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SCREENSHOTS:

West Bengal JEE to continue with multiple choice questions

The West Bengal state joint entrance examination (WBJEE) format will continue to have multiple choice questions, similar to that of the admission tests of the IITs or the All-India Engineering Entrance Examinations conducted by the Centre.

The Joint Entrance Board declared that the question paper will comprise 80 per cent of multiple choice questions and the rest will be objective questions, which will have to be answered in two to three sentences.

"While the MCQs will test the knowledge of the examinees, the objectives will test how sharp they are in applying the knowledge," said N R Bannerjea, chairman of the JEE board.

The exams will require candidates to write a 100-mark paper of Physics and Chemistry. And the will write two separate papers on Biology and Mathematics.

While aspiring engineers can give the Biology paper a miss, medicos can choose not to write the Math paper. Each paper will be of 2-hour duration. The MCQ system was introduced in 2005 amid criticism.

The board has also decided to do away with restrictions on the number of times a certain candidate can take the entrance test. Aspirants in the 17-24 years age group can take the examination as many times they wish too.

"The Joint Entrance Board has formed five sub-committees which will supervise the examination administration and will look into the eligibility matters whereby students from other states will or will not be allowed to sit for an exam. The committees will also consider the recommendations of the police and the government to rein in the use of unfair means by candidates," added Bannerjea.

"Bengal Engineering and Science University (BESU) will fill up half of its seats with state students. After the issue of granting the INI status is brought up in the winter session of the Parliament, the admission procedure for taking in more candidates will be decided," said Bannerjea.

The JEE board intends to meet again this month and publish the prospectus of the examination by November. Examinations for Homeopathy, Ayurved and other streams of allied medicine will be held on May 18, 2008.

– The University of California, Berkeley, today (Monday, Sept. 10) received the largest private gift in its history, $113 million from the William and Flora Hewlett Foundation. This gift represents a turning point in the financing of public higher education, providing endowment support that will help to close the funding gap between the nation's preeminent public university and its elite private peers, according to UC Berkeley Chancellor Robert J. Birgeneau.

The Hewlett Challenge
The Hewlett Foundation's $113 million matching gift will help the campus keep UC Berkeley professors' salaries competitive and recruit top graduate students.
What a difference a chair makes
Facts at a glance
Q&A about the challenge
'The crown jewel of public higher education' — Walter Hewlett's remarks
Hewlett Challenge website
• The William and Flora Hewlett Foundation
The Hewlett gift provides UC Berkeley with a major new source of endowed funds to attract and support world-class faculty and graduate students. Through a challenge grant, it will create 100 endowed chairs, permanent funds designed to keep UC Berkeley professors' salaries competitive with those at the best private schools and to recruit top graduate students. The challenge grant will match other private donations dollar-for-dollar, resulting in $220 million in new endowments once the challenge is met. An additional $3 million will be used to support an enhanced infrastructure for managing those endowed funds.

"This gift is an extraordinary vote of confidence in the contribution that UC Berkeley and all great public universities make to society. It is a recognition that public universities can and must compete with the best private universities and can only do so through a partnership between public funding and private philanthropy," said Birgeneau.

Chancellor Birgeneau
The Hewlett Foundation gift 'is a recognition that public universities can and must compete with the best private universities and can only do so through a partnership between public funding and private philanthropy.'
-Robert J. Birgeneau
UC Berkeley chancellor

Each year, an increasing number of UC Berkeley professors are receiving lucrative offers from elite private schools. Between 2000 and 2006, the campus retained almost 70 percent of the faculty members with competing outside offers. Of 236 professors, 162 were retained. However, in Birgeneau's view, this success was only achieved through extraordinary efforts and cost-cutting measures that cannot be continued over time.

"If we lose faculty, we may still have a public university, but it won't be the same," said Paul Alivisatos, the Larry and Diane Bock Professor of Nanotechnology at UC Berkeley and a world-renowned pioneer in the field.

"What I see when I'm teaching freshman chemistry is a population that's not ordinary. These are kids from all backgrounds coming to Berkeley, where we offer an opportunity for them to excel in an atmosphere of excellence," he said. "If we lose faculty, we'll have hurt young people who have so much to gain and so much to offer."

According to George Breslauer, UC Berkeley's executive vice chancellor and provost, "Some universities are phenomenal in three or four fields, but we have 35 departments that are ranked in the top 10, nationally. So, we have to invest broadly in order to maintain that breadth and depth of excellence."

In the past two decades, UC Berkeley's state funding — which represents about a third of the campus's annual budget — has remained relatively robust and constant when adjusted for inflation. At the same time, however, endowments at UC Berkeley's leading peer institutions have been producing returns that often have exceeded 20 percent per annum. In addition, the cost of running a major research university continues to rise rapidly. As of the 2006 fiscal year, UC Berkeley's endowment was nearly $2.5 billion. In comparison, in the same period, Harvard University's endowment was nearly $30 billion and Stanford University's was about $14 billion.

"Higher education is an increasingly competitive arena, and private institutions are at an advantage, having traditionally built up large endowments," said Birgeneau. "With only a third of our annual budget coming from state funds, increasing the size of Berkeley's endowment is the only way to sustain a stable financial foundation for the future."

Walter Hewlett
'Berkeley is the crown jewel of public higher education - not just in California, but in the country. The foundation's grant represents our vote of confidence in a truly great institution.'
-Walter Hewlett
Chairman of the board, Hewlett Foundation

For more than a year, Birgeneau and the Hewlett Foundation held frequent discussions about how the foundation's support could set the stage for a new way for private philanthropy to aid the mission of the country's top public universities. The foundation is known for the high value it places on sustaining and improving institutions that make contributions to society.

"Berkeley is the crown jewel of public higher education — not just in California, but in the country," said Walter Hewlett, chairman of the board of the Hewlett Foundation. "The foundation's grant represents our vote of confidence in a truly great institution."

"Maintaining the high quality of the Berkeley faculty is essential not only to California but to the nation as a whole," added Paul Brest, president of the Hewlett Foundation. "We hope that this grant will help ensure that Berkeley will be able to maintain its excellence long into the future.''

Over the next seven years, the Hewlett Foundation will put $110 million toward establishing the 100 endowed chairs and encourage a wide range of donors to step forward to match its gift, dollar for dollar. With the match, the Hewlett Challenge ultimately will raise $220 million in funding for new chairs. This funding will be spaced across the campus's 14 schools and colleges and represent an almost 50 percent increase over UC Berkeley's current $468 million in endowed chair funding.

UC Berkeley's first academic chair — the Aggasiz Professorship of Oriental Languages and Literature — was established in 1872. There currently are 351 endowed chairs on campus in a wide variety of academic fields ranging from classics to insect biology.

The chancellor said the Hewlett gift for the 100 new chairs "is already generating interest from our friends, who have expressed excitement in participating in this historic challenge."

"There already are donors stepping up to the Hewlett Challenge, and my wife and I plan to be among the first," said Bill Ausfahl, chair of the board of the UC Berkeley Foundation.

Geof Owen
'Chairs make a huge difference in the life of individual faculty members, as they provide discretionary funds.'
-Geoff Owen
L&S dean of
biological sciences

The Hewlett name will not be attached to the new chairs, at the request of the foundation. Instead, each chair may be named for the donor or for someone the donor wishes to honor or memorialize. For each new chair, an eminent professor will be selected as the chair holder and will receive a portion of the earnings generated from the endowment for his or her research.

Neurobiology professor Geoff Owen, dean of the biological sciences in the College of Letters & Science, knows firsthand what an important tool the Hewlett chairs will be in retaining and recruiting faculty. Since he took his post in 2002, he has been faced with 37 retention cases — about seven a year — among his faculty of 120.

"Chairs make a huge difference in the life of individual faculty members, as they provide discretionary funds," said Owen, who researches how the visual world is interpreted by photoreceptors in the retina. "Situations crop up every year where, if you could put your hands on some money, you could make a real difference in your work. If we can wave a prestigious chair in front of somebody, it does make a difference."

Anthropology professor Rosemary Joyce, chair of the Department of Anthropology, said that in addition to higher salaries, the packages being offered to faculty members by UC Berkeley's competitors include cutting-edge research facilities, research budgets for multiple years, library development funds, summer pay, graduate student support — and endowed chairs.

Rosemary Joyce
Endowed chairs 'give people a chance to go beyond, to take that extra step and establish new fields. It's hard to get grant funding for something like that, something that's cutting edge.'
-Rosemary Joyce
Anthropology department chair

"Private universities have much higher proportions of named chairs, and people with chairs are recognized as the leaders of their disciplines," said Joyce, who spent most of her first semester as department chair retaining three professors. "That is a big part of what the Hewlett chairs will do, they will say that the university recognizes leadership. We have a larger proportion of leadership at this academy than at other places, but we recognize a smaller proportion."

The Hewlett gift also provides funding to schools and colleges for recruiting top graduate students, who also are being offered substantial fellowship packages by private schools.

Third-year law student Joshua Daniels, president of the campus's Graduate Assembly, the governing body for graduate students, said the gift to UC Berkeley's endowment "not only will help the campus attract the best graduate students, but it will support those already here."

According to a Graduate Division survey, when the stipend offered by UC Berkeley to a prospective graduate student is greater than or equal to a non-UC competitor's offer, 75 percent of the students choose UC Berkeley. But when it is less, UC Berkeley is chosen by only 15 percent of the students.

"What Berkeley has going for it are two things that can't be downplayed in retention issues," said Joyce, an anthropological archaeologist who specializes in the study of sex and gender in ancient societies of Central America. "One is the quality of our graduate students and the diversity of our undergraduates. The other is Berkeley — the intellectual life and the faculty depth and the notion of being part of the leading department in your discipline."

"The intellectual environment here is so rich," added Owen, "nobody wants to leave it. People here are that good, and when you are surrounded by people who are that good, the exchange of ideas and the excitement of learning is tremendous."

National Autonomous University of Mexico

Name

Universidad Nacional Aut󮯭a de M鸩co

Name in English

National Autonomous University of Mexico

Acronym

UNAM

Year of establishment

1551

Country

Mexico

State / Province

Distrito Federal

Town

Mexico City

Town Size

>5,000,000

Postal Code

04510

Address

Ciudad Universitaria

Phone

+52 (555) 622 12 80

Institutional Accreditation or Recognition

Accreditation / RecognitionSecretaría de Educación Pública

Michigan University Info

Name

University of Michigan

Name in English

University of Michigan

Acronym

U-M

Year of establishment

1817

Country

United States

State / Province

Michigan

Town

Ann Arbor

Town Size

50,000-249,999

Postal Code

48109

Address

2074 Fleming Administration Building

Phone

+1 (734) 764 1817

Institutional Accreditation or Recognition

Accreditation / RecognitionNorth Central Association of Colleges and Schools (NCA-HLC)

Other Accreditations

Commission on Collegiate Nursing Education (AACN). Association to Advance Collegiate Schools of Business (AACSB International). American Bar Association (ABA), Council of the Section of Legal Education and Admissions to the Bar. Accrediting Board for Engineering and Technology (ABET). American College of Nurse-Midwives (ACNM), Division of Accreditation. Accreditation Council for Pharmacy Education (ACPE). American Chemical Society (ACS). American Dental Association (ADA), Commission on Dental Accreditation. American Library Association (ALA), Committee on Accreditation. American Psychological Association (APA). Commission on Accreditation of Athletic Training Education (CAATE). American Dietetic Association, Commission on Accreditation for Dietetics Education (CADE). Commission on Acceditation of Healthcare Management Education (CAHME). Council on Education for Public Health (CEPH). Council on Social Work Education (CSWE). Landscape Architecture Accrediting Board (LAAB). Liaison Committee on Medical Education (LCME). National Architectural Accrediting Board (NAAB). National Association of Schools of Art and Design (NASAD), Commission on Accreditation. National Association of Schools of Dance (NASD), Commission on Accreditation. National Association of Schools of Music (NASM), Commission on Accreditation. Planning Accreditation Board (PAB). Society of American Foresters (SAF).

University of Michigan

9th Sept 2007
Michigan University Info

Student Loan Consolidation

Computing breakthrough could elevate computer security to unprecedented levels

DTE Energy Foundation advances U-M energy leadership with $1.5 million professorship

Student Loan Consolidation

WHAT ARE THE BENEFITS OF DIRECT LOAN CONSOLIDATION?

  • Consolidation can help ease your monthly payments once you enter repayment by rolling one or more of your Direct Loans into one payment with one interest rate.
  • If you have more than one loan, you can combine the loans into one, fixed rate loan (see below for interest rate information). There is no minimum number of loans or balances to qualify, however, so borrowers can consolidate even a single small balance loan.
  • You can also have more than one consolidated loan. If you consolidated before, you may choose not to include your previously consolidated loan in your new loan consolidation. Use the calculator at www.loanconsolidation.ed.gov/borrower/
    bconsol.shtml
    to help you determine which loans to include in your new consolidation loan.
  • Borrowers can choose the same standard 10-year maximum repayment term as they have with their current Direct Loan to keep the cost of borrowing low when repayment begins.
  • Note: In school loan consolidation is no longer an option; consolidation is only an option after you graduate.
  • There is no cost to consolidate.
  • Parents can consolidate their Federal Direct PLUS Loans.
  • Students can apply for Direct Loan consolidation online in as little as 8 minutes or by completing a paper form (see below).
  • You can receive a 1/4 percentage point interest rate reduction when you sign up for an Electronic Debit Account.

HOW ARE DIRECT LOAN CONSOLIDATION INTEREST RATES CALCULATED?

The interest rate of a consolidation loan is the weighted average interest rate on all the loans you are consolidating. Use the online calculator on the Federal Loan Consolidation website to see whether consolidation will save you money.

Federal legislation changed the interest rate structure on Federal Direct Stafford Loans and PLUS Loans from a variable interest rate to a fixed interest rate for loans received on or after July 1, 2006. The fixed interest rates for these loans are:

6.8% Subsidized & Unsubsidized Federal Direct Stafford Loans
7.9% Federal Direct PLUS Loans

The interest rate on any loans received prior to July 1, 2006 will remain variable and will change July 1 each year. For more information on Direct Loan interest rates, click here.

CONSOLIDATING OTHER FEDERAL LOANS:

If you are borrowing loans such as Perkins, Health Professions, or Nursing Loans, you can use the online calculator to see whether consolidating these loans with your Direct Loans will be to your advantage. Be aware, however, that when you consolidate, you will lose the cancellation provisions of these loans. This could be disadvantageous for certain students, such as those who plan to serve in the Armed Services, Peace Corps, etc. For Perkins Loan cancellation information, click here. For Health Professions Loan and Nursing Loan cancellation information, see your promissory note.

HOW TO APPLY FOR CONSOLIDATION:

The Direct Loan Servicer will assist you with the loan consolidation process:

What you will need:

  1. Name, address, and telephone number for two references with different U.S. addresses.

  2. The lender name, address, and current balance information for each of the education loans that you wish to consolidate. If you apply online using your PIN at www.dlssonline.com/consolidatenow/
    welcome.asp
    , much of this information will be already be pre-filled in for you. The View Student Loan Summary page of Wolverine Access also lists this information (select Student Business > login > Financial Aid > Aid Year > 5. Loans > View Student Loan Summary). You may also refer to your monthly Direct Loan statements, your Direct Loan Servicer account information (www.dlssonline.com), or your promissory notes. Direct Loan Borrower Services can also help you (telephone: 1-800-848-0979).


  3. For the Education Loan Indebtedness section of the application, you will need to list for each of your loans: the loan holder, loan servicer's name, address, and telephone number.
    • For Federal Direct Loans (Subsidized, Unsubsidized, PLUS) you have had while at University of Michigan, list the Direct Loan Servicer contact information available on your most recent Direct Loan Statement.

    • For Federal Perkins, Health Professions, and Nursing Student Loans, you have had while at University of Michigan, list:

    Student Loan Operations (Loans & Collections)
    University of Michigan
    6061 Wolverine Tower
    3003 S. State Street
    Ann Arbor, MI 48109-1287
    734-764-9281

  • To learn how to consolidate private or alternative loans, contact your private loan lender (CitiAssist, MI-LOAN, etc.) directly. NOTE: Private educational loans cannot be included in a federal loan consolidation.

Computing breakthrough could elevate computer security to unprecedented levels

ANN ARBOR, Mich.—By using pulses of light to dramatically accelerate quantum computers, University of Michigan researchers have made strides in technology that could foil national and personal security threats.

It's a leap, they say, that could lead to tougher protections of information and quicker deciphering of hackers' encryption codes.

A new paper on the results of this research, "Coherent Optical Spectroscopy of a Strongly Driven Quantum Dot," appears in the Aug. 17 issue of Science. Duncan Steel, the Robert J. Hiller Professor at Michigan Engineering's Department of Electrical Engineering and Computer Science and the Department of Physics, is one of the lead authors of the paper. Faculty from the University of California-San Diego and the Naval Research Laboratory in Washington, D.C., also contributed.

The researchers used short, coherent pulses of light to create light-matter interactions in quantum dots—particles so small that the addition or deletion of electrons changes their properties. They found they could control the frequency and phase shifts in the optical network, which is crucial in powering an optically driven quantum computer, Steel said.

Optically driven quantum computers can crack highly encrypted codes in seconds. The fastest of today's desktop computers would require 20 years.

Part of what makes quantum computers so fast is that they are multitask masters.

"Quantum computers are capable of massive parallel computations," Steel said. "That's why these machines are so fast."

And the technology the researchers used to power them in this study is relatively cheap.

"We're particularly excited about our findings because they show that we can achieve these results by using quantum dots and readily available, relatively inexpensive optical telecommunications technology to drive quantum computers," Steel said. "Quantum dots replace transistors in these computers, and our results show that it only takes a few billionths of a watt to drive it."

U-M researchers are using quantum dot systems to pave the way for numerous quantum level applications, such as quantum dot dressed state lasers, optical modulators and quantum logic devices.

This discovery in quantum dot spectroscopy is an important stepping stone to building a quantum computer for the future. Spectroscopy is the study of the interaction between light and matter.

DTE Energy Foundation advances U-M energy leadership with $1.5 million professorship

ANN ARBOR, Mich.—DTE Energy Foundation has pledged $1.5 million to the College of Engineering and the Michigan Memorial Phoenix Energy Institute (MMPEI) to create the DTE Energy Professorship of Advanced Energy Research.

The contribution reflects DTE Energy's commitment to advanced energy research and belief in MMPEI's ability to provide solutions to energy-related challenges worldwide. The gift comes as part of The Michigan Difference, the U-M's $2.5 billion fund-raising campaign.

"This grant, one of the largest our foundation has ever made, underscores DTE Energy's commitment to leading our state and industry in creating an energy future that is sustainable and that offers reliable, affordable energy," said Fred Shell, DTE Energy vice president of corporate and government affairs and president of the DTE Energy Foundation. "We're looking forward to collaborating with the University on this exciting and critically important work."

The DTE Energy professorship will support a faculty member whose research will include alternative energy sources, energy storage and conversion, transportation, fuels or sustainability. The high-profile position will bolster Michigan's research and teaching, while preparing tomorrow's energy leaders.

"The DTE Energy Professorship will permanently link DTE Energy with the University's energy activities, significantly advancing our expertise in an area that is of keen interest to both DTE Energy and the University," said David C. Munson, Jr., the Robert J. Vlasic Dean of Engineering.

Launched in December 2006, MMPEI facilitates multidisciplinary, energy-related research across the University of Michigan. It brings together University researchers, industry and government experts to tackle pressing technological challenges and to discuss innovative public policy that can enhance the effectiveness and implementation of technological breakthroughs.

Starting this fall, MMPEI will head a consortium that includes DTE Energy as a leading member to examine the technical challenges now facing plug-in hybrid electric vehicles (PHEVs) and their promise for widespread appeal in the consumer market. Also known as gas-electric hybrids, PHEVs feature batteries that can be recharged by plugging into an external electrical outlet. They conserve fuel by operating off battery power for short distances at moderate speeds. The two-year, $2 million research effort is funded by the U.S. Department of Energy with $1 million going to U-M.

"As the state's leading diversified energy company with a strong interest in encouraging creative approaches to energy challenges, DTE Energy is an ideal partner in the University's expanding energy education and research agenda," said MMPEI Director Gary Was, professor of nuclear engineering and radiological sciences as well as materials science and engineering in the College of Engineering. "This high-visibility partnership holds extraordinary promise for the future."

The DTE Energy Foundation was initially attracted to MMPEI because of the Institute's multidisciplinary approach to addressing complex energy issues. For example, MMPEI has funded a research project at U-M to study the relationship between renewable energy technologies, electricity consumption patterns and environmental policy. The project's investigators represent the College of Engineering, School of Natural Resources and Environment, Ford School of Public Policy, and Ross School of Business.

Earlier this year, DTE Energy sponsored a two-day symposium, "Energy Science, Technology, and Policy: Facing the Challenge" that featured U.S. Energy Secretary Samuel Bodman and served as the MMPEI's official debut.

More information about the MMPEI and energy research at U-M is available at www.mmpei.umich.edu.

About the DTE Energy Foundation

The DTE Energy Foundation is the philanthropic arm of DTE Energy, continuing the legacy of community support and involvement of its principal operating subsidiaries, Detroit Edison and MichCon. The Foundation directs its contributions and involvement to support initiatives dedicated to developing the human and economic potential of the communities it serves. More information on the DTE Energy Foundation is available at www.dteenergy.com/community/foundation.

About the University of Michigan College of Engineering

The University of Michigan College of Engineering is ranked among the top engineering schools in the country. Michigan Engineering boasts one of the largest engineering research budgets of any public university, at more than $130 million. Michigan Engineering has 11 departments and two NSF Engineering Research Centers. Within those departments and centers, there is a special emphasis on research in three emerging areas: nanotechnology and integrated microsystems; cellular and molecular biotechnology; and information technology. Michigan Engineering is seeking to raise $110 million for capital building projects and program support in these areas to further research discovery. Michigan Engineering's goal is to advance academic scholarship and market cutting-edge research to improve public health and well-being. For more information, visit the Michigan Engineering home page: www.engin.umich.edu.

Required Admissions Testing

What standardized tests does Harvard require?
For the Class of 2011, students may submit either the "old" SAT I or ACT taken before March 2005, or the new SAT or ACT (which must include the writing section). Students must also submit three SAT II exams of their choosing. For information about the SATs, consult www.collegeboard.org/; for the ACT www.act.org.
Are there minimum required SAT I, ACT or SAT II scores?
Harvard does not have clearly defined, required minimum scores; however, the majority of students admitted to the College represent a range of scores from roughly 600 to 800 on each section of the SAT I as well as on the SAT II Subject Tests. We regard test results as helpful indicators of academic ability and achievement when considered thoughtfully among many other factors. The Admissions Committee understands that international students may not be as familiar with the SAT and ACT formats as American citizens. Nevertheless, international students who distinguish themselves for admission often present the Committee with exceptionally strong standardized testing by any measure.
Which SAT II Subject Tests should students take?
To satisfy our application requirements, applicants must take three SAT II Subject Tests and may choose any three subjects, using the following guidelines: * The English Language Proficiency Test (ELPT) is not acceptable.* Candidates whose native language is not English should not take an SAT II test in their native language as one of the three required tests.* Candidates who took the Writing (in English) subject test when it was offered (January 2005 or earlier) are strongly encouraged to include the results in their applications. Applicants may wish to convey the breadth of their academic interests by taking tests in different subjects.
What if English is not a student's first language?
A strong knowledge of English is essential for successful study at Harvard, including the ability to understand and express thoughts quickly and clearly. We require the results of the SAT I and three SAT II Subject Tests for all candidates. The SAT II English Language Proficiency Test (ELPT) is not acceptable for this purpose. Students are not required to submit the Test of English as a Foreign Language (TOEFL). Candidates whose native language is not English should not take any of their three SAT II tests in their native language.
Must students sitting for GCE A-levels or other international credentials submit SAT I and SAT II scores?
Yes. We realize students educated abroad may be unfamiliar with these examination formats, but all applicants must submit the results of the SAT I and three SAT II Subject Tests.
What if students cannot take the SAT or ACT in their country?
The SAT I and SAT II tests are now given in almost all countries. We realize that students might have to travel some distance or might have to plan for testing long in advance, but these test results are required tools in our analysis of applications. In our competitive applicant pool, students lacking these test results are usually denied admission. Foreign students in one of the very few countries where the SAT is not available (for example, China) may submit alternative testing such as the Graduate Record Examination. For more information about the GRE, consult www.gre.org. Students in such countries should also take the TOEFL.
Does Harvard consider scores from previous administrations of the SAT I, ACT or SAT II?
Yes.
If a student takes the required tests more than once, which results does Harvard consider?
We consider a student's best test scores, but it is generally our experience that taking tests more than twice offers diminishing returns.

A Residential College

A Residential College


Is on-campus housing guaranteed?
Harvard guarantees housing for all four years. First-year students live in one of the 17 dormitories in or adjacent to historic Harvard Yard. Self-selected groups of students are assigned to one of 12 residential Houses for the final three years of undergraduate study. About 350 to 500 students live in a House, each of which includes its own dining hall, library and advising staff, among other resources. Read more about first-year dormitories at The Freshman Dean's Office Website; read more about Harvard's Houses.
Must students live on campus?
Students must live in Harvard housing their first year at the College. A very small percentage of students choose to live off-campus as upperclassmen. Many students and alumni/ae, however, consider the House system one of the hallmarks of their Harvard experiences. Considering the diversity of student backgrounds, interests and talents, Harvard's residential program enhances the degree to which students - among our most powerful educational resources - learn from one another.
Should students be concerned for their safety at Harvard?
The University sponsors a comprehensive public safety program that includes a full campus police force, a walking escort service, a campus wide shuttle service, emergency phones, lighted pathways and a computer-card key system operating in all freshman and most other residences. Read Harvard's "Playing It Safe" handbook at The Harvard University Police Department Website.
Does Harvard provide services for students with disabilities?
Yes. The Accessible Education Office assists students with any impairment limiting their ability to walk, see, hear, speak, learn or write. Based on each student's successful strategies, the Center collaborates with faculty and staff to ensure individualized accommodation. Accessible housing and transportation are also available.
What advising and support services are available for Harvard undergraduates?
Woven into Harvard's first-year and upper class residences are a variety of academic and other advising resources that make the residential experience at Harvard distinctive. First-year students benefit from the guidance which resident proctors provide about living in Cambridge and studying at the College. Each House also has its own staff of advisers - resident tutors - similar to first-year proctors but with expertise in particular academic and professional fields. The College offers extensive advising resources of other kinds. When students need extra help in coursework, they can turn to the Bureau of Study Counsel. The Office of Career Services offers career counseling. The University maintains its own outstanding health services. The Undergraduate Financial Aid Office helps students with financial aid issues, and the Student Employment Office helps place students in jobs on and off campus. Finally, the International Office serves exclusively the special needs of international students.
Are there extracurricular opportunities available for students?
Yes! There are more than 250 student-run organizations at Harvard, among them dozens of publications, five orchestras, an extensive community service program, 41 intercollegiate athletic teams and an assortment of other activities - artistic, musical, political and social. There is never a shortage of things to do at Harvard. Consult www.college.harvard.edu/student/ for more information about extracurriculars at the College.

Academics at Harvard College

What is the difference between Harvard College and Harvard University?
Harvard College offers a four-year undergraduate, liberal arts program for students seeking their first degree - a bachelor's in arts or sciences. There are about 6,500 undergraduates at the College, 50% male and 50% female. The College is only one part of Harvard University, which includes 10 graduate and professional schools, all of which offer programs for students who already hold bachelor's degrees and seek advanced training in their fields through master's or doctoral programs. All 10 graduate schools maintain their own admissions offices and teaching faculties, and they are run independently of Harvard College. For information about Harvard's graduate programs, please contact these schools' admissions offices directly.

What is a "liberal arts" education?
A liberal arts education emphasizes both breadth and depth. In our liberal arts program, students are broadly educated in the social and natural sciences and in the humanities, as well as trained in a particular academic field of specialization. At Harvard, students fulfill the requirements of the Core Curriculum, which introduces students to modes of inquiry in important areas of knowledge. Since the goal of the Core Curriculum is to broaden each student's perspective, students take one course in each of the eight Core areas most remote from their concentration. They also select a field of specialization from more than 40 academic divisions and may choose courses from nearly 4,500 courses offered at the College. Students will usually take about half of their courses in their field of specialization, one-quarter in Core Curriculum areas, and one-quarter freely elected. The only specific course that is required for all students is a one-semester writing course, although each department has certain courses that need to be taken to earn a degree in that field. Programs are, therefore, quite individual for each student. Whatever a student's curricular choices, every undergraduate learns to read, write, and think critically- skills important to any endeavor. For detailed information, consult the course catalog at www.registrar.fas.harvard.edu.

Can an undergraduate concentrate in architecture, business, journalism, law or medicine?
Harvard's academic programs are not "pre-professional" in the sense that they provide vocational training; however, many Harvard graduates plan to continue their education in professional or graduate schools. Harvard students in general are very well prepared for admission to professional schools and graduate programs. Candidates who are not U.S. citizens but wish to continue their education in a professional program, particularly in an American medical school, are advised to consult specific graduate and professional programs in advance to understand those schools' admissions and financial aid policies concerning international students. For more information on studying medcine in the U.S. as an international student, please refer to the Office of Career Service website.


How strong are Harvard's science and engineering programs?
Science and engineering have long been priorities at Harvard. There are more than two dozen state-of-the-art facilities for science research at Harvard, and new computer science and chemistry laboratories opened in 1999. Moreover, our science faculty has won 29 Nobel Prizes. About half of recent entering students intend to major in the natural sciences, engineering, computer science or mathematics. Read more about engineering and applied science at www.deas.harvard.edu.


How easy is it for students to change concentrations?
About a third of undergraduates change fields after declaring their concentrations at the end of their first year. Students simply change fields in consultation with departmental advisers. For information about the breadth of Harvard's academic programs, consult www.fas.harvard.edu/academics/departments/all.html.


How successful are Harvard students in gaining admission to graduate schools or finding employment after graduation?
Our graduates enjoy an extraordinarily high rate of success receiving job offers and admission to graduate and professional schools. Resident tutors in each of the 12 residential Houses assist students applying to graduate schools and fellowship programs. The Office of Career Services offers all undergraduates a range of job and internship counseling and placement. Foreign citizens should be aware that some special policies might pertain to international citizens seeking employment or graduate school placement in the U.S.


Does attending Harvard College affect a student's chances of admission to Harvard University's graduate programs in business, medicine or law?
It is important to note again that these graduate programs are separate from and independent of Harvard College, and they each make their own admissions policies. Yet, Harvard College is almost always the best-represented undergraduate institution at Harvard's graduate schools. In some programs, however, and particularly at Harvard Medical School, non-citizens may have a smaller representation.


Can students fulfill academic requirements with previous coursework?
Students cannot receive credit for coursework completed before matriculation, but Harvard offers an Advanced Standing Program to entering students who meet certain standards on the College Board Advanced Placement (AP) examinations or who have earned the full International Baccalaureate diploma with grades of 6 or 7 on at least three Higher Level examinations. Admitted students who matriculate with strong results on the GCE A-levels - or on other internationally recognized examinations, such as the Abitur or French Baccalaureate - may submit their credentials to the Advanced Standing adviser in the Freshman Dean's Office for individual evaluation. Read more at www.fas.harvard.edu/~fdo/publications/advance.


What percentage of faculty members teach undergraduates?

Virtually 100%.


Is it possible to talk with and get to know professors?
Yes. In addition to professors' weekly office hours, students often spend time with their professors before and after class. There are also many occasions when professors take meals in Harvard's 12 residential dining halls; attend gatherings in the residences of House Masters, who are themselves Harvard faculty members; and participate in other programs and special events.

Are there required freshman courses?
Harvard requires all freshmen to take Expository Writing, a one-semester course. Otherwise, freshmen may enroll in any courses in which they are interested and for which they are prepared.

Must students register for courses before attending class?
No. Students enjoy a week-long "shopping" period at the start of each semester during which they visit classes and compare curricular choices before registering for courses.


How many courses does Harvard offer?
Nearly 4,500. For a complete copy of the course catalog, consult www.registrar.fas.harvard.edu.


How large are courses?
Some introductory courses as well as several other popular courses have large enrollments. Yet, of the more than 900 courses offered on average each fall, for example, more than 600 of them enroll 20 or fewer students.


Are there research opportunities for undergraduates?
Yes. Many students find research projects through individual inquiries with departments and professors as well as through the Harvard Undergraduate Research Program and the Mellon Minority Undergraduate Fellowship Program. The Faculty Aide Program links professors to undergraduates interested in becoming research assistants. Read more about these programs at www.seo.harvard.edu/research.


Are there exchange programs with other Greater Boston colleges?
Harvard students may cross-register in courses offered at MIT, which is a direct, 10-minute trip from Harvard Yard. Students may also enroll in graduate level courses at the Graduate School of Arts and Sciences as well as at many of Harvard's professional graduate professional schools.


What is Harvard's graduation rate?
Harvard graduates 97% of its students, among the highest rates at American colleges and universities. Everyone admitted to Harvard has the ability to complete all academic requirements successfully.

HARVARD UNIVERSITY

7th Sept 2007
Required Admissions Testing

A Residential College

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6th Sept 2007
Admissions Information for Prospective Graduate Students

High School Preparation Quetions

Harvard Map

International Required Tests

International Application Materials

International Financial Aid Information

International Interviews

International Interviews

International Interviews

We encourage international applicants to have an admissions interview when and where it is possible. Our interviewers abroad are normally graduates of the College who volunteer their assistance. Except in the case of students applying from schools in the United Kingdom and Canada, applicants must initiate contact with an interviewer. A list of interviewers abroad is enclosed with the application booklet. If an interviewer is not available sufficiently close to you to make an interview a possibility, the absence of an interview will not adversely affect your candidacy.

If you are applying from one of the countries listed below, you should initiate contact with one of our interviewers. If you have not already received our International Interviewer booklet with the names and contact information of interviewers, please email intladm@fas.harvard.edu with "International Interview" in the subject line and your full name and mailing address in the body of the email.

If the country you are applying from is not listed below, we may not have local interviewers or the number of applicants may be too great for all to be interviewed. Applicants from these countries will be contacted if the Admissions Committee requires more information.

International Financial Aid Information

International Financial Aid Information

Harvard is strongly committed to making educational opportunity accessible to all. All financial aid is awarded on the basis of financial need, and Harvard meets 100% of each family's demonstrated need. About 70% of Harvard undergraduates receive financial aid.

The financial aid policies for foreign citizens are exactly the same as those for U.S. citizens. All aid is need-based, and admissions decisions are made without regard to whether or not an applicant needs financial assistance.

Students who are not United States citizens or permanent residents should complete the "Financial Statement for Students from Foreign Countries." If you do not have a copy of this form, please request one from our office or download the forms. This form must be completed by all incoming students who are not United States citizens or permanent residents, whether or not they plan to apply for financial aid. Without complete information and appropriate certification, visa documents cannot be issued. For more information, please refer to the Financial Aid Website.

International Application Materials

If you are applying from a school outside the United States or Canada, you should follow the same procedures and timetables as candidates applying from schools in the United States. Please reference Requirements on this site from more information. You can also download the application instructions.

Applicants must include their names on all forms they submit, underlining the family name. The admissions Committee also asks applicants not to submit application materials in binders or folders.

Translations

The Admissions Committee appreciates the effort which many applicants make in providing translations of the recommendations submitted on their behalf. Please note: All translations must include the name of the translator, and the original (untranslated) reports should be submitted as well.

International Required Tests

International Required Tests

SAT, ACT Test Requirements

Applicants must submit the results of the SAT I or ACT and three subject SAT IIs even if they submit the results of their school leaving exams (e.g.,GCE A levels, International Baccalaureate, etc.). The January administration is the final testing date for students applying to the Freshman Class.

Applicants must designate Harvard as a recipient of their test scores, otherwise testing agencies will not release results directly to the Admissions Office. The SAT code number is 3434; the ACT code number is 1840.

Our testing requirements will change with the introduction of the new SAT I. For the Class of 2012, students may submit either the "old" SAT I or ACT taken before March 2005, or the new SAT or ACT (which must include the writing section). As always, students must also submit three SAT II exams of their choosing. The Admissions Committee will continue to consider all test results in light of students' educational opportunities.

No Access to SAT or ACT Test Centers

Students who do not have access to a testing center in their country are the ONLY exceptions to the policy outline above. If you do not have access to a testing center, we will consider other internationally recognized credentials, such as the results of the Graduate Record Examination. Applicants must send the results of the GRE to the Harvard Graduate School of Arts and Sciences, code 3451.

Writing Exam Requirements

A strong knowledge of English is essential for successful study at Harvard, including the ability to understand and express thoughts quickly and clearly. We require the results of the SAT I and three SAT II Subject Tests for all candidates. The SAT II English Language Proficiency Test (ELPT) is not acceptable for this purpose. Students are not required to submit the Test of English as a Foreign Language (TOEFL). Candidates whose native language is not English should not take any of their three SAT II tests in their native language.

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High School Preparation Quetions

High School Preparation

    Are there secondary school course requirements for admission?

    There is no single academic path we expect all students to follow, but the strongest applicants take the most rigorous secondary school curricula available to them. An ideal four-year preparatory program includes four years of English, with extensive practice in writing; four years of math; four years of science: biology, chemistry, physics, and an advanced course in one of these subjects; three years of history, including American and European history; and four years of one foreign language.

    Is it to a student's advantage to take advanced, accelerated or honors courses?

    Yes. Although schools provide different opportunities, students should pursue the most demanding college-preparatory program available.

    Must a student have certain grades or marks to be considered for admission?

    The Admissions Committee recognizes that schools vary by size, academic program, and grading policies, so we do not have rigid grade requirements. There is no single academic path we expect all students to follow, but the strongest applicants take the most rigorous secondary school curricula available to them. We do seek students who achieve at a high level, and most admitted students rank in the top 10-15% of their graduating classes.

    How familiar is the Admissions Committee with secondary schools? their rigor? what marks mean in a particular school or educational system?

    We have worked hard for many years to learn about schools in the U.S. and around the world. Our careful study of different schools, curricula, and educational systems benefits, too, from information we receive directly each year from schools, extensive personal communication we have with school personnel, and the interview reports we receive from our alumni/ae, who meet thousands of applicants to the College each year. We can always learn more, so we welcome information students think might be helpful to the Admissions Committee in understanding their accomplishments in their school communities.

    Does Harvard rank secondary schools in the U.S. and abroad?

    No. While we understand there are differences in the overall strengths of secondary schools, we are most interested in how well applicants have taken advantage of available resources.

    What if a student has attended more than one secondary school?

    We ask students to provide Secondary School Reports from the college counselor of each school they have attended in their last two years of secondary school.

    Does Harvard consider non-required test results, such as Advanced Placement, International Baccalaureate, Abitur, or GCE A-levels?

    Yes. We value any information that helps us form a complete picture of an applicant's academic interests and strengths.

Admissions Information for Prospective Graduate Students

Admissions Information for Prospective Graduate Students

The Graduate School invites applications from students whose breadth of academic experience and fitness for the specificfield of study suggest the potential for scholarly achievement.

In general, only applicants holding the BA or equivalent, with distinguished undergraduate records, are admitted. Faculty recommendations and the applicant’s statement of purpose are carefully weighed. Research papers, publications, and other original works may also be considered by the admissions committees during their evaluations.

Persons holding a PhD or its equivalent, or who have completed most of the work required to earn the PhD elsewhere, may apply to a PhD program in the Graduate School only if it is an unrelated field of study. In view of the large number of excellent applicants for the limited number of places in the Graduate School, preference for admission and financial aid will be given to those who have not already had an opportunity to receive a doctoral degree here or elsewhere. As an alternative, such people may apply for Visiting Fellow Status .

Simultaneous enrollment in another degree program while a candidate for a degree in GSAS is not ordinarily permitted.

Students may receive the PhD degree from only one program in the Faculty of Arts and Sciences.

Approximately 11 percent of the applicant pool is offered admission to enroll in an incoming class of about 700.

All programs require the General GRE test scores; some require the GRE Subject test scores (some programs allow the GMAT to substitute, see Program Details). Some programs require specific undergraduate courses, languages, or quantitative expertise.

Before filing your application, please be sure to read carefully the descriptions of the degree program(s) and requirements of the department(s) to which you seek admission.

We expect accuracy in all documents provided by applicants. If a candidate for admission makes inaccurate statements or submits false material in connection with the application, appropriate action will be taken. In most cases, these misrepresentations are discovered during the admission process and the application is rejected. If a misrepresentation is discovered after a candidate is admitted, the offer of admission normally will be withdrawn.

Applicants are considered for admission to the fall term only. There are no spring or summer admissions.

Only the Dean of the Graduate School has the authority to make an offer of admission.

If you have decided that Harvard University offers the graduate education you are seeking, we hope you will apply. We encourage online submission of the application. If you decide to apply using the paper version of the application, please complete your application accurately, legibly, and on time. Be sure your statement of purpose outlines your goals for graduate study. This is very important to academic departments in deciding whether to recommend admission. If you need additional information beyond what is provided in the following pages, do not hesitate to contact the Office of Admissions and Financial Aid. We look forward to receiving your application.

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