Middlebury College Acceptance Rate, SAT/ACT Scores

Middlebury College is a private liberal arts college with an acceptance rate of 17%. Located in the Champlain Valley of central Vermont, Middlebury College is best known for its foreign-language and international studies programs, but the school excels in nearly all fields in the liberal arts and sciences. Middlebury College ranks among the  top 10 liberal arts colleges  in the country. For its academic strengths, the college was awarded a chapter of  Phi Beta Kappa. Middlebury has a robust study-abroad program with schools in 40 countries including China, France, Germany, Italy, Latin America, Russia, and Spain. The college also boasts an 8-to-1  student/faculty ratio  and a mean class size of 19. Considering applying to this highly selective college? Here are the Middlebury College admissions statistics you should know. Acceptance Rate During the 2017-18 admissions cycle, Middlebury College had an acceptance rate of 17%. This means that for every 100 students who applied, 17 students were admitted, making Middleburys admissions process highly competitive. Admissions Statistics (2017-18) Number of Applicants 9,227 Percent Admitted 17% Percent Admitted Who Enrolled (Yield) 41% SAT Scores and Requirements Middlebury requires that all applicant submit either SAT or ACT scores, or three SAT subject test scores in different subject areas. During the 2017-18 admissions cycle, 56% of admitted students submitted SAT scores. SAT Range (Admitted Students) Section 25th Percentile 75th Percentile ERW 660 730 Math 670 770 ERW=Evidence-Based Reading and Writing This admissions data tells us that most of Middleburys admitted students fall within the top 20% nationally on the SAT. For the evidence-based reading and writing section, 50% of students admitted to Middlebury scored between 660 and 730, while 25% scored below 660 and 25% scored above 730. On the math section, 50% of admitted students scored between 670 and 770, while 25% scored below 670 and 25% scored above 770. Applicants with a composite SAT score of 1500 or higher will have particularly competitive chances at Middlebury College. Requirements Middlebury does not require the SAT wiring section. Note that Middlebury participates in the scorechoice program, which means that the admissions office will consider your highest score from each individual section across all SAT test dates. ACT Scores and Requirements Middlebury College requires that all applicants submit either SAT or ACT scores, or three SAT subject test scores in different subject areas. During the 2017-18 admissions cycle, 50% of admitted students submitted ACT scores. ACT Range (Admitted Students) Section 25th Percentile 75th Percentile Composite 31 34 This admissions data tells us that most of Middleburys admitted students fall within the top 5% nationally on the ACT. The middle 50% of students admitted to Middlebury received a composite ACT score between 31 and 34, while 25% scored above 34 and 25% scored below 31. Requirements Middlebury College does not require the ACT writing section. Unlike many schools, Middlebury superscores ACT results; your highest subscores from multiple ACT sittings will be considered. GPA Middlebury College does not provide data about admitted students high school GPAs. However, Middlebury does note that the majority of accepted students rank in the top ten percent of their high school class. Self-Reported GPA/SAT/ACT Graph Middlebury College Applicants Self-Reported GPA/SAT/ACT Graph. Data courtesy of Cappex. The admissions data in the graph is self-reported by applicants to Middlebury College. GPAs are unweighted. Find out how you compare to accepted students, see the real-time graph, and calculate your chances of getting in  with a free Cappex account. Admissions Chances Middlebury College has a highly competitive admissions pool with a low acceptance rate and high average SAT/ACT scores. However, Middlebury has a  holistic admissions  process involving other factors beyond your grades and test scores. A  strong application essay  and  glowing letters of recommendation  can strengthen your application, as can  meaningful extracurricular activities  and a  rigorous course schedule. Students with particularly compelling stories or achievements can still receive serious consideration even if their grades and scores are outside of Middleburys range. Students with a serious interest in art, music, theater, dance, or video should submit an arts supplement using SlideRoom, a presentation tool that has been integrated into the Common Application. While Middlebury College does not conduct on-campus admissions interviews, they try to arrange alumni interviews for as many applicants as possible off-campus. Be sure to review common interview questions before your interview. Also, if you live in an area where an interview is not possible, note that this will not negatively affect your admissions chances. In the graph above, the blue and green dots represent accepted students, and you can see that most had A averages, SAT scores (ERWM) above 1300, and ACT composite scores of 28  or higher. Keep in mind, however, that hidden beneath the blue and green on the graph is a bit of red (rejected students) and yellow (waitlisted students). Some students with 4.0 GPAs and excellent standardized test scores were rejected from Middlebury. If You Like Middlebury College, You Might Consider These Liberal Arts Colleges Vassar  |  Haverford  |  Swarthmore  |  Wellesley  |  Wesleyan  |  Colby All admissions data has been sourced from the National Center for Education Statistics and Middlebury College Undergraduate Admissions Office.

The Grapes Of Wrath And Of Mice And Men - 1644 Words

Jarvis Johnson Research Paper John Steinbeck is an American author of 27 books, widely known for award winning novels, The Grapes of Wrath and Of Mice and Men; Steinbeck is also a Nobel Prize winning of Literature. Steinbeck’s writing expresses realistic and creative thoughts, combining as they do compassionate comedy (through Lennie) and intense social perception with their surrounding national culture. John Steinbeck, â€Å"Of mice and Men†, Printed in 1937, articulating a tale of characters, George Milton and Lennie Small, two exiled migrant ranch workers in pursuit of new work openings throughout the Great Depression in California, United States. George Milton, the smarter and much more ordinary person out of the two, and Lennie, who is controlled by his abundance of strength but very little mental capacity, set off to Soledad, California to acquire their dreams of settling down on a private owned piece of land and raise farm animals. The reasons behind Lennie and George’s previous migration is because of Lennie’s uncontrollable strength and urge to stroke soft things, resulting to charges of rape towards a women when he would not let go of her dress. Steinbeck then, creates a cast of characters to not only benefit, but also destroy their path to their dream. The two men find work and eventually potential problems when the superintendent of the farm’s son, Curly, choose to become enemies with Lennie over his flirtatious wife; Curly’s wife had her dreams of being a movieShow MoreRelatedGrapes of Wrath and of Mice and Men: Character Study991 Words   |  4 PagesGrapes of Wrath and Of Mice and Men: Character Study The American Novelist, John Steinbeck was a powerful writer of dramatic stories about good versus bad. His own views on writing were that not only should a writer make the story sound good but also the story written should teach a lesson. 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Its thought thatRead MoreAmerica Is Home To Many Great Writers Whom Come Different1709 Words   |  7 Pagesconcerned with migrant labor camps, and even traveled with migrants in Hooverville’s to observe conditions of camps. Steinbeck devoted himself to writing his famous works such as; Of Mice and Men, The Grapes of Wrath, Tortilla Flat, and Cannery Row. Some of Steinbeck’s pieces like Of Mice and Men and The Grapes of Wrath were such hits they were made into movies. Before Steinbeck’s death on December 20th, 1968 he was awarded Nobel Prize for literature in 1962, National book award, and Pulitzer Prize

Standardized Assessment Is The Only Instrument For...

Standardized testing has been used in the American higher education platforms to assess student achievement at individual,classroom,instructor,school,region, district,state and national levels.The results obtained from standardized tests have provided all parties with information regarding the direction of education and provide catalysts for improvement.Arguments concerning the merits of standardized assessments as a measure of college and university effectiveness have been around since time immemorial.Amidst these arguments,a number of policy makers and professionals in the field of education most importantly agree that standardized assessment should not be the only instrument for measuring student learning outcomes that institutions†¦show more content†¦29) Nichols et al. cites that the problem of using standardized assessment in higher education is deeper than the few benefits that come with it. Institutional effectiveness has continued to be measured by inputs mostly in terms of financial resources, and the academic qualifications of students before they are enrolled into the institutions of higher learning. Once the students qualify to join these institutions, they are exposed to a series of standardized tests which are used to measure their academic outcomes (30). One evident fact however is the fact that standardized tests cannot be used to quantify student outcomes. When it comes to measuring essential qualities such as creativity, intellectual integrity, personal self-delivery, tolerance, wisdom, refinement of taste and conduct, and psychological well-being, then standardized tests almost prove useless in the realms of higher education. Nichols et al. writes that standardized testing in higher learning is likely to create an atmosphere of hyper

Career in Building and Construction

Question: Discuss about the Career in Building and Construction. Answer: Eight socio-cultural competency elements for a professional manager In making a positive difference to his/her career/ society it is essential to imbibe the eight socio-cultural competency elements and they are cognitive and communication ability, problem solving ability and analytical ability and these are generic competencies expected in every professionals working in the corporate environment. In the context of professional managers there are certain additional socio-cultural competency elements and it includes leadership ability, commitment ability, attitude and self direction (Jaeger, and Adair, 2010). The cognitive ability enables the manager to learn, remember, and solve problem and focus. The communication ability makes the manager mix and interacts with people to understand the problem while analytical ability assists in solving the problem using the brain. Leadership ability is essential to lead and motivate people in the workplace. It is commitment ability that makes the manager achieve the goals and objective and it is supported by the po sitive attitude and self direction ability possessed by the manager (Jaeger, and Adair, 2010). It plays significant role and help in achieving goals and objectives by channelling the self and team towards task undertaken. It adds to the qualification and experience of professional manager and enhances the soft skill and knowledge required by professional manager in career and society for dealing with people effectively. Role of two professional managers using these competencies for successful career Eight socio-cultural competency Professional manager at National level Professional manager at Global level Identify and investigate the role Contribute to the national target of the company by managing the team and achieving the goal (Van et al., 2011). Contribute to the global target of the company by managing the team and achieving the international goal. Cognitive ability It helps to focus on goal and solve the problem of team. It helps to learn and remember global policies. Communication ability Can manage with local language and English. Needs to understand the language of the land along with English. Problem solving ability Help the team and goal. Help the team and goal. Analytical ability Analyze the national market Analyze the global market Leadership ability Leading and motivation team. Leading and motivation team. Commitment ability Deliver the national goals and objective of the company. Deliver the global goals and objective of the company (Van et al., 2011). Attitude Positive frame of mind Promote integrity and support for achievement. Self direction To manage within or without guidelines. Work independently These social cultural competencies help the manager to communicate effectively with the team members and solve the problem by using the analytical and cognitive ability. Compare and contrasts own competencies possessed with two professional managers As a student of Building and construction, Civil Engineering project management when I compare and contrast my own competency at present with those two professional managers I found I posses the generic competency namely cognitive and communication ability, problem solving and analytical ability learned during academic career and present course. But I need to develop the managerial competency namely leadership ability, commitment ability, attitude and self direction (De Vos, A., De Hauw, Van 2011). Though I have developed positive attitude after attending a workshop in my college I need to develop it further. By developing the other competency related with social cultural competency elements I can become a successful manager like them and contribute to my career and society. References De Vos, A., De Hauw, S., Van der Heijden, B. I. (2011). Competency development and career success: The mediating role of employability. Journal of Vocational Behavior, 79(2), 438-447. Jaeger, M. and Adair, D., 2010. Human factors simulation in construction management education. European Journal of Engineering Education, 35(3), pp.299-309. Mller, R., Turner, R. (2010). Leadership competency profiles of successful project managers. International Journal of Project Management, 28(5), 437-448. Van der Zwet, J., Zwietering, P. J., Teunissen, P. W., Van der Vleuten, C. P. M., Scherpbier, A. J. J. A. (2011). Workplace learning from a socio-cultural perspective: creating developmental space during the general practice clerkship. Advances in Health Sciences Education, 16(3), 359-373.