Before you get started, think about how you would answer the following questions.
1. What is the best way for you to manage multiple deadlines?
2. What resources are available in your high school to help you write an impressive personal essay for your college application?
3. What are some advantages and disadvantages of disclosing your disability in your college essay?
Application overview
The college application process can occur over the course of a year. Each college has its own application requirements, form, fees, due dates and acceptance procedures. It is important to keep track of this information in a manageable way.
Getting in
Initially, similar to a job application, it is important to look good on paper. Most college application packets will require the actual completed application, your high school transcripts, your college admissions test scores, a personal essay, a few references and your payment submitted by a particular due date.
Most colleges will have an application form to complete online. You will be asked to attach your essay and other information to the application. Your guidance department will submit your transcripts, so it is critical that you allow enough time for the guidance department to submit your transcripts before the due date of your application. Make sure to have a family member or friend review your application to make sure all sections are completed. It is easy to miss or skip a section. Applications must be fully completed to be accepted.
Monday, December 27, 2010
Monday, December 20, 2010
Interview with a Counselor - Picking a Major
Hi. I’m Erica Lovelace and I’d like to talk to you all today about choosing a major and some considerations that you might want to look at as you’re planning your future. One of the things that I first want to tell you is where I’m from. I’m from the Department of Rehabilitative Services which is also known as Vocational Rehabilitation. And I say that because you all might be interested in contacting your local VR office to see whether or not they may be able to offer you some assistance in helping you determine your major. They have the ability to do some career assessments, career guidance and counseling and exploration. It’s an excellent resource that you all might wanna consider as you’re planning your college career and looking at what is your major study and what types of employment opportunities might you engage in once you’ve completed your education.
Some of the things that you might wanna consider on your own when you’re looking at a major is what are you interested in, what are the things that you like to do as a hobby, as a vocation, those are things that might direct you in choosing your major. Some of the other things that you might wanna consider are not feeling that you have to choose a major immediately. You don’t have to declare your major until sometimes after your second year. The first year to that you’re enrolled in a college program, you’re really concentrating on your core courses: Your English, your math, your history, your science. You also have to get some electives in. What an opportunity to use those electives to help you determine what your major is going to be. You can look at all of the programs that are available, take a few electives in courses that you think you might be interested in and have that help you as a guide and a tool to use as you’re choosing your major.
Some other things that you wanna consider are following your heart. Look at what it is that you truly want to do. I’ve worked with students for quite a few years and I’ve seen so many students that go into a program based on the amount of money they’re going to be able to earn and it really hasn’t been a good match. The money is not the most important thing when you’re considering choosing a major in your ultimate employment. You’re gonna work many, many years. It’s important that you’re working in a field that you enjoy and that you have a passion for. So keep that in mind and follow your heart in what it is that you really wanna do and the environment that you really wanna be involved in.
You’re also going to get a lot of information from many, many different people. Don’t feel pressured into choosing a major based on the influence and the opinions of others. It has to be something that you’re really interested in. Once you’re looking at your major consider the entire course work. There’s probably gonna be some courses that you may or may not like. So as you’re picking your major look at the entire requirements for the degree program and what the courses are that you’re gonna have to take to satisfy that major.
You might also wanna look at the employment areas that are going to be available to you once you complete a major. You certainly don’t wanna pick a major only to find out that the employment arena for that major is either decreasing and or the jobs are being outsourced, so your likelihood of finding suitable employment is not very great. So keep that in mind. And along those lines some things that you might wanna do while you’re still in high school during your summers in helping you choose a major is to actually visit some employers where you think they have the types of jobs that you might eventually be interested in. Do some informational interviewing where you meet with the employer or you meet with an employee within a certain company and you talk to that employee and you ask some very pointed questions. What type of training do they require, what were their interest, what do they like about the job they’re doing, what do they dislike about the job that they’re currently doing, what is a typical day like for them. And maybe one of the most important questions is if they had it to do over again, would they still choose the same field.
The next step that you can do after the informational interviewing is visit a job site. Ask an employer or an HR Department if you could do some job shadowing where you actually are with an employee for a day, a half a day or a prescribed amount of time and you actually follow that individual for a day and you observe what their activities are and the interaction that they’re required to do with others and the actual work that they are assigned. Those are some good ideas to consider when you’re looking at choosing a major.
The other thing that you might wanna consider when you’re looking at your major and as it ties into employment opportunities what types of additional training might be required beyond completion of a bachelor’s degree. Are you looking at a field that is going to require a master’s degree or certification training or perhaps a PhD? Those might be things that you want to consider as you’re looking at choosing a major. There’s places where you can get information on labor market trends, so that you can look at. What are the jobs that are increasing in demand over a period of time? And if those are jobs that are going to become available and their areas of interest you might wanna look at at the majors.
One of the things that as a VR Counselor, I encourage individuals to do is focus on your employment goal. Look at your employment goal and what are the requirements of that employment goal as opposed to necessarily focusing in on a degree or a major, but look at the actual work that you’re interested in and what are the requirements to meet those work requirements.
Another thing that you might wanna consider in choosing a major is what are the expectations from the university. Are you required to get above a 2.0? Some universities require that you have a 3.0 in your chosen major. Those are some things that you might wanna consider before selecting a major.
Some of the other things that you might wanna look at is whether or not a foreign language is required. Do you have to take a foreign language to satisfy that major? And you need to know these things at the beginning of selecting your major. Not at the end when you’re anticipating having your degree.
In closing, I hope that you found some of these ideas helpful and that you’ll use some of the ideas. Most importantly follow your heart, have fun, explore your options as you’re choosing your major. Thank you so much.
Some of the things that you might wanna consider on your own when you’re looking at a major is what are you interested in, what are the things that you like to do as a hobby, as a vocation, those are things that might direct you in choosing your major. Some of the other things that you might wanna consider are not feeling that you have to choose a major immediately. You don’t have to declare your major until sometimes after your second year. The first year to that you’re enrolled in a college program, you’re really concentrating on your core courses: Your English, your math, your history, your science. You also have to get some electives in. What an opportunity to use those electives to help you determine what your major is going to be. You can look at all of the programs that are available, take a few electives in courses that you think you might be interested in and have that help you as a guide and a tool to use as you’re choosing your major.
Some other things that you wanna consider are following your heart. Look at what it is that you truly want to do. I’ve worked with students for quite a few years and I’ve seen so many students that go into a program based on the amount of money they’re going to be able to earn and it really hasn’t been a good match. The money is not the most important thing when you’re considering choosing a major in your ultimate employment. You’re gonna work many, many years. It’s important that you’re working in a field that you enjoy and that you have a passion for. So keep that in mind and follow your heart in what it is that you really wanna do and the environment that you really wanna be involved in.
You’re also going to get a lot of information from many, many different people. Don’t feel pressured into choosing a major based on the influence and the opinions of others. It has to be something that you’re really interested in. Once you’re looking at your major consider the entire course work. There’s probably gonna be some courses that you may or may not like. So as you’re picking your major look at the entire requirements for the degree program and what the courses are that you’re gonna have to take to satisfy that major.
You might also wanna look at the employment areas that are going to be available to you once you complete a major. You certainly don’t wanna pick a major only to find out that the employment arena for that major is either decreasing and or the jobs are being outsourced, so your likelihood of finding suitable employment is not very great. So keep that in mind. And along those lines some things that you might wanna do while you’re still in high school during your summers in helping you choose a major is to actually visit some employers where you think they have the types of jobs that you might eventually be interested in. Do some informational interviewing where you meet with the employer or you meet with an employee within a certain company and you talk to that employee and you ask some very pointed questions. What type of training do they require, what were their interest, what do they like about the job they’re doing, what do they dislike about the job that they’re currently doing, what is a typical day like for them. And maybe one of the most important questions is if they had it to do over again, would they still choose the same field.
The next step that you can do after the informational interviewing is visit a job site. Ask an employer or an HR Department if you could do some job shadowing where you actually are with an employee for a day, a half a day or a prescribed amount of time and you actually follow that individual for a day and you observe what their activities are and the interaction that they’re required to do with others and the actual work that they are assigned. Those are some good ideas to consider when you’re looking at choosing a major.
The other thing that you might wanna consider when you’re looking at your major and as it ties into employment opportunities what types of additional training might be required beyond completion of a bachelor’s degree. Are you looking at a field that is going to require a master’s degree or certification training or perhaps a PhD? Those might be things that you want to consider as you’re looking at choosing a major. There’s places where you can get information on labor market trends, so that you can look at. What are the jobs that are increasing in demand over a period of time? And if those are jobs that are going to become available and their areas of interest you might wanna look at at the majors.
One of the things that as a VR Counselor, I encourage individuals to do is focus on your employment goal. Look at your employment goal and what are the requirements of that employment goal as opposed to necessarily focusing in on a degree or a major, but look at the actual work that you’re interested in and what are the requirements to meet those work requirements.
Another thing that you might wanna consider in choosing a major is what are the expectations from the university. Are you required to get above a 2.0? Some universities require that you have a 3.0 in your chosen major. Those are some things that you might wanna consider before selecting a major.
Some of the other things that you might wanna look at is whether or not a foreign language is required. Do you have to take a foreign language to satisfy that major? And you need to know these things at the beginning of selecting your major. Not at the end when you’re anticipating having your degree.
In closing, I hope that you found some of these ideas helpful and that you’ll use some of the ideas. Most importantly follow your heart, have fun, explore your options as you’re choosing your major. Thank you so much.
Monday, December 13, 2010
Deciding on a Major Part 2
Discover your options
If you are uncertain of your major, you may enroll in college with an undeclared major and begin your general education requirements. Sometimes students discover what they want to major in by taking the required general education classes. A general education program in the humanities or liberal arts offers a great deal of variety and can also help you further identify your interests, strengths and values. A liberal arts degree, for example, can provide a solid foundation for many jobs and future career paths. Some courses include “service learning” to provide hands-on experiences for students. You may also volunteer in different organizations or businesses in which you are interested to get a further idea of your career direction. Some businesses even prefer to hire individuals with a liberal arts degree, as it conveys competent skills in critical thinking, writing, problem solving and decision-making, and allows the company to provide its own training to the employee.
Additionally, when you get to college you can meet with a career counselor at the college career center on campus. These centers have many resources to help you with your decision-making. Your career interests and goals will develop and even change over time. The more you can specify what you want, the easier it will be to reach your goal.
Some majors require performance skills in addition to the academics or “book learning” you get in the classroom. For example, a student who wants to become a teacher may need to go into the classroom and observe a classroom in action or even teach a lesson with supervision. The student isn’t just reading about teaching strategies, he or she is actually doing it or seeing it in action.
It’s important to know if you have difficulty with learning performance skills during a required internship; you may need accommodations to acquire the new skills or be able to complete a task. Let’s say you have difficulty reading weekly written assignments provided by your site supervisor. One accommodation might be that you are given an electronic version of the instructions so you can use technology to read it aloud to you. You can understand the instructions, but you may need to access them in a different way. It’s about being creative to get the job done. But you don’t have to do it all on your own. The disability support services office on campus can talk with you about appropriate job site accommodations. The Job Accommodation Network also provides individualized workplace solutions if your disability presents a challenge to complete a required task. And lastly, your state vocational rehabilitation service has expertise in how to accommodate your disability and help you to work efficiently on the job. Think about inviting a representative from your state vocational rehabilitation service to participate in your IEP meeting.
Identify your interests
To begin identifying your potential interests, meet with your guidance counselor to discuss your interests and assessment resources available at your high school. It is recommended to take several career interest surveys and to discuss them with a career professional. Look under “Activities” to find some things you can start doing now to narrow down your choices in majors and careers.
If you are uncertain of your major, you may enroll in college with an undeclared major and begin your general education requirements. Sometimes students discover what they want to major in by taking the required general education classes. A general education program in the humanities or liberal arts offers a great deal of variety and can also help you further identify your interests, strengths and values. A liberal arts degree, for example, can provide a solid foundation for many jobs and future career paths. Some courses include “service learning” to provide hands-on experiences for students. You may also volunteer in different organizations or businesses in which you are interested to get a further idea of your career direction. Some businesses even prefer to hire individuals with a liberal arts degree, as it conveys competent skills in critical thinking, writing, problem solving and decision-making, and allows the company to provide its own training to the employee.
Additionally, when you get to college you can meet with a career counselor at the college career center on campus. These centers have many resources to help you with your decision-making. Your career interests and goals will develop and even change over time. The more you can specify what you want, the easier it will be to reach your goal.
Some majors require performance skills in addition to the academics or “book learning” you get in the classroom. For example, a student who wants to become a teacher may need to go into the classroom and observe a classroom in action or even teach a lesson with supervision. The student isn’t just reading about teaching strategies, he or she is actually doing it or seeing it in action.
It’s important to know if you have difficulty with learning performance skills during a required internship; you may need accommodations to acquire the new skills or be able to complete a task. Let’s say you have difficulty reading weekly written assignments provided by your site supervisor. One accommodation might be that you are given an electronic version of the instructions so you can use technology to read it aloud to you. You can understand the instructions, but you may need to access them in a different way. It’s about being creative to get the job done. But you don’t have to do it all on your own. The disability support services office on campus can talk with you about appropriate job site accommodations. The Job Accommodation Network also provides individualized workplace solutions if your disability presents a challenge to complete a required task. And lastly, your state vocational rehabilitation service has expertise in how to accommodate your disability and help you to work efficiently on the job. Think about inviting a representative from your state vocational rehabilitation service to participate in your IEP meeting.
Identify your interests
To begin identifying your potential interests, meet with your guidance counselor to discuss your interests and assessment resources available at your high school. It is recommended to take several career interest surveys and to discuss them with a career professional. Look under “Activities” to find some things you can start doing now to narrow down your choices in majors and careers.
Monday, December 6, 2010
Deciding on a Major Part 1
Decisions, decisions, decisions
Some students are very clear about their passions and know exactly what they want to major in from the very beginning of college. The majority of students, however, are not so certain. What can help you to decide on a major?
A sea of choices
There are thousands of occupations from which to choose, many career assessments to jump start your ideas and frequent listings of top 10 careers or hottest jobs. But there is no specific test that will tell you what to be when you are older or what should be your major! Many students initially choose careers that open up job opportunities that pay very well. But it’s not all about the money.
While earning power is a consideration, it is more important to find a career that you love to do, that is right for you and that you can’t believe you are getting paid to do! Your values and what you deem important in life will ultimately play a role in your career satisfaction. Especially important for students with disabilities is to choose a major in which your strengths will be utilized on a regular basis and a major that allows you to compensate for less important skills that are not as strong. These considerations will maximize your chances for success.
What is a major?
A major is an area of study that allows you to build knowledge and skills around a specific subject or specialty area. To earn a degree in a particular major, each college requires certain courses and course credits and may provide choices for predetermined electives. These established programs are often based on national or state accreditation standards in order to guarantee that graduates are proficient with identified skills and knowledge. Most majors also require general education courses such as English, science, social sciences, math, etc.
Some students are very clear about their passions and know exactly what they want to major in from the very beginning of college. The majority of students, however, are not so certain. What can help you to decide on a major?
A sea of choices
There are thousands of occupations from which to choose, many career assessments to jump start your ideas and frequent listings of top 10 careers or hottest jobs. But there is no specific test that will tell you what to be when you are older or what should be your major! Many students initially choose careers that open up job opportunities that pay very well. But it’s not all about the money.
While earning power is a consideration, it is more important to find a career that you love to do, that is right for you and that you can’t believe you are getting paid to do! Your values and what you deem important in life will ultimately play a role in your career satisfaction. Especially important for students with disabilities is to choose a major in which your strengths will be utilized on a regular basis and a major that allows you to compensate for less important skills that are not as strong. These considerations will maximize your chances for success.
What is a major?
A major is an area of study that allows you to build knowledge and skills around a specific subject or specialty area. To earn a degree in a particular major, each college requires certain courses and course credits and may provide choices for predetermined electives. These established programs are often based on national or state accreditation standards in order to guarantee that graduates are proficient with identified skills and knowledge. Most majors also require general education courses such as English, science, social sciences, math, etc.
Monday, November 29, 2010
Going to College
The following are from interviews with reals students about choosing a college:
Lisa:
Take your time and research the college you’re going to, make sure you know what it’s about, take the time to visit the school, spend the night there if you can, spend a weekend there if you can, if you know people that go there already, ask their opinions on it.
Maria:
I was looking at their disability support services centers. Every time I went to visit I would go to the disability support services center to see how comfortable I felt with the staff, how helpful they seemed to be on that day, if they were willing to talk to me or not. I would definitely take a tour of … I took a tour of every campus that I applied to, just to see if I felt comfortable there. I also looked at what majors they offered, what my interests need, what the requirements were because I knew if there were a school that required that for some reason, I wouldn’t know why, I needed four years of a foreign language, that was a turn off to me due to my disability. So things like that, something … just a good feeling on the campus as well as the technical requirements to actually get the degree.
Manisha:
I also looked at the criteria of how the schools are ranked to help me pick which school I liked best for me. I did music so it was important to have a good music program, as well as strong programs in other aspects of the school because you never know when you have to take classes outside of your department and that’s important to know that you’re still getting a really good education outside of your department.
Andrea:
Cast a wide net, list all the schools you think you might want to go to and start there. And then … then you can start narrowing it down by reading more about it, contacting people at the university disability support services. I think it also can be really helpful to talk to other students at the university, even if you call disability support services and ask, do you have any student that’s affiliated with your office who might be willing to talk to someone who is considering the college, to give me a sense of what their experience has been like?
Manisha:
I also picked a school which happened to be located where my doctors are located, so for me that also helped instead of picking a different school because if I needed anything my doctors are right there, a couple of miles down.
Amy:
I knew going in that I wanted a school with smaller classes, when you got into your core classes, because I really enjoy learning but I’m a very interactive learner. So I wanted to be able to interact with the professors and ask the professors questions … and it was setting, I never thought I would end up at an urban school. I always thought I was gonna end up at a rural school with tons of trees and country and horses and dogs, because my family has a farm and I’ve just grown up with all the trees around me and everything. But when it came down to it, especially going in with an international focus, it came down to who has the most diverse student population.
Lisa:
Take your time and research the college you’re going to, make sure you know what it’s about, take the time to visit the school, spend the night there if you can, spend a weekend there if you can, if you know people that go there already, ask their opinions on it.
Maria:
I was looking at their disability support services centers. Every time I went to visit I would go to the disability support services center to see how comfortable I felt with the staff, how helpful they seemed to be on that day, if they were willing to talk to me or not. I would definitely take a tour of … I took a tour of every campus that I applied to, just to see if I felt comfortable there. I also looked at what majors they offered, what my interests need, what the requirements were because I knew if there were a school that required that for some reason, I wouldn’t know why, I needed four years of a foreign language, that was a turn off to me due to my disability. So things like that, something … just a good feeling on the campus as well as the technical requirements to actually get the degree.
Manisha:
I also looked at the criteria of how the schools are ranked to help me pick which school I liked best for me. I did music so it was important to have a good music program, as well as strong programs in other aspects of the school because you never know when you have to take classes outside of your department and that’s important to know that you’re still getting a really good education outside of your department.
Andrea:
Cast a wide net, list all the schools you think you might want to go to and start there. And then … then you can start narrowing it down by reading more about it, contacting people at the university disability support services. I think it also can be really helpful to talk to other students at the university, even if you call disability support services and ask, do you have any student that’s affiliated with your office who might be willing to talk to someone who is considering the college, to give me a sense of what their experience has been like?
Manisha:
I also picked a school which happened to be located where my doctors are located, so for me that also helped instead of picking a different school because if I needed anything my doctors are right there, a couple of miles down.
Amy:
I knew going in that I wanted a school with smaller classes, when you got into your core classes, because I really enjoy learning but I’m a very interactive learner. So I wanted to be able to interact with the professors and ask the professors questions … and it was setting, I never thought I would end up at an urban school. I always thought I was gonna end up at a rural school with tons of trees and country and horses and dogs, because my family has a farm and I’ve just grown up with all the trees around me and everything. But when it came down to it, especially going in with an international focus, it came down to who has the most diverse student population.
Monday, November 22, 2010
College Choise - Learning Disabilities
Other important information
In addition to gathering general college information, as a student with a disability, you can also find out about the following...
* Waivers and substitutions: Are there written policies and procedures for course waivers and substitutions? If so, what kind of documentation is required?
* Course load and graduation time: Is priority registration available for students with disabilities? Is it possible to maintain a reduced course load?
* Student groups: Are there specific groups that are designed to assist students with disabilities to network with other students on campus? Are there student leadership/mentoring programs to help students feel connected with other students on campus?
* Supports services: What support services are available to all students? Does the campus have support services specifically for students with your disability?
* Orientation: Are there orientation sessions designed to address disability specific needs of students before entering college? Are these sessions primarily held during the summer, or at the beginning of each semester for new students?
For students with learning disabilities, consider reviewing the books Peterson’s Colleges with Programs for Students With Learning Disabilities or Attention Deficit Disorders and The K & W Guide to Colleges for the Learning Disabled for additional information on support services and specialized programs.
Monday, November 15, 2010
Ready to Choose
Get equipped
There are many ways to get the information that you need to make this decision. You can:
* Talk with people who know you best and who have graduated from college (e.g., parents, siblings, teachers).
* Meet with your guidance counselor to help you explore options.
* Review college catalogs.
* Research individual college information online.
* Attend college fairs at your high school or in the community.
* Visit the college campuses you are most interested in or take a virtual tour on a college’s Web site if you aren’t able to visit all of your choices.
* Contact the admissions office of the college you are interested in attending.
* Talk to students with disabilities who are currently enrolled at college.
There are many ways to get the information that you need to make this decision. You can:
* Talk with people who know you best and who have graduated from college (e.g., parents, siblings, teachers).
* Meet with your guidance counselor to help you explore options.
* Review college catalogs.
* Research individual college information online.
* Attend college fairs at your high school or in the community.
* Visit the college campuses you are most interested in or take a virtual tour on a college’s Web site if you aren’t able to visit all of your choices.
* Contact the admissions office of the college you are interested in attending.
* Talk to students with disabilities who are currently enrolled at college.
Monday, November 8, 2010
Choosing a College
Before you get started, think about how you would answer the following questions.
1. What are some characteristics on your “wish list” for college? For example, great sports teams, knowledgeable professors or small student-teacher ratios.
2. How can you find out the college options in your state or in other states?
3. What are ways to compare the pros and cons of several college choices?
4. What have other college students shared with you about their experiences of choosing a college?
Things to consider
Choosing a college is an exciting yet big decision! You need to consider what is important to you and take into account your individual goals, preferences, support needs and financial resources. Sometimes too many options can seem overwhelming, but the good thing is there are many good choices available to you. By considering key features, you can increase your likelihood for success.
You need to think about the type of college you want to attend. Do you want to go to a two-year college or a four-year college or university? Are you considering public or private institutions? You also need to think about the campus size, the average number of students in each class, the programs available, where the school is located, what services are available to students with disabilities, admissions requirements, costs and much more. You may not get everything you want in one college, so you will have to prioritize with your parents, guidance counselor and teachers what is most important to you.
1. What are some characteristics on your “wish list” for college? For example, great sports teams, knowledgeable professors or small student-teacher ratios.
2. How can you find out the college options in your state or in other states?
3. What are ways to compare the pros and cons of several college choices?
4. What have other college students shared with you about their experiences of choosing a college?
Things to consider
Choosing a college is an exciting yet big decision! You need to consider what is important to you and take into account your individual goals, preferences, support needs and financial resources. Sometimes too many options can seem overwhelming, but the good thing is there are many good choices available to you. By considering key features, you can increase your likelihood for success.
You need to think about the type of college you want to attend. Do you want to go to a two-year college or a four-year college or university? Are you considering public or private institutions? You also need to think about the campus size, the average number of students in each class, the programs available, where the school is located, what services are available to students with disabilities, admissions requirements, costs and much more. You may not get everything you want in one college, so you will have to prioritize with your parents, guidance counselor and teachers what is most important to you.
Monday, November 1, 2010
Itroduction to College Planning
Recently I received this question from a parent with a child in High School: Where do I even start preparing for college with my child? I've never been to college and everything is so complex...
I will cover the following topics in the coming weeks:
* Choosing a college – Find a good match for you. By considering key features, you can increase your likelihood for success in college.
* Deciding on a major – Learn what steps you can take to choose a major. To do this you need to find a major that will use your strengths, minimize the areas in which you have difficulty and capitalize on the areas about which you are passionate.
* Applying for college – Figure out what you need to do when applying for college. Each college has its own application requirements, form, fees, due dates and acceptance procedures. You’ll learn the process for applying, tips for writing your essay, how to get your recommendation letters and how to keep it all organized.
* Getting financial aid – Investigate your financial aid options so you are prepared to cover college expenses. You’ll learn how to get financial aid, what aid is available for students with disabilities, how to get scholarships and how to budget your money while in college.
* Taking admission tests – Learn about the SAT and ACT and learn how to prepare for these tests. It’s important to understand how eligible students with disabilities can get accommodations on these tests.
* High school “To Do” list – Learn the steps you need to take in high school to get into college. All of these “To Do” items can seem overwhelming, but by having a plan, you will be better able to get it all done.
I will cover the following topics in the coming weeks:* Choosing a college – Find a good match for you. By considering key features, you can increase your likelihood for success in college.
* Deciding on a major – Learn what steps you can take to choose a major. To do this you need to find a major that will use your strengths, minimize the areas in which you have difficulty and capitalize on the areas about which you are passionate.
* Applying for college – Figure out what you need to do when applying for college. Each college has its own application requirements, form, fees, due dates and acceptance procedures. You’ll learn the process for applying, tips for writing your essay, how to get your recommendation letters and how to keep it all organized.
* Getting financial aid – Investigate your financial aid options so you are prepared to cover college expenses. You’ll learn how to get financial aid, what aid is available for students with disabilities, how to get scholarships and how to budget your money while in college.
* Taking admission tests – Learn about the SAT and ACT and learn how to prepare for these tests. It’s important to understand how eligible students with disabilities can get accommodations on these tests.
* High school “To Do” list – Learn the steps you need to take in high school to get into college. All of these “To Do” items can seem overwhelming, but by having a plan, you will be better able to get it all done.
Monday, October 25, 2010
College Wait List
In making admissions decisions, colleges generally have three options. They can accept a student, deny the student or put the student on a wait list. If a student is placed on a wait list the college is telling the student that they are not admitted but if not enough students who have been accepted decide to attend, then the student on the wait list may be accepted. In the past, the wait list was generally very limited and used for strong students who the college felt were strong students but not quite as strong as those students who were admitted. Recently, however, colleges have been putting more and more students on a wait list thus in effect putting the students in limbo. The colleges have been doing this in large part because the increase in applications has made it more difficult for the colleges to know which of the students they admit will actually attend the college. By having a large wait list, the college has more options available if too many of the students they admit decide not to attend. So what do you do if you are one of the students placed on the wait list for a college you wish to attend?
First, before deciding what to do with the wait list, review the colleges that have accepted you and decide which would be the best choice for you. Even if you decide to have your name put on the wait list there are no guarantees and you need to make sure you have confirmed attendance at one of the colleges that have accepted you.
Second, review your options before deciding on whether to put you name on a wait list. It may be that your best choice is one of the colleges that accepted you. In that case, don’t worry about getting on a wait list. If you decide that you would like to consider the option of attending the college that put you on the wait list, then go ahead and notify the college that you wish to be on the wait list.
Third, if you put your name on the wait list, how do you improve your chances of acceptance? If there have been any improvements in your grades or any new honors be sure to inform the wait list college of this new information. If the wait list college is your first choice college if accepted, let the college know that fact. If a college accepts students off the wait list, they prefer to accept students who are likely to accept their offers. Students will sometimes want to visit the college again to show their interest in attending the college. Usually, this is a waste of time unless the college requests to interview you or has some other reason to come to campus.
What do you do if placed on multiple wait lists? You certainly can put your name on multiple wait lists. The problem with accepting multiple wait lists is the issue of telling a college that they are your first choice if accepted off the wait list. While many students will tell multiple colleges that they are the first choice if accepted, this really is not ethical. It is better to decide what your first choice college is and accept the wait list for that college. If you want to accept another college’s wait list, do so but don’t tell them they are also your first choice if accepted.
The bottom line to wait lists is to accept the reality that most colleges have many more students offered a wait list position than they would ever have the opportunity to accept. For example, last year Amherst College offered wait list spots to 1261 students of which 565 accepted a spot on the wait list. Only 2 of those students were admitted off the wait list. Some colleges have more students accepted off the wait list and some colleges don’t accept any off the wait list. If you want to know about the college you are considering, ask the college how many people were offered a position on the wait list and how many were accepted off last year’s wait list. That should give you some estimate of how competitive the wait list is at that college.
First, before deciding what to do with the wait list, review the colleges that have accepted you and decide which would be the best choice for you. Even if you decide to have your name put on the wait list there are no guarantees and you need to make sure you have confirmed attendance at one of the colleges that have accepted you.
Second, review your options before deciding on whether to put you name on a wait list. It may be that your best choice is one of the colleges that accepted you. In that case, don’t worry about getting on a wait list. If you decide that you would like to consider the option of attending the college that put you on the wait list, then go ahead and notify the college that you wish to be on the wait list.
Third, if you put your name on the wait list, how do you improve your chances of acceptance? If there have been any improvements in your grades or any new honors be sure to inform the wait list college of this new information. If the wait list college is your first choice college if accepted, let the college know that fact. If a college accepts students off the wait list, they prefer to accept students who are likely to accept their offers. Students will sometimes want to visit the college again to show their interest in attending the college. Usually, this is a waste of time unless the college requests to interview you or has some other reason to come to campus.
What do you do if placed on multiple wait lists? You certainly can put your name on multiple wait lists. The problem with accepting multiple wait lists is the issue of telling a college that they are your first choice if accepted off the wait list. While many students will tell multiple colleges that they are the first choice if accepted, this really is not ethical. It is better to decide what your first choice college is and accept the wait list for that college. If you want to accept another college’s wait list, do so but don’t tell them they are also your first choice if accepted.
The bottom line to wait lists is to accept the reality that most colleges have many more students offered a wait list position than they would ever have the opportunity to accept. For example, last year Amherst College offered wait list spots to 1261 students of which 565 accepted a spot on the wait list. Only 2 of those students were admitted off the wait list. Some colleges have more students accepted off the wait list and some colleges don’t accept any off the wait list. If you want to know about the college you are considering, ask the college how many people were offered a position on the wait list and how many were accepted off last year’s wait list. That should give you some estimate of how competitive the wait list is at that college.
Monday, October 18, 2010
How Many Recommendation Letters to Send?
Every year I have one or two students that want to send lots of recommendation letters with their college applications. The reasoning is that when applying to selective colleges you need to distinguish yourself and what better way than to send recommendation letters from lots of people.
It is true that it is helpful to distinguish yourself. The way to do that, however, is not with the use of a ton of recommendations. In fact, this is the type of move that will get you noticed but in a negative way.
Colleges know what they want from students to make the admissions decisions. Give them what they ask for and do so in a manner that highlights the strongest you.
If a college asks for two teacher recommendations, then most students should give them exactly that: two teacher recommendations.
There are of course exceptions to every rule. If you are involved in a particular activity that would be enhanced by a recommendation from someone who knows your extensive involvement that may be acceptable. But, before sending an additional recommendation like this, ask yourself, what does this letter add to my application that the reader doesn’t already know. If someone is going to say you are a good kid or a hard worker, do you really need that additional recommendation? Probably not.
If you do think another recommendation will help, do not send a recommendation from someone who does not know you well. For instance, a recommendation from your dad’s buddy who went to the college 30 years ago and who will talk about what a great guy your dad is, will not help. It is the rare case where any alumni recommendation will help you in the admissions process.
When deciding whether to send in a recommendation that isn’t requested from the college, keep in mind the old saying in the admissions world: The thicker the file, the thicker the kid. In plain language, a bigger admissions file is not necessarily a good thing.
It is true that it is helpful to distinguish yourself. The way to do that, however, is not with the use of a ton of recommendations. In fact, this is the type of move that will get you noticed but in a negative way.
Colleges know what they want from students to make the admissions decisions. Give them what they ask for and do so in a manner that highlights the strongest you.If a college asks for two teacher recommendations, then most students should give them exactly that: two teacher recommendations.
There are of course exceptions to every rule. If you are involved in a particular activity that would be enhanced by a recommendation from someone who knows your extensive involvement that may be acceptable. But, before sending an additional recommendation like this, ask yourself, what does this letter add to my application that the reader doesn’t already know. If someone is going to say you are a good kid or a hard worker, do you really need that additional recommendation? Probably not.
If you do think another recommendation will help, do not send a recommendation from someone who does not know you well. For instance, a recommendation from your dad’s buddy who went to the college 30 years ago and who will talk about what a great guy your dad is, will not help. It is the rare case where any alumni recommendation will help you in the admissions process.
When deciding whether to send in a recommendation that isn’t requested from the college, keep in mind the old saying in the admissions world: The thicker the file, the thicker the kid. In plain language, a bigger admissions file is not necessarily a good thing.
Monday, October 4, 2010
2010 State of College Admissions
The National Association for College Admission Counseling just release the 2010 edition of the State of College Admissions. This annual report highlights what is happening in the world of admissions.
Although everyone seems to dwell on the most selective colleges where admissions is incredibly difficult, the average acceptance rate for 4 year selective colleges last year was 66.5%. And while most colleges (65%) did have increases in the number of applications last year, 29% of the colleges reported decreases in the number of applications.
One area where growth continues is in the number of students that submit 7 or more applications. Almost 25% of student fell into this category. Another area of growth is the 26% of colleges that accepted a greater number of early decision and early action applicants.
Another finding of the report that students need to be aware of is that 20% of colleges now place considerable importance on demonstrated interest when making admissions decisions. 76% of colleges said that demonstrated interest played at least some role in admissions decisions.
Next week I will talk some more about the factors colleges are looking at in deciding who to admit.
Although everyone seems to dwell on the most selective colleges where admissions is incredibly difficult, the average acceptance rate for 4 year selective colleges last year was 66.5%. And while most colleges (65%) did have increases in the number of applications last year, 29% of the colleges reported decreases in the number of applications.
One area where growth continues is in the number of students that submit 7 or more applications. Almost 25% of student fell into this category. Another area of growth is the 26% of colleges that accepted a greater number of early decision and early action applicants.
Another finding of the report that students need to be aware of is that 20% of colleges now place considerable importance on demonstrated interest when making admissions decisions. 76% of colleges said that demonstrated interest played at least some role in admissions decisions.
Next week I will talk some more about the factors colleges are looking at in deciding who to admit.
Monday, September 27, 2010
Counselor Caseloads
The following is a post and comments I made on a separate counselor message board last month. Enjoy...
Caseload
How are your caseloads configured? Does each counselor have a specialty or do you utilize the generalist approach?
BIngram · 282 views · 7 comments
Comments
Comment from: jlcnslrw! [Member]
At our school each counselor had an extra area they were responsible for coordinating information. There were 2 college counselors, 1 scholarship, 1 AP testing, 1 Military, 2 Careers, 1 for pregnant teens, and 1 for ESL. We were also divided by teams so there were 3 freshman counselors and then the rest were sophomore-senior counselors. I felt the freshman counselors should follow their students through, however the students were then funneled into different teams after freshman year according to career choices.
2010-08-21 @ 09:53:48 am
Comment from: jfrederking [Member]
We have two counselors who split the school A-L and M-Z. We also have a part-time School Assistance Person who handles all of the Alcohol and Other Drug issues with students. This person is a social worker with extra training on substance concerns. She covers the entire building for these issues.
2010-08-22 @ 02:00:13 am
Comment from: charger13 [Member]
Caseloads are determined by alphabet and specialty at my school. Each counselor has part of the alphabet order with one or two specialty assignments as well. 320 is the max.
2010-08-25 @ 02:06:00 am
Comment from: jknip [Visitor]
In our middle schools, students stay with the same counselor through 6, 7 and 8. At our Freshman Center and high schools, students are divided alphabetically
2010-08-27 @ 03:42:09 am
Comment from: mnewswander [Member]
Our caseloads are broken down by alphabet. The caseload max starting next year will be 350. We also have a college counselor who carries a partial caseload.
2010-08-30 @ 09:26:45 am
Comment from: gymkoof7 [Member]
I work in three middle schools. Our district cut back middle schools counselors three years ago so we now have caseloads of 5 to 600.
2010-08-30 @ 10:23:13 am
Monday, September 13, 2010
Online Resources - Scholarships
Scholarship Searches
FastWeb
http://www.fastweb.com/
Free Scholarship Search
http://www.freschinfo.com/
Scholarship Resource Network Express
http://www.srnexpress.com/
Scholarships.com
http://www.scholarships.com/
Peterson’s
http://www.petersons.com/finaid/
FastWeb
http://www.fastweb.com/
Free Scholarship Search
http://www.freschinfo.com/
Scholarship Resource Network Express
http://www.srnexpress.com/
Scholarships.com
http://www.scholarships.com/
Peterson’s
http://www.petersons.com/finaid/
Monday, August 30, 2010
Online Resources - Career
Career Information
Occupational Outlook Handbook
http://www.bld.gov/oco/
Jobweb
http://www.jobweb.org/
Employment Guide
http://www.employmentguide.com/
Job Options
http://www.joboptions.com/
Occupational Outlook Handbook
http://www.bld.gov/oco/
Jobweb
http://www.jobweb.org/
Employment Guide
http://www.employmentguide.com/
Job Options
http://www.joboptions.com/
Monday, August 23, 2010
Online Resources - Selecting and Applying
Selecting and Applying to Colleges
College View
http://www.collegeview.com/
CollegeLink
http://www.collegelink.com/
CollegeXpress
http://www.collegeexpress.com/
U.S. Universities and Community Colleges Page
http://www.utexas.edu/world/univ
Go College
http://www.gocollege.com/
Community Colleges Web Search
http://www.mcli.dist.maricopa.edu/cc
My College Guide
http://www.mycollegeguide.org/
College View
http://www.collegeview.com/
CollegeLink
http://www.collegelink.com/
CollegeXpress
http://www.collegeexpress.com/
U.S. Universities and Community Colleges Page
http://www.utexas.edu/world/univ
Go College
http://www.gocollege.com/
Community Colleges Web Search
http://www.mcli.dist.maricopa.edu/cc
My College Guide
http://www.mycollegeguide.org/
Monday, August 16, 2010
Online Resources - General/Financial Aid
General/Financial Aid
Mapping Your Future
http://www.mapping-your-future.org/
FAFSA on the Web
http://www.fafsa.ed.gov/
PIN Registration
http://www.pin.ed.gov/
U.S. Department of Education
http://www.students.gov/
The Financial Aid Information Page
http://www.finaid.org/
NCAA Guide for the Student Athlete
http://www.ncaa.org/cbsa
Black Excel: The College Help Network
http://www.blackexcel.org/
Hispanic Scholarship Fund
http://www.hsf.net/
Mapping Your Future
http://www.mapping-your-future.org/
FAFSA on the Web
http://www.fafsa.ed.gov/
PIN Registration
http://www.pin.ed.gov/
U.S. Department of Education
http://www.students.gov/
The Financial Aid Information Page
http://www.finaid.org/
NCAA Guide for the Student Athlete
http://www.ncaa.org/cbsa
Black Excel: The College Help Network
http://www.blackexcel.org/
Hispanic Scholarship Fund
http://www.hsf.net/
Monday, August 9, 2010
Online Resources - Planning
College Planning
The College Board
http://www.collegeboard.com/
ACT
http://www.act.org/
Peterson’s
http://www.peterson.com/
The College Board
http://www.collegeboard.com/
ACT
http://www.act.org/
Peterson’s
http://www.peterson.com/
Monday, August 2, 2010
Online Resources Intro
I have recently been inundated with requests for lists of great resources to help students and families that they can access whenever they have questions… The following few posts will cover various topics and areas with short lists of the best websites for your college prep needs…
Monday, July 26, 2010
Update Announcement!
Okay, so by now most of you have realized that it is the summer. With that you've probably noticed that school is out and most of the school planning has taken a hiatus for a while. Not that parents are any less concerned or that students' goals have somehow become unappreciated or irrelevant, but everyone needs a break every once and a while.
That being said, the blog will take a short summer break so I can both focus efforts elsewhere for a few weeks and it will return in all its glory as school starts again and there is a greater need and desire for the wonderful counsel you get here.
As always feel free to send in questions and stay tuned for any answers and posts that come in the mean time.
Friday, July 23, 2010
A Better Way: Part 8
How to Speed Up a Glacier
Those suggestions for parents are mere band-aids--they just show how to make the best of a bad set of choices--most brand-name colleges really do treat undergraduates unconscionably.
What could make colleges change? Fear of losing money. Colleges, even private colleges, get a huge chunk of money from the taxpayer. So, when colleges cry for more money, we the taxpayers should be answering, "Not until you provide a quality education, not until you transform dorms from Animal House into living-learning environments, not until you can show that your graduates really do grow enough to justify the enormous cost and time."
Those suggestions for parents are mere band-aids--they just show how to make the best of a bad set of choices--most brand-name colleges really do treat undergraduates unconscionably.
What could make colleges change? Fear of losing money. Colleges, even private colleges, get a huge chunk of money from the taxpayer. So, when colleges cry for more money, we the taxpayers should be answering, "Not until you provide a quality education, not until you transform dorms from Animal House into living-learning environments, not until you can show that your graduates really do grow enough to justify the enormous cost and time."
Thursday, July 22, 2010
A Better Way: Part 7
The following, in my view, are top-value colleges. In addition to a relatively low sticker price, they score well, on average, on these criteria: student quality, location, a campus culture that welcomes true diversity of ideas (not just politically correct ones), and a name that opens career doors. The larger institutions, which I've starred, do suffer from being research-first/students-second institutions, but their low price and desirability on other factors justifies their inclusion.
* Rice: A Big-Oil endowment has created an Ivy-clone college at half the price.
* UCLA: The honors program is a patch of Ivy at a State U price.
Mary Washington College: Like a small private college at a public price--in a Jeffersonian setting an hour from D.C.
* McGill: A great city (Montreal), strong students, and the Canadian 69-cent dollar makes McGill a deal.
* University of Toronto: Easier to get into than McGill.
* Cal Poly, San Luis Obispo. California weather, excellent students in its strong majors (e.g., architecture, engineering), $1,500 annual tuition. Safe, quaint town.
* University of North Carolina, Chapel Hill: Good students, ideal location, great basketball tradition, bargain price.
* University of Virginia: Top students in a Jeffersonian setting replete with colonnades and rolling lawns.
* Santa Monica College: A nearly free two-year college that feeds many students to UCLA and Berkeley. Near the beach and L.A.
You can save the money on undergraduate education without shortchanging the child. That way you'll have money left for graduate school.
* Rice: A Big-Oil endowment has created an Ivy-clone college at half the price.
* UCLA: The honors program is a patch of Ivy at a State U price.
Mary Washington College: Like a small private college at a public price--in a Jeffersonian setting an hour from D.C.
* McGill: A great city (Montreal), strong students, and the Canadian 69-cent dollar makes McGill a deal.
* University of Toronto: Easier to get into than McGill.
* Cal Poly, San Luis Obispo. California weather, excellent students in its strong majors (e.g., architecture, engineering), $1,500 annual tuition. Safe, quaint town.
* University of North Carolina, Chapel Hill: Good students, ideal location, great basketball tradition, bargain price.
* University of Virginia: Top students in a Jeffersonian setting replete with colonnades and rolling lawns.
* Santa Monica College: A nearly free two-year college that feeds many students to UCLA and Berkeley. Near the beach and L.A.
You can save the money on undergraduate education without shortchanging the child. That way you'll have money left for graduate school.
Wednesday, July 21, 2010
A Better Way: Part 6
What to Do in the Meantime
An expensive college simply isn't worth the money. The definitive review of the literature (Astin, 1997) finds absolutely no relationship between a college's cost and the amount of learning that accrues. And a study in the American Economic Review concluded that even in terms of earnings, "What matters most is not which college you attend, but what you did while you were there. (That means choosing a strong major, choosing professors carefully, getting involved in leadership activities, getting to know professors)...Measured college effects are small, explaining just one to two percent of the variance in earnings." A more recent study by the National Bureau of Economic Research (Krueger & Dale, 1999) produced similar findings: when controlling for student input variables, an Ivy League education confers no economic advantage on its graduates.
This makes sense. Sure the designer-label on an Ivy diploma opens career doors, but put an Ivy-caliber student at Podunk College, and she can accrue benefits that fully compensate. For example, although my daughter was admitted to prestigious Williams College, she turned it down in favor of an easier-to-get into public institution that cost 70% less. There, the honors program functioned as a patch of Ivy, small classes with Ivy-caliber students taught by top professors. Honors extracurriculars extended the elite experience beyond the classroom. Perhaps more important, as a top student, she was taken under wing by professors, got appointed to university-wide governance committees, and got touted for terrific post-college opportunities--she spent a year in the White House writing Hillary Clinton's daily briefings. If she had attended Williams, she would likely have been lost among its many top students--and we would have been nearly $100,000 poorer.
So, unless your annual income is under $40,000, which would make you likely to get significant cash (not loan) financial aid, or are too wealthy to care, your child should apply to colleges with a low sticker price. He will learn as much, you'll save a fortune, and you will spare your child the inordinate stress and waste of time (studying for the SAT, waking at 3 AM to do crew because it will look good on college applications) of trying to get into designer-label colleges that well may not be worth the money and effort.
An expensive college simply isn't worth the money. The definitive review of the literature (Astin, 1997) finds absolutely no relationship between a college's cost and the amount of learning that accrues. And a study in the American Economic Review concluded that even in terms of earnings, "What matters most is not which college you attend, but what you did while you were there. (That means choosing a strong major, choosing professors carefully, getting involved in leadership activities, getting to know professors)...Measured college effects are small, explaining just one to two percent of the variance in earnings." A more recent study by the National Bureau of Economic Research (Krueger & Dale, 1999) produced similar findings: when controlling for student input variables, an Ivy League education confers no economic advantage on its graduates.
This makes sense. Sure the designer-label on an Ivy diploma opens career doors, but put an Ivy-caliber student at Podunk College, and she can accrue benefits that fully compensate. For example, although my daughter was admitted to prestigious Williams College, she turned it down in favor of an easier-to-get into public institution that cost 70% less. There, the honors program functioned as a patch of Ivy, small classes with Ivy-caliber students taught by top professors. Honors extracurriculars extended the elite experience beyond the classroom. Perhaps more important, as a top student, she was taken under wing by professors, got appointed to university-wide governance committees, and got touted for terrific post-college opportunities--she spent a year in the White House writing Hillary Clinton's daily briefings. If she had attended Williams, she would likely have been lost among its many top students--and we would have been nearly $100,000 poorer.
So, unless your annual income is under $40,000, which would make you likely to get significant cash (not loan) financial aid, or are too wealthy to care, your child should apply to colleges with a low sticker price. He will learn as much, you'll save a fortune, and you will spare your child the inordinate stress and waste of time (studying for the SAT, waking at 3 AM to do crew because it will look good on college applications) of trying to get into designer-label colleges that well may not be worth the money and effort.
Tuesday, July 20, 2010
A Better Way: Part 5
Instill Integrity in Admissions
Today's brochures and Web pages for a college's prospective students are little more than advertising. Colleges, which hold themselves out as icons of integrity, need to start acting that way. Each college brochure and Web site should be required to offer consumer information that would enable prospective students to compare colleges:
* The four-, five- and six-year graduation rate, with separate statistics for students with excellent, good, and fair high school records. (You may be surprised to know that nationwide, only 40% of freshmen at four-year colleges make it to graduation, even when given six years. Few other businesses would survive if 60% of their products fell off the assembly line before reaching the end.)
* The amount of growth from freshman year to graduation in writing, reading, math, computing, and information literacy. Again, separate statistics should be provided for students with excellent, good, and fair high school records.
* A grid showing the average cash and loan financial aid for students with different family income, assets, and high school record.
*As Lloyd Thatcher, in "College Admission: Profession or Industry," suggests, "No college, student or school is perfect. Let's be open and upfront with weaknesses as well as strengths."
* It is absurd that a student who wants to apply to Columbia, Northwestern, Penn, Georgetown, Stanford, Yale, and Cornell, must complete seven separate, extremely time-consuming applications. Most colleges are looking for the same thing: academic potential, extracurricular depth, and the ability to contribute to the campus and larger community. A student should be able to apply to any seven schools s/he wishes with one essay, listing of extracurriculars, transcript, and set of test scores submitted to the high school counselor's office on a nationally-agreed on date. The packet would then be e-mailed to any seven colleges designated by the student.
Today's brochures and Web pages for a college's prospective students are little more than advertising. Colleges, which hold themselves out as icons of integrity, need to start acting that way. Each college brochure and Web site should be required to offer consumer information that would enable prospective students to compare colleges:
* The four-, five- and six-year graduation rate, with separate statistics for students with excellent, good, and fair high school records. (You may be surprised to know that nationwide, only 40% of freshmen at four-year colleges make it to graduation, even when given six years. Few other businesses would survive if 60% of their products fell off the assembly line before reaching the end.)
* The amount of growth from freshman year to graduation in writing, reading, math, computing, and information literacy. Again, separate statistics should be provided for students with excellent, good, and fair high school records.
* A grid showing the average cash and loan financial aid for students with different family income, assets, and high school record.
*As Lloyd Thatcher, in "College Admission: Profession or Industry," suggests, "No college, student or school is perfect. Let's be open and upfront with weaknesses as well as strengths."
* It is absurd that a student who wants to apply to Columbia, Northwestern, Penn, Georgetown, Stanford, Yale, and Cornell, must complete seven separate, extremely time-consuming applications. Most colleges are looking for the same thing: academic potential, extracurricular depth, and the ability to contribute to the campus and larger community. A student should be able to apply to any seven schools s/he wishes with one essay, listing of extracurriculars, transcript, and set of test scores submitted to the high school counselor's office on a nationally-agreed on date. The packet would then be e-mailed to any seven colleges designated by the student.
Monday, July 19, 2010
A Better Way: Part 4
Build in One-on-One
We grow greatly from one-on-one relationships. Yet, because of the expense, colleges provide very little one-on-one. Students criticize advising (and lack of parking) more than any other aspect of undergraduate education. At most colleges, professors schedule office hours only 2-3 hours a week! Colleges that care must have well-trained academic, career, and personal advisors, available in person and online. To ensure ample availability without undue cost, peer counselors could be used for routine concerns.
We grow greatly from one-on-one relationships. Yet, because of the expense, colleges provide very little one-on-one. Students criticize advising (and lack of parking) more than any other aspect of undergraduate education. At most colleges, professors schedule office hours only 2-3 hours a week! Colleges that care must have well-trained academic, career, and personal advisors, available in person and online. To ensure ample availability without undue cost, peer counselors could be used for routine concerns.
Friday, July 16, 2010
A Better Way: Part 3
Create true living-learning environments
Residence hall life must be far more organized. Many, if not most, freshmen are living away from home for the first time. Put all these newly liberated, often scared, kids in one hall with little structure, and you have a prescription for failure. So many freshmen end up living an Animal-House existence or, overwhelmed by it, sit depressed in their dorm rooms. Colleges should provide a rich array of residence hall programs during evenings and weekends, some of which would be required. Some faculty would live among the students. Drugs and underage drinking, a major cause of problems in dorms, currently winked at by many colleges, should be strictly prohibited. If colleges care at all about their students, they cannot brush aside the fact that 42% of all college students binge drink. A once-a-year no-anti-drinking seminar is not enough. The truly caring college would create a dorm culture satisfying enough that alcohol abuse would become, for most students, superfluous.
Residence hall life must be far more organized. Many, if not most, freshmen are living away from home for the first time. Put all these newly liberated, often scared, kids in one hall with little structure, and you have a prescription for failure. So many freshmen end up living an Animal-House existence or, overwhelmed by it, sit depressed in their dorm rooms. Colleges should provide a rich array of residence hall programs during evenings and weekends, some of which would be required. Some faculty would live among the students. Drugs and underage drinking, a major cause of problems in dorms, currently winked at by many colleges, should be strictly prohibited. If colleges care at all about their students, they cannot brush aside the fact that 42% of all college students binge drink. A once-a-year no-anti-drinking seminar is not enough. The truly caring college would create a dorm culture satisfying enough that alcohol abuse would become, for most students, superfluous.
Thursday, July 15, 2010
A Better Way: Part 2
Develop and hire instructors that specialize in undergraduate education
When live faculty are used, they should be specifically trained as undergraduate instructors. Today, the typical professor is trained and interested in research and arcana, not the education and nurturing of undergraduates. Within each undergraduate major, colleges should offer a specialization in undergraduate pedagogy. Faculty hired to teach undergraduates would be these bachelors-degree holders rather than the research-types currently used.
When live faculty are used, they should be specifically trained as undergraduate instructors. Today, the typical professor is trained and interested in research and arcana, not the education and nurturing of undergraduates. Within each undergraduate major, colleges should offer a specialization in undergraduate pedagogy. Faculty hired to teach undergraduates would be these bachelors-degree holders rather than the research-types currently used.
Wednesday, July 14, 2010
A Better Way: Part 1
Here's my vision for what colleges should do.
Use Virtual “Teachers”
Today, in most of the nation's 3,500 colleges, introductory courses, for example, Introduction to Biology, are taught primarily by an instructor, good, bad, or indifferent, lecturing to students umpteen rows away. You can often get a decent grade just by cramming for a midterm and a final, even though you'll have forgotten 3/4 of what you learned within days of semester's end.
Imagine that instead, you logged onto your home computer to find one of the nation's best biology instructors teaching Intro to Biology, using simulation and demonstration equipment far too expensive for most colleges to afford. You could replay any parts of the lecture you wanted, and at any point, you could click on words that would provide a fuller explanation of what the professor was saying.
After each 30-minute instructional unit, you would take an interactive quiz. You'd participate in simulations and other experiments online, using equipment for free that you couldn't possibly access in the real world. Even the classic frog dissection could be done online. Think of all the hassle, blood and gore that would be saved--not to mention the millions of frogs lives. Another benefit: the nation wrings its collective hands about the lack of minority instructors. Choose a minority instructor for the program and many thousands of students derive the benefits of having a minority biology instructor.
Using interactive teachers wouldn't completely replace the human instructor. Small classes and office hours would still be provided in person. But the large lecture, that boring vestige of the Middle Ages, so often blown-off by students who download lecture notes, would be replaced by interactive and virtual teachers, an approach that would enable every college student, rich or poor, to receive world-class education at a fraction of the cost.
Use Virtual “Teachers”
Today, in most of the nation's 3,500 colleges, introductory courses, for example, Introduction to Biology, are taught primarily by an instructor, good, bad, or indifferent, lecturing to students umpteen rows away. You can often get a decent grade just by cramming for a midterm and a final, even though you'll have forgotten 3/4 of what you learned within days of semester's end.
Imagine that instead, you logged onto your home computer to find one of the nation's best biology instructors teaching Intro to Biology, using simulation and demonstration equipment far too expensive for most colleges to afford. You could replay any parts of the lecture you wanted, and at any point, you could click on words that would provide a fuller explanation of what the professor was saying.After each 30-minute instructional unit, you would take an interactive quiz. You'd participate in simulations and other experiments online, using equipment for free that you couldn't possibly access in the real world. Even the classic frog dissection could be done online. Think of all the hassle, blood and gore that would be saved--not to mention the millions of frogs lives. Another benefit: the nation wrings its collective hands about the lack of minority instructors. Choose a minority instructor for the program and many thousands of students derive the benefits of having a minority biology instructor.
Using interactive teachers wouldn't completely replace the human instructor. Small classes and office hours would still be provided in person. But the large lecture, that boring vestige of the Middle Ages, so often blown-off by students who download lecture notes, would be replaced by interactive and virtual teachers, an approach that would enable every college student, rich or poor, to receive world-class education at a fraction of the cost.
Tuesday, July 13, 2010
Shouldn't You Get What You Pay For?
College: America's Most Overrated Product
In my job and working with thousands of students trying to better themselves and find a career I've often heard the words, "I'm paying good money for" ...
Colleges hold teenagers hostage. Because young adults need that piece of paper, colleges know students will come to them no matter how slipshod an education they provide. Employers increasingly demand a college diploma for anything above a McJob.
That insatiable demand for their pieces of paper allows colleges to sometimes provide a mediocre education without fear of losing students. And most colleges, especially prestigious ones, do provide a mediocre education because they are more interested in conducting research than in teaching undergraduates. So, for example, colleges heavily use the cheapest, least-effective method of instruction: herding hundreds of students into an auditorium to listen to a lecture by a professor whose main interest is an esoteric research area, not the basics that undergraduates need to know. Small classes are taught mainly by graduate students, often teaching for the first time. Residence hall life is rarely the living-learning environment so often advertised in colleges’ brochures.
It is ironic that the most prestigious, most expensive colleges are the ones most likely to provide a poor undergraduate education. They can only get away with it because of the institution's designer-label (acquired from its research, not its undergraduate education), and because the students are bright enough to create an interesting experience despite the college's neglect. How obscene to charge $30,000 a year and shortchange our nation's best and brightest.
How to Change it? ...
In my job and working with thousands of students trying to better themselves and find a career I've often heard the words, "I'm paying good money for" ...
Colleges hold teenagers hostage. Because young adults need that piece of paper, colleges know students will come to them no matter how slipshod an education they provide. Employers increasingly demand a college diploma for anything above a McJob.
That insatiable demand for their pieces of paper allows colleges to sometimes provide a mediocre education without fear of losing students. And most colleges, especially prestigious ones, do provide a mediocre education because they are more interested in conducting research than in teaching undergraduates. So, for example, colleges heavily use the cheapest, least-effective method of instruction: herding hundreds of students into an auditorium to listen to a lecture by a professor whose main interest is an esoteric research area, not the basics that undergraduates need to know. Small classes are taught mainly by graduate students, often teaching for the first time. Residence hall life is rarely the living-learning environment so often advertised in colleges’ brochures.
It is ironic that the most prestigious, most expensive colleges are the ones most likely to provide a poor undergraduate education. They can only get away with it because of the institution's designer-label (acquired from its research, not its undergraduate education), and because the students are bright enough to create an interesting experience despite the college's neglect. How obscene to charge $30,000 a year and shortchange our nation's best and brightest.
How to Change it? ...
Monday, July 12, 2010
When to Choose a Major
One of the most important decisions you will make when embarking on your college career is what you will select as your major. Despite the importance of this decision, many undergraduates come to this conclusion very early, some before they even set foot on campus.
There are, in fact, a number of things that should be considered before deciding on a major. Remember, college is more than a trade school. The goal of higher education is to give you a skill set that will help you in the workplace, but it is also designed to make you more of a well-rounded person. You should spend your first couple of semesters taking a variety of courses that interest you, not just fill your core requirements. Not only does this give you more options, but it also gives you information down the road if you decide on a minor.
Please keep in mind that if you do go to college with a major in mind that you find that it is not a good fit for you. You may want to change, but you should try to find this out earlier rather than later…
This is also important because changing your major midway through college can cost you time and money. If you decide in your second or third year that your current major isn’t right for you, you may have to postpone your graduation date and pay for the extra time you are in school.
There are, in fact, a number of things that should be considered before deciding on a major. Remember, college is more than a trade school. The goal of higher education is to give you a skill set that will help you in the workplace, but it is also designed to make you more of a well-rounded person. You should spend your first couple of semesters taking a variety of courses that interest you, not just fill your core requirements. Not only does this give you more options, but it also gives you information down the road if you decide on a minor.
Please keep in mind that if you do go to college with a major in mind that you find that it is not a good fit for you. You may want to change, but you should try to find this out earlier rather than later…
This is also important because changing your major midway through college can cost you time and money. If you decide in your second or third year that your current major isn’t right for you, you may have to postpone your graduation date and pay for the extra time you are in school.
Friday, July 9, 2010
Benefits of Taking a Year Off
Many students head off to college right after high school because that's the customary path. But if you are thinking that you are not quite ready for college, then you may want to consider taking a year off to explore foreign countries, gain work experience, or improve upon your studying skills. Check out the following benefits of taking a gap year before you begin college.
You will become more mature. Students who take a year off before they enter college mature earlier than their peers who come straight to college from high school. Taking a year off to travel foreign places or work full-time will give you real world experience. Think about how much you would mature if you got to travel to Ghana by yourself and teach English to school children or if you got to explore South East Asia by working in the rain forests. On so many levels, you develop a certain maturity when traveling on your own and experiencing new people and customs. That maturity will allow you to become excited about going to college and allow you to get through the social and intellectual stressors of the four or more intense years to come.
You will become more focused. When you take a year off to discover who you really are, you will be more focused on what you want to do with the rest of your life. Many students, who thought they knew what they wanted to major in, realized that they did not enjoy working in their presumed major after they delved into their gap year of full-time work. These students were able to take the rest of their gap year to explore different jobs in order to find out what they wanted to major in at college. If you are not exactly sure what you would like to major in, then consider taking a year off to explore different career fields.
You will be academically prepared for college. Students who lack basic study skills may run into difficulties at college. If you feel that your grades or your study skills are not up to par by the time you graduate from high school, then you may want to consider taking a gap year to improve yourself academically. Contemplate the option of enrolling in a postgraduate program to enhance your concentrated studying. There are many programs that offer refresher courses in algebra, geometry, English, etc. Some programs even offer introductory college-level classes. These postgraduate programs can help students master the art of college writing and studying and can possibly help students boost their grades before applying to college.
You will have an appreciation for college. If you are going to college because that's what your parents want you to do, then you may have a hard time appreciating what college has to offer you. A gap year may shed a new light on college. Consider the following situation: You take a year off from college to work full-time. You work long hours with very low pay. It won't take you very long to realize that in order to get ahead in life, you need a college degree. When your gap year is over, you will have a new appreciation for college and know that you really want to be there instead of just going because that is what is expected.
Remember that taking a gap year isn't for everyone. If you already know exactly what you want to major in and you think that you are mature enough for the work that comes along with college, then you probably want to continue on to college right after high school. Weigh out your options and pick the best decision for you. If you do decide to take a year off, it is best to apply to college during your senior year of high school. After you receive an acceptance to the college, you can request to have the acceptance deferred for one year. Some colleges will allow you to defer; others will request that you reapply. Be sure to make a plan and set goals for your gap year. Decide on an activity that will be beneficial for you in the long run such as volunteering in a foreign country, exploring different career paths, or improving your study skills. Whatever you decide to do, one thing is for certain: you will enroll in college a changed person.
You will become more mature. Students who take a year off before they enter college mature earlier than their peers who come straight to college from high school. Taking a year off to travel foreign places or work full-time will give you real world experience. Think about how much you would mature if you got to travel to Ghana by yourself and teach English to school children or if you got to explore South East Asia by working in the rain forests. On so many levels, you develop a certain maturity when traveling on your own and experiencing new people and customs. That maturity will allow you to become excited about going to college and allow you to get through the social and intellectual stressors of the four or more intense years to come.
You will become more focused. When you take a year off to discover who you really are, you will be more focused on what you want to do with the rest of your life. Many students, who thought they knew what they wanted to major in, realized that they did not enjoy working in their presumed major after they delved into their gap year of full-time work. These students were able to take the rest of their gap year to explore different jobs in order to find out what they wanted to major in at college. If you are not exactly sure what you would like to major in, then consider taking a year off to explore different career fields.
You will be academically prepared for college. Students who lack basic study skills may run into difficulties at college. If you feel that your grades or your study skills are not up to par by the time you graduate from high school, then you may want to consider taking a gap year to improve yourself academically. Contemplate the option of enrolling in a postgraduate program to enhance your concentrated studying. There are many programs that offer refresher courses in algebra, geometry, English, etc. Some programs even offer introductory college-level classes. These postgraduate programs can help students master the art of college writing and studying and can possibly help students boost their grades before applying to college.
You will have an appreciation for college. If you are going to college because that's what your parents want you to do, then you may have a hard time appreciating what college has to offer you. A gap year may shed a new light on college. Consider the following situation: You take a year off from college to work full-time. You work long hours with very low pay. It won't take you very long to realize that in order to get ahead in life, you need a college degree. When your gap year is over, you will have a new appreciation for college and know that you really want to be there instead of just going because that is what is expected.
Remember that taking a gap year isn't for everyone. If you already know exactly what you want to major in and you think that you are mature enough for the work that comes along with college, then you probably want to continue on to college right after high school. Weigh out your options and pick the best decision for you. If you do decide to take a year off, it is best to apply to college during your senior year of high school. After you receive an acceptance to the college, you can request to have the acceptance deferred for one year. Some colleges will allow you to defer; others will request that you reapply. Be sure to make a plan and set goals for your gap year. Decide on an activity that will be beneficial for you in the long run such as volunteering in a foreign country, exploring different career paths, or improving your study skills. Whatever you decide to do, one thing is for certain: you will enroll in college a changed person.
Thursday, July 8, 2010
Step #7: Paying for College
A college education costs quite a bit of money and is often one of the biggest expenses parents and college students have to incur. You can, however, receive help for college costs. This help comes in the form of grants, scholarships and student loans. While, it may take some time paying off a college degree, it is the finest investment anyone can make.
Wednesday, July 7, 2010
Step #6: Filling Out a Successful Application
When your teen receives an application to one of the colleges of his choice, he’ll need to do some preliminary work before filling it. Encourage him to read the entire application over and take notes on what he needs to gather up in order to answer all of the questions. He may need to ask for teacher recommendations, make copies of awards or class certificates, etc. Have him answer the entire set of questions on a separate piece of paper first, so that he can go over his answers and make any changes he feels is necessary without ruining the application paper.
Possibly an Interview Too:
Your teen may also have to attend a college interview as part of the application process. If he does, role-play the interview until your teen feels confident that he can answer any question that may be asked.
Tuesday, July 6, 2010
Step #5: Acing the SAT
There is only one way to ace these tests – prepare, prepare, prepare! Enroll your teen into an SAT preparatory class. Buy books and host study groups – complete with pizza. Allow your teen to take the test more than once. While a lower grade on these test will not keep your teen from attending college completely, a higher grade will get him into the college of his choice and can help with scholarship funding.
Friday, July 2, 2010
Step #4: Choose Colleges
That's right it's "colleges", not just college... Never apply to just one college; you'll be wasting your teen's time. Be sure to apply to at least two if not more. This will give your teen not only a back up plan should he not get into the first college of his choice, but it will also give him some wiggle room should he change his mind about where he wants to attend.
Thursday, July 1, 2010
Step #3: Making the Grade
Education needs to be a priority in your teen's life. Colleges pay very close attention not only to your teen's grades in school, but also to the attitude your teenager has about school. Promoting a positive school experience in high school benefits your teen. They will have a great attitude about learning and it will show through on their college application and in the college interview. So remember, while good grades help, an A+ attitude toward learning will get your teen into the college of his choice.
Wednesday, June 30, 2010
Step #2: Taking the Right Courses
It is very important for your teenager to be taking the right courses in high school. He will need four years of math, science, history and English. He will also need to take a 2nd language for 2 or 3 years - depending on the college he wishes to attend. You'll need to work with your teenager's school to be sure he is getting all of the right courses offered to him for college preparation.
Your teen should take a look at extracurricular activities such as being involved with a community organization, in sports or being involved in a student club. These are all things colleges will look for on the application.
Tuesday, June 29, 2010
Step #1: Make the Decision
While the decision to attend college belongs to your teenager, your role plays a huge part in whether or not this is the path he will take. You guide your teenager through his childhood into adulthood making suggestions and helping with decisions along the way. If you want your teen to go to college, chances are he or she is going to college.
Because this is a major decision, start by taking some reflection time, then talk to your teen. You may also want to take this Is Your Teen Ready for College? quiz. It will give you an overview of what your teenager will need to be able to do by the time he attends college.
Monday, June 28, 2010
Getting Into College Overview
Getting a college degree is one of the best goals a teen can have. It is, however, also one of the hardest goals to achieve. Here are the steps you can take that will help you achieve the goal of going to college:
• Getting Into College Step #1: Make the Decision
• Getting Into College Step #2: Taking the Right Courses for College
• Getting Into College Step #3: Making the Grade
• Getting Into College Step #4: Choose Which Colleges to Apply
• Getting Into College Step #5: Acing the SAT and SAT II
• Getting Into College Step #6: Filling Out a Successful Application
• Getting Into College Step #7: Paying for a College Degree
Come back each day for another step...
• Getting Into College Step #1: Make the Decision
• Getting Into College Step #2: Taking the Right Courses for College
• Getting Into College Step #3: Making the Grade
• Getting Into College Step #4: Choose Which Colleges to Apply
• Getting Into College Step #5: Acing the SAT and SAT II
• Getting Into College Step #6: Filling Out a Successful Application
• Getting Into College Step #7: Paying for a College Degree
Come back each day for another step...
Friday, June 25, 2010
What to Do about Senioritis - Again
How to Get Excited About Finishing AgainTry Out College Early
If your child is interested in pursuing a subject further, and has excelled at her high school classes so far, she should consider taking a class at a local college. This challenge can help her avoid sliding into an academic slump, and stimulate her interest in the possibilities of college.
Another option in many areas is middle college or early college high schools. These schools, normally located on community and four-year college campuses, allow students to spend their last two years taking classes in both college and high school. Early exposure to college classes introduces students to the rigor of college work while easing their transition from high school.
Explore All the Options
Your child's continued commitment to challenge herself and grow will help her to maintain momentum, and make smart decisions about her future. Your child should discuss all her education options with her counselor to create a plan that puts her on the right track for success—throughout her high school years and beyond.
Thursday, June 24, 2010
What to Do about Senioritis - Still
Helping Your Child Through Senior YearSenior year is your child's opportunity to strengthen her skills and broaden her experiences, in school and out, to prepare for all of the challenges ahead. With your encouragement and support, and the help of her teachers, your child's senior year will help launch her on the path to a successful future.
A Challenging Course Load
Your child should take the most rigorous courses available, and be sure to continue taking college-track subjects. She should consider AP® courses, which can also earn her credit at many colleges.
Pursuing Activities
Your child's continued involvement in activities, sports, and volunteer work will help her stay active and focused throughout her final year. In addition, a great internship or career-focused job opportunity can help motivate your child to start considering her career options. Meaningful and significant experiences will help prepare her to make informed decisions about her education and career goals.
Wednesday, June 23, 2010
What to Do about Senioritis
Help Make Senior Year CountHigh school seniors have worked hard for three years, taking tests, completing projects, and preparing for college admission. When senior year rolls around, some students just want to get through college applications and relax before they head off to the college of their choice.
Also known as senioritis, taking it easy senior year may be a nice break for your child, but is likely to do more harm than good.
Not only does senioritis jeopardize your child's chances for success later on in college, it can also affect her grades—and college admissions officers pay close attention to her performance senior year.
College Admission
Many students mistakenly believe that prepping for college ends after the eleventh grade. However, the senior year—the entire senior year—is actually of particular interest to colleges.
Applying
Many college applications (including the Common Application) require your child to list her senior courses, including information about course levels and credit hours. It will be very obvious to the admissions officers if she has decided to take the year off.
Many colleges also include as part of the application a form called the mid-year grade report. Your child's counselor completes this form with first-half grades and sends it to the colleges. It then becomes a crucial part of the application folder.
If Your Child Is Accepted
Many college acceptance letters include warnings to students such as "Your admission is contingent on your continued successful performance." This means colleges reserve the right to deny your child admission should her senior year grades drop.
Mary Lee Hoganson, college counselor for Homewood-Flossmor Community High School, Flossmor, Illinois writes: "It is not at all rare for a college to withdraw an offer of admission when grades drop significantly over the course of the senior year. (I have a folder full of copies of these letters.)"
Tuesday, June 22, 2010
College Fair Tips 201
Advanced College Fair Tips...
Check out the floor plan. When you arrive at the college fair, go over the floor plan so you will know where the college reps you want to speak with are located. Mapping out your route will give you time to talk with the college representatives from your top colleges first. If there's still time left after that, browse around other tables that catch your eye.
Pass out your resume. Handing out your high school resume at college fairs will show college representatives that you are a go-getter. College reps like to see students who have made the effort to compile a resume. Your resume will allow the representatives to see what kind of a student you are and allow them to take it back to their colleagues in college admissions for review.
Get business cards. Ask the college representatives for their business cards. You may want to get in contact with them again if you have further questions.
Attend information sessions. Many college fairs offer information seminars on topics such as financial aid, the search process, applications, etc. These sessions will give you the opportunity to ask questions about the college planning and admission process.
Follow up. Once the college fair is over, you should read over the college pamphlets that you received and the notes that you took. For the colleges that you are really interested in, follow up by taking virtual tours of the campuses and scheduling college visits.
To find out when local college fairs will be held in your area, contact your high school counselor.
Check out the floor plan. When you arrive at the college fair, go over the floor plan so you will know where the college reps you want to speak with are located. Mapping out your route will give you time to talk with the college representatives from your top colleges first. If there's still time left after that, browse around other tables that catch your eye.
Pass out your resume. Handing out your high school resume at college fairs will show college representatives that you are a go-getter. College reps like to see students who have made the effort to compile a resume. Your resume will allow the representatives to see what kind of a student you are and allow them to take it back to their colleagues in college admissions for review.
Get business cards. Ask the college representatives for their business cards. You may want to get in contact with them again if you have further questions.
Attend information sessions. Many college fairs offer information seminars on topics such as financial aid, the search process, applications, etc. These sessions will give you the opportunity to ask questions about the college planning and admission process.
Follow up. Once the college fair is over, you should read over the college pamphlets that you received and the notes that you took. For the colleges that you are really interested in, follow up by taking virtual tours of the campuses and scheduling college visits.
To find out when local college fairs will be held in your area, contact your high school counselor.
Monday, June 21, 2010
College Fair Tips 101
College fairs are an all-inclusive way to find out about colleges of interest to you because a variety of college representatives are gathered together in one place. Use these tips to make the most out of your college fair experience.
Go prepared. Before you attend a college fair, make a list of colleges that interest you the most. Then visit the websites of the colleges on your list to try to find as much general information as possible. This will allow you to ask more in-depth questions when you talk to representatives at the fair.
Make a list of questions. Write down your most important questions beforehand, so you don't forget what you want to ask. Focus on questions that pertain to your interests. Ask about majors that you are interested in pursuing. What kind of classes will you have to take for those majors? What are recent graduates of those majors doing now? How safe is the campus and its surrounding neighborhoods? What is the campus environment like on the weekends? What kinds of campus job opportunities are available? Just remember to ask questions that you couldn't find answers to from researching the websites.
Make student information labels. Most colleges will have inquiry cards that they will want you to fill out, which will place you on their mailing lists. You can save a lot of time at the fair by bringing along self-stick labels to place on the cards. Include your contact information, e-mail address, birthday, high school graduation date, GPA, and areas of interest.
Bring a pen and notebook. You will need these to take notes with when talking to college representatives. Don't expect to remember everything they say without writing the info down.
Go prepared. Before you attend a college fair, make a list of colleges that interest you the most. Then visit the websites of the colleges on your list to try to find as much general information as possible. This will allow you to ask more in-depth questions when you talk to representatives at the fair.
Make a list of questions. Write down your most important questions beforehand, so you don't forget what you want to ask. Focus on questions that pertain to your interests. Ask about majors that you are interested in pursuing. What kind of classes will you have to take for those majors? What are recent graduates of those majors doing now? How safe is the campus and its surrounding neighborhoods? What is the campus environment like on the weekends? What kinds of campus job opportunities are available? Just remember to ask questions that you couldn't find answers to from researching the websites.
Make student information labels. Most colleges will have inquiry cards that they will want you to fill out, which will place you on their mailing lists. You can save a lot of time at the fair by bringing along self-stick labels to place on the cards. Include your contact information, e-mail address, birthday, high school graduation date, GPA, and areas of interest.
Bring a pen and notebook. You will need these to take notes with when talking to college representatives. Don't expect to remember everything they say without writing the info down.
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