Dana’s grades would guarantee admission to the University of Texas, but acceptance to the highly competitive School of Communication was a different matter. Our application strategy was to showcase qualifications relevant for the particular program.
First, she focused her resume. She did not limit inclusion of her work in a youth organization as a single item on a long list of activities. She devoted a section to her responsibilities and accomplishments as an officer. Bullet points showed she had planned and run a campaign that increased membership 200%, and that under her leadership retention increased 30%. Her resume made her already look like a pro!
Then she focused her essay to demonstrate that she is creative and communicates effectively, without ever saying so directly. Elsewhere in the application, she referenced having both the quantitative (AP score of 5 in statistics) and people skills that would be useful in the fields of marketing, advertising and public relations.
Showing posts with label extracurricular activities. Show all posts
Showing posts with label extracurricular activities. Show all posts
Monday, April 25, 2011
Monday, April 18, 2011
True Stories Part 1
Worried that Don’s 6 transcripts, from two high schools and four junior colleges, with several D’s, arriving cold, could ruin his chances, I convinced him to write a cover letter, even though none of the colleges he was applying to required a personal statement.
He explained that after working part time jobs and taking occasional courses, he had in the past year focused more seriously on his studies and attended community college full time. Both his life and his school experiences now led him to choose a program in international relations. He had lived and traveled in the Middle East, and was comfortable with and knowledgeable about foreign cultures. While his academic performance was uneven, his grades in courses related to his intended major were excellent, with A’s in government, history and anthropology.
Don’s well crafted note drew attention to what he wanted to emphasize in his record and communicated that he had become mature, focused, and ready to succeed.
He explained that after working part time jobs and taking occasional courses, he had in the past year focused more seriously on his studies and attended community college full time. Both his life and his school experiences now led him to choose a program in international relations. He had lived and traveled in the Middle East, and was comfortable with and knowledgeable about foreign cultures. While his academic performance was uneven, his grades in courses related to his intended major were excellent, with A’s in government, history and anthropology.
Don’s well crafted note drew attention to what he wanted to emphasize in his record and communicated that he had become mature, focused, and ready to succeed.
Monday, April 4, 2011
Junior Year is Important
Junior year is a time of blossoming. In your first two years of high school you learn the lay of the land, make new friends, try out new activities, hit your stride academically. By third year you have mastered the environment and are ready to participate more fully. Choose and concentrate on what you like and what is important to you - in school and out, in music or sports, intellectual pursuits or employment, in service activities or solo hobbies. As you develop who you are, you naturally develop as a college candidate.
Admissions officers pay a lot of attention to junior year.
Here are some key words to help spark some of your own ideas for this year
• Explore. Try something new. Take risks. Be adventuresome.
• Lead. Help shape, run, organize something you enjoy.
• Build. Develop depth. Demonstrate discipline and continuity over time.
• Achieve. If you can – excel. Win a prize, gain recognition.
• Initiate. Start a club or small business. Develop a computer program to solve a problem. Write and publish an article. Teach yourself a language.
• Create. Develop your originality and uniqueness.
• Contribute. Follow through. Participate. Help out. Not only leaders are valued.
• Read.
• Think. How you learn from and reflect on your experience, not only what you do, makes you who you are.
Apply these action verbs to any activity – martial arts or arts, academics, carpentry, scuba diving, church altar service, playing flute or baseball, writing, scouting, fixing cars.
Let me help you during junior year to:
• Recognize your strengths
o Learn simple ways to add to your resume while doing what you enjoy
o Apply the key words to yourself
• Start learning about college choices
o Perhaps widen the options you consider
o Know how to do research on your own
• Understand Standardized Testing and Design your Schedule
o SAT, ACT, SAT II, IB, AP
• Plan which campuses and when to visit
• Gain confidence
Admissions officers pay a lot of attention to junior year.
Here are some key words to help spark some of your own ideas for this year
• Explore. Try something new. Take risks. Be adventuresome.
• Lead. Help shape, run, organize something you enjoy.
• Build. Develop depth. Demonstrate discipline and continuity over time.
• Achieve. If you can – excel. Win a prize, gain recognition.
• Initiate. Start a club or small business. Develop a computer program to solve a problem. Write and publish an article. Teach yourself a language.
• Create. Develop your originality and uniqueness.
• Contribute. Follow through. Participate. Help out. Not only leaders are valued.
• Read.
• Think. How you learn from and reflect on your experience, not only what you do, makes you who you are.
Apply these action verbs to any activity – martial arts or arts, academics, carpentry, scuba diving, church altar service, playing flute or baseball, writing, scouting, fixing cars.
Let me help you during junior year to:
• Recognize your strengths
o Learn simple ways to add to your resume while doing what you enjoy
o Apply the key words to yourself
• Start learning about college choices
o Perhaps widen the options you consider
o Know how to do research on your own
• Understand Standardized Testing and Design your Schedule
o SAT, ACT, SAT II, IB, AP
• Plan which campuses and when to visit
• Gain confidence
Monday, March 28, 2011
Picking Colleges
Colleges and universities in the US do not follow a single pattern. You have real choices when picking a college. When you take the time to explore alternatives, you
• Discover exciting options that you never dreamed exist
• Understand better what suits you
• Apply only to schools you know you like
• Become a stronger candidate
Many students and parents are unaware of the richness and range of possibilities. You may think the only major differences among colleges are size, location and how hard they are to get into. Your assumptions can needlessly limit which schools you consider.
For example, do you believe
• Curriculums are basically similar. The first two years you fulfill requirements in subjects such as science, humanities, social science, and then you pick a major.
• It will cost more to go to a private school than a state school.
• State schools are very large.
• With SAT scores below 1500 there is no point applying to an Ivy League school?
Consider this!
• Many colleges have absolutely no required courses or subjects other than your major. You choose whatever you wish from the catalog, as much or as little math or history as you like, or none at all. (Check out Amherst, Vassar, Brown.)
o Some schools go even further to allow each student to design his own education. Students “contract” individual programs of study with faculty mentors. Rather than emphasize preset courses and content, you focus on independent reading, research projects, tutorials, internships or field work. (Check out Hampshire College, New College of South Florida.)
• Many private universities generously assist students from families of low and moderate income. Some provide merit scholarships regardless of financial need. Your tab could be lower than at a public institution.
o A notable example: parents with incomes below $40,000 are no longer expected to contribute to the cost of their child’s education at Harvard.
• Some state schools have fewer than 5,000 undergraduates. Among them are Fort Lewis in Colorado, University of North Carolina, Asheville, Purchase College, State University of New York, Evergreen College in Washington State.
• Admissions officers at selective, private institutions often have more discretion than their state counterparts. Rather than fill entering classes with valedictorians and students with 1600 SAT scores, they look for applicants who distinguish themselves with their accomplishments, commitments and interests, and personal characteristics.
o Your essay, resume, and interview, and recommendations can be decisive.
o Do not necessarily write off a school because 95% of students have SAT scores higher than yours!
• Discover exciting options that you never dreamed exist
• Understand better what suits you
• Apply only to schools you know you like
• Become a stronger candidate
For example, do you believe
• Curriculums are basically similar. The first two years you fulfill requirements in subjects such as science, humanities, social science, and then you pick a major.
• It will cost more to go to a private school than a state school.
• State schools are very large.
• With SAT scores below 1500 there is no point applying to an Ivy League school?
Consider this!
• Many colleges have absolutely no required courses or subjects other than your major. You choose whatever you wish from the catalog, as much or as little math or history as you like, or none at all. (Check out Amherst, Vassar, Brown.)
o Some schools go even further to allow each student to design his own education. Students “contract” individual programs of study with faculty mentors. Rather than emphasize preset courses and content, you focus on independent reading, research projects, tutorials, internships or field work. (Check out Hampshire College, New College of South Florida.)
• Many private universities generously assist students from families of low and moderate income. Some provide merit scholarships regardless of financial need. Your tab could be lower than at a public institution.
o A notable example: parents with incomes below $40,000 are no longer expected to contribute to the cost of their child’s education at Harvard.
• Some state schools have fewer than 5,000 undergraduates. Among them are Fort Lewis in Colorado, University of North Carolina, Asheville, Purchase College, State University of New York, Evergreen College in Washington State.
• Admissions officers at selective, private institutions often have more discretion than their state counterparts. Rather than fill entering classes with valedictorians and students with 1600 SAT scores, they look for applicants who distinguish themselves with their accomplishments, commitments and interests, and personal characteristics.
o Your essay, resume, and interview, and recommendations can be decisive.
o Do not necessarily write off a school because 95% of students have SAT scores higher than yours!
Monday, March 21, 2011
Interview: High School “To Do” lists
More from student interviews on High School "To Do" Lists:
Sam:
In high school I wish I had known how to set a schedule for myself. In high school it was you got up in the morning, I got up 5 minutes before I had to leave for school, went to school, every single class was run on a bell schedule, and then I came home, did my homework, hang out with my friends, and that was my day. In college it is … I drive to school so I commute in, so it was the having to learn how much time to schedule for myself to get to school so I don’t show up late at school. It’s the freedom of saying well, yes my schedule today is I must be at class at 11 o’clock, however I’m really, really tired so I think I’m gonna sleep in. It’s the homework is no longer scheduled in after school because your classes can run back to back all day, or you can have 3 hours here, 3 hours there. So it’s the making a time for yourself to sit down and get what you need to get done, done.
James:
You definitely want to be able to take notes while a professor is talking, your teacher is talking, so you need to practice taking notes in class and finding out the best way that you learn before going to college because once you get into that environment, you can be put in a lecture room and you have to … it’s better to figure out the best way for you to get information before going to college instead of getting there and having to learn from there.
Maria:
I wish my disability support service worker - love her to death, she was a great woman - would have told me more about how to speak to professors or teachers or maybe taking me along when she went to tell my teachers what I had, just so I would have felt more comfortable explaining what my disability was and how it’s supposed to be dealt with because I really only had the explanation from my mom and then reading the wording in the disability support services letter that I got to help me to formulate how I was gonna tell a professor, well these are my accommodations and this is what I need. So I would have liked in high school for someone, I guess who is in that area at the high school, to have explained to me well, this is how you can go up to your teacher or professor in the future.
Jenna:
Once I hit my junior year, I wanted to become a more well rounded student so I started participating in a lot of different organizations, I started volunteering because a lot of colleges love seeing someone who is out there volunteering, someone who’s out there in an organization or working. It’s not always all about having the highest grades, but more colleges focus on a well rounded student, someone who takes charge in life, participates, and can improve their school by participating in a lot of activities; and at the end of my junior year once I started getting the applications together, I started focusing more on my school work. I knew that college was gonna be a little bit more intense, especially in the classes so I asked teachers for help, asked them what could I do to improve in this area before I get to college.
Amy:
By taking classes in high school that challenged me, I was able to deal a lot easier with the workload; just because I knew what I was getting myself into and I already knew what I needed to do in order to succeed. One of the other things I did was start learning how to get a rapport with your teachers in high school, because high school teachers tend to be a lot more approachable than college professors do, and if you’re already in the habit of talking to your teacher, of asking them questions, going in after class, going in before class, it’s a lot easier to pick those habits up when you’re in college.
Sam:
In high school I wish I had known how to set a schedule for myself. In high school it was you got up in the morning, I got up 5 minutes before I had to leave for school, went to school, every single class was run on a bell schedule, and then I came home, did my homework, hang out with my friends, and that was my day. In college it is … I drive to school so I commute in, so it was the having to learn how much time to schedule for myself to get to school so I don’t show up late at school. It’s the freedom of saying well, yes my schedule today is I must be at class at 11 o’clock, however I’m really, really tired so I think I’m gonna sleep in. It’s the homework is no longer scheduled in after school because your classes can run back to back all day, or you can have 3 hours here, 3 hours there. So it’s the making a time for yourself to sit down and get what you need to get done, done.
James:
You definitely want to be able to take notes while a professor is talking, your teacher is talking, so you need to practice taking notes in class and finding out the best way that you learn before going to college because once you get into that environment, you can be put in a lecture room and you have to … it’s better to figure out the best way for you to get information before going to college instead of getting there and having to learn from there.
Maria:
I wish my disability support service worker - love her to death, she was a great woman - would have told me more about how to speak to professors or teachers or maybe taking me along when she went to tell my teachers what I had, just so I would have felt more comfortable explaining what my disability was and how it’s supposed to be dealt with because I really only had the explanation from my mom and then reading the wording in the disability support services letter that I got to help me to formulate how I was gonna tell a professor, well these are my accommodations and this is what I need. So I would have liked in high school for someone, I guess who is in that area at the high school, to have explained to me well, this is how you can go up to your teacher or professor in the future.
Jenna:
Once I hit my junior year, I wanted to become a more well rounded student so I started participating in a lot of different organizations, I started volunteering because a lot of colleges love seeing someone who is out there volunteering, someone who’s out there in an organization or working. It’s not always all about having the highest grades, but more colleges focus on a well rounded student, someone who takes charge in life, participates, and can improve their school by participating in a lot of activities; and at the end of my junior year once I started getting the applications together, I started focusing more on my school work. I knew that college was gonna be a little bit more intense, especially in the classes so I asked teachers for help, asked them what could I do to improve in this area before I get to college.
Amy:
By taking classes in high school that challenged me, I was able to deal a lot easier with the workload; just because I knew what I was getting myself into and I already knew what I needed to do in order to succeed. One of the other things I did was start learning how to get a rapport with your teachers in high school, because high school teachers tend to be a lot more approachable than college professors do, and if you’re already in the habit of talking to your teacher, of asking them questions, going in after class, going in before class, it’s a lot easier to pick those habits up when you’re in college.
Monday, March 14, 2011
High School "To Do" List - Senior
Senior-year tasks
* Meet with your school guidance counselor early in the year to discuss your plans.
* Continue to develop your advocacy skills and to polish study skills.
* Learn about what faculty members in college will expect from you.
* Continue exploring possible college majors that are consistent with your career goal and your strengths and interests.
* Figure out how you learn best and how this will help you in college.
* Find out how to get accommodations in college. It’s a very different process from high school!
* Role-play talking with professors about your accommodations.
* Explore assistive technology that you may need in college.
* Research the resources in your state to find a college preview event for students with disabilities. If your community has this type of event, plan on attending.
* Role-play college interviews with counselors, family members and teachers.
* Finalize your “Going To College” portfolio so that it contains at least the following:
o Copies of your psychological and educational evaluations
o Transcripts
o ACT or SAT scores
o Your medical records (if appropriate)
o A writing sample or other work samples related to your choice of a major
o Your letters of recommendation from teachers and employers
o The current list of academic accommodations and auxiliary aids and services you may need in college (be sure to include assistive technologies)
* Visit colleges (start early in the year):
o Visit the college Web site and look at the admissions office to see when college tours are offered.
o Be prepared when you visit colleges to write or talk about your experiences.
o Admissions officers will provide information about admissions procedures and financial aid opportunities.
o Take your “Going To College” portfolio with you to share with disability service providers, if appropriate.
o Evaluate the disability services, service provider and staff.
o Talk with college students receiving disability support services about their experiences.
* Compare the various colleges and think about living in the campus community (e.g., housing, social activities, classrooms, leisure activities, services for students with disabilities and athletic activities).
* Apply to two or more of your preferred colleges — choose one that is a “reach” or your “dream” school, one where you expect to be accepted and one where you KNOW you can be accepted.
* Prepare your applications carefully, paying close attention to the instructions and deadlines. Be neat. Be accurate.
* When accepted, consider attending the pre-admission summer program (if available). It will be worth your time and ease the process when classes start in the fall.
* Take the SAT again, if appropriate.
* Send a thank you note to the individuals who wrote you recommendation letters.
* If not done in your junior year, contact the vocational rehabilitation counselor to determine your eligibility for DRS services while in college.
* Meet with your school guidance counselor early in the year to discuss your plans.
* Continue to develop your advocacy skills and to polish study skills.
* Learn about what faculty members in college will expect from you.
* Continue exploring possible college majors that are consistent with your career goal and your strengths and interests.
* Figure out how you learn best and how this will help you in college.
* Find out how to get accommodations in college. It’s a very different process from high school!
* Role-play talking with professors about your accommodations.
* Explore assistive technology that you may need in college.
* Research the resources in your state to find a college preview event for students with disabilities. If your community has this type of event, plan on attending.
* Role-play college interviews with counselors, family members and teachers.
* Finalize your “Going To College” portfolio so that it contains at least the following:
o Copies of your psychological and educational evaluations
o Transcripts
o ACT or SAT scores
o Your medical records (if appropriate)
o A writing sample or other work samples related to your choice of a major
o Your letters of recommendation from teachers and employers
o The current list of academic accommodations and auxiliary aids and services you may need in college (be sure to include assistive technologies)
* Visit colleges (start early in the year):
o Visit the college Web site and look at the admissions office to see when college tours are offered.
o Be prepared when you visit colleges to write or talk about your experiences.
o Admissions officers will provide information about admissions procedures and financial aid opportunities.
o Take your “Going To College” portfolio with you to share with disability service providers, if appropriate.
o Evaluate the disability services, service provider and staff.
o Talk with college students receiving disability support services about their experiences.
* Compare the various colleges and think about living in the campus community (e.g., housing, social activities, classrooms, leisure activities, services for students with disabilities and athletic activities).
* Apply to two or more of your preferred colleges — choose one that is a “reach” or your “dream” school, one where you expect to be accepted and one where you KNOW you can be accepted.
* Prepare your applications carefully, paying close attention to the instructions and deadlines. Be neat. Be accurate.
* When accepted, consider attending the pre-admission summer program (if available). It will be worth your time and ease the process when classes start in the fall.
* Take the SAT again, if appropriate.
* Send a thank you note to the individuals who wrote you recommendation letters.
* If not done in your junior year, contact the vocational rehabilitation counselor to determine your eligibility for DRS services while in college.
Monday, March 7, 2011
High School "To Do" List - Junior
Junior-year tasks
* Continue your involvement in school- or community-based extracurricular activities.
* Continue exploring assistive technology.
* Focus on matching your interests and abilities to the appropriate college choice.
* Research the resources in your state to find a college preview event for students with disabilities. If your community has this type of event, plan on attending.
* Look for college campuses that have majors in which you might be interested and the kind of campus community in which you would like to live.
* Identify the appropriate academic adjustments and auxiliary aids and services that you will need in the postsecondary setting.
* Keep a current list of the academic adjustments and auxiliary aids and services you use in high school in your “Going To College” portfolio.
* Consider taking a course to prepare for the SAT or the ACT test.
* Research how to get accommodations on the SAT or ACT.
* Take the SAT or ACT in the spring. Consider taking them more than once.
* Establish a possible career goal (you can always change your mind).
* Think about a possible college major consistent with your career goal and your strengths and interests.
* Learn time management, organizational skills, study skills, assertiveness communication, stress management and test-taking strategies which will help you get good grades.
* Learn how to set short-term and long-term goals.
* Learn how to advocate for yourself — not everyone will understand your disability or be sensitive to your needs.
* Gather information about college programs that offer the disability services you need (you may want to add these to your “Going To College” portfolio).
* Speak with college representatives who visit your high school and at college fairs.
* Visit campuses and especially service providers to verify the available services and how to access them. Or if you can’t visit the campus, take a virtual tour on the college’s Web site. Make sure to check the disability support services section of the college’s site to understand what you need to do to receive academic services and supports.
* Consider people to ask for recommendations — teachers, counselors, employers, coaches, etc.
* Investigate the availability of financial aid from federal, state, local and private sources.
* Investigate the availability of scholarships provided by organizations, such as corporations, labor unions, professional associations, religious organizations and credit unions.
* Continue saving for college.
* Contact the vocational rehabilitation counselor who serves your school to determine your eligibility for vocational rehabilitation's services.
* Invite the VR counselor to attend your planning meeting.
* Make sure that the documentation of your disability is current. Colleges usually want current testing based on adult norms, usually less than three years old when you begin college.
* Continue your involvement in school- or community-based extracurricular activities.
* Continue exploring assistive technology.
* Focus on matching your interests and abilities to the appropriate college choice.
* Research the resources in your state to find a college preview event for students with disabilities. If your community has this type of event, plan on attending.
* Look for college campuses that have majors in which you might be interested and the kind of campus community in which you would like to live.
* Identify the appropriate academic adjustments and auxiliary aids and services that you will need in the postsecondary setting.
* Keep a current list of the academic adjustments and auxiliary aids and services you use in high school in your “Going To College” portfolio.
* Consider taking a course to prepare for the SAT or the ACT test.
* Research how to get accommodations on the SAT or ACT.
* Take the SAT or ACT in the spring. Consider taking them more than once.
* Establish a possible career goal (you can always change your mind).
* Think about a possible college major consistent with your career goal and your strengths and interests.
* Learn time management, organizational skills, study skills, assertiveness communication, stress management and test-taking strategies which will help you get good grades.
* Learn how to set short-term and long-term goals.
* Learn how to advocate for yourself — not everyone will understand your disability or be sensitive to your needs.
* Gather information about college programs that offer the disability services you need (you may want to add these to your “Going To College” portfolio).
* Speak with college representatives who visit your high school and at college fairs.
* Visit campuses and especially service providers to verify the available services and how to access them. Or if you can’t visit the campus, take a virtual tour on the college’s Web site. Make sure to check the disability support services section of the college’s site to understand what you need to do to receive academic services and supports.
* Consider people to ask for recommendations — teachers, counselors, employers, coaches, etc.
* Investigate the availability of financial aid from federal, state, local and private sources.
* Investigate the availability of scholarships provided by organizations, such as corporations, labor unions, professional associations, religious organizations and credit unions.
* Continue saving for college.
* Contact the vocational rehabilitation counselor who serves your school to determine your eligibility for vocational rehabilitation's services.
* Invite the VR counselor to attend your planning meeting.
* Make sure that the documentation of your disability is current. Colleges usually want current testing based on adult norms, usually less than three years old when you begin college.
Monday, February 28, 2011
High School "To Do" List - Sophomore
Sophomore-year tasks
* Continue taking courses to prepare you for college.
* Continue to learn about your strengths.
* Continue to work on the skills that are hard for you to do.
* Continue to add to your “Going To College” portfolio.
* Add to your understanding and use of learning strategies to help you access the same course work as your peers.
* Participate in extracurricular activities, hobbies and work experiences.
* Identify interests, aptitudes, values and opportunities related to occupations in which you are interested.
* Meet with your career or guidance counselor to discuss colleges and their requirements.
* Register and take the Preliminary Scholastic Aptitude Test (PSAT) in the fall.
* Research how to get accommodations for the PSAT.
* Speak with college representatives that visit your high school and are at college fairs.
* Visit college campuses and talk to college students about their campus experiences.
* Continue to save for college and investigate funding sources.
* Continue taking courses to prepare you for college.
* Continue to learn about your strengths.
* Continue to work on the skills that are hard for you to do.
* Continue to add to your “Going To College” portfolio.
* Add to your understanding and use of learning strategies to help you access the same course work as your peers.
* Participate in extracurricular activities, hobbies and work experiences.
* Identify interests, aptitudes, values and opportunities related to occupations in which you are interested.
* Meet with your career or guidance counselor to discuss colleges and their requirements.
* Register and take the Preliminary Scholastic Aptitude Test (PSAT) in the fall.
* Research how to get accommodations for the PSAT.
* Speak with college representatives that visit your high school and are at college fairs.
* Visit college campuses and talk to college students about their campus experiences.
* Continue to save for college and investigate funding sources.
Monday, February 21, 2011
High School "To Do" List - Freshmen
Get to ‘doing’
Check out the following list of recommended “To Dos” to help you plan and prepare for college. Pick the “To Do” items that are most applicable to you and then consider putting them on a calendar or printing off this list and crossing them off as you complete them. You can even take this list to your guidance counselor, teacher or parent to help keep you on track.
Freshman-year tasks
* Learn the specific nature of your disability and how to explain it so others will understand your needs.
* Learn about your strengths.
* Learn how to participate actively in your plan, especially your transition plan, which is your plan to help you achieve your goal of attending college.
* Prepare academically by carefully planning your high school courses.
* Work with your guidance counselor to be sure that you will have the standard and verified credits you need to obtain the desired diploma.
* Prepare for and pass the end-of-course SOL tests required for verified credits.
* Learn how to use the academic adjustments, auxiliary aids and services, and learning strategies that you will need in college.
* Explore assistive technology and how it can help you complete tasks that are difficult for you.
* Ask your guidance counselor to teach you about the college resources available in your school.
* Explore career options with your guidance counselor and visit your school career or college center.
* Become involved in school- or community-based activities that interest you and that might lead to a career.
* Talk to people in various professions to find out what they like and dislike about their jobs and what kind of education is needed.
* Continue to work on the skills that are hard for you to do.
* Learn strategies to help you access the same course work as your peers.
* Begin a “Going To College” portfolio.
Check out the following list of recommended “To Dos” to help you plan and prepare for college. Pick the “To Do” items that are most applicable to you and then consider putting them on a calendar or printing off this list and crossing them off as you complete them. You can even take this list to your guidance counselor, teacher or parent to help keep you on track.
Freshman-year tasks
* Learn the specific nature of your disability and how to explain it so others will understand your needs.
* Learn about your strengths.
* Learn how to participate actively in your plan, especially your transition plan, which is your plan to help you achieve your goal of attending college.
* Prepare academically by carefully planning your high school courses.
* Work with your guidance counselor to be sure that you will have the standard and verified credits you need to obtain the desired diploma.
* Prepare for and pass the end-of-course SOL tests required for verified credits.
* Learn how to use the academic adjustments, auxiliary aids and services, and learning strategies that you will need in college.
* Explore assistive technology and how it can help you complete tasks that are difficult for you.
* Ask your guidance counselor to teach you about the college resources available in your school.
* Explore career options with your guidance counselor and visit your school career or college center.
* Become involved in school- or community-based activities that interest you and that might lead to a career.
* Talk to people in various professions to find out what they like and dislike about their jobs and what kind of education is needed.
* Continue to work on the skills that are hard for you to do.
* Learn strategies to help you access the same course work as your peers.
* Begin a “Going To College” portfolio.
Monday, February 7, 2011
Taking Admissions Tests
Tests are part of the process
Many four-year colleges and universities require standardized test scores as part of the admissions process. These scores are designed to supplement the information provided by your grade point average, high school transcripts, extracurricular activities, reference letters and personal essay. It is important to check the admissions requirements of universities, colleges and community colleges to determine what, if any, admissions tests are required. Keep in mind, many community colleges do not require the SAT or ACT for admission.
The most common admissions tests include the SAT Reasoning Test and the ACT test. Both tests are timed and average about four hours, including breaks. A fee is required to register for each test.
Sitting through the SAT
The SAT is designed to measure critical thinking, mathematical reasoning and writing skills that students need to complete college-level work. It consists of three major sections: critical reading, mathematics and writing. Each section has a potential of 800 points. The test consists of multiple-choice questions, a written essay and math questions.
The art of taking the ACT
The ACT test is a general education college entrance exam that is based on what is taught in high school. It covers four areas: English, math, science and reading. The test is given in a multiple-choice format, with a score of 1-36 possible for each area, and an overall composite score is given. The optional 30-minute writing test requires students to plan and write a short essay.
Which test is best for you?
It is important to talk with your teachers, guidance counselors and other students about which test may be best for you to take. Some students may feel more comfortable taking a test based on what they were taught in high school (ACT) vs. skills they will need in college (SAT). You can also try out some practice test questions as each standardized test comes with practice test questions on their Web sites. Guidance counselors can assist you in registering for the test. It is also recommended that you take the SAT or ACT in your junior year, so you have the option to retake the test if a higher score is desired.
Start preparing
In the fall of your junior year, you may take the Preliminary Scholastic Assessment Test (PSAT) which helps you to prepare for the SAT. By taking this practice test, you also have a chance to enter the National Merit Scholarship Corporation scholarship programs. The PLAN is a practice test to prepare students for the ACT, which can be taken by 10th-graders. For more information visit the ACT Web site.
These practice tests will give you feedback on your strengths and weaknesses on the skills necessary for college study. This information will help you target specific areas on which to focus, study or practice. You can also see how your scores compare with others applying for college and the type of questions and specific directions to expect on the tests.
If you typically do not do well on standardized test, consider taking a preparation class or workshop in your area to improve your test-taking skills. Check out the ACT and SAT Web sites for additional preparation materials as well.
Many four-year colleges and universities require standardized test scores as part of the admissions process. These scores are designed to supplement the information provided by your grade point average, high school transcripts, extracurricular activities, reference letters and personal essay. It is important to check the admissions requirements of universities, colleges and community colleges to determine what, if any, admissions tests are required. Keep in mind, many community colleges do not require the SAT or ACT for admission.
The most common admissions tests include the SAT Reasoning Test and the ACT test. Both tests are timed and average about four hours, including breaks. A fee is required to register for each test.
Sitting through the SAT
The SAT is designed to measure critical thinking, mathematical reasoning and writing skills that students need to complete college-level work. It consists of three major sections: critical reading, mathematics and writing. Each section has a potential of 800 points. The test consists of multiple-choice questions, a written essay and math questions.
The art of taking the ACT
The ACT test is a general education college entrance exam that is based on what is taught in high school. It covers four areas: English, math, science and reading. The test is given in a multiple-choice format, with a score of 1-36 possible for each area, and an overall composite score is given. The optional 30-minute writing test requires students to plan and write a short essay.
Which test is best for you?
It is important to talk with your teachers, guidance counselors and other students about which test may be best for you to take. Some students may feel more comfortable taking a test based on what they were taught in high school (ACT) vs. skills they will need in college (SAT). You can also try out some practice test questions as each standardized test comes with practice test questions on their Web sites. Guidance counselors can assist you in registering for the test. It is also recommended that you take the SAT or ACT in your junior year, so you have the option to retake the test if a higher score is desired.
Start preparing
In the fall of your junior year, you may take the Preliminary Scholastic Assessment Test (PSAT) which helps you to prepare for the SAT. By taking this practice test, you also have a chance to enter the National Merit Scholarship Corporation scholarship programs. The PLAN is a practice test to prepare students for the ACT, which can be taken by 10th-graders. For more information visit the ACT Web site.
These practice tests will give you feedback on your strengths and weaknesses on the skills necessary for college study. This information will help you target specific areas on which to focus, study or practice. You can also see how your scores compare with others applying for college and the type of questions and specific directions to expect on the tests.
If you typically do not do well on standardized test, consider taking a preparation class or workshop in your area to improve your test-taking skills. Check out the ACT and SAT Web sites for additional preparation materials as well.
Monday, December 27, 2010
Apply to College
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.
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, 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, 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.
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.
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.
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.
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.
Thursday, June 17, 2010
Making the Most of College Part 2
It matters more what you do at college than where you do it. I believe that the student who does each of the following at the College of New Jersey will grow more educationally and personally than a Harvard student who just goes through the motions. And for the reasons described above, his career will not be impeded for the lack of a designer-label diploma.Extracurriculars
I must admit that I enjoyed the regular ol’ college activities: going to parties, hanging out with friends, and going to the ballgame. But your child will probably grow most by participating in one or more of these activities:
• hosting a show on the campus radio or TV station
• participating in student government, even if just as an unelected committee member
• being active in a club—from kayaking to photography-- or even better, starting a club on a theme your child cares a lot about. (Colleges encourage this.)
• volunteering to be the student representative on a campuswide committee, for example, the faculty senate.
• writing for the college newspaper
• playing on a sports team, even if intramural
Students should first visit the campus career center as a freshman. It will open their eyes to career options they might never have considered or teach them about internships that can be career launchpads. Choosing a tentative career early can assist in choosing a major, term paper topics, fieldwork assignments, and internships.
Also enhancing career prospects, students, as juniors or seniors, should become student members of the college’s alumni association. Most colleges allow this and doing so provides an excellent opportunity to build relationships that can lead to an internship or good job after graduation. Students also grow immensely by occasionally talking about the meaning of life instead of the meaning of the ball game or that guy's glance.
Conclusion
Despite the enormity of the investment, most parents do little to maximize that investment other than to push their child to get into the most difficult-to-get-into college possible, and then find a way to pay for it, even when it seriously impedes the family’s lifestyle or financial security. They then send Junior off to college with little more guidance than “Study hard, don’t drink too much, and wear a condom.” Following this article’s advice will help ensure that your child gets more from your college investment.
Friday, June 11, 2010
College Planning Tips for Underclassmen
As an underclassman in high school, you may not think that you have to start preparing for college until your senior year. However, getting a head start on the college planning process will ensure that you meet most of the requirements of college admission by the time your senior year rolls around. Follow these college planning tips to put you at the head of the game.Freshmen
• Keep your grades up. While grades are not the only factor that colleges look at when admitting students, it is still a very important factor of college admissions. Be sure to study hard throughout your four years of high school.
• Register for appropriate classes. There are certain classes you have to take in order to be accepted into college, such as math, science, English, etc. Meet with your guidance counselor to discuss classes you should take in order to stay on the college-bound track throughout high school. Try to take as many challenging classes as possible, such as honors or advanced placements courses. Not only will this look good on your college applications, but you may even gain college credit for taking AP courses.
• Get involved in extracurricular activities. By being involved in extracurricular activities, colleges will see that you are a well-rounded student. During your freshman year, find a few activities that you have a genuine interest in and stick with those activities throughout high school. Try to be fully involved in a few activities rather than be slightly involved in a lot of activities.
Sophomores
• Plan your finances. The earlier you start planning for the financial obligations of college, the better prepared you will be when you actually have to start paying for it. Try to get a job during the summer, so you can save your earnings for college costs. Begin to research scholarships and student loans now too; remember to compare lender benefits when researching student loans.
• Research colleges and careers. Start researching colleges and career options as early as possible so you will have some ideas for a major. Click here to get started on your career exploration.
• Practice taking college entrance exams. If you practice taking college entrance exams, such as the PSAT, ACT, etc., during your sophomore year, then you will know what to expect and be better prepared for the real tests when you have to take them during your junior year.
Juniors
• Attend college fairs. By attending college fairs, you will have the opportunity to meet with a variety of college recruiters to discuss campus atmosphere, admissions process, etc. Take a copy of your resume to hand out to college recruiters at the fair.
• Take college entrance exams. In the fall of your junior year, take the PSAT to establish eligibility for scholarships. In the spring of your junior year, take the SAT/ACT. Check with your intended college(s) about which test they prefer. Consider taking Advanced Placement Exams or the CLEP tests, if applicable. This may save you time and money by testing out of college courses you won't need.
• Visit college campuses. Once you have narrowed down your choices for post-secondary schools, you should begin scheduling campus visits for the final schools on your list.
• Research/apply for scholarships. Throughout your junior year, focus on researching scholarships. You should begin applying for scholarships the summer after your junior year, especially if deadlines are in the fall.
By taking steps to plan for college during your freshman, sophomore, and junior years of high school, you should be well prepared to apply to the college/university of your choice by your senior year.
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