After our article on how to read a Critical Reasoning problem, I received a request for a similar article addressing Sentence Correction (SC). So, here you go! We’re going to address what we should do on any and every sentence correction question, regardless of the particular grammar rules tested in that problem.
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Our friends at mbaMission have interviewed the University of Chicago Booth School of Business Associate Dean for Student Recruitment and Admissions Kurt Ahlm. Read the highlights below and find the full post here.

Here are some highlights from the interview:

• Chicago Booth does not employ any quotas in its application review process but looks to enroll a diverse, smart group of students who fit well with the school’s values and culture.
• Ahlm discusses how an application is reviewed at Chicago Booth.
• Chicago Booth interviews 40%“50% of applicants, though depending on the strength of the applicant pool, the percentage can vary from year to year.

You can find the full interview transcript here.

With the growing popularity of tablet computers, speculation about the integration of this technology into education has begun to grow. The Consumer Electronics Show proclaimed 2011 to be the Year of the Tablet PC, and others have gone on to declare it the Year of the Student Tablet PC. But even while sales are soaring (tablet computer unit sales will see a 1,571% increase between 2010 and 2013, says Businessweek), students and educators are still debating the hardware’s classroom value.

According to a January press release from International Data Corporation, the worldwide tablet market grew by a little over 45% in the third quarter of 2010, with the sales being driven almost exclusively by global demand for the Apple iPad. Indeed, the iPad represented almost 90% of the tablet market at the close of 2010.

Even so, The Chronicle of Higher Education suggests that the iPad is not the best tablet for classroom learning. In a recent article, The Chronicle presented the findings of several universities who had begun implementing tablet use into classes. Testing at the University of Notre Dame demonstrated that the finger-based interface and the glassy surface of the iPad made it difficult to take in-class notes or mark up readings, while Chatham University found that it actually made written course work more difficult. Other stated drawbacks included the lack of textbooks available on the iPad, as well as the flaws with current stylus inputs.

Still, while The Chronicle article toted the educational flaws in the Apple iPad, it also pointed out several benefits. From a pedagogical standpoint, professors at Notre Dame and at Reed College found that articles and required readings were more readily available to students in class via the iPad. Furthermore, students who used iPads were better capable of collaboration, being more in sync with one another and at greater ease to share the content on their screens. Add to that the fact that the iPad is smaller in size than traditional laptops or tablet PCs, with an extended battery life and a competitive price, and the scales seem to be weighing even.

Ultimately, though, the argument, both in The Chronicle and in the educational market as a whole, boils down to one major determining factor: student preference. If the 90% market share offers any indication, that decision has already been handed down. Not to mention, with educational iPad use extending to younger age groups (iPads for kindergarteners), the potential for building brand loyalty is endless.

That’s not to say that competition isn’t out there, but as All Things Digital notes: Apple has delivered its second generation tablet while most of its competitors have yet to ship their first. Whether these competitors can close in on Apple has yet to be seen, but whether they will be able to better serve educational needs will be something to look out for.

There is an ongoing debate in the business world about the perfect age for an MBA candidate.  While the average age for first year business school classes is usually in the 27-28 range, some schools are beginning to trend younger (HBS and Stanford among them), raising questions about the best qualities for an MBA applicant to possess, and whether wisdom can only come with age.

Interestingly enough, recent data from the GMAC shows that GMAT test-takers (a.k.a. MBA prospects) under 24 represent the fastest growing age group. At 13.9%, their annual growth rate is nearly double that of test takers aged 24-30, and it hugely outpaces any older age groups.

Does this mean that younger students make better MBA applicants? Not necessarily, says Eric Caballero, a Manhattan GMAT instructor and Sloan graduate. In business school, he argues, you are graded mainly on participation. If you have little to no actual business experience, you might not have as much to contribute to the discussion as your peers, which could ultimately affect your grades.  In addition, a lack of hands-on experience can also affect the size of your rolodex. B-school reputations begin in the classroom, and the better insight you have, the more people will be interested in networking with you. If you are going to be paying for the rolodex, you want to be sure that you can make the connections.

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Here at Manhattan GMAT we are proud members of the non-profit organization AIGAC (The Association of International Graduate Admissions Consultants). This association keeps those of us who help prepare students for graduate school to the highest standards. It also makes sure we continue to act ethically, putting the interests of our clients and prospective clients ahead of our own. Currently, AIGAC is running a survey on MBA applicants, so that AIGAC members can gain a deeper understanding of our students so as to better serve them.

As a taste of what this survey finds, last year, it discovered that the median age of MBA Applicants who took the survey stayed constant from 2009 at 27 years old, but the distribution of ages was wider in 2010, with more of both younger and older prospects. The survey concluded that the larger proportion of younger prospects is related to the increase in international respondents and women. Looks like there was a higher diversity of applicants, in terms of age, gender, and nationality in 2010. Will this remain the same into 2011? Help us find out!

And if you don’t want to take the survey just to help us out, you can always do it for the one free iPod Touch and two free iPod Shuffles that are being raffled off to the survey takers.

The survey takes about 10 minutes and can be found here: //surveys.marketpointsinc.com/mba11.asp. Thanks in advance for your participation! This info really helps us make sure we’re tailoring our classes and materials to fit well for you.

Manhattan GMAT has always prided itself on hiring the highest-quality instructors in the industry.  It’s one of our greatest points of distinction, and probably the first thing we would mention if you were to  ask us what sets us apart “ we have the best instructors out there. But what, exactly, does that mean?

In 2010, MG Prep received 915 resumes from prospective instructors.  After reviewing their credentials, we conducted phone interviews with 274 applicants. From there, 232 people were offered the opportunity for an online audition, where we got a chance to check out their knowledge, teaching methods, and classroom persona.  Of those auditions, 102 applicants were invited to our corporate offices in New York for a face-to-face audition.  Only 18 were hired.

In that final face-to-face audition, applicants are asked to teach real problems to students of varying ability levels.  We look for instructors who teach to every level of understanding, who interact positively and productively with their students, and who are receptive to criticism and eager for their own improvement. Plus, we always like to hire instructors with vibrant, engaging personalities and a deep-seated passion for education.  If the audition process is any indication, the 18 applicants who were offered positions were selected for more than just their 99^th percentile score and their teaching backgrounds.  They were selected because they truly are the best of the best. (Think about it: Harvard Business School accepts 12% of applicants. Manhattan GMAT accepts less than 2%.)

If you’ve had the opportunity to interact with any of our instructors, you have some idea of what we mean.  We spend over 100 hours training our instructors, we pay them 4x the industry standard, and we expect them go above and beyond.  They are continually meeting to discuss the best teaching strategies and how to make the most of the course format, and they are always eager to work on improving the curriculum.  It’s not uncommon to hear a conversation between instructors in which the words I love that problem make several appearances. Manhattan GMAT instructors are great at what they do, and, more importantly, they love it.

Want to learn more about Manhattan GMAT’s outstanding instructors? Check out our instructor bio page, where you can read about their backgrounds and take a look at what former students have said.