Here are some tips for selecting schools, based on an analysis comparing each school to all others across dozens of factors:
Fastest Response From Schools
- Request Info: For the fastest information for prospective students, look at the Spotlight schools on this page.
Student Body
- Part-Time: For schools emphasizing part-time studies, consider College of St Joseph, Johnson State, and Champlain.
- Diverse: For a diverse student body, consider Champlain.
- Adult Learners: For lots of adult learners, consider Goddard, College of St Joseph, Johnson State, and Norwich University.
School Setting
- Out of State: For geographic diversity, take note of Norwich University, Green Mountain, Bennington, and Champlain.
- Dorms: For a residential campus environment, take note of Bennington, Green Mountain, Norwich University, and Castleton.
Excellence
- SAT: For students with high SAT scores, look at University of Vermont and Champlain.
- Class Size: For small class sizes, look at Bennington, Green Mountain, University of Vermont, and Castleton.
Student/Alumnus Reviews of Schools for This Career and State
Middlebury College • Middlebury, VT
Studying History (completion in 1996)
• 3/25/2012
"There is not another college in the country that I would have chosen over Middlebury. To clarify, I was cut from the hockey team as a freshman - one of the reasons I chose Middlebury was to play on their hockey team. When my parents asked me if I wanted to transfer, I was incredulous. It had never even entered my mind. Fortunately for me, my hockey career was able to continue, and my experience was certainly enhanced because of it. But I loved Middlebury from the moment I set foot on campus and never considered changing schools. As much as I enjoyed being an undergraduate, I equally enjoy meeting Middlebury alumni now - and in the education industry, I run into teachers who graduated from Middlebury all the time! I am sure that many colleges have loyal alumni, but there is something about Middlebury that causes its alumni to stick together, to look out for each other, and to help each other."
Ratings are on a 1-10 scale
| Characteristic | Rating | Comment |
|---|---|---|
| Would Recommend? | yes | Middlebury graduates always do their best to take care of their own. I still think of my professors often, even fifteen years after having graduated. I mention them and their classes quite frequently in my own classroom. Many of the strategies I implement have been taken either directly or indirectly from my experiences as an undergraduate. |
| Program Reputation | Middlebury is a liberal arts institution that is most well known for its language programs. The history department is strong, but I cannot say how well regarded it is outside of the institution. | |
| Program Quality | 9 | Middlebury was a terrific school with an outstanding history department. Truly, it was my experience taking history (and political science) courses that made me want to become a teacher. |
| Instruction | 9 | The professors in the history department were terrific. The use of primary source material has significantly influenced the way I approach my own teaching. I firmly believe that what makes me so effective as a teacher is the use of non-book items, and when thinking of new ways to present material, I often reflect on what my professors did. |
| How Difficult | 6 | The biggest challenge was the senior research project (80-100 pages), but the junior research project (~30 pages) prepared us well for that endeavor. Perhaps it was because I enjoyed the material so much, but I never felt overwhelmed, nor did I ever feel that the material was too challenging. |
| Hands-On vs. Bookish | From what I understand, the sciences were (as one would imagine) extremely hands on. In the history and political science curriculum, we essentially read books and articles and discussed them. Visual resources were also utilized, but I would not necessarily clarify the social science curriculum as particularly "hands on." | |
| Schedule Flexibility | 8 | I played hockey in college, and the professors were very accommodating when necessary. For example, when my senior research project was nearly due, my team had to fly to Minnesota to take part in the national championship tournament. This was before laptops were readily available. The department helped me secure a laptop for use while on the trip, enabling me to complete portions of my project that were due. Middlebury offers an extensive summer session for the language school, but I did not take part in it. |
| Academic Facilities | 8 | Middlebury features state-of-the art facilities, which have only improved since my graduation in 1996. The school has a large endowment that it spends liberally on its facilities. The librarians were particularly helpful with research projects. |
| Social Life | 10 | I loved my experience at Middlebury. The student body was extremely supportive of the athletic teams, especially the hockey program. The local community was also very supportive, comprising a significant portion of the audience for athletic contests. Parties primarily took place at the "social houses" (which are essentially co-ed fraternities/sororities). Some older students would venture into the town, but most social activity took place in the houses. The college has sought to change that somewhat with the implementation of a "commons" system, in which incoming freshmen are immediately associated with a common network of dormitories. I am unclear how successful this has been or if it has really taken over the social scene. |
| Placement Services | 8 | I did not utilize them as an undergraduate. As an alumnus, however, they have been quite helpful when I have called to discuss my career and potential changes to my career. In addition, there is an extensive online network to help alumni get in touch with one another, including a job-posting site specific for Middlebury graduates. |
| Alumni Network | 9 | Middlebury alumni look out for each other. I have gotten several interviews simply because I am a Middlebury graduate. On more than one occasion, I was able to secure an interview at a school that did not even have an opening. That interview enabled me to speak with the school's headmaster, who provided me with several leads. |
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