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Be sure to check out the helpful links posted on both sides of the page!
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Thursday, April 14, 2016


Important Information About MCC Courses

Students enrolled in College Career Pathways (CCP) courses, otherwise known as Manchester Community College (MCC) courses at EOSHS, have the option of withdrawing from a CCP course if they wish to exclude the course from their MCC transcripts.  Students MUST complete a withdrawal form, available in the EOS Guidance Office, if they intend to withdraw from the course.  The deadline for withdrawal is April 21st.

Note that withdrawal from a CCP course at this time of year only means that the final grade in the course will not appear on an MCC transcript.  This does NOT mean withdrawal from the course at EOSHS.  Although the final grade will not appear on an MCC transcript, it will appear on an EOSHS transcript.

Students who withdraw from a CCP course after April 21st but before the last day of school will receive a "W" (withdrawal) on their MCC transcripts.

Students who do not withdraw by the last day of classes at EOSHS will receive the grades assigned to them and these grades will appear on their MCC transcripts.  Transcripts are permanent records and cannot be altered.  MCC reports that a grade of "W" on a college transcript may negatively impact eligibility for financial aid.

MCC Opens New Website for Parents/Guardians

Manchester Community College (MCC) has opened a new portal that is designed to be a resource for parents/guardians.  More specifically, the website provides information about the College/Careers Pathways Program (CCP) that is the joint partnership that exists between MCC and area high schools.    EOSHS offers several CCP courses in conjunction with MCC.  

Click here to access the site.

Timeline for Registering in Courses on UConn Campus

Students interested in registering for courses on the UConn Campus for the fall semester should wait until early May to contact Doug Melody. The 2016-17 master schedule for EOSHS should be constructed by then, so it will be easier to match courses on campus to courses offered at EOS.

Eligible students (11th and 12th grade students with academic credentials - strong transcript and combined SAT scores of 1200+ in Evidence-Based Reading & Writing and Math) may request enrollment in no more than two classes per semester. Decisions on enrollment are made by the Early College Experience Office. EOS students enroll as part-timers. Typically, about 30 students enroll in courses there each semester. 

Final grades earned in courses on campus appear on both EOS transcripts and UConn transcripts. It should be noted that the grades earned in courses taken on campus are NOT factored into the EOS cumulative GPA. 

Check Out the Message Board

Be sure to check out the Message Board (link is in upper right corner of this page) for updates on information about a variety of topics, including scholarship opportunities.  This board is the same one one display in the EOS main foyer and Guidance Department Office.

CLEP for College Credits

An example of "competency-based" learning is The College Board's College-Level-Examination-Program (CLEP) that offers students the opportunity to earn college credits in a variety of subjects if they reach established benchmarks on subject exams. CLEP is available in 33 subjects, has 1700 test centers, and credits are accepted at 2900 colleges, including several in CT. Students may take the on-line exam after completing a course for which college credit is not available (like it is, for instance, in AP or an ECE course) but an exam is, and they'll get their results immediately upon completion of the test.

Like standardized assessments, CLEP has its many critics as well. For those who support the competency-based concept, they argue that demonstrated performance on a valid and reliable exam (constructed by college professors in their respective subject areas) should be sufficient for proof of mastery. The critics contend that an exam like CLEP couldn't possibly replicate the classroom experience.

For more information about CLEP, click here.

Why Do I Need to Learn This?

"Why do I need to learn this?" Counselors and teachers have heard students express this sentiment at least a few (hundred) times in their careers.  It's actually a worthy question to sometimes ask, and not always an easy one to answer. It seems to be asked around this time of year when students are either struggling with courses they're presently in or choosing courses they'd rather not take (but are required to) during the next school year.

"Why do I need to learn this?"  Often, it makes sense to decode the motivation behind the question.  After all, if we understand why the question is being asked, it may help to provide a satisfying answer.  And sometimes kids ask this question not because they wonder why they need to learn something but because they're frustrated with not being able to learn it.  So, an easy fix for their frustration is to simply blow it off and minimize the importance of what they're so frustrated trying to understand.

"Why do I need to learn this?" Well, you know teachers sometimes ask the question in a different way - "Why do I need to teach this?" - although they may not always express it outwardly.  And students may never know that teachers feel this way.  Of course, the motivation behind this question may  have - just may have - something to do with teaching to a test (or, stated another way, teaching with a test in mind: think SBAC or SAT).  In any case, it seems like everyone - students and teachers alike - sometimes wonders why they're learning/teaching the material they have in front of them.  It's a worthy question to ask, and not always a simple one to answer.

"Why do I need to learn this?"  Well, here's why.

Although you may not need to know it now, there may come a time when you do.  By then, it may be too late.  For instance, students go to switch majors in college, only to discover they don't have the necessary coursework to continue in it.  Adults go to switch jobs, need to take a math placement test or something similar, and sometimes realize - "This is why I need to know it."

How will you ever know it's useful or not, interesting or not, if you don't ever learn it in the first place?

"Why do I need to learn this?"

Because it may make you a more educated and well-rounded human being.  Really.

Because the struggle involved in learning it is a lesson in itself.

Because it may help prevent you from being taken advantage of by another individual who may otherwise know more than you.

Because colleges want you to know it, and they measure your knowledge by the grades and test scores you earn.  They want well-rounded learners, students who connect seemingly disparate dots among the different disciplines.

Because you may be on a  television game show someday.  You could win lots of money.

Because it may help you to see the world in a different way.

Because it may help you to see yourself in a different way.

Because it may lead to more learning and more discoveries.

Because you  have the chance to learn it - and others in this world may not.

Because it may make you a freer human being.

After all, it's what the liberal arts were meant to do - to liberate one's mind.  

"Why do I need to learn this?"

Because...just because there are some things you need to do in life, like it or not.  It's like eating the vegetable you really don't like, performing exercises that will keep you healthy but you'd rather not do, folding the laundry or putting out the garbage or cleaning your room or emptying the dishwasher.

Do you have any reasons why?

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