Podcasts about mit admissions

Chris Peterson, Director of Special Projects at MIT Admissions and Student Financial Services, joins the podcast to discuss what MIT looks for when they're reviewing college applications, how the pandemic has affected their decision process, and next-steps advice for having an MIT-friendly application.   Learn more about Raising Problem Solvers by subscribing on Apple Podcasts, Spotify, our website, or anywhere you get podcasts.  Have an idea for the show? Visit aops.com/podcast and let us know !

On today's episode, we chat with DJ Rock, the Former Assistant Director of Admissions for Multicultural Recruitment at the Massachusetts Institute of Technology. DJ and I discuss what an MIT admissions officer really looks for in college applications and how students can gain that coveted acceptance. Along the way, DJ reveals priceless insight into the admissions process and breaks stereotypes about what makes a student a good fit for MIT. Check out our blog for more free resources: How to Write the MIT Application Essays 2021-2022 A Step-By-Step Guide to the MyMIT Application Portal Caltech vs MIT Register here for our upcoming free webinar on expert tips to raise your SAT score, hosted by Jake Adams, the owner of Simplifi EDU and a test prep expert, on Wednesday, August 18, 2021 at 5pm PDT/8pm EDT. Click here to sign up for a free consultation with an admissions expert. Questions or comments? Email contact@ingeniusprep.com Visit us at ingeniusprep.com to learn more. See you every other Monday!

In our ongoing series taking you inside the admissions processes at a variety of schools, College Coach educator and former MIT and Caltech admissions officer Zaragoza Guerra will take us through the differences in those two schools' application evaluations. We'll also tackle some key tips and considerations for students on the Autism spectrum who are applying to college. We'll also look at utilizing summer jobs to help pay for college.

In our ongoing series taking you inside the admissions processes at a variety of schools, College Coach educator and former MIT and Caltech admissions officer Zaragoza Guerra will take us through the differences in those two schools' application evaluations. We'll also tackle some key tips and considerations for students on the Autism spectrum who are applying to college. We'll also look at utilizing summer jobs to help pay for college.

Part 1: Bioethicist Elizabeth Yuko tries to use her science training while reporting her sexual assault. Part 2: Engineering student Selam Gano returns to her father’s home country of Ethiopia with the hopes of providing clean water to the village where he grew up. Elizabeth Yuko is a bioethicist and writer, specializing in the intersection of popular culture and ethics. She is an experienced communications strategist both for political campaigns and academic research, and currently serves on the Board of Directors of the UN-affiliated NGO the Global Bioethics Initiative, and as an external expert for the European Research Council. She has been published in The New York Times, The Atlantic, The Washington Post, Rolling Stone, Ms. Magazine, The Establishment, Playboy, Racked and The Advocate, among others. Yuko also hosts a comedy lecture show called Let's Get Ethical! at Q.E.D. in Queens, New York. Selam Gano is an MIT undergraduate studying Mechanical Engineering with Robotics. She also blogs professionally for MIT Admissions and around the internet. When not in class, she is an undergraduate researcher at the MIT Media Lab and the principal researcher for the Muti Water Project. Born in the United States to an immigrant family, she has her heritage in China and Ethiopia and speaks four languages. She has a passion for robots, international projects, and writing. Learn more about your ad choices. Visit megaphone.fm/adchoices

Hey, everyone! This month we spoke with mechanical engineering student and MIT Admissions blogger, Selam '18 about robots, exploring Boston, blogging, grades, dealing with the pressure of MIT, the idea of being halfway done with MIT, and a lot more. This is the final episode of the semester (well I guess the semester ended a month ago but still), and the final episode for both Sam and Kellen. To read more about what Selam mentions in the show, visit the following the link: http://mitadmissions.org/blogs/author/selamie http://selamie.tumblr.com/ http://meche.mit.edu/ http://scripts.mit.edu/~nh/www/ http://mitcsc.mit.edu/ http://eesa.mit.edu/ Thanks! We hope you enjoyed the show and see you next semester! - MIT Student Life

Ethnic minorities and women are disadvantaged enough as it is. When considering why members of some ethnic groups tend to do badly in school, and why girls tend to do worse than boys in mathematics, people present all kinds of arguments, including economic, cultural, and sometimes even (very controversially) genetic reasons. A contributing factor that one seldom hears about is the pernicious psychological effect known as stereotype threat. Stereotype threat describes the unconscious tendency for people to worsen their performance in a task when they are reminded of a negative stereotype that a group to which they belong has. For example, when girls are made to put their gender on the front of a mathematics exam script, then they do worse than when they aren't so asked. This means that merely reminding girls of their gender is enough to make them be momentarily worse at maths, as if subconsciously trying to confirm the stereotype. This kind of effect has been repeated with other stereotyped-against groups, such as african american and latino children in the United States. Interestingly, the positive side of the effect seems to be very small - white children don't benefit from being reminded that they are white, for instance. The "reminding" mentioned here can be very subtle. The students don't need to be aware of what is going on - it's a classic subconscious process, like priming. For instance, even getting people to write down what part of town they're from is enough to activate racial stereotype threat. It should be obvious that there are serious practical implications. One in particular that is worth mentioning is that some examinations require students to write down their gender and/or their ethnicity before starting, which is shown to activate stereotype threat and thereby reduce performance. Apparently this is what happens in the USA with the SAT school-leaving test, although I have had trouble confirming this. This article describes the phenomenon, and discusses some potential ways of mitigating the effect. Michelle Goffreda originally wrote it as a blog post on the MIT Admissions blog (http://mitadmissions.org/blogs/entry/picture-yourself-as-a-stereotypical-male). With her permission, in this episode I read it out and add my own comments.