The A-level exam results are out in the UK. Over 350,000 teenagers have been placed on undergraduate courses, according to UCAS, the organization that manages applications to UK full-time higher education courses. And while they jump for joy, excited at the prospect of going to university, some social commentators and education critics are harrumphing.
They feel that despite their success, these exam-savvy youngsters are woefully ill-prepared for the real world. And that the ones who go to university are simply entering outdated institutions that don’t prepare them for the world of work.
Most university courses aren’t vocational. Yet, the debts that mount up throughout a course (an average of £50,000) are forcing students to create a “personal brand” and a portfolio of work before they leave – so that they have a chance of competing in a crowded marketplace once they graduate.
In the past, students were only expected to step-up their writing, thinking and analytical skills while at university. Now, they’re expected to take Instagram-worthy internships and use social media to network their way to success. They’re expected to document their skills and capabilities across a range of social media so that they can effectively secure work opportunities.
A report from the Department of Education showed that in 2017, graduates and postgraduates had higher employment rates than non-graduates. And that the average, working-age graduate earned £10,000 more than the average non-graduate.
So good, so far. But this emphasis on securing work is contributing to a hole in their university life. This manifests as poorer quality reading and writing skills on the essays they write throughout their course. And the writing they do in the business world. This is not new. And it’s not down to youngsters spending more time on Snapchat than perusing the abridged works of Shakespeare. But it’s a skill gap that doesn’t seem to be closing.
Many arrive at university after years of teachers “teaching to the test”. Students haven’t necessarily been given the opportunity to think for themselves. At least, not in an academic sense. Their teachers have been judged on results throughout their teaching careers. So, their primary task hasn’t been to help students to write fluently, or accurately. In fact, while 26.4% of exams scored an A or A*, just 1.8% of English language exams were graded A*. Overall, the teachers have done their jobs, which has been to get their pupils to pass. And the overall pass rate for 2018 sits at 97.6%.
But when school leavers get to university, many will find themselves in a quandary. It’s likely that they’ll feel a pressure “to get their money’s worth”. Yet, they’ll also be faced with a barrage of new concepts and theories. And they may not have the writing skills to communicate them effectively. Ironically, this can hamper their chances in the job market.
A Royal Literary Fund report called “Writing Matters” labeled the writing skills of students “shocking” and “inadequate”. What’s more, an academic survey cited in this report found that 90% of lecturers said it was necessary to teach writing skills to students. Yet, university is structured so that the teaching of writing skills is not embedded into courses. It’s a veritable chicken-and-egg situation.
In any case, qualifications alone don’t sell themselves anymore. So, students need to see themselves as a package, not as a vessel for their exam results. They need to hone their soft skills – their ability to think well, write well, be emotionally intelligent and communicate with themselves and others. Employers want to hire people who are creative, resourceful and resilient.
So, as students crack open the prosecco and celebrate their results – I say we provide them a break. Going to university is a massive life transition in itself, as is starting work for the first time. It’s easy to forget the days when you couldn’t boil an egg. And it’s easy to forget that it’s the system itself that isn’t teaching students the writing and communication skills they need to truly succeed in life and work.
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To be eligible to take the NCEES Fundamentals of Engineering exam, you must meet the following requirements:
For seniors ready to take the FE exam, you will still need to register for ENGR 490 the semester you plan on taking the exam. Please be mindful that if you plan on graduating in the semester you take the exam, you will need to take the exam no later than prep day to allow for adequate processing time (uploading your exam proof). Otherwise, this may delay your diploma.
CSE students are not required to take the FE exam.
The exam will be held at any NCEES-approved testing facility year round at a testing day and time that you choose. Do not wait to sign up for an exam date! If you choose to wait to sign up for the test in the middle of or later in the semester, the testing center dates will most likely be FULL! This may cause a delay, or even denial, in receiving your diploma if you are taking the exam in your last semester. Yes, it is an expensive test, but isn't it more expensive to have wait an extra semester for your diploma?
Register for the exam on the NCEES website.
You may access and review the current FE Supplied Reference Manual, the same type you'll be using during the examination, on the NCEES website.
Study sessions are often organized by the student chapters of ASCE and ASME once a semester. Emails will be sent to students enrolled in ENGR 490, and flyers will be posted on the College's Facebook page. There is often a small cost in order to attend each session.
Please contact Sam DiMuzio (firstname.lastname@example.org) with any questions about review sessions.
Go to the Nevada State Board of Engineering website and apply for Engineer Intern certification. Instructions on how to apply can be found on their website.
More information about the early PE exam can be found on the Nevada State Board of Engineers website.
Examinations for subjects which have meetings in both the Monday/Wednesday/Friday (MWF) and Tuesday/Thursday (TT) sequences should be scheduled according to the sequence in which they have the greater number of times. If a class meets an equal number of times in each sequence, the examination should be scheduled according to the sequence which shows an earlier date or time in the examination schedule.
i.e., for MTWF or MWTHF courses, refer to the MWF examination time. For MTWTH of MTTHF courses, find both the MWF exam time and the TT exam time—your exam is scheduled for whichever date/time is earlier.
Common exam Times
All sections of Accounting 203 and 204 as well as all sections of Mathematics 171, 172, and 271
have a common exam on Monday, December 11, 9:00 a.m.
Exams for undergraduate courses meeting during the first half of the semester will be
scheduled on the last day of class. Exams for undergraduate courses meeting during the
second half of the semester will be scheduled according to the exam schedule above.
Labs and Combination Lecture/Lab Courses
Exams for labs, if given, should be administered during the final lab period. Exams for
combination lecture/lab classes should be administered according to the exam schedule above.
One-credit PER and MUSC Courses
Exams for one-credit PER and MUSC courses, if given, will typically be scheduled for the final
Graduate courses will typically follow the full eight-week schedule, with the exam on the final
day of class.
WILLMAR — The Ridgewater Warriors' volleyball team has been having not-so-fun practices as it gears up for its second season under head coach Amanda Bohlsen.
Bohlsen has heavily pushed her team in practice to focus on the fundamentals of the game.
The Warriors will look to bring their fundamentals to show when their 2022 MCAC South season begins at 6:30 p.m. Wednesday against St. Cloud Technical and Community College in St. Cloud.
"St. Cloud is historically incredible," Bohlsen said. "They play a lot like us — fast paced and very calm. ... Fundamentals are going to be key for our success."
Bohlsen recruited 11 freshmen in her first true recruiting season as head coach, including five players from MACCRAY.
Many of her recruits are local athletes she has coached previously.
"We had a very, very successful recruiting season," Bohlsen said. "Comfortable is a good way to put it. Humbling is also a good way to put it — just in the fact that they're even willing to come play on my court again. ... It's a bond I have not ever had with a team."
A leader among the strong freshmen recruiting class is the "dynamic" Gabby Randt, a right-side hitter and middle blocker from MACCRAY.
Yansi Flores, a 2021 West Central Tribune All-Area Volleyball team honorable mention from YME, also joins the Warriors this season alongside Willmar High School graduate and middle hitter Abigail Samuelson.
Flores and Olivia Naatjes will serve as the team's two setters. Both will also play at the middle hitting/blocking position as well.
"That's the fun part about this year is we don't have any true setters," Bohlsen said. "We didn't get a true setter from our recruitment."
Returnees libero Tayler Schmidt, outside hitter Adelia Pierson and right-side hitter Harley Kunstleben will serve as the team's three captains this season.
Schmidt returns with a strong list of honors from the 2021 season. She was a member of the MCAC Elite team and the MCAC South All-Division team, ranking 13th in digs per set and 24th in digs in NJCAA division three volleyball.
"The leadership that all three of them have shown — it blows my assistant and I away on a daily basis," Bohlsen said. "They have stepped into roles where they command respect, creating bonds with each of the new players."
The Warriors traveled near the Twin Cities in the last weekend of August to compete in the Anoka-Ramsey Crossover Tournament, where they went 1-3, to help them prepare for the 2022 MCAC season.
Ridgewater lost its first three matches, all sweeps, before defeating Alexandria Technical and Community College in its final match of the weekend in four sets.
"I will forever go to a crossover tournament. It is really important to show the newer class what we're facing for when we step on the court against St. Cloud," Bohlsen said. "I feel a lot more comfortable coming into tomorrow after having that experience."
Behind their massive freshman class, the Warriors will look to Strengthen upon their 10-11 record from 2021 in hopes of making a splash into the postseason.
"I've never in 10 years been able to lead into a season like I am this year, especially at this level with the full trust I have in every single player. It is not lost on me how special that is," Bohlsen said. "We're excited to provide a good show at each game."