Class of 2023 Regular Decision Notification Dates

By Brittany MaschalMar 08, 2019

College and universities are gearing up to release regular decision results this month and into April. Schools often post results in advance of their “official” notification dates, but with many reporting a record number of applications again this year, we will see.

My favorite college-admissions-related data site, College Kickstart, has compiled the most recently updated dates along with the notification dates from last year, which might help you predict when a school will release early if they do. Bookmark this page, as they post updates often.

 

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The 7 Habits of Highly Effective College Applicants

By Brittany MaschalMar 04, 2019

Stephen R. Covey’s self-improvement book The 7 Habits of Highly Effective People is based on his belief that the way we see the world has to do with our perceptions. So, to change any given situation, we must change ourselves. And to change ourselves, we must be able to change our perceptions.

One of my goals for my work as an IEC is to help both students and their parents see the college search and application process for what it is; to help families gain clarity and develop an approach that values transparency and less stress for all involved. Covey’s habits, at their core, translate nicely to how families can intentionally approach the college search and application process.

Covey’s seven habits focus on being proactive, creating end goals, taking things one step at a time, having a win-win attitude, seeking to understand others (schools in this case), valuing differences, and making time for reflection and relaxation. Below, I’ve translated them into my own language:

  1. Be Proactive = Get in the driver’s seat (and stay there!)
  2. Begin with the End in Mind = Set realistic and attainable goals
  3. Put First Things First = Take it one step at a time
  4. Think Win-Win = Create a ‘winning’ application strategy
  5. Seek First to Understand, Then to Be Understood = Understand colleges on a deeper level
  6. Synergize = Craft a synergistic college list
  7. Sharpen the Saw = Take a water break (it’s a marathon, not a sprint)

Let’s break down each habit:

Get in the driver’s seat (and stay there!). First thing is first: students need to be in the driver’s seat. Not mom, not dad. Parents: if you are spearheading all efforts you are doing your student a disservice. If they are not ready to get in the driver’s seat and own this process they might not be ready to go to college. It is that simple. Do not do this process for them. Students: it is understandable to need support as you research and apply to colleges. However, don’t take advantage of your parent’s anxiety around this important milestone. Once you get to college, you will need to go it on your own; think of this as the first step toward making that a positive reality.

Set realistic and attainable goals. Realistic: having or showing a sensible and practical idea of what can be achieved or expected. Attainable: can be attained, achieved. Parents and students need to set realistic (practical) and attainable (achievable) goals for the college search and application process. For example, most students don’t get into Harvard even if their profile makes them qualified. There is a huge difference between being qualified and being competitive. Attainable goals are realistic goals; please be realistic. Also, keep in mind that what might be realistic, or what might even be attainable, might not be ideal for you (financially) or your student (socially, culturally, academically). Try to keep the end game in mind and look beyond the name of a school or its rank or perceived prestige. So much more matters so much more.

Take it one step at a time. The college search and application process is best approached like a marathon, not a sprint. Treat it as such, take your time. Break it down into manageable parts. I like to break the year down into three chunks: summer, fall, winter/spring. Plan for one chunk at a time and tackle what is needed within that period. Slow and steady tends to win this race.

Create a ‘winning’ application strategy. There are plenty of colleges out there for everyone. You can create a winning search and application strategy by first setting realistic and attainable goals, and then by developing a winning mindset. To me, a winning mindset sees this process as more than just a process but as a journey. It also means knowing that if you put in max effort, and your best foot forward, things will work out just as they should. You will go to college! Will it be the college you had your heart set on? Maybe not. But you will go, and I have found that even the students that do not get into their first choice end up very very happy wherever they land. Things just work out this way in most cases! When you see this process for what it is—a means to an end and then something that you quickly forget about—you can approach it with less stress, less fear, and more positivity. That is a winning strategy.

Understand colleges on a deeper level. The most attractive applicants know the schools they are applying to well, and they convey this understanding through multiple parts of the application (essays, interviews, additional correspondence with the school before and after applying). The student who applies to 20 schools? They don’t know many or maybe even any of those schools well in most cases. The students I work with 1:1 (at least the ones who take my advice in its entirety) understand schools deeply by talking with current students, connecting with faculty, meeting with alumni, sitting in on classes, taking classes virtually, touring colleges virtually, creating a meaningful history of correspondence with their regional reps, and so much more. You can do all of these things if you plan for the long game.

Craft a synergistic college list. Part of creating a winning application strategy, beyond realistic and attainable goals and a positive mindset, is a list that reflects this understanding and that takes into account more than just grades, test scores, and preferences. Families need to hash out the college list together and make it work beyond base metrics. Students: you need to include your parents because they often provide support and insights that are highly beneficial. Considerations like early decision have financial implications; you need clarity on these and other considerations before applying ED. Parents: this does not mean you get to dictate the entire list. You (most likely) already went to college, so remember to use your influence with caution and try to not live vicariously through your student.

Take a water break (it’s a marathon, not a sprint). My husband runs marathons so I know there are people out there who can run very very far without stopping (cheers to you all!). But thankfully, this is just an analogy, and you can take water breaks along the way and still finish in record time (you know what I mean). Please take breaks along the way because this is a long journey! Taking a break does not mean stopping the process completely, it just means you are taking the time necessary to recharge and reset; this applies to both students and parents.

 

 

College Application, High School, News

March Action Plan – By Grade

By Brittany MaschalMar 01, 2019

Seniors

  • Once your applications have been submitted, be sure to track the status of each application online to ensure that all of your application materials were received. Check your junk email folder regularly (daily), so you do not miss correspondence from colleges.
  • Watch as the decisions roll in! If you end up on any waitlists, check out our WL advice.
  • If you are “in” at a top choice school and are ready to put down a deposit, remember to take a few minutes to thank all of the people who helped you along the way!

Juniors

  • Curious what schools super-score the ACT? SAT? Some schools super-score one test but not the other! Read more here: https://www.compassprep.com/superscore-and-score-choice
  • Keep prepping for standardized tests (ACT, SAT, SAT Subject tests) and working hard in all of your classes; your grades this year are very important, and your test scores are, too (if you are applying to schools that require test scores).
  • Do you know what major(s) you will mark on your application? This is a critical part of the process that should be determined now so you can make sure your classes and extracurricular involvements support indicating this interest.
  • Many 2019 summer program applications are now open. Please begin thinking about your plans for summer 2019 now and work on applications if needed. Aim to solidify summer plans by April.
  • Schedule college visits. Are you going to sit in on a class? Do you want to try to meet with someone in your intended department of interest (major, minor, etc.)? Not all schools offer formal pathways to these opportunities, but that doesn’t mean you can’t make them happen. Try to meet with as many people as you can on campus to really get a sense of what campus life is like—this means students, too!
  • Some colleges open up on-campus interviews this spring. You should always prepare for interviews, even if a school states they are not evaluative.
  • Open a Common App account and get familiar with the system. Accounts rollover year-to-year, so there’s no better time than now to open an account and familiarize yourself with the system.

Sophomores & Freshmen

  • Work on building out your resume. Make sure to add new activities, awards, etc. as the year goes on, and what you do over the summer, too.
  • Will you be taking SAT Subject Tests this spring or starting your SAT or ACT prep this spring/summer? Now is the time to put a plan in place.
  • Do you know what major(s) you will mark on your application? Do you have a clearly defined “story” for your college apps as it pertains to your academic interest(s)? This is a critical part of your application that you can and should be determining now.
  • Many 2019 summer program applications are now open, and some will be closing soon, so work on applications if needed. If you do not have summer plans yet, now is the time to start outlining some.
  • Add an online course that relates to what you might study in college to your summer activities list. I can’t recommend courses via edX or Coursera highly enough. Not only will you gain exposure to and learn more about an area of interest, but this type of learning also works wonders on college applications, especially as detail to include in essays! 

 

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News

Transparency in College Admissions: Disciplinary Records

By Brittany MaschalFeb 27, 2019

Defenders of the use of disciplinary records in college admission believe they are an important way for schools to keep students with behavioral or character ‘issues’ off their campuses, while most opponents feel high school disciplinary records have little predictive value and stigmatize students for minor infractions. One thing that remains constant is that many colleges still collect disciplinary information, and most students who report an infraction are very worried about the outcome of their application.

However, what I want to point out in this post is that reporting a disciplinary infraction is not a total application killer! Admissions officers understand that people make mistakes; they were high school students once, too. Most infractions are minor, and colleges are sympathetic if the student is forthright, the incident is thoughtfully explained, and they can meaningfully reflect on their growth from it.

Here is how disciplinary information is currently collected on the Common Application:

Once you check yes, the space to write a short essay appears, as well as one other question:

I have worked with and read the applications of many students with disciplinary records, ranging from academic dishonesty and getting caught drinking to being arrested for a felony—and I have found that not all disciplinary infractions are treated equally. Some infractions are seen as very minor while others are taken quite seriously and could make admission to a top-top school hard. Let’s break down some different types of offenses (of course there are others, but these are a few I have experience with and hear about most frequently from other counselors):

  • Minor incident (common): minor school-based disciplinary matters; drinking
  • Moderate incident (slightly less common): suspension from school; marijuana
  • Severe incident (not that common): expulsion from school; other drugs, academic dishonesty, arrest (misdemeanor/felony), other character-based offenses such as stealing, bullying, sexual assault, etc.

One caveat: how the infraction is viewed will also depend somewhat on the school you are applying to. School’s with strong honor codes (UVA, Davidson, William, and Mary) might view offenses more seriously than other schools, so keep that in mind.

I know students who reported infractions across all three categories, and all of them still got into college. No application process was completely ruined. A few examples: one who reported both a moderate and minor infraction now attends an Ivy League school. One who reported what I consider a severe incident (academic dishonesty) is graduating from a top fifteen school (and was competitive for but denied from all Ivies). I believe each applicant’s disciplinary essay is where they were able to turn a mistake into a positive point of self-reflection that allowed the admissions committee to see their personal growth and commitment to it since the incident. Here’s how I typically have students outline this short, 400-word essay:

  • Explain what happened as concisely as possible (~100 words)
  • Present what was going on at the time, if anything, that might have lead to a lapse in judgment (~100 words)
  • Discuss how you remedied the situation and began to work on yourself to ensure it or something like it will never happen again (~100 words)
  • Reflect on the journey, walk the reader through what you learned (and how you are applying these learnings if applicable), and then close touch on how you have grown from navigated it (~100 words)

If you are a regular reader of my blog, you know that I closely follow the Georgia Tech admissions blog, and often re-post or link to their posts because of the light they so often shed on this complicated process. As I write this, Rick Clark posted about this very topic. I hope his words will also help you see that this does not have to be an application killer:

Ownership.  Answer the questions honestly and thoroughly on your application or reach out personally and immediately to a school who has admitted you, if you have some type of infraction post-admit. Every year we receive emails and calls from other students, principals, counselors, “friends,” or others in the community informing us of discipline/behavior/criminal matters involving an applicant or admitted student. It is much, much better to be honest and proactive than to have an admission counselor receive information from another source and have to contact you to provide an explanation of circumstances.

“My friends made me…” “I didn’t want to but…” “I tried to tell them it was wrong…” and the list goes on. Please. I am begging you, PLEASE be sure none of these phrases are in your application. Whether at home, at school, or at work, disciplinary action is serious. If you have something to report, own it. Drunk at prom? Arrested at 2 a.m. for re-distributing neighbors’ leaves back across their yards after they’d lined and bagged them at the street? “Borrow” the car in the middle of the night by putting it in neutral and coasting out of the driveway with the lights off? We’re listening.

Application evaluation, individualized discipline review, life in general… it’s nuanced, complicated, and grey. Why did you choose to do that? What did you learn from it? How has it changed you as a person, a student, a friend, a family member? Those are the questions at the core of our review. You made a decision and now we have one to make. Help us by not waffling or watering down your explanation.

Everyone makes mistakes. Some are worse than others and might be an issue if you are targeting top tier schools, but most won’t prevent you from attending college. If you would like help navigating a disciplinary issue or want help writing your disciplinary essay, contact us!

 

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Dear Therapist: I’m Worried the College-Admissions Process Is Rigged Against My Son

By Brittany MaschalFeb 25, 2019

Repost! It is a bit long, but Lori Gottlieb’s message is so important for families who are in or approaching the college search and application process. I encourage both parents and students to take 10 minutes to read the entire piece, but if you don’t have time for the full read, here are the main takeaways: Parents, how you handle the application process sets the tone for how your child will respond to it. You have the potential to turn a situation that your child would otherwise handle just fine into one that’s not fine. The messages that you send have the potential to either prepare them for adulthood or hold them back much more than not being at an Ivy League school would.
 
Here is the full article:
 
Dear Therapist,  
 
My son is in the middle of the college application process. He has very good grades and very good SAT and ACT scores; he is an Eagle Scout and a captain of the cross-country team. He is also white, male, and upper-middle-class—and that is the problem. According to all of the statistics and reports, he should be accepted at Ivy League schools, but he has not been. He will eventually get into a “good” school, but it is my guess (based on what we are seeing with his peer group) that he will be overqualified for the school he ends up at. He is very frustrated and very upset. How do you explain to a bright, eager boy that the system is rigged against him? For example, his twin brother, who has similar grades and an almost identical resume, is going to the U.S. Naval Academy, and his application process, though difficult, was smooth and straightforward — Lisa, Mendham, NJ
 

Dear Lisa,

The college-admissions process has become so brutally intense in recent years that it can make anyone lose perspective, and I think that’s what’s happened here. Of course, you’re not the only parent who sees her hardworking and accomplished child do everything “right,” imagines him or her thriving at a particular school, and is frustrated when the child does not gain admission. But if you don’t step back and look at the bigger picture, you’ll be depriving your son of an education that will be far more valuable to him in the long run. So let’s back up.

From the moment kids are born, they take their cues from the adults around them about how to respond to experiences in the world. For instance, when a toddler stumbles in the sandbox, the first thing she does is look at her parent for a signal. If the parent calmly says, “Whoops, you fell down,” and then smiles reassuringly, the child will likely get the message that the fall was no big deal and get right back up. But if the adult looks alarmed, yells, “Oh, no! Are you okay?,” and rushes over to check for injuries, the child may, in turn, become alarmed: Wait, am I okay? I thought I was okay, but maybe I’m not! Later, if the child doesn’t get the lead in the school play—despite how talented this child may be—she’ll also take her cue about what this means from the adults around her. If her parents say, “That’s so unfair! Jane only got the part because the drama teacher is friends with her mom,” or “Jane’s parents are on the board,” the girl might think, Yeah, this is so unfair. Jane’s not nearly as talented as I am. The world is rigged. Why even try?
 
If, on the other hand, the parents say, “We know you really wanted the lead and we hear how disappointed you are. You worked so hard preparing for the audition. Maybe you’ll get the lead the next time around, but meanwhile, the part you did get will be fun, too,” their daughter may still be disappointed, but she’ll be learning about resilience. She’ll take in the message that sometimes we don’t get what we want, even when we’re qualified to have it. She’ll learn that sometimes we might be really good at something, but someone else is even better. She’ll learn that there’s not just one thing that can be enjoyable or fulfilling, but many things—like acting in a play she loves, even if she’s not the lead this time around. She’ll learn that the world is not an all-or-nothing place, where you either succeed or fail. She’ll learn that if she really wants something badly enough, she can try again another time and figure out what would increase her chances. She’ll learn that even if Jane got the role mostly because of her talent but partly because the teacher (consciously or not) favored her, there will come a time when she, too, will get something—an award, a job—not only because of her talent, but also because of, say, the boss’s strong relationship with the colleague who referred her, or the fact that they both grew up in the same town, and an equally qualified candidate will be rejected. 
 
The kid who learns these lessons early on will probably still be upset if, despite her stellar application, she doesn’t get admitted to her top-choice school. But she won’t walk through the world feeling as though there’s a conspiracy going on, nor will she walk onto campus the first day of freshman year believing that she won’t be challenged and that her peers are either similarly overqualified or simply beneath her. And if she does find that she’s not getting what she wants at her very good but not Ivy League school, she will know she can talk to an adviser to see what opportunities might be available that she’s not yet aware of, or even apply to transfer elsewhere. Either way, she won’t spend her senior year of high school anticipating how unfulfilling her college experience will be, thereby creating a very unfortunate self-fulfilling prophecy.
 
So how do you explain to your son that the system is rigged against him? You say, “Son, the world is an unfair place and the system is rigged against you.” And then you watch him grow into an angry, unfulfilled adult with a chip on his shoulder who will probably have grossly misguided ideas about women and people of color and his own value and worth and abilities. But if you’d like a better future for him, let me suggest the following. Start by getting more accurate information, such as the fact that it’s extremely challenging to get into an elite college, and that the vast majority of applicants to these colleges have very high test scores, along with a stunning array of extracurricular activities and prestigious awards or honors. Dig deeper than anecdotal information and you’ll discover that there isn’t a reliable statistic or report out there that says that an applicant with very good grades and very good SAT and ACT scores who is also an Eagle Scout and a captain of the cross-country team “should” be admitted to a particular Ivy League school—regardless of gender, race, or ethnicity. Ask professionals in the admissions field, such as an experienced college-guidance counselor, whether a student with your son’s resume who happens to be a woman of color might still be rejected from the school of her choice. You may be surprised by the answer.
 
Having this information might help you separate the reality from the reaction you’re having, and this, in turn, will help you talk to your son in a more productive way about what is, for most families applying to top-tier schools, a grueling and anxiety-provoking process. Remember, he’s taking his cues from you, so if you can view this from a more balanced perspective, so will he. Instead of coming from a place of outrage on his behalf, approach him from a place of curiosity and ask, “How are you doing with this college-application process?” Then listen to what his frustration is about. Is he getting the message (from you? his school? his friends?) that the name of his college defines his worth or is a statement about his intelligence? Does he believe that going to an Ivy League college leads to a better job or a better life or some kind of happiness he won’t find at another very good school? 
 
Help to disabuse him of these faulty notions and explain to him that college is about the right fit, not the most prestigious name, and that no matter where he goes—including an Ivy League school—there will be students just like him, as well as students who are both more and less accomplished on paper, because colleges try to put together a group of outstanding people who will mesh well. Tell him that you have every confidence that he will choose, and be accepted into, a school where he meshes well and maybe even makes the friends he’ll have for the rest of his life.
 
In other words, how you handle the application process sets the tone for how your son will respond to it. It’s true that sometimes there isn’t enough to go around—there are only so many leads in the school production, so many spots at a given college, and so many openings for a job someone really wants. At the same time, parents have the potential to turn a situation that their kids would otherwise handle just fine into one that’s miserable. At that point, it’s the parent creating the child’s misery, not the situation. The messages parents send their kids have the potential to either prepare them for adulthood or hold them back much more than not being at an Ivy League school would ever do. You have a great opportunity right now to teach your son well.
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Our Favorite Test Optional Schools

By Brittany MaschalFeb 22, 2019

More and more schools are going test-optional—and we love that. More than 220 colleges have de-emphasized the ACT and SAT since 2005, and the list keeps growing. Even uber selective schools like the University of Chicago have dropped standardized testing as a requirement*. Why? As the recent Chronicle of Higher Education ‘Trends on the Horizon‘ report notes:

One reason the list is likely to keep growing: data, data, data. Colleges are using ever more sophisticated statistical analyses to better understand how their students perform. On many campuses, deep dives into enrollment data have helped admissions offices determine which pieces of information they collect from applicants actually help them predict a variety of student outcomes, such as first-year grades and progress toward a degree. Chicago found that ACT and SAT scores didn’t tell it much about who would succeed and who would struggle.

*Always a caveat!!! Although we wholeheartedly support the test-optional movement, we have reason to believe that not all test-optional policies are created equally. Many skeptics of test-optional policies see them as applicable only to certain student groups, for example, students who are disadvantaged in the admission proicess—not middle to upper-class students who have access to test prep and other resources but just don’t “test” well. We have heard through the grapevine that this is the case at quite a few schools. If this is true, it is just one more way that the college admissions process lacks transparency. We are working on finding data that reveals who is admitted without test scores at some of the schools in question (Chicago, Wake Forest, Bowdoin, Wesleyan) but it is not readily available.

Anyway, we want to shoutout a few of the test-optional schools that we have found to be genuinely test-optional, and where we have students who are thriving both inside and outside of the classroom. They are:

  • Pitzer College
  • Drew University
  • George Washington University
  • The University of Arizona
  • Whittier College
  • University of Delaware
  • New School

For a comprehensive list of top-tier schools that are test-optional, and to stay up to date on the test-optional movement, head to FairTest.org.

 

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Transparency in College Admissions: Playing Sports in High School

By Brittany MaschalFeb 20, 2019

I was an athlete growing up. I played a sport every season, but I eventually decided to play just one at a very high level. I never thought about whether it would help me get into college until I was in high school and was winding down competing nationally and internationally. Given the very little that my high school counselor knew about recruiting and the fact that the sport I played was not one that many students were recruited to play (in 2001), it ended up being something that differentiated me but not something that got me into college.

Fast forward almost 20 years, and I want to save all of the athletes out there a little bit of trouble; I want to dispel some myths around playing sports in high school. And this is not based on my experience alone, but the experience of many students I have worked with and the experiences of my colleagues.

Before I get into it, please note: I love sports! I hike, I bike, I snowboard, and I know how amazing they are for the mind, body, and soul—but this post is not about that. It is about whether or not sports help students who are not getting recruited get into college.

Let me outline a few common examples.

Example 1: I was trying to get recruited, but I ultimately was not. The coach knows me and says she will put a good word in with admissions, so this means I am getting in, right?

No. If you are not recruited, you are not recruited. Will coach put in a good word for you? Maybe. But you won’t ever know and should not bank on it because in many cases it either does not happen or does not move the needle.

On the positive side….after going through the recruiting process you likely have been to campus a few times, and, hopefully, have gotten to know the school’s offerings and culture better than other applicants. You can use this to your advantage in the admissions process as you write your essays as well when you interview (if an interview is offered).

Example 2: My son loves sports and 90% of his extracurricular time is spent playing sports. He is a devoted player, coach, and even the captain of a team at his high school. He is not getting recruited, but his commitment to sports will be a differentiator as will his leadership, right?

No. Colleges give preferential treatment to recruited athletes only. High school student-athletes who are not getting recruited get no significant bonus points for playing a sport or even captaining a team.

On the positive side….you have shown commitment to an activity or a set of activities over time and have some leadership to highlight. You can and should highlight leadership skills wherever applicable, and even try to translate the skills you gained in a sports leadership role to different activities (academic if possible) in which you hope to participate in college. You can do this is via your essays. This is just one way to spin the experience to be highly received by college admissions officers. Focus not on the playing of the actual sport but what you gained from it and how that is transferable to other activities in college, or how it helped you grow as a person.

Example 3: My parents told me that colleges want well-rounded applicants and that playing a sport is one way to appear more well-rounded. I have to play even if I hate sports, right?

No. Sports are super time-consuming and tend to detract from academics for many students. They do not help much unless you are getting recruited (see above!). Also, and most importantly, if you do not like sports do not play sports! Do what you love, please do not waste time on activities that do not really interest you.

On the positive side….your parents care a lot about you and are just looking out for your college admissions related wellbeing! Give them a pass on this one, share this post, and explain to them that you will have more time for homework (or something else they will like to hear), and exploring your other curiosities and the extracurricular activities that are meaningful to you—a win-win!

The bottom line is sports only significantly help students get into college if they are recruited or have high potential as a walk on. If you are going to possibly be recruited, you will know fairly early on in high school if you are on that path.

 

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5 Ways to Thoroughly Research Colleges

By Brittany MaschalFeb 18, 2019

Subtitle: For when you can’t get to campus or want to go beyond what a traditional campus visit can provide!

The in-person campus tour is not the be-all-end-all of college research. Neither is that gigantic Fiske guide, College Confidential (that site is horribly stress-inducing please stay away from it, same with Reddit), or what your older sibling told you based on findings from their college search process. From my experience, most college research can take place from the comfort of your own home, but it takes time and effort. And planning, a little bit of starting early and planning!

College/University Websites

Read the websites of the schools on your list, and not just the admissions and financial aid pages. I would read those—but for the purpose of understanding how to apply, not why to apply. Unless it is one of the admissions office/officer’s blogs that I talk about here; those might help you see why you’d want to attend. If class visits are offered those can be very informative, but you’d need to get to campus to attend. I will talk more about how you can get a look at a college’s classrooms and student life later in this post.

I suggest starting with the pages of the department in which you hope to study (or think you might hope to study). What does the curriculum look like? How many and what type of classes are offered? Are there affiliated clubs, events, other special programs of interest? Find a faculty member who is undertaking research in your area of interest and reach out to them with three or four questions you have about the program or their research that you can’t find answers to online. If they are unable to speak to you, ask if they can suggest someone else who might be able to help. Can’t get through to any faculty members? Contact the department’s administrative assistant or department coordinator and see if they can help you make an initial connection. For example, here you can find the contact info for the program coordinator of Penn’s Department of Psychology. If not, ask your regional rep to help you get this information.

I also suggest pinpointing two or three clubs you might want to join. See if you can connect with a current student or faculty lead within each to learn more. Most clubs general admin contact info is posted online. Here is the contact info for Fordham’s Finance Society, as well as a zillion contacts for USC student clubs.

Lastly, you might want to get a sense of what the campus looks like, and can do so via a virtual tour if you can’t go in person. Many colleges provide virtual tour options now. For example, here is one created by Santa Clara University in California.

CampusReel

Speaking of tours, whether you can get to campus in person or not, you will want to check out CampusReel for an insider look at the colleges and universities on your list. Real college students submit their own video clips that take you through a day in the life, dorms, dining halls, classrooms, and so on. For example, I enjoyed this video from a UC Santa Barbara student on what she wished she knew before she started. You will also get a pretty good sense of what the campus looks like in reality as the guides are not employees of the admissions office, and what you see is probably closer to what you will get compared to the virtual tour created by the school.

Coursera and edX

If you can’t get to campus and glimpsing a school’s academics firsthand is important to you (it should be!), then head over to Coursera and edX and sign up for a class. They are free, informative, and you might learn something, not to mention they give you an extra talking point (or ten) for application materials and the interviews if you have them.  You will definitely get a sense of what college-level courses entail, and I also see it as a way to demonstrate interest. A few courses I like and have had students take include:

Case Studies in Personalized Medicine

Becoming an Entrepreneur

The Science of Wellbeing

Terrorism and Counterterrorism

A Law Student’s Toolkit

Local Alumni Groups

Don’t know anyone who went to your dream school? Look no further than your local alumni group. If you are not sure your area has an alumni group just ask Google. I entered “NYU alumni club NJ” and got the link to info on the NJ group right away. You will be sending a cold email but I don’t see anything wrong with that. You are showing interest in their alma mater. If someone is a member of their alumni group, they probably like to connect with people like you. You are demonstrating a desire above and beyond other prospective students to get to know the school, and they love their school! That is never a bad look. And if no one replies to you, at least you know you tried. If there is no local or even regional group where you live, try to one closest to you. Again, there is really no downside to trying to connect with alumni to learn more.

Social Media

Not the best way to get to know a school well, but some are not half bad. I follow quite a few schools on Instagram, and the “takeover” stories by admissions office staff and students can be insightful. I particularly like the UChicago and Barnard pages.

 

Everything above being said, if you have the opportunity to see a school in person or meet an admissions officer, regional representative, current student, faculty member, or alumni in person, take it! I wanted to present the suggestions here because not everyone can get to campus, and a standard campus visit alone is not a very good way to really get to know a school. If you believe in finding a school that is best matched with your goals for college (not just a school with a certain name, good sports team, etc.), the above outreach will help you figure out which school that might be—so time to get to work!

 

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College Waitlist Tips

By Brittany MaschalFeb 15, 2019

Some colleges and universities can’t admit all of the students they would like to in regular decision, so many are put on the waitlist. Getting admitted from the waitlist is not easy, but it is possible at some schools. Although I do not suggest being overly optimistic, there are some strategies that have worked for students in the past that I am going to share in this post. Of course, if you want individualized guidance, we can provide it, so please reach out.

First, get familiar with the WL data from past years. How many students are offered spots on the WL? How many accept their spot, and more importantly, how many does school X ultimately admit? Some of these numbers are dismal, but it is best to know what you are up against rather than sit hopefully in the dark. Look at the Common Data Set first (http://www.commondataset.org/). A few other sites to review:

Before getting busy implementing waitlist strategies (below), it is important to deposit at a current top choice school (aka a school where you have been admitted) and get excited about the prospect of attending. Take advantage of admitted student days and other events that connect you with potential future classmates, including joining “Class of 2023” Facebook groups. These forums are often very informative, fun, and can help you take your mind off the waitlist waiting game.

Once you have accepted a spot on the WL, deposited elsewhere, and familiarized yourself with the waitlist data, I suggest considering the strategies below. Not all of them are novel, but without much to lose, why not do all you can so you can look back without any what-ifs?

  1. Write a waitlist letter. This letter should contain information updating the school on what you’ve been up to both inside and outside of the classroom since the time you applied. Consider including:
    1. A paragraph or two of “academic” updates. Spend some time talking about coursework and school projects, and make connections to future courses of study. You can even drop in related courses you’d like to take at school X, like those you’d include in a Why School essay, but only do this if you did not submit an essay of this type when you applied, otherwise you are being redundant and that is not well-received.
    2. A paragraph or two of “extracurricular” updates but only if significant and can be connected to how you will add value to the school where you are deferred. This includes school and non-school clubs, service commitments, and/or other leadership experiences you can highlight. Like the academic paragraph(s), making connections to similar opportunities you plan to undertake in college can be helpful additions. For example, if you talk about a new project you spearheaded as VP of your school’s Interact Club, you may want to include that you hope to lead a similar project within a specific club or group at school X. Being very specific is important.
    3. A paragraph that talks about the additional ways you have connected with and continued to get to know school X since you applied. This could include setting up an informational interview with a local alum, a current student, reaching out to your local regional alumni group (more on this below), or continuing to connect with your regional rep via email.
    4. A paragraph that reiterates your interest in the school, and that if admitted, you will attend. *If you are not 100% committed to attending, do not say so in the letter.
  2. Send your waitlist letter to your regional rep (if an option) or upload on your applicant portal. Ask whoever you address it to if they have any advice for you as a waitlisted candidate. Keep this line of communication open; do not email updates every week, but stay in touch to continue to demonstrate interest.
  3. Ask your guidance counselor to call the admissions office and advocate for you, as well as provide any additional information they may have that will support your candidacy.  Ask them to back up what they say on the phone in an email if they have time and are willing. Make sure they send updated grades/transcript promptly. Your grades should have remained the same or gotten better, not dipped.
  4. Obtain and have an extra letter of recommendation sent, but only if the school welcomes extra LORs (some schools explicitly state on their WL docs they do not welcome or want extra LORs). A teacher, coach, or someone else close to you who can speak to your potential contributions to the university could draft this letter. *Side note on alumni letters­ and letters from well-known and or famous people. Many students ask if these are helpful to send, and the answer is no unless the person knows well you or they are a very high-level donor with solid connections to admissions (even then why count on someone else?!?). If you think that a big name vouching for you will help, it generally doesn’t as a stand-alone factor, and officers can see through these often brief and less than meaningful notes.
  5. If you did not already, visit the school and swing by admissions to reiterate interest. Sit in on a class, stay overnight, take advantage of any admissions events/programming, and try to meet with students/faculty in your intended area of study.

Consider the following strategies in addition to the tried and true tips above:

  1. Check if school X has a local alumni group (Google search) and if so, reach out to them and ask if there is anyone willing to meet with you for an informal informational interview. Use this meeting as an opportunity to learn more about the school, and demonstrate your interest in attending.
  2. Use social media to your advantage. Don’t be afraid to follow your WL school on FB, Instagram, Snap or other social channels, or Tweet to them your desire to attend. Don’t forget to open all email correspondence from the school, as some schools track opens/clicks as interest.

I’m often asked if I think doing everything on this list is too much, and I do not. All of these strategies are acceptable forms of demonstrating interest even when combined. Accepting your spot on the WL is a standard, required communication. Sending a waitlist letter, and even a follow-up email after a few weeks (for example, to inform admissions of an award at school, National Merit, a promotion at work, or admission to a selective internship/summer program) is not communication overkill. When a counselor calls a school on your behalf to advocate for you or facilitates the sending of an extra letter of support sent, it’s not viewed as bothersome.

Now… showing up on campus and begging, pleading, showering everyone in the office with gifts, staying for two hours until someone meets with you, or other over the top gimmicks or antics would be looked down upon, so please understand that this type of behavior is not appreciated or welcomed. Ultimately, you want to look back on being waitlisted and feel like you gave it your best shot!

More questions about the WL? Email us!

 

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Transparency in College Admissions: On Being Well-Rounded

By Brittany MaschalFeb 13, 2019

Being well-rounded is beneficial in many ways, and might help you connect with people out in the real world, but colleges are looking for students with something unique—specific talents, skills, or developed interests to add to their next class. Students who drill down on their interests early on in high school will be better positioned to tell a clear, focused story in their college applications (and may speed up ‘time to graduation’ in college, too). By doing so, you hand the reader of your file precisely what they are looking for—you make it easy to see your value add.

Think about it this way: You may love all five clubs you joined, as well as the two bands you play in, and of course, enjoy the three sports you play, but how much can you meaningfully contribute to all of these activities?

Sometimes less is more.

In my experience, the answer tends to be not very meaningfully. I suggest that students try to narrow their interests and corresponding activities by the end of 10th grade. Think about how you can engage more meaningfully, and at a higher level, with the set of activities you love the most. Maybe it’s your Relay for Life work or the independent research you are doing with your science teachers, or maybe it is your job as a tutor for elementary school kids. It’s a bonus if the activities you decide to drill down on relate to your potential college major, or support it in some way!

Drilling down on your interests to develop a clear narrative for your college application goes a long way in the admissions process, and is one of the focuses of our college counseling work with high school students, especially in 9th and 10th grade. By 11th grade, you still have some time to narrow. However, as most things go, the earlier you start, the better.

Most importantly, the earlier you start to think about your interests and do the exploration and reflection needed to narrow your focus (or determine a few in the first place) the more likely you are to craft an authentic application that best highlights 1) the time you have spent “figuring” it out and 2) how that time has been meaningful to your personal and academic development. Sometimes the journey is just as important as the destination. Often, this is one of those times.

Also remember that colleges seek to build a well-rounded class comprised of students with unique talents and skills, not a class full of generalists. They are not looking for well-rounded students.

Want us to help you drill down on your interests, or figure out how to best develop them in the first place? Contact us for a free 30-minute consultation call. 

 

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