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Colleges That Change Lives: 40 Schools That Will Change the Way You Think About Colleges (Anglais) Broché – 28 août 2012


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Revue de presse

"Smart and credible."
(The New York Times)

Biographie de l'auteur

Loren Pope (1910-2008) was education editor of the New York Times in the 1950s. In 1965 he opened the College Placement Bureau in Washington, D.C., to help families of college-bound students make informed choices. He was also the author of Looking Beyond the Ivy League and wrote numerous articles about the college application process.

Hilary Masell Oswald
lives in Denver, Colorado, where she writes about education, architecture and design, and public policy. Her work has appeared in Newsday, the Chicago Tribune, Edutopia, and other publications and websites.


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147 internautes sur 152 ont trouvé ce commentaire utile 
He Is Still the Best 17 août 2006
Par Miami Bob - Publié sur Amazon.com
Format: Broché
If you ever hanker to think that your child may have been better off going to that school whose name everyone knows, pull out this book and read the first 20 pages and you will become instantly relaxed.

In a nutshell, Pope espouses that liberal arts undergraduate education in the Ivies is faltering, if not failing, but America has plenty of great liberal arts educational centers and they are at the numerous well established liberal arts colleges (LAC's) of America. Those LAC's and some "other" LAC's are great places for undergraduate education. Some of those "other" LAC's are the topic of this book.

This is the old book (Colleges That Change Lives: 40 Schools You Should Know About Even If You're Not a Straight-A Student) with quips at the end of the 40 schools which update his research of each respective institution. He has added passages at the end of the 40 schools to describe what has happened at some of the schools which makes his statement(s) of a decade ago as true or even truer than when originally written. In short, the LAC's of this book are not only still good schools, most are better schools than when he delivered their names in the original book.

He writes well. He is very persuasive. And, in the end, his arguments clearly show each school's strength through his writing skills and by the statistics recited throughout this book.

If you want more, there are two others on this same line of reasoning: The College Admissions Mystique by Bill Mayher and Looking Beyond the Ivy League: Finding the College That's Right for You by Loren Pope. If you think Ivy (for undergraduate) is the answer before reading these three books, you may discover a change of opinion after reading these books.
74 internautes sur 76 ont trouvé ce commentaire utile 
Advise families to read 12 janvier 2007
Par Mush - Publié sur Amazon.com
Format: Broché
As an Independent Educational Consultant, I often give this book to my students that think they want to attend a big university or a name brand school. Often students fall through the cracks at these well-known schools, but the Colleges That Change Lives are nurturing environments that do not let students become just a number. If a student has graduate school aspirations, I especially recommend this book, because these schools have much better track records for preparing and having their students accepted into first choice graduate programs. One of the criteria for being in Colleges That Change Lives is a school cannot be too selective. Even though some of these schools have become quite popular from inclusion in this book, they still accept other than straight A students, because they firmly believe in the learning experience gained from the academic mix of students. This updated version is even more inspiring than the previous. These colleges really do change lives!
125 internautes sur 138 ont trouvé ce commentaire utile 
Of some use, but caveat emptor 15 octobre 2010
Par Richard B. Schwartz - Publié sur Amazon.com
Format: Broché Achat vérifié
This is basically a guide to sometimes `overlooked' colleges. As such, its short write-ups on those colleges could prove useful to potential students. Many of the colleges named are fine institutions. Thus, this is one book among many that High School juniors and their parents might wish to consult. The financial information, however, is hit-and-miss. Tuition and fees, room/board costs and scholarship resources are likely to be important to readers and this book is spotty with regard to those details. Much of the material is anecdotal and while that is always vivid and potentially helpful it runs the risk of being unrepresentative. The book's material on applicant pools, average SAT scores, acceptance and retention rates and so on is also hit-and-miss. My advice to potential students would be to begin with a large source book or data set that includes the financial, statistical, geographic, programmatic and demographic information in which they might be interested, then home in on a large number of schools. After that you can turn to books like Pope's which give information on the texture and ethos of a given institution. Then it's time for campus interviews, discussions with enrolled students, and closer, more personal examination.

Pope's book, it should be noted, has strong biases. His preference is for small institutions that are student-centered, i.e., institutions in which the faculty are principally teachers and not researchers, institutions in which the ethos is very `personal'. By and large, the institutions on which he focuses are less prestigious ones, institutions that `really want you' and will `really appreciate you'. There is no question that some `prestige' is relatively hollow, that statistics can be cooked and that some high-priced institutions do not return value for dollar. At the same time, there are institutions that are not prestigious for good reason. There are institutions that are desperate. There are institutions that offer high touch services in lieu of solid instruction, that balance their books by principally employing part-time faculty. Whether or not Pope's picks are overlooked jewels will also depend on the interests and needs of the individual student. Not all seek the hothouse, village environment. Some want a broader experience. Some want more exotic programmatic opportunities than small liberal arts colleges can provide.

The book indulges in some grotesque generalizations: ivy-league schools are scams; students are ignored there; there are no rewards for teaching there; professors do little or none of it; when they teach they only lecture to large groups; in many of these schools you will never be required to write a paper; half of your classes will be taught by adjuncts and many will barely be able to speak English . . . and so on.

There is some modicum of truth to these generalizations, but each ivy league school is different and each top-ranked college is different. I teach at an AAU-public, a land grant institution with far more modest tuition than the schools on Pope's list. We are a research institution, likely to be accused of the same sorts of crimes and misdemeanors which Pope finds in top private institutions. Many of our students participate directly in serious and significant faculty research projects that change their lives. Virtually all of the full-time faculty lecture from time to time and virtually all of them teach small classes. This semester I have a class of 29 and a class of 14. Several students are doing special projects (honors work, directed readings, capstone projects) with me. Good teaching is highly prized. We have multiple teaching awards that involve not insignificant financial remuneration. We have distinguished teachers appointed to special Curators' teaching professorships, system-wide awards, college awards, alumni/ae association awards and departmental awards, including awards for both professional advising and mentorship. Nearly all of the institutions against which we measure ourself do as well.

Part-time teaching is, indeed, a problem, though it is more likely to be a significant intellectual issue at marginal institutions, whose part-time teachers are often senior graduate students from local research universities or gypsy scholars seeking full-time positions elsewhere. On the other hand, dedicated part-time teachers can be of exceptional value. I spent 17 years as graduate dean at Georgetown. We had a number of programs (Public Policy, National Security Studies, e.g.) which drew on local professionals as part-time faculty. Students were taught by the individuals who actually generated the ideas or directed the programs which they were studying. There are adjuncts who are desperate for work and there are adjuncts who are otherwise-employed professionals who love to teach a single class and do it superbly well.

Each student is different and each student seeks an academic experience appropriate to that student's needs and desires. While higher education in America has problems it also offers great diversity in its institutions. Students are best advised to become highly-informed but also to seek an institution in which they themselves are most likely to flourish.
97 internautes sur 107 ont trouvé ce commentaire utile 
One of the only two books you need 15 août 2006
Par Mega Mom - Publié sur Amazon.com
Format: Broché
As a parent in the grips of high anxiety (I have a high school senior and I high school junior) I highly recommend this book. Although I am a bit concerned that these 40 schools are about to be swamped with applications, I think it will encourage familes to look for their own "schools that change lives." The other book I highly recommend is GETTING IN WITHIUT FREAKING OUT by Arlene Matthews. It is written for anxious, confused parents like me and lays out exactly what to worry about and what NOT to worry about as you and your kids negotiate every step if the school search and application process. The second book is also very reassuring and funny, which I appreciated.
42 internautes sur 45 ont trouvé ce commentaire utile 
A Great Perspective 16 septembre 2006
Par T. Wall - Publié sur Amazon.com
Format: Broché
I first bought this book 1.5 years ago when I was researching colleges for my oldest son. It changed the way I looked at selecting colleges from my prior misconceptions that "bigger is better" (like large state schools) and "it has to have a well-known name to be any good." Pope succeeded in convincing me that not only are there invaluable advantages to smaller-size schools but that there is definitely something to be said for "liberal arts & science" institutions that offer a well-rounded curriculum. I was able to relax then because my son had no idea what he wanted to pursue. As a result of reading the book, my son is now attending Cornell College in Iowa where he is getting a wonderful education in small classes with caring instructors and an administration that "took me by the hand," upon his initial arrival as a freshman, & addressed all my fears and concerns about leaving my son with a bunch of strangers 4 hours away. Because the book includes little quantitative information (%'s of in- vs out-of-staters, tuition costs, % of students who graduate/return sophomore year/go to graduate school, etc.) you will need to supplement this book with another, such as the Fiske guide, to give you a basis of comparison across schools. Even if you don't select any of the schools mentioned, it is worth a read if for nothing else other than a refreshing perspective.
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