked about unless.
The other important thing teachers can do is to give specific and contextual topics for written exercises and monitor the progress stepwise as the students write. Dr. Yahya Bakhtiar, Sociologist, says, "I stress upon the process rather than the product. I discuss the topic of their own choice and interest with students, ask for detailed synopses, and lead them to write a report that they should be ready to present in the class and defend if required. Knowing my students, their language skills and vocabulary, I can precisely make out if any of my students use outside help. Any teacher can make out. And for that it is not necessary that teacher may have had come across the stuff earlier." Another teacher says, "We in our department ask students to produce hand written reports." Personally, I do not subscribe to the idea of getting hand written reports and denying the students facilities of efficient word processing. The argument that "They (students) lean something while writing in their own hand even if they copy from somewhere" does not hold ground.
Plagiarism in the first place defeats the fundamental objective of the exercise of the written assignment. "Spending time and efforts in such unhealthy pursuit is unproductive and wear down educational standards in educational institutions. The practice impairs the plagiarists to think logically, construct own arguments, and draw inferences " says Muhammad Wasif, "They can produce better results if they spend the same time and energies creatively and let their own analytical faculties work. They should learn to use others' work to substantiate own points of view giving them due credit."
The unproductive tug of war can go on and on. Unless, perhaps, both teachers and students arrive at a point where teachers can trust students and students guard the trust, but students have to earn the trust first. [This article also appeared in GCU Magazine Ravi]
Related: Plagiarism Checkers, Blog confidential: Parasitical patriarch
"If you steal from one author, it's plagiarism - if you steal from two, it's research," writes American screen writer Wilson Mizner
Broadly speaking, plagiarism as per the popular literature on the subject refers to use of another's work without giving credit. This dangerous trend is not new but advent of the Internet has facilitated the speed and methods used.
It is a chronic problem that has been greatly facilitated by the resources rich Internet. Students (mostly those who are not Internet savvy), who plagiarize, do it old fashion way here -- finding some relevant article printed somewhere and getting it typed. In case one article does not cover all dimensions of the topic, a wary student may get some old book on the subject (perceiving that the teacher might not have read it), mark apparently relevant paragraphs and give it to the typist to prepare the assignment. The source material is commonly known among students' fraternity as chappa or nuskha. Some may proof read the typed paper, correct mistakes and clear irrelevant references in the text while some other may not take the trouble of reading "their work".
Clearly, plagiarism is far easier for those who are familiar with the Internet and spend some time online. While plagiary attempts like brazenly copying whole article verbatim from the Internet and giving it to the teachers as one's own work is easy for students but it is out rightly insulting to the capabilities and sense of responsibility of teachers, and rude. So cautious students take two or three relevant articles from the Internet and syntheses them in a way that it looks, at least apparently, like a different work altogether, even though they do not add any thing new in it. But what some students are found doing is this: "searching an article written on the subject and using it as a "template" and working on it, changing the words using thesaurus, paraphrasing, removing advances and unfamiliar adjectives and jargons, adding local context and flavour in the process," says Mohsin Aziz, a management teacher at Allama Iqbal Open University Centre who has to assess lot of written work because most of the students' course work in open university is in the form of written reports, "It is time consuming but fairly secure." That is what makes it hard for technology to detect.
Depending upon how much efforts any one has put in to camouflage the purloined work, a few clicks should yield result. Tracking simple plagiarism on the Internet does not require any special skill. Any one who can log on and use one of those efficient search engines can find out if the text has been taken straight from the Internet. Put some keywords and unique phrases, in quotes preferably, and hit Go. A clever quote may even lead to the whole article.
The very technologies that make such plagiarism so simple, tempting, and seductive can also be used to nail the perpetrators. A quick search reveals that there are a lot of plagiarism detection sites and software solutions claiming to help teachers to detect; go to Google directory for a comprehensive list. (Search also exposes sources that pride in selling written papers or writing as per the specific requirement.) The effectiveness of any detection service or software depends on their being able to identify the text from the indexed material like most search engines. Even if the material has been copied from the Internet source and the detection sites have not indexed that, it will not be traced.
So what teachers can and should do while assessing the class assignments and research papers? Let us enumerate some factors before attempting to answer this question: first, adequate local contents on any subject are not yet available on the Internet, though a lot is available in print form. Second, the educational institutions are not taking this trend seriously; they leave it to the teachers to handle. Where as no teachers, who were contacted for this piece, denied plagiarism practice among students, but no one confirmed the presence of any official institutional policy on the chronic issue or the use of any detection service or software in Pakistan. Surprisingly some senior teachers even hesitated while giving their views on the subject. Third, students have more computers and the Internet know-how as compared to the teachers and not many teachers encourage their students to deposit the written work on diskettes or via email. Most prefer a hard copy, for record sack if nothing else.
I am reminded of what my teacher Ghulam Muhammad used to say, "No body can stop students from doing what they want to do. Teaches (and parents) can only make them understand the difference between right and wrong, good and bad. (This axiom also holds good for ongoing governments' efforts to ban porno sites). First and foremost thing to fight this plagiarism is to let students know about the moral, ethical and intellectual as well as legal aspects of plagiarism and its impact on their life and studies in the long run. Presently, one finds that this subject is not talked about unless.
The other important thing teachers can do is to give specific and contextual topics for written exercises and monitor the progress stepwise as the students write. Dr. Yahya Bakhtiar, Sociologist, says, "I stress upon the process rather than the product. I discuss the topic of their own choice and interest with students, ask for detailed synopses, and lead them to write a report that they should be ready to present in the class and defend if required. Knowing my students, their language skills and vocabulary, I can precisely make out if any of my students use outside help. Any teacher can make out. And for that it is not necessary that teacher may have had come across the stuff earlier." Another teacher says, "We in our department ask students to produce hand written reports." Personally, I do not subscribe to the idea of getting hand written reports and denying the students facilities of efficient word processing. The argument that "They (students) lean something while writing in their own hand even if they copy from somewhere" does not hold ground.
Plagiarism in the first place defeats the fundamental objective of the exercise of the written assignment. "Spending time and efforts in such unhealthy pursuit is unproductive and wear down educational standards in educational institutions. The practice impairs the plagiarists to think logically, construct own arguments, and draw inferences " says Muhammad Wasif, "They can produce better results if they spend the same time and energies creatively and let their own analytical faculties work. They should learn to use others' work to substantiate own points of view giving them due credit."
The unproductive tug of war can go on and on. Unless, perhaps, both teachers and students arrive at a point where teachers can trust students and students guard the trust, but students have to earn the trust first. [This article also appeared in GCU Magazine Ravi]
Related: Plagiarism Checkers, Blog confidential: Parasitical patriarch
International Scholarships
Have a look at the International Student Scholarships Available at East Tennessee State University, Albion College, Montana State’s 2010 Scholarship Awards for Non-Resident Freshmen.and see what is is on the offer.
IJT Hooligans Attack Chairman of the PU Disciplinary Committee
Enraged by expulsions on disciplinary grounds, they beat up a senior faculty member, leaving him bloodied and unconscious. They also ransacked the vice-chancellor’s office and residence. Such aggression against a teacher has been unprecedented at the university. Of course the university has a long and bloody history of student violence. But there have been few recent incidents of clashes among rival student groups spilling over. The last such incident took place in 2007 when some students humiliated cricket hero Imran Khan on campus.
Even though the trigger for violence was different in the two incidents, the result was identical: terrified teachers refusing to take classes unless the perpetrators of violence were brought to book. Meeting this demand means the Punjab government’s taking action against the culprits. It would also have to act against the intimidating ideologues and threatening bullies operating in the university as members of the student wing of a political party with religious moorings. The university administration says it has written to the provincial government more than once, asking for the police to take action. But this exercise has been in vain. The government was conspicuous by its inaction during Thursday’s violence making the university administration and staff even more nervous.
The only way to restore peace and normalcy on campus is administrative action aimed at ejecting all those responsible for violence in the present as well as in the past. The activists of this student organisation have wielded control at the Punjab University for so long that they would resist any action perceived as a threat to their influence and power. Fortunately, they have lost support among the students and their ideological influence over the teachers is also on the wane. They no longer have the strength to thwart action against them. The time, it seems, is right to take strict action against them lest they once more resort to violence.
A first information report (FIR) has been registered against the Islami Jamiat Taliba (IJT) activists who allegedly rampaged through the office of Punjab University (PU) College of Earth and Environmental Sciences Principal Prof Iktikhar Baloch – who is also the chairman of the PU disciplinary committee, PU Resident Officer (RO) Shahid Gull said on Friday.
However, the RO said that the accused activists were still present in the varsity and were residing in hostels, adding that he was helpless since police was not cooperating in the matter.
According to the FIR registered at the Muslim Town Police Station by Dr Iftikhar – who was severely injured in the attack by IJT activists – Usman Ashraf, Aurunzaib, Wajid, Abdumanan and a dozen others, armed with weapons and iron rods, had taken part in the attacks.
Special meet: Separately, PU VC Prof Dr Mujahid Kamran chaired a special meeting of the Deans Committee in his office, which condemned the ransacking of the VC’s office and residence as well as the attack on Prof Iftikhar. The meeting demanded the Punjab government immediately launch a police operation to capture the IJT activists responsible for the incident. Describing the attack on Iftikhar as “attempted murder”, the meeting said Thursday’s incident was the most unfortunate and unprecedented in PU’s history. The meeting maintained that IJT activists, along with expelled students, had repeatedly been found involved in violent acts, gross misconduct and breach of university rules. “They are trying to unleash a reign of terror and harassment among students to establish their stronghold in the varsity,” the meeting said.
Indefinite boycott: Also, the PU Academic Staff Association (PUASA) has decided to observe an indefinite boycott of classes until all the activists, illegally residing in varsity hostels, were expelled from the varsity’s premises and until a peaceful academic atmosphere was restored on the campus. The meeting further observed that the entire teaching fraternity was fully united and would not compromise in the matter of its honour or the maintenance of a peaceful academic atmosphere at any cost. Condemning the IJT’s hooliganism, the association pledged that they would continue their peaceful protest in a democratic fashion and would bring out their protest procession regularly.
Separately, Nauman, a PU student, said the varsity students opposed the IJT activists for their “hooliganism” and that the student community was disappointed since no action was taken by the government in this regard.
Ironic display: However, in a classic display of irony, the nominated IJT activists on Friday demonstrated a show of their power in presence of dozens of security guards by staging a “demonstration” in favour of the injured teacher. Soon after the Friday prayers, the activists observed a protest, as those who had injured the principal and a number of others gathered in front of the varsity’s Jamia Mosque and shouted their slogans. The IJT activists shouted slogans in favour of varsity teachers and distributed pamphlets displaying their policy in connection with respecting teachers.
Speaking on the occasion, PU IJT Nazim Hassaan Bin Salman said the IJT respected the varsity teachers and denied the group’s involvement in the attack on Dr Iftikhar, adding that the IJT wanted a judicial inquiry into the incident. {#}
Related: Punjab University Teachers on Strike
Related: Punjab University Teachers on Strike
Pearson Test of English Academic
Pearson Test of English Academic (PTE Academic) is a computer-based English test made available in October, 2009 now available in Pakistan. PTE Academic provides an accurate and authentic measurement of the English proficiency of students seeking to apply to an English-oriented academic program.
Fast facts:
- State-of-the-art computer-based test of academic-level English
- Measures the four communicative skills, Listening, Reading, Speaking and Writing, using 20 integrated and innovative item types
- Test measures real-life, international academic English
- Test delivered through the secure Pearson VUE network and is available via online “choose-and-book” for test taker convenience
- Test is delivered in a single three-hour session
- PTE Academic is recognized or is in the process of being recognized by more than 1,050 programs globally
- Is endorsed by and the preferred test of the Graduate Management Admission Council® (GMAC®), makers of the GMAT® test, and is appropriate for all levels of post-secondary education
- PTE Academic is aligned to the Common European Framework (CEF), an international standard for measuring language
Test results:
- Results delivered online to test takers typically within five business days
- Test takers can send test results to an unlimited number of programs free of charge
- Admissions departments access score reports online
Preparation:
- Pearson provides authentic preparation materials, including The Official Guide to PTE Academic and online scored and unscored practice tests that can be used in a preparation course.
- Pearson offers professional partners the opportunity for teacher training sessions, lessons plans to design a course using the Official Guide and an online Skills Pod to identify resources to help students with their English skills. If you are interested in becoming a PTE Academic professional partner, go to www.pearsonpte/com/XXX and complete the online application form.
You can also visit www.pearsonpte.com for more information, to view a Test Tutorial, view the list of test preparation materials on the Test Taker site and view information on The Official Guide to PTE Academic.
For questions specific to your region, contact:
Asia/Pacific: Fraser Cargill Email: fraser.cargill@pearson.com
EMEA (including India): Joseph Rospars Email: joseph.rospars@pearson.com
Americas: Helene Duvin Email: helene.duvin@pearson.com
UK: Emma Stubbs Email: emma.stubbs@pearson.com
Rejection Letters
Read "Before They Were Titans, Moguls and Newsmakers, These People Were...Rejected" by Sue Shellenbarger if you have not been admitted to the university of their choice.
Few events arouse more teenage angst than the springtime arrival of college rejection letters. With next fall's college freshman class expected to approach a record 2.9 million students, hundreds of thousands of applicants will soon be receiving the dreaded letters.
Teenagers who face rejection will be joining good company, including Nobel laureates, billionaire philanthropists, university presidents, constitutional scholars, best-selling authors and other leaders of business, media and the arts who once received college or graduate-school rejection letters of their own.
Journal Community
Both Warren Buffett and "Today" show host Meredith Vieira say that while being rejected by the school of their dreams was devastating, it launched them on a path to meeting life-changing mentors. Harold Varmus, winner of the Nobel Prize in medicine, says getting rejected twice by Harvard Medical School, where a dean advised him to enlist in the military, was soon forgotten as he plunged into his studies at Columbia University's med school. For other college rejects, from Sun Microsystems co-founder Scott McNealy and entrepreneur Ted Turner to broadcast journalist Tom Brokaw, the turndowns were minor footnotes, just ones they still remember and will talk about.
Rejections aren't uncommon. Harvard accepts only a little more than 7% of the 29,000 undergraduate applications it receives each year, and Stanford's acceptance rate is about the same.
"The truth is, everything that has happened in my life...that I thought was a crushing event at the time, has turned out for the better," Mr. Buffett says. With the exception of health problems, he says, setbacks teach "lessons that carry you along. You learn that a temporary defeat is not a permanent one. In the end, it can be an opportunity."
Mr. Buffett regards his rejection at age 19 by Harvard Business School as a pivotal episode in his life. Looking back, he says Harvard wouldn't have been a good fit. But at the time, he "had this feeling of dread" after being rejected in an admissions interview in Chicago, and a fear of disappointing his father.
As it turned out, his father responded with "only this unconditional love...an unconditional belief in me," Mr. Buffett says. Exploring other options, he realized that two investing experts he admired, Benjamin Graham and David Dodd, were teaching at Columbia's graduate business school. He dashed off a late application, where by a stroke of luck it was fielded and accepted by Mr. Dodd. From these mentors, Mr. Buffett says he learned core principles that guided his investing. The Harvard rejection also benefited his alma mater; the family gave more than $12 million to Columbia in 2008 through the Susan Thompson Buffett Foundation, based on tax filings.
The lesson of negatives becoming positives has proved true repeatedly, Mr. Buffett says. He was terrified of public speaking—so much so that when he was young he sometimes threw up before giving an address. So he enrolled in a Dale Carnegie public speaking course and says the skills he learned there enabled him to woo his future wife, Susan Thompson, a "champion debater," he says. "I even proposed to my wife during the course," he says. "If I had been only a mediocre speaker I might not have taken it."
Columbia University President Lee Bollinger was rejected as a teenager when he applied to Harvard. He says the experience cemented his belief that it was up to him alone to define his talents and potential. His family had moved to a small, isolated town in rural Oregon, where educational opportunities were sparse. As a kid, he did menial jobs around the newspaper office, like sweeping the floor.
Mr. Bollinger recalls thinking at the time, "I need to work extra hard and teach myself a lot of things that I need to know," to measure up to other students who were "going to prep schools, and having assignments that I'm not." When the rejection letter arrived, he accepted a scholarship to University of Oregon and later graduated from Columbia Law School. His advice: Don't let rejections control your life. To "allow other people's assessment of you to determine your own self-assessment is a very big mistake," says Mr. Bollinger, a First Amendment author and scholar. "The question really is, who at the end of the day is going to make the determination about what your talents are, and what your interests are? That has to be you."
Others who received Harvard rejections include "Today" show host Meredith Vieira, who was turned down in 1971 as a high-school senior. At the time, she was crushed. "In fact, I was so devastated that when I went to Tufts [University] my freshman year, every Saturday I'd hitchhike to Harvard," she says in an email. But Ms. Vieira went on to meet a mentor at Tufts who sparked her interest in journalism by offering her an internship. Had she not been rejected, she doubts that she would have entered the field, she says.
And broadcast journalist Tom Brokaw, also rejected as a teenager by Harvard, says it was one of a series of setbacks that eventually led him to settle down, stop partying and commit to finishing college and working in broadcast journalism. "The initial stumble was critical in getting me launched," he says.
Dr. Varmus, the Nobel laureate and president of Memorial Sloan-Kettering Cancer Center in New York, was daunted by the first of his two turndowns by Harvard's med school. He enrolled instead in grad studies in literature at Harvard, but was uninspired by thoughts of a career in that field.
After a year, he applied again to Harvard's med school and was rejected, by a dean who chastised him in an interview for being "inconstant and immature" and advised him to enlist in the military. Officials at Columbia's medical school, however, seemed to value his "competence in two cultures," science and literature, he says.
If rejected by the school you love, Dr. Varmus advises in an email, immerse yourself in life at a college that welcomes you. "The differences between colleges that seem so important before you get there will seem a lot less important once you arrive at one that offered you a place."
Similarly, John Schlifske, president of insurance company Northwestern Mutual, was discouraged as a teenager when he received a rejection letter from Yale University. An aspiring college football player, "I wanted to go to Yale so badly," he says. He recalls coming home from school the day the letter arrived. "Mom was all excited and gave it to me," he says. His heart fell when he saw "the classic thin envelope," he says. "It was crushing."
Yet he believes he had a deeper, richer experience at Carleton College in Minnesota. He says he received a "phenomenal" education and became a starter on the football team rather than a bench-warmer as he might have been at Yale. "Being wanted is a good thing," he says.
He had a chance to pass on that wisdom to his son Dan, who was rejected in 2006 by one of his top choices, Duke University. Drawing on his own experience, the elder Mr. Schlifske told his son, "Just because somebody says no, doesn't mean there's not another school out there you're going to enjoy, and where you are going to get a good education." Dan ended up at his other top choice, Washington University in St. Louis, where he is currently a senior. Mr. Schlifske says, "he loves it."
Rejected once, and then again, by business schools at Stanford and Harvard, Scott McNealy practiced the perseverance that would characterize his career. A brash economics graduate of Harvard, he was annoyed that "they wouldn't take a chance on me right out of college," he says. He kept trying, taking a job as a plant foreman for a manufacturer and working his way up in sales. "By my third year out of school, it was clear I was going to be a successful executive. I blew the doors off my numbers," he says. Granted admission to Stanford's business school, he met Sun Microsystems co-founder Vinod Khosla and went on to head Sun for 22 years.
Paul Purcell, who heads one of the few investment-advisory companies to emerge unscathed from the recession, Robert W. Baird & Co., says he interpreted his rejection years ago by Stanford University as evidence that he had to work harder. "I took it as a signal that, 'Look, the world is really competitive, and I'll just try harder next time,'" he says. He graduated from the University of Notre Dame and got an MBA from the University of Chicago, and in 2009, as chairman, president and chief executive of Baird, won the University of Chicago Booth School of Business distinguished corporate alumnus award. Baird has remained profitable through the recession and expanded client assets to $75 billion.
Time puts rejection letters in perspective, says Ted Turner. He received dual rejections as a teenager, by Princeton and Harvard, he says in an interview. The future America's Cup winner attended Brown University, where he became captain of the sailing team. He left college after his father cut off financial support, and joined his father's billboard company, which he built into the media empire that spawned CNN. Brown has since awarded him a bachelor's degree.
Tragedies later had a greater impact on his life, he says, including the loss of his father to suicide and his teenage sister to illness. "A rejection letter doesn't even come close to losing loved ones in your family. That is the hard stuff to survive," Mr. Turner says. "I want to be sure to make this point: I did everything I did without a college degree," he says. While it is better to have one, "you can be successful without it."
Write to Sue Shellenbarger at sue.shellenbarger@wsj.com
GRE
For more than 60 years, the graduate community has accepted the GRE® General Test as a proven measure of a candidate's readiness for graduate-level work — and of their potential for success.
Now ETS, creator of the GRE General Test, has enhanced the content and delivery of the test in several significant ways. Launching in 2011, the GRE revised General Test is even more closely aligned with the skills needed in today's demanding graduate — and business — school programs. Have a look here for more information about GRE for students.
YouTube, You and the Admission Game
College applicants seeking to make an impression in the admission process have a new means of expression at their disposal. According to recent news reports, a growing number of colleges and universities are inviting applicants to include YouTube submissions with their credentials. This follows the rapid growth of social media as a popular meeting place for prospective students and representatives at the colleges that interest them.
The move to include social media as an active component in the admission process has drawn mixed reviews among college access professionals. Many see ....
Click here to read the rest of the blog the admission game .