This fall, ELI 360’s connection with Germany was further strengthened when two students from Lugau, Germany enrolled in our English as Second Language (ESL) program at Hardin-Simmons University (HSU) in Abilene, Texas. The boys arrived in late August, and had the opportunity to experience life at a U.S. liberal arts university. They lived in the dorms, ate in the cafeteria, hung out with American students and became part of the HSU Family. They also played soccer for the HSU Cowboys under the guidance of Coach Heger and made significant contributions as the team stormed into the playoffs after a shaky start.

Maxim Farger (left) and Robert Hornig (right) from Germany.

Before the students left on their tour of the United States this Christmas break, ELI 360 managed to catch up with them. Below is the full interview:

ELI 360: Hi Robert and Maxim, thank you for taking time out to speak to us. First, can you tell us how you heard about ELI 360 and the ESL Program?
Maxim: I heard about ELI 360 from a family friend of mine named Reiner Kallus. Mr. Kallus turned out to be a friend of Ellen Presley. They had known each other since they were teenagers. Mr. Kallus had visited Ted and Ellen in Abilene, Texas before and he told me about ELI 360 and how Hardin-Simmons was a good university.
Robert: (laughs) I heard about ELI 360 through Maxim!

What were some of your ideas about the United States before you came?
Maxim: When I think about the U.S., I think about fast food, good movies, Hollywood and a lot of advertising. When I think about Texas, steaks, pickup trucks, big cars, and hot weather come to mind.
Robert: I agree with Maxim. I also thought about fast food and big cars. In addition, I also think of highways and big cities like New York.

Were those ideas and expectations accurate?
Maxim: They were mostly accurate. I was surprised however, to find out that everybody here in Abilene was so friendly. People here genuinely care about you, unlike in Germany where people were more serious.
Robert: My thoughts were mostly accurate except for one thing: There was A LOT more fast food than I had expected (laughs). I was disappointed, however, to find that the public transportation in Abilene was pretty poor.

Did you experience any culture shock? What did you find most different about the U.S.?
Robert: The first month was really warm, and the food was hard to get used to. Also, I was surprised to find that there were barely any sidewalks in Abilene. It was hard to get around on foot. In Germany, most people cycle. People here drive a lot!
Maxim: I agree. The weather was hot and the food was different. The biggest difference is that the infrastructure here is not as great as it is in Germany, and getting around is hard if you don’t own a car.

What is the difference between a U.S. University and a German one?
Robert: In Germany, we don’t have varsity athletic teams for our universities. We only have professional sports clubs with their own academies, such as Bayern Munich (soccer team). The universities in Germany are also much bigger. We don’t have any small universities. Also, we only have one university per city. You’ll never find three universities in one city, like here in Abilene.
Maxim: The teaching quality and style here is very good – similar to Germany. I do appreciate the diversity here. I lived in a small town in Germany so it was not very diverse.

Maxim and Robert pictured here with the HSU Cowboys Soccer Team.

Did you enjoy playing soccer for HSU? Did you have a good season?
Maxim: I liked it. It was a good and new experience since we don’t have university teams in Germany. It was a good season. We made some good friends on the team but we weren’t very close. We didn’t have any problems with anybody on the team.
Robert: I had a lot of fun. We stayed in nice hotels and traveled a lot. We had some successful games. All in all, it was good. Everyone on the team was friendly. It was really nice to be able to score two goals.

Do you have a message for the guys on the team for next season?
Maxim: I hope the guys can win the ring next season, and that they can win the national championship. I believe they can do it, they have good players. Also, Coach Heger needs to improve his German (laughs).
Robert: (laughs) Yes. Coach Heger needs to improve his German. On a more serious note, I really hope the guys can win the ring. I also want to thank Coach Heger personally for the opportunities he gave us.

Did you enjoy your classes? What were your teachers and classmates like?
Maxim: The classes were good. It was nice to have classmates from a different country (China). Also, I really liked that we got to shoot guns on one of our weekend trips to a farm. Only in Texas! Which reminds me, I also think of guns when I think about Texas! (laughs)
Robert: Some of the classes were boring since we had to learn so much history (Robert doesn’t like history, apparently). But it was great overall. I like that had various trips. We got to go to the zoo, as well as visit with some employers in Abilene to learn about jobs.

Did you miss your family a lot? How often did you stay in contact with them?
Maxim: I missed my girlfriend a lot. I did Skype and Facebook my family and my girlfriend every day. I also really missed my close friends.
Robert: It was fine. Family is important to me, but my time here was brief, and I enjoyed it here so it wasn’t bad. I managed to communicate with my girlfriend every day.

Overall, did you have a positive experience here?
Maxim and Robert: Yes. Very much so.

Quickly, what are the three best things about Hardin-Simmons University?
Maxim: Soccer Team, Friends, and the Swimming Pool!
Robert: Dorm life, FIFA Tournament with the guys, and the soccer team!

Would you recommend this program (ESL) and this university to your friends back in Germany and around Europe?
Maxim and Robert: Definitely. The price was very good for everything that we got (food, housing, tuition, books, etc.). It was reasonable. It’s unfortunate that university is free in Germany, otherwise we are sure more students will come. Our advice to German students: if you only want to study for a semester, and to get new experiences, HSU is definitely the place to be!

Have you made any fond memories? Can you name your best memory from this semester?
Maxim: Getting into the playoffs with the Cowboys.
Robert: NSO (New Student Orientation)!!! The first week was absolutely amazing!

What are some of your plans after this semester?
Maxim and Robert: We will be in Miami with a friend over Christmas and New Year’s. After that we will be touring the major cities in the U.S.: New York, San Francisco, Los Angeles, Hawaii and Las Vegas. Afterwards, we will head back to Germany on February 8, 2012.

That sounds like quite the trip! What do you plan to do when you return to Germany?
Maxim: I will work again at my previous job with Siemens where my brother Alex works. I will start university in October. I plan to study medicine but we’ll see how it works out. I might start off studying physical therapy and then go into medicine.
Robert: I will work first as well. I will try and find a job. Hopefully I will get to work for the hospital I worked for before I left. I will start school in October, probably majoring in Material Science.

• To see more pictures of Robert and Maxim in action, click here: Maxim and Robert in Action.

ELI 360 wishes Maxim and Robert all the best with their future endeavors. Hopefully, their time here would open the door for many more German and European students to consider enrolling at our partner universities. If you would like find out more about our ESL Program at HSU, please e-mail us: admissions@eli360.com

[ih-maj-in]

verb (used with object)
1. to form a mental image of (something not actually presentto the senses).
Or…
verb (used without object)
6. to form mental images of things not present to the senses;use the imagination.

_______________________________________________________________

In my final semester as an undergraduate, I took an ethics course through the Logsdon School of Theology at Hardin-Simmons University. In that course, our professor highlighted the role of “imagination” in ethical (right/moral) living. When I first noticed the subject matter of “imagination” in my course schedule, I had to chuckle to myself. Here’s why…

The Barney series formed my earliest perceptions of the concept of "imagination". Imagination, however, is not just a child's plaything. (Image taken from Barney.com)

Being the eldest of five siblings, I had the great fortune (or misfortune depending on how you see it) of keeping in touch with my childhood far longer than most of my peers. My parents were busy folks and trying to care for five children was not the easiest of tasks. For this reason I found myself spending a lot of time with my younger siblings whilst helping my parents babysit. Babysitting my siblings often involved watching re-runs of Barney the dinosaur on VHS (this was before CDs and DVDs mind you).  If any of you have had an experience with Barney, you would know that “imagination” was one of the recurring themes in this popular children’s series.  It is in this very context that I grew up relegating Barney and “imagination” to the realm of child’s play. Due to these experiences, I had subconsciously convinced myself that imagination was the antithesis to logic and reason, which I saw in essence as marks of adulthood and maturity.

If there is one thing I have learned about growing up, it is this: one of the greatest sources of growing pains (and relief) stems from unlearning the false “truths” that we have come to believe. In this case, my views on “imagination” as a primitive/prepubescent means of thought were radically reframed through this ethics course.

Imagination plays a bigger role in our adult lives than we may believe. Most of the time, we are not aware of how much of the choices we make depend on the extent of our imagination. Learning about the role of imagination in ethical decision making has revolutionized the way I look at life and education.

Imagination plays a bigger role in our adult lives than we may believe.

If you only learned to bow as a greeting growing up, chances are you won't ever figure out that shaking your hand is also a form of greeting. Our imagination is limited by our context.

Our imagination (our ability to think, perceive and form mental images) is severely limited by our culture and context. This in turn limits the choices that we can make. If we only grow up learning choices “A, B, C”, it is beyond us to choose “D, E, F” if we never learn that “D, E, F” are actually valid choices. To cite an more concrete example, an international student who grew up in a culture where people only bow to each other will not know that shaking hands is an alternative means of greeting another person unless he or she is exposed to such a form of greeting. When you apply this example to moral/ethical living, we find that the type of choices we make is limited to what we have come to know. In other words, we cannot choose choices that are not a part of our imagination (perception).

This brings me to the point that I would like to make in this article: studying abroad in a foreign country is the perfect antidote to a limited imagination. Even though the multimedia age that we live in today ensures that we are more connected to the global community than ever before (media also shapes our imagination), there is still great value in traveling to another culture and learning about the inner workings of that said culture. Along the way, we find nuggets of wisdom that can help us become a more complete and ethical human being. Learning new ways to tackle life’s problems does not mean that we lose our cultural and ethnic identity; it merely means that we have the opportunity to become more efficient and creative at solving the problems life throws at us. One of the chief goals of quality education then should be an overwhelming emphasis on helping the learner expand his or her imagination.

Although there is no “perfect” culture in this world and there is value in respecting the uniqueness of all cultures that we encounter, the ability to “chew on the meat and spit out the bones” (so to speak) can help us get pretty far in becoming a better citizen in this global community. Studying abroad is but one of many ways to expand one’s imagination. However, if you ask me, it sure is the best way to do so.

Do you agree with this article? Do you have any suggestions, opinions or alternative points of view? Feel free to comment below. You can also contact the author at benjamin_skye@eli360.com

For students leaving home for the first time, homesickness can be a major challenge.

International students leaving home for the first time face a vast array of challenges. Sometimes, these challenges may prove to be nothing more than minor inconveniences. On the other hand, some of these challenges can be particularly detrimental to the physical and emotional health of a student studying in a foreign country.

Learning how to adapt to the culture of a new country plays a major factor in minimizing how homesick an international student may feel.  Here are five ways students can prepare themselves to prevent being derailed by homesickness while studying abroad:

5. Make new friends.

Leaving home means leaving years of deep friendships behind. Coming to a new country and a new environment does not mean that you have to be lonely for the next four years of your college life. It is important to step out and cultivate new friendships. As a matter of fact, it is a widely held fact that the friendships you develop in college are often the ones that will last you a lifetime. Having good friends will provide you with the emotional support that you when college life gets challenging. For some students who are lucky enough, their friend’s families might even begin to treat them as one of their own. Being able to visit a local family for holidays is always a comfort and helps greatly in the fight against homesickness.

4. Keep yourself busy.

Warning: This is not a call for international students to turn themselves into workaholics that never rest. Some students use school and other activities as a coping mechanism to drown out their misery as they struggle with missing family and friends at home. This is not healthy. Nevertheless, students should still find ways to keep themselves occupied with balanced activities. Students need to work hard at school and become actively involved on campus. In addition, students also need to take part in leisurely activities offered at their campuses such as pick-up games, intramural sports, and other college festivities/celebrations/events.

3. Make plans for holidays with local friends

Holidays (Thanksgiving, Christmas, etc.) can be very lonely times for international students.  Most local students here in the U.S. often leave campus to go home to spend time with their families. Some lucky international students will be able to go home while others might get invited to spend the holidays at their friends’ houses. Students left in the dorm should take this opportunity to organize their own parties. Students can cook together, choose to go out for a meal or organize a game night. Find out who else is in town, and call them up to meet somewhere. The holidays are a time to get creative!

There are many useful online tools that can help you stay connected, such as Skype's video-call function.

2. Maintain healthy connections from back home.

With the rising popularity of online social networks (Facebook, Twitter, Google+) and other online communication tools (Skype, Windows Live Messenger), the world is becoming a smaller place. The distance between you and your friends from back home do not have to stop you from continuing your friendship. Maintaining healthy relationships with family members and friends from home can be very helpful in times of emotional need. Friends and family from home may be able to relate to certain struggles that you have that local friends can’t (and vice versa). Being able to contact them to ask for advice or even prayer can be a great source of comfort and relief when things get rough.

1. Hold firm to your goals.

International students going abroad for studies can gain a lot from remaining highly focused on their goals. When the times get tough, it is extremely important for students to remember the reason why they are studying overseas. Having a deep sense of “purpose” and “calling” to study in whatever field the student is in can provide the student with a great source of motivation to keep working hard. By making it a practice to envision the finish line daily (graduation!), students can cultivate a real sense of inner confidence. Students focused on their goals realize the opportunities that they have to grow and develop towards their lifelong goals. Such students are not easily side-tracked and have the strength to weather any storm.

And finally…

…if you are feeling extremely overwhelmed emotionally or physically because of homesickness, do not hesitate to seek help. All universities are equipped with counselors who can help you work through whatever hardship you are facing. A good place to start is by visiting the Dean of Students for your university. He or she can help you personally or point you towards the right direction to get help. Certain universities have counseling centers on campus that offer free counseling services for all its students. Use the resources available to you. Whatever you do, do not isolate yourself from the community on campus. Staying connected will give you a better chance of recovering and overcoming whatever hardship you are facing.

Benjamin Skye graduated from Hardin-Simmons University in May 2011 with a Bachelor’s degree in Psychology and Bible. He arrived at HSU in July of 2007 and has enjoyed every moment studying abroad. You can e-mail him with questions about this article and on the topic of homesickness at benjamin_skye@eli360.com

Union soccer player Diego Santos (in the red jersey) poses for a photo with some students from a deaf institute in Rio de Janeiro.

During the week-long visit, the young men from Union partnered with a local congregation,  Igreja Batista de Laranjeiras (Baptist Church of the Orange Trees), to minister to the impoverished and share the gospel.

According to the team’s head coach Clovis Simas, the purpose of this trip was to “partner with the church in its ministry” whilst having the opportunity to “serve, to see the situation in Brazil and also to play some games with them.”

While they were there, the team visited a local prison, a deaf institute on top of playing soccer games against local youth teams and teams from poorer communities known as “favelas”. For these student athletes, the mission was an eye-opening experience. Many team members on this trip had the opportunity to reflect on how blessed they were compared to these communities in Brazil who had so little. The mission trip also provided an avenue for these young men to put their faith into action. Every team member had the opportunity to preach, and share the gospel with their new friends in Brazil.

Overall, the trip was a blessing to both the Brazilian communities in Rio de Janeiro, as well as the students themselves. For the “favelas”, Union University donated brand new soccer uniforms and cleats (shoes). As for the team members from Union University, head coach Simas believed that the team had grown closer to each other from this experience.

This mission trip speaks volumes about the type of education offered by Union University. Through this we witness how the Union University soccer team became more than just a team of college athletes when they went out of their way to reach out to the impoverished community in Brazil. After all, a good education is not merely confined to the cultivation of intellect, but also the development of good character and a sense of compassion for other people as well.

You can read more about the Union University soccer team’s mission trip by clicking on the link below:

- “Soccer team partners with Brazilian church on mission trip to Rio”

Union University is private, liberal arts university located in Jackson, Tenessee and has a approximately 4,200 undergraduate and graduate students  from 45 states and 30 countries. Founded in 1823, Union is the oldest institution affiliated with Southern Baptist life.

As much as I still think the shape of the American football is weird, I decided that it was worth giving a shot. Here I am running towards a touchdown at Flag Football.

When I first came to Texas in 2007, I had the misfortune of mistaking a burned orange t-shirt with the words “TEXAS” splattered across the top of an image of a longhorn head as just another piece of souvenir someone would pick up from a visit to Texas. This was, after all, exactly how I ended up with that t-shirt packed into my suitcase for my flight to Abilene from Penang, Malaysia. My father, who worked for Dell computers back in the day, had brought back this very shirt from his visit to Dell’s headquarters in Round Rock, Texas during a business trip.

My first few days in Texas, I wore that shirt with pride, hoping that it would help my fellow American classmates notice how enthusiastic I was about coming to the Lone Star state for college. Turns out, the shirt I was wearing was not one that represented the great state of Texas. It was during this time that I was introduced to the great sporting rivalry in college-level American football between the University of Texas’ Longhorns (their mascot) and the Texas A&M University Aggies.

In America, college athletics represent more than just simple school pride. For many big state schools, a prestigious college athletics program, whether in football, basketball, baseball or soccer, provides opportunity for lucrative income from sporting events and sponsorships. Student athletes with a dream of making it into the professional arena participate in college athletics with the hopes of being one day drafted into a top professional team in whatever sport they might be in.

The glories of top college student athletes’ aside, there remain a vast number of students who take part in sports for the love of it. This is where college intramurals come into play (no pun intended). Most universities in the U.S. acknowledge the need to cultivate well-rounded students, and intramural sports are where the non-college athlete gets the opportunity to play a sport just for the fun of it.

Like the students at St. Johns’ College, most of them self-confessed “bookworms”, I was never really the athletic type growing up, even though I did end up playing soccer and running track for high school while I was back in Chung Ling High School, Penang.

(Read this article about “Bookworms” at St. John’s College Discovering their “inner athlete”)

I also tried playing volleyball for the first time when I got to university. College is a time to try new things!

Being in university in America, however, made me realized just how far ahead America as a country is developing young athletes to become professionals. Most of my friends who play soccer here started training when they were 4-5 while I did not start playing until almost age 14. Here is a culture that greatly values talent in all areas, with proper structures and avenues in place to allow such talents to grow and succeed.

Yet at the same time, I have been just as impressed as just how most students here enjoy the thrill of sports, even if it is just playing for fun. Leo Pickens, St. John’s college’s athletic director was quoted as saying in the article above, “The fewer the spectators, the purer the sport”. Such is the spirit and the attitude that most American students that I have come in contact with display towards sports.

Personally, I would encourage any international student who is fit and healthy (without any major physical ailments) to participate in at least one intramural sport while they are here. The beauty of participating in a casual sporting event lies in the fact that there are so many good values to be learned – values that should not be left only to those athletes who are deemed more “skillful” than the average student.

So what have I learned from participating in intramurals at Hardin-Simmons University?

Winning the Co-Ed division of intramural soccer was one of the highlights of my freshman year at HSU. I have remained close friends with many of my teammates since then.

1.The whole is greater than the sum of its parts.

Gestalt psychologist observed that the value of an individual or an item is multiplied instead of increased when connected with other individuals or items to form collective unit. In other words, a team that comes together is capable of achieving more than any single individual. The value of teamwork is undeniable. We tend to associate growing up with achieving “independence”. In reality, we can never be isolated in life. In order to be successful in whatever we do, we need to depend on others, as well as making ourselves someone that others can rely on.

2. Winning is not everything.

It took me a really long time to figure out that winning is not the only way to enjoy a sport. One of the t-shirts I won for winning an intramural championship for men’s soccer at HSU had the phrase “The Journey is the Reward” printed on the front – a very valuable reminder that winning is just a bonus. Being too obsessed with winning will cause us to lose out on other things that are more important: friendships, dedication, passion, confidence, belief, and so on.

April 2011 - Winning the Men's Soccer Championship with my buddies, a great way to cap off a wonderful undergraduate career.

3. The world is bigger than we think.

During my time at HSU, I have played soccer with friends from Malaysia, Nigeria, China, Germany, Brazil, Mexico, Jamaica, Honduras, Japan, South Korea, Macau… You get the point. Of course, being at a university that has a huge student population will allow you to meet people from all over the world. But how often do you get the opportunity to find something in common that all of you are passionate about? For me, intramural sports (specifically soccer) have allowed me to be on a team with friends from all over the world. We were united not because of our language or race or nationality, but because we shared a common love for sport.

"Work hard, play harder!"

4. A healthy body is just as important as a healthy mind.

Our time in university is not just an important season to grow our minds. It is also a season to grow physically. Holistic education has to emphasize growth in every area of our lives. I have learned through intramurals how to manage my diet, how to take care of my body (i.e. the value of warming up!), and so on. Intramural sports give me a reason to take time out of my schedule to visit the gym and get in shape for the sport I love to play. It has helped me cultivate healthy lifestyle habits that I will hope to maintain the rest of my life.

5. Work hard, play harder – the key to making beautiful memories.

A university education is worth more than just the diploma you are given at graduation – it is an accumulation of all the wonderful memories you have made during those formative years of your life that will continue to form a lasting impression on you. At HSU, I have played in 6 soccer intramural finals and won 3 championships. Along the way, I have made wonderful memories of games and people I have encountered that I will hold dear for the rest of my life.  There is great value in working hard in school and making good grades (I know that personally, since I graduated with a 4.0 GPA), but at the same time, it would be such a waste if you were to miss out on other unique opportunities that you have while in university.

To read the article that inspired this blog post, please visit the link below:
At St. John’s College, Bookworms Discover Their “Inner Athlete”

More and more universities are making attendance a part of the student's class grade.

My father graduated from the University of Southwestern Louisiana with a degree in computer engineering in the early 90s. When I was growing up, father would tell me stories about what life was like studying abroad in the United States. I used to be very envious of him whenever he would mention how professors at his university did not expect students to come to class, as long as they were able to do well in the exams.

Now that I am 21 and an official university undergraduate, I have come to realize how important class attendance is for academic success. A recent article I read on the Chronicle of Higher Education merely confirms what my four years of experience at Hardin-Simmons University has taught me.

In the article titled “Just Showing Up: Educators Focus on Attendance to Help Students Succeed”, the author cites a research conducted by three professors from the State University of New York at Albany describing the relationship between a students’ class attendance and academic performance. In their research, Marcus Credé, Sylvia G. Roch, and Urszula M. Kieszczynka found that showing up for class was a stronger predictor of high marks in college than were many other commonly used predictors, including study habits, study skills, high-school grade-point averages, and scores on the SAT and other standardized tests. The article also quotes Ken O’Donnell, associate dean of academic programs and policy in the Cal State system suggesting that the connection between attendance and academic success is particularly important for helping more minority students (especially international students) succeed.

Unlike most public universities where professors are not required to take attendance or consider attendance as a part of a student’s grade, Hardin-Simmons University students are expected to make regular class attendance a habit.  As much as I found it difficult some times to wake up in the morning to attend class, especially when I had spent the previous night staying up to work on a project (or to hang out with friends), I have grown to appreciate the HSU attendance policy. According to the HSU student handbook, university policy requires all students to attend classes regularly. HSU Professors have the right to give an automatic “F” (Fail) to any student who misses more than 25% of class sessions in a single semester.

Imagine if your class looked like this...

Having discussed the issue of attendance with several of my professors, I realized that class attendance is important, not just for the student, but for the professors as well. Because most classes at HSU are relatively small (often no larger than 30 students), professors need students to hold them accountable as well by showing up. If no one shows up for class, professors will not be able to do their jobs. This relationship is somewhat representative of the kind of relationship employers and employees share in the workplace. If a student does not begin to cultivate the habit of showing up for two to three hours of classes a day, how is he or she going to meet the minimal requirement of showing up for a 9-5 job?

Personally, I consider myself as someone who takes their academic work very seriously. I strive to make good grades and to learn as much as I can from my teachers. Yet at the same time, I would be lying if I said that I have not benefited from the attendance policy at HSU. Realizing the need to show up for classes contributed greatly to my academic success. By attending class regularly, I have the opportunity to learn, not just about the class material, but about the culture and the people I am in contact with. While in class, I am encouraged to express my views as well as listen to the experiences of other students. This widens my perspective on life and helps me become a more creative problem-solver. As the article mentions, one researcher adds that one chief reason students who attend class to better than their peers who don’t is because they pick up hints from their professors about what material might be important to know for the tests. I can certainly testify to the truth behind that claim.

In retrospect, even though I used to listen in admiration when my father reminisced about how he and his buddies could miss class as much as they wanted and still pass their classes, I am grateful that I never had to go through that experience. Every class I have shown up for has benefited me as a lifelong learner.  As one professor interviewed in the article mentioned, “students are often surprised that they don’t do well when they don’t come to class”. At the end of the day, there really is nothing to be surprised about. As I have learned, class attendance, whether we like it or not, is very much essential to a truly successful academic career.

To read the full article on the Chronicle of Higher Education’s website click on this link: Just Showing Up: Educators Focus on Attendance to Help Students Succeed

I took the SAT in June 2007 and made an SAT score of 2080 out of 2400. Even though it has been several years since then, I still remember some of the things I wish someone had told me before I entered the exam hall to the SAT. I regret making certain assumptions about the test, which led to several mistakes. Thankfully, none of them were too bad and I made it out with a pretty good score. Here, I would like to share with you some tips that I think are helpful. If you have any questions, please do not hesitate to e-mail me for free consultation.

Sincerely,
Benjamin Skye
B.A. Psychology and Bible (Hardin Simmons University, Class of ’11)

Frequently Asked Questions About the SAT

1. What is the SAT?

• The SAT is a globally recognized college admission test that lets you show colleges what you know and how well you can apply that knowledge. It tests your knowledge of reading, writing and math — subjects that are taught every day in high school classrooms. Most students take the SAT during their junior or senior year of high school, and almost all colleges and universities use the SAT to make admission decisions.

2. How is the SAT scored?

• Briefly, the SAT is made up of three sections with each section worth 800 points adding up to a total score of 2400. The three sections are Critical Reading, Mathematics, and Writing. Certain universities only consider the total scores of the Critical Reading and Mathematics sections since the Writing section was not introduced until several years ago. However, it is important for a student to do well on all three sections, since the Writing section is beginning to gain prominence as a measure of a prospective student’s readiness for university.

3. What is a good SAT score?

• The lowest possible SAT score is a 600 out of 2400 (200 out of 800 in each section). The average score for high school students in the U.S. for the year 2010 was 1509. The breakdown of the scores are as below:
  • Critical Reading: 501 (Average)
  • Math: 516 (Average)
  • Writing: 492 (Average)
• A student interested in getting into one of the top-ranking schools (i.e. Ivy League Universities) in the U.S will need to score around the 90th percentile, which would mean a score of 2100 or above. Most universities, however, will accept students who have scores as low as 1200.
• In order to be eligible for substantial scholarships, students will need score at least a 1700 at most universities. With qualification for the Honors Programs reserved for students who score somewhere in the 1800 and above range.
• An SAT score above 1950 will typically land a student with the top scholarship at one of our partner universities. Any score above 2000 is considered exceptional. In short, a good score would be one that is somewhere between 1700 and 2400.

- For answers to more FAQs, please click here.

Some Quick Tips on Taking the SAT

- General

• Generally, the average student will need about two to three months of preparation before taking the SAT. These two months or so should be spent on taking practice tests, learning new vocabulary and adjusting to the question styles of the SAT.
• Time-management is very important if a student intends to do well at the SAT. Not only does a student need to manage his time while studying, he has to be able to manage his time while taking the test. As such, the idea of “practice makes perfect” is especially applicable here.
• Take time to study the subtle differences between education systems. Especially if you are an international student, the examination styles in your country or culture may differ greatly from that of the American system. The SAT is very much based on an American standard of education which emphasizes the student’s ability to think critically and process information to draw conclusions. There is less emphasis placed on pure rote memory and more on understanding concepts and ideas. Students unfamiliar with this style of learning should give themselves more time to get acquainted with the SAT through much practice.

- Reading Section

• The critical reading section of the SAT requires the student to be able to process written data. Comprised of several readings of which the student is expected to answer questions on, it is of utmost importance that students facing this section of the SAT have a good background in reading English text.
• Most questions in this section require students to not only understand the text, but also draw important pieces of information from it. Since students taking the SAT have limited time, proper comprehension of the text can only be made possible if the student has familiarized himself or herself with the practice of reading frequently and quickly.
• During the test, be sure to use your pen or pencil to highlight important pieces of information. Doing so will help you find the information you need faster when you are answering the questions. Another tip that might be helpful is to read the questions before you read the text, this way, you will have primed yourself to spot certain pieces of information ahead of others.

- Math Section

• The Math section is generally considered by many international students to be the easiest section on the SAT. That being said, it should not a section for students to underestimate.
• The challenge in the Math section of the SAT lies not in the difficulty/complexity of the math but in the way the questions are phrased. Students who did not grow up learning math in English should be particularly wary of the linguistic obstacle here. Personally, the hardest part of the Math section for me was trying to understand what the questions were asking for. I learned Math in Malay in high school and so it took me some time to adjust to doing math in English.
• In general, most of the questions in the Math section require students to solve a mathematical problem based on a situation described in a paragraph. Rarely does the SAT give the student a straightforward equation to solve. Students should expect to have to spend some time understanding the question and coming up with the equation to solve the problem themselves. Again, what we see here is the emphasis on data-processing and problem-solving.

- Writing Section

• A part of the writing sections requires the student to write a critical essay based on a prompt. Do not underestimate the difficulty of this section. Being able to write well within a short amount of time is not something that occurs overnight for most students. As such, students should take time to practice writing, even if the product is not being graded by a teacher.
• The essay is the first section on the entire SAT – this means that before you do any math questions, or answer anything about readings, you have to write this essay. In this case, it is extremely important for a student to start well. From personal experience, writing a poor essay or incomplete essay will affect the rest of your test, since you are not allowed to go back and correct or complete your essay once the section is over – even if you have spare time from another section.
• The multiple choice portions of the writing section require students to have a wider vocabulary, as well as a good understanding of grammar and syntax of the English language. My advice to you is that during your preparation, chances are that you might be challenged to change certain ideas you have learned about writing that you thought were right. Be prepared to unlearn any errors taught by your English teacher. In this case, having a good practice book for the SAT can be very helpful, especially one that explains to you the reason for the answers. Take time to study the mistakes you make during practices so as to avoid repeating them during the actual exam.

To contact the author of this blog post with questions concerning the SAT, or college applications, please e-mail him at benjamin_skye@eli360.com.

Visit the College Board website: www.collegeboard.com for all kinds of resources on the SAT.

In order to encourage more innovation and independent studies, Math and Science students at Spring Arbor University are given the opportunity to showcase their research project at the university’s annual Math and Science Exhibition.

Spring Arbor University (SAU) is the largest evangelical university in Michigan with over 4,000 enrolled students. SAU offers over 70 undergraduate majors and programs, seven degree completion programs, two associate programs, and eight graduate programs.

Each Spring, Math and Science students work on their individual research projects, knowing that their final product will be displayed at the annual exhibition.

According to assistant professor of Tom Kuntzleman, “This event is as important as any other campus event where students showcase their talents.  Athletes showcase talents on the playing field, artists in art shows, actresses in plays, and musicians in concerts and recitals.  Analogously, scientists and mathematicians hold events to communicate results of their work to one another and to the public.  That’s what this event is for our students of math and science,” Dr. Kuntzleman is one of three professors who help organize the event each year with the other two being fellow chemistry professor, Bruce Baldwin, and emeritus mathematics professor, Garnet Hauger.

This annual exhibit has been greatly influential in helping the students enrolled in Spring Arbor’s Math and Science programs develop their passion for the fields they are in. As a matter of fact, the professors have witnessed great improvement among the projects over the years.“The projects are of the students own choosing and get better and better every year.  This year’s statistics research questions promise to be the most original yet,” says Hauger.

“The projects are of the students own choosing and get better and better every year.  This year’s statistics research questions promise to be the most original yet,”

By opening up the exhibit to the public, the community surrounding Spring Arbor University, especially those from the nearby high schools, have the opportunity to be inspired by the university. “The poster session for the science and math departments is a great way to give incentive to students to work hard on independent research projects.  Because each student is required to investigate a small bite-size piece of research, there is tremendous effort put forth.  The poster session allows a forum for this creative output.  Students and interested persons coming up to the top floor of the science building on May 5 will be met with dozens of excited students all waiting to tell the story of their research,” says Baldwin.

International students interested in pursuing Math and Science should look for universities such as Spring Arbor that encourage their students to innovate and pursue their own independent research. Seeing that creativity is becoming more and more crucial a criteria for employment, university students need to take time to develop this characteristic while completing their degrees.

To learn more about this exhibit, please click here. You can also visit Spring Arbor University’s website: www.arbor.edu.

This is what school may feel like for many of us sometimes...

The past month has probably been the most strenuous period of my undergraduate career. I have lost count of the number of nights where I have stayed up until morning trying to complete some major project due the next day. I have lost count of the number of pages I have compiled, composed and edited in terms of papers. I have also lost count of the number of meals I have skipped after going “into the zone” whilst focusing on my assignments. Overall, it has been a crazy few weeks. In fact, I even rewarded myself by buying a mug with the image of a graduation cap on diploma on its side with the words “YOU SURVIVED!” beneath the image. I haven’t had any coffee in that mug yet, but I probably will soon enough.

This is an image of the mug I bought for myself through an online website when I was struggling to finish an assignment around 3 am one night. The two words say it all.

As of today, I am approximately 18 days away from graduation. If there is any one word I would choose to repeat to myself over and over again throughout this period, it would be the word: “PERSEVERE”.

Watching some of my friends from my year graduate early this past December was not the easiest thing to handle. Sure enough, I was extremely thrilled for them and excited about how they were going to start a new phase in their lives. On the other hand, knowing that I had one more semester to go made it slightly uncomfortable for me to share in their accomplishment.

This semester has been really weird in many ways. As I come closer to the end of my undergraduate career, I have had the misfortune of struggling more and more with self-doubt. The confidence that accompanied me when I left Penang, Malaysia three and a half years ago seemed to have dissipated as I clocked in more and more hours in academia. Even though I was taking more upper- level classes and doing better than I had ever done in school, there was still this lingering thought that I wasn’t “smart enough” to earn my degree.

All this probably makes persevering much harder than it already was.  Yet an article I read today really helped me put things into perspective. This article describes the experience of this one lady who took 19 years to complete her undergraduate degree. In other words, she had a 17 year head start on me but is only finishing up one semester ahead! Pretty ridiculous stuff! (To read the article, click here.)

Vitzthum Curio (yes, that is her name) finally graduated after spending 40 semesters in school! It is admirable to see how she has never given up all these years. Read her full story here.

That being said, what this lady has accomplished is truly something worthy of admiration. Imagine how each of 38 semesters (19 years multiplied by two semesters per year) she has had to witness numerous seniors completing their degrees while she eagerly anticipates her own. It is amazing how she has never given up after all these years – a testimony to the value of education!

So where am I going with this blog? To be honest, I am not too sure entirely. Perhaps the best thing I can say to any college student struggling with self-doubt that they are not alone. As far away as graduation may seem (and I promise you that the closer you get, the further it feels. It’s the whole “so close yet so far” idea), you should never give in to the temptation to quit or fall short of the standards you have set for yourself. Part of coping with the challenge of finishing strong is to remind yourself of two things: why you came to college in the first place, and how much of a blessing it is to have this opportunity to learn and grow.

I close with a quote from one of the most brilliant scientists of all time. No one captures the virtue of perseverance more aptly than Albert Einstein who once said:

“It’s not that I’m so smart, it’s just that I stay with problems longer. “

Whether you are in college or high school trying to get into college, remember: perseverance is key. Stay strong everyone!

Full Link to article cited from The Chronicle of Higher Education: http://chronicle.com/blogs/headcount/after-40-semesters-a-part-time-student-sees-the-finish-line/28144

ELI 360 made it possible for me to fulfill my lifelong dream of studying in the US.

When I was growing up in Malaysia, I always wanted really badly to study overseas after graduating from high school. Yet to be honest, I never realized throughout my elementary and high school years just how complicated going overseas would be. Looking back, I now recall some wrong ideas I had about applying to university overseas. These wrong ideas not only confused me, but also made studying in the US feel like an impossible prospect to me. However, thanks to ELI 360, I have made it to the US and am now less than 3 months away from graduating with my bachelor’s degree!

My advice to high school students wanting to study overseas – Avoid these SEVEN misconceptions like a plague…

1. “I am an excellent student. I will definitely get a 100% scholarship to university.”

• In life, nothing is a certainty. Now there are rare instances when exceptional students get full-scholarships as a result of their hard work in high school. However, these students are typically in the top 1 or 2% of their class. They are the so called “cream of the crop”. I am not trying to downplay any student’s hopes of becoming that “perfect student”, but I must say, not everyone gets a full scholarship to university. It is more likely that you and your parents will end up having to pay a certain portion of your university fees. The size of that portion will depend on the scholarship package offered by your university based on your high school grades. In other words, don’t count on getting a 100% scholarship. It is important to maintain realistic expectations and plan ahead financially.

2. “As long as I make excellent grades in high school, the scholarships will come to me. I don’t need to worry about anything else except focusing and my high school studies. ”

• Most students in high school have this false sense of security about their chances at university. They often think that as long as they study what they are suppose to study and make A’s exam after exam, the scholarships will be right at their door-step after graduation. Truth: most students actually have to make an effort to look and apply for scholarships. In other words, scholarships are not apples falling from trees. Sometimes, it requires hard-work on the student’s part to look for scholarships available, and to submit the required materials to qualify. And even then, the competitiveness of today’s academic world means that sometimes, we don’t get every scholarship we apply for. For these reasons, it is important to always plan ahead and have back-up plans.

3. “If I don’t get a 100% scholarship, I should not go to university.”

• Some parents tell their children that unless they get an “all-expense paid” university education, they can simply forget about going to school. These students face an either-or dilemma, usually due to bad financial planning on the family’s part or unfortunate financial circumstances. Obviously, there is something to be said about some young people who should not be in university, just by nature of their talents and gifts – not everyone is cut out to be a scholar. However, students who don’t get 100% scholarships should not give up on their dreams of furthering their education either. Some universities offer more scholarship opportunities to students the further they get in their college career. Outstanding upperclassmen are typically rewarded for being top of their class or best in their department/major. There are ways to finance a university education. All it takes is a good amount effort and foresight to plan ahead and proceed wisely.

4. “I made terrible grades in high school; I will never succeed in University.”

• 

  Academic failure in high school does not necessarily equate to certain failure in university. It's all about learning to make right and good choices.

  Now the teenage years can be some of the most difficult years in an individuals’ life since there are so many challenges, particularly in the emotional and psychological areas. It is a time when many changes are happening really fast. Sometimes, students who don’t cope well may see their school work negatively affected. These students who may not be deemed “successful” in their high school should not give up on pursuing a university education. Personally, I almost flunked out of high school, but as of right now, I am about to graduate from university without making a single B. I know many other individuals who share my story, and I believe high school students who didn’t do well should look to university as a second chance at academia. There is still time to redeem yourself – all you have to do is learn from your mistakes.

5. “I am still young and just recently started high school; I should not have to worry at all about university.”

• Two words: Time flies. It is never too early to start thinking about where you want to go for university and what career path you want to follow when you are there. I am not suggesting that you will know for certain what you will want to do when you graduate from high school. In fact, most people don’t figure it out until when they are in university. Even so, you still need to give yourself time to discover your interests and talents. Most people who graduate from university typically work in a field that is unrelated to their degree. However, finding the right degree to study is important because if keeps you engaged and focused while you are in school. Think ahead. Plan early. You are never too young to start talking with your parents and your high school counselors about your career choices. Your years in high school will fly by. I promise you that.

6. “My parents know best and they will take care of where I am going to university.  I have nothing to worry about.”

• Most teenagers often have trouble listening to their parents – except when it comes to going to university. Parents play an important role in helping their children transition to college. They provide support, not just financially, but emotionally as well.  However, students should not assume that their parents always know what is best for them. Students should be willing to respectfully communicate with their parents concerning their own interests and career goals. By keeping the lines of communication open, parents and students can develop a deeper understanding of each other. Students should be allowed to be more proactive in their choice of university and studies, with parents offering any needed advice or support. After all, even though it is the parents who will be paying for the education, it is the student themselves who will have to sit through the classes in the next 4-5 years. 

7. “All my friends are going to this foreign country and this foreign university. I should apply too. I figured that since it’s so popular, it must be a good university.”

• Friends have a great influence on high school aged-children. Many teenagers often look to their peers for direction and guidance. Selecting a university, however, is not an area for conforming to peer pressure. Many students often make the mistake of trying to go where their high school friends are going for university in order to maintain their close friendships. This is problematic for several reasons: first, your friends and you will both change over the next few years; there is a high chance that your friendship might not be as strong as before because of differences that result from change. Second, going to university is about learning independence and meeting new people. If you are going overseas for higher education, you should be excited about the prospect of learning new cultures and meeting new people instead of focusing on keeping an old set of friends. I am not suggesting that you cut ties with your high school friends – but it is important to be mindful of the fact that these close friendships might become obstacles in your learning experience. 

Do you have any Questions? Suggestions? Alternative points of view? Do you agree or disagree with any of the statements made in this blog post? Please let us know. E-mail the author Benjamin Skye at: benjamin_skye@eli360.com