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U.S. california comparing to U.K. watch

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    Want to learn about the difference between college student here and over there. Current undergrad for Electrical and Electronic Engineer in california . What’s the price for college? daily life of college student?

    College in California is more expensive than nearly other state. It’s one of the most expensive place to live and study in the U.S.
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    (Original post by EEE11)
    Want to learn about the difference between college student here and over there. Current undergrad for Electrical and Electronic Engineer in california . What’s the price for college? daily life of college student?
    So probably the key difference is, with one or two exceptions, all universities in the UK would be as state colleges in the US. That is to say, any undergraduate degree place in the UK will be subsidized by the government in terms of the tuition fee level, and that tuition is also fully covered by the government in the form of loans (so none of the "I submitted FAFSA too late and only got a fraction of what I need!" nonsense). While to varying extents some universities have more "private" assets than others here (Oxford and Cambridge notably as ostensibly the colleges are all private institutions), there are only a couple of "true" private universities here (such as the Architectural Association).

    Another notable difference is, in general (there are a couple of exceptions, like many Scottish courses, and Natural Sciences at Cambridge - generally a lot of Oxbridge degrees actually) you study only a single subject area, with some ancillary supporting courses (mainly as applicable mathematical/quantitative methods type courses) for the duration of your degree, unless you're doing a joint/combined honours degree (i.e. X and Y, like double majoring although you ultimately cover the same amount of content as a single honours degree unlike double majoring in the US).

    While some subjects may have more scope for taking "modules" (i.e. classes) outside of the main discipline, some (particularly STEM subjects) have very little room for this (often due to professional body accreditation requirements necessarily restricting the number of options that can be taken outside the main discipline). Usually optional elements are in the form of "selectives" rather than "electives" - i.e. choosing from a set number of options which are directly relevant to the main discipline. The number of such optional modules varies between subjects and individual degree courses, but often there are fewer in STEM subjects - especially engineering, due to accreditation requirements, which can have as few as only one or two student selected elements of the course with the rest predetermined.

    As a result of this (and that in general students are required to have studied AP/IB level content before university, and in relevant subjects for some courses such as Maths and Physics for engineering degrees), degree programmes are only 3 years for the BA (and equivalent - BSc, BEng, whatever). There are also many (primarily in STEM subjects, although other subjects are starting to cash in on this) "integrated undergraduate masters degrees" which are 4 year courses which include ostensibly masters level content in the fourth/final year (sometimes this takes the form of a year long placement either in industry or in an academic lab at the university). These are funded exactly the same as any 3 year course in principle.

    A further corollary of the structuring as described above is that students normally take specified courses at specified times on their degrees - they are automatically registered on these courses once they register for the academic year. Due to this, you don't have students trawling catalogues and trying to balance timetabling of core required major classes and having to take X subject a year early/late or potentially graduating late because Y class was full. This is all "automatically" (from the students point of view - this is where the university administrative powerhouse comes in) arranged for them.

    In terms of day to day life, it's probably much the same - lectures, labs/tutorials/seminars as applicable doing coursework and studying/revising etc. One usually somewhat different thing is in how assessment is arranged - most courses are assessed by a final major written exam, which is typically 60-100% of the final grade of that class/module. These are usually (depending on how much of the assessment they make up) 1.5-3 hours long for each module (typically 4 are taken in each term - however some might be smaller credit modules with correspondingly shorter exams, but most universities have shifted to a more consistent approach of having 4 modules per term, although sometimes one will be a double module in one term, or a double module stretching over both terms), at the end of each semester (or for Oxbridge and LSE, which have three terms somewhat closer to the quarter system, in the "main exam period" before the summer break). Labwork, essays, problem sheets, a mid-term class test and so on may represent a small percentage of the final grade (usually 10-20% total, often split between several of these areas - for example 2 major lab reports of 10% each and then all the problem sheets for the term being another 10-20%), but largely this is often "formative" assessment rather than "summative" (i.e. for a grade). Stuff like class participation and attendance is rarely quantified but is normally part of the formative assessment.

    If you have any more specific questions feel free to ask me - as a US born, UK raised/educated person (whose family all went to college in the US of course) I'm pretty familiar with both systems.
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