The ACT announced major changes to their college admissions test to begin in spring 2025 for online exams, and spring 2026 for in school-day testing. The new version will be shortened from three hours to two hours, will have 44 fewer questions with shorter reading and English passages, and the science section will be optional. However the new ACT will not be using an adaptive format like the new version of the SAT.
 The structure of General Education Requirements, sometimes called the Core Curriculum, can vary significantly from one college or university to another. Some institutions may have more extensive requirements that could take up to two years to fulfill. Others may have more flexible requirements that can be completed in a shorter time frame, allowing for greater choice in elective courses to fulfill university credit requirements for graduation. In many traditional four-year colleges and universities in the United States, general education requirements typically make up a significant portion of a student's undergraduate coursework. These requirements are designed to provide students with a broad foundation of knowledge across various disciplines, such as English, mathematics, natural sciences, social sciences, and humanities. General education requirements may be spread across all four years or be more concentrated in the first two years, depending on the institutional model. Rather than just counting credits, some schools assess general education through demonstration of specific competencies, such as higher scores on AP tests, language or math placement tests, or other evaluations. Colleges with flexible education requirements give students greater choice in their course selections, allowing them to tailor their education to their interests and career goals. Some institutions focus on developing specific skills or competencies, such as critical thinking, writing, or problem-solving, rather than requiring specific courses. Flexible models allow students to create a customized plan, often with advisor guidance, to fulfill general education requirements. They prioritize student autonomy, allowing students to take ownership of their education and make informed decisions about their coursework. A college or university’s general education requirements are separate from requirements for one’s chosen major. Every college has specific courses for each major or minor chosen. These courses build a strong foundation and provide essential knowledge and skills that are critical for understanding more advanced concepts. They help ensure that all students meet a baseline level of competency in key areas. This is crucial for maintaining academic standards and preparing students for professional work or further study. The variation in general education models reflects differences in educational philosophies, institutional missions, and desired student outcomes. Students should carefully review the requirements at each college they are considering to understand how the general education curriculum is structured. Flexible general education models aim to foster critical thinking and problem-solving skills in students through several strategies:
Advantages:
Brown University: Brown's Open Curriculum allows students to explore various disciplines without traditional general education requirements. Students work with advisors to create a personalized plan, encouraging exploration and discovery. Amherst College: Amherst's "Open Curriculum" provides students with the freedom to explore various subjects without traditional distribution requirements. Students work with advisors to create a personalized plan, promoting exploration and discovery. Grinnell College: Grinnell has an individually advised curriculum where students design their own program of study. The only requirement is a first-year tutorial course, and beyond that, students have the freedom to take courses across different disciplines Wesleyan University: Wesleyan's general education program offers a flexible framework that allows students to fulfill requirements through a variety of courses, including electives and majors. Pomona College: Pomona's general education program offers a flexible framework that allows students to fulfill requirements through a range of courses, including electives and majors. This approach encourages students to explore multiple disciplines and interests. Sarah Lawrence College (NY): This liberal arts college is known for its flexible, student-centered approach to education, with no traditional majors or distribution requirements. St. John's College (MD, NM): With a unique Great Books curriculum, St. John's encourages students to explore a wide range of subjects, with no traditional majors or electives. Bennington College (VT): Bennington's Plan Process allows students to create a personalized plan, combining multiple disciplines and interests, with no traditional majors or minors. Evergreen State College (WA): Evergreen's interdisciplinary, team-taught curriculum allows students to explore multiple subjects, with no traditional majors or distribution requirements. Prescott College (AZ): This liberal arts college offers a flexible, student-centered approach to education, with a focus on experiential learning and community engagement. Warren Wilson College (NC): Warren Wilson's Triad program combines academic, work, and service experiences, with a focus on sustainability and social responsibility. College of the Atlantic (ME): This small liberal arts college has a flexible, interdisciplinary curriculum, with a focus on sustainability, community engagement, and hands-on learning.  Working with an independent educational consultant can help students, and their parents, decide what type of college curriculum might work best for each student’s learning style and career goals. Check out College Doc’s Personalized College Action Plan.  According to The American Association of University Women(AAUW), throughout their education, girls and women are systematically tracked away from science and math. This limits their access, preparation and opportunities to enter these fields for their careers as adults. By the time students reach college, women are significantly underrepresented in STEM majors.
Women make up only 34% of the workforce in science, technology, engineering and math (STEM). While this is up from 28% two years ago, it is still significantly less than the existing overall percentage of women, and men vastly outnumber women majoring in most STEM fields in college. The gender gaps are particularly high in some of the fastest-growing and highest-paid jobs of the future, like computer science and engineering. Women in STEM Occupations Biological Scientists 46% Chemists & Materials Scientists 40.4% Computer & Mathematical Occupations 25.2% Engineers & Architects 16.5% SOURCE: U.S. Bureau of Labor Statistics, "Employed persons by detailed occupation, sex, race, and Hispanic or Latino ethnicity," Labor Force Statistics from the Current Population Survey, Table 11, 2020. A typical STEM worker earns two-thirds more than those employed in other fields, according to Pew Research Center. And some of the highest-earning STEM occupations, such as computer science and engineering, have the lowest percentages of women workers. Giving women equal opportunities to pursue and succeed in STEM careers helps narrow the gender pay gap, enhances women’s economic security, ensures a diverse and talented STEM workforce and prevents biases in these fields and the products and services they produce. To help close the STEM Gap, it is important that girls and women are given the skills and confidence to succeed in math and science. There should be improvements in STEM education and support for girls starting in early education and through K-12. Every student should be exposed to engineering and computer science, and Next Generation Science Standards. Classes should be taught by connecting STEM experiences to girls’ lives, promoting active, hands-on learning and emphasizing ways STEM is collaborative and community-oriented. AAUW also suggests expanding after-school and summer STEM opportunities for girls. They suggest Increasing awareness of higher education and career opportunities, pathway opportunities, role models and mentoring programs with women in STEM for girls. While there have been some advances, more efforts need to be made to help women close the STEM gap. Educational consultants can help encourage young women with academic aptitudes and interests in math, science, computers and engineering to explore career paths they may not have considered for their future. Inside Higher Ed reports that there is a recent increase in the number of higher education state systems offering direct admission to college. There is no application process in direct admissions. Students and/or counselors compile a portfolio of academic information including high school courses taken, GPA, test scores, areas of interest, as well as geographical preferences. The colleges then use these to decide whether to extend an admissions offer.
Proponents of the policy say it is an affordable way to combat declining enrollment and removes a barrier for students who might otherwise not consider college. It is also a way to diversify an institution’s student body, with some schools showing an increase in minority students as well as males among admitted students. Currently 10 states use system-level direct admissions, including Idaho, South Dakota, Minnesota, Vermont, Georgia, Indiana and Wisconsin. The majority of the colleges and universities implementing direct admissions are a state’s regional institutions and are not highly selective. The flagship colleges and a few other more competitive satellite campuses currently have not opted in to the program, but that could change in the future. For more information, see Inside Higher Ed’s article. Colleges are enrolling more students on the autism spectrum. However, one-third of the graduates with autism are not finding jobs. Here is how Rochester Institute of Technology is trying to change that with their Career Ready Bootcamp.  Once a student has heard back from all their college applications, they have the opportunity to visit or revisit their top choices of the schools where they have been offered admission. Most colleges offer Accepted Students’ Days in April for students and their families. This allows students to get a more in depth look at their potential college, see other students who were accepted, speak to faculty from their major, and even speak to the financial aid office. Sometimes students will have the opportunity to sit in on classes to see what college academics would be like. Usually there is lunch offered along with student Q&A panels and some sort of entertainment from student clubs. The days are usually very upbeat and celebratory and well worth attending. Before a final decision is made for the student’s next 4 years, College Docs suggests you attend two or three Accepted Students’ Days.  |
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