Purpose: Students understand the differences between two-year colleges and four-year colleges.

1. Students read about different types of colleges.

Tell students that they are going to investigate some of the postsecondary education options available to them. Divide the class into pairs and give each pair of students a description, brochure, or catalog from a local college.

Explain to students that each pair are going to present their college to the rest of the class. As students read about their colleges, have them underline or circle any words or terms that need defining or further discussion. Discuss and define the following, along with any other terms students may be confused about, as needed:

• Community colleges: These are local colleges that offer associate’s degree programs that usually take two years of full-time study. Many students transfer to a four-year college to earn their bachelor’s degree.
• Technical/occupational/vocational schools: These schools provide occupational training that leads to a diploma or certification in a field. Some community colleges offer joint programs with technical schools so that students can earn college credits along with their vocational training.
• Four-year colleges: Four-year colleges offer bachelor’s degree programs that require approximately 120 credits to graduate and usually take four years of full-time study.
• Universities: Universities are large institutions that include a college of arts and/or sciences, professional schools, and graduate studies. Like four-year colleges, universities also offer undergraduate degrees.

In their presentations, students should include information on degree programs, tuition, location, transportation options, entrance requirements, clubs, facilities, and sports. Give students a few minutes to prepare their presentations.

2. Students share information about different colleges.

When students are finished working, distribute the “College Survey” activity sheet. Have each pair present its school to the class. As students listen to their classmates, have them use the activity sheet to note information they think is important or interesting.

3. Students match careers/professions with two-year and four-year colleges.

Have students use the notes on their “College Survey” activity sheet to find one or more colleges that fit the jobs, careers, or professions that interest them. Tell them to mark career-appropriate colleges on their activity sheets. Have students consult with their partners to verify their choices and answer any further questions.

Purpose: Students identify factors that influence school choice, including tuition, location, and requirements.

1. Students compare tuition and other costs.

Distribute the “Narrowing the Field” activity sheet. Have students select three colleges from their “College Survey” activity sheets and write the names of these colleges at the top of each column on the “Narrowing the Field” sheet. Direct each pair to compute the cost of a degree at the colleges in which they are interested (generally 60 credits for associate’s degrees and 120 credits for bachelor’s degrees). Have students discuss the information with their partners and write it on their “Narrowing the Field” activity sheets. Students will be surprised and probably discouraged by the cost of higher education. Tell them that in future lessons they will learn about different ways to pay for their education, including scholarships, grants, and loans.

2. Students consider location and transportation factors.

Ask pairs to analyze their colleges in relation to where they live. Could they commute? Is there public transportation? Would they need a car? Would they have to live on campus or close to the school? Have each pair review the transportation information on their “College Survey” sheet and add it to their “Narrowing the Field” sheets.

3. Students compare college entrance requirements.

Write the following terms on the board: “SAT scores,” “GPA,” “class rank,” and “personal interview.” Explain these terms to students as needed. Because there are limited facilities, colleges have requirements such as these in order to select students from among those who apply. Direct students to research the specific requirements for the schools in which they are interested. Then, distribute the “Prep for College” activity sheet to students. Have students check off the courses that they have already taken and make note of the requirements that they have yet to complete. Have students add the new information to complete their “Narrowing the Field” activity sheets.

4. Students consider other factors related to choosing a college.

Write the following terms on the board: “campus,” “facilities,” “sports,” and “clubs.” Elicit from students a definition for each term. Discuss with students why these factors should be considered when choosing a college. Point out that though it is very unlikely that one school will meet all of their needs, they should still look for a school that has as many of their ideal characteristics as possible. Have pairs review their “College Survey” sheets for this information. Give students a few minutes to add this new data to their “Narrowing the Field” activity sheets.

5. Students rank the colleges in which they are interested.

Point out to students that they now have considerable information about the colleges in which they are interested. Tell students to number the colleges in their survey from one to three in order of preference (one being the top preference) and to share their results with their partners. Encourage them to ask questions about their classmates’ choices, pointing out, for example, any factors that may have been overlooked.