There's Always More to the Story

It's not surprising that, in the wake of the college admission scandal, it seems college admission is in crisis.  The timing of the scandal doesn't help (not that there's ever a good time for a scandal, I guess).  At the same time news of the admission bribery scheme broke, students were receiving decisions from admission offices.  News of "elite" colleges' admission data gets shared at this time of year and reinforces the perception of just how difficult it is to get into college.  News that people were bribing their way into Yale somehow didn't seem so shocking when shortly thereafter, we learned that Yale's admit rate had dropped once again - to just below 6% this year.  The popular narrative around that completely separate but poorly-timed news only further stokes the uncertainty felt around college admission.  "It is harder than ever to get into a top-tier college," begins a NYTimes piece on admission results.

Too frequently, that narrative morphs into, "it is harder than ever to get into any college."  Or, "it's harder than ever to get into the right college."  The admission scandal shined a light on what extreme anxiety can do to people with incredible means and a very broken ethical compass.  But the more run-of-the-mill anxiety felt by families and students who believe that virtually every college is harder and harder to get into is hardly less harmful.  It is not helped by the looming sense that only a small group of colleges are "acceptable" or can "position students for success" or can provide "return on investment."  We know that isn't true.  And the college you go to is probably less important than you think, depending on your family and educational background.  What does "top-tier" even mean, in this context?  Are we talking about rankings?

A more accurate story is that in reality, most colleges admit most of the students who apply.  There is indeed a 4-year college home for just about anyone who wants to pursue a college degree.  In fact, there's a good chance that many colleges may face shortages of students in the not-so-distant future.  Regardless of where you go, it's more about what you do once you're there than the name of the school itself.  And, making the most of college is not necessarily as simple as drawing a distinction between return on investment and self-development.  A worthwhile college experience involves much more than rankings or name or return on investment.

If you turn your attention beyond the minuscule group of colleges (about 20 in total) that admit so few applications and enroll such a tiny percentage of college-going students, you'll find the landscape might be quite different than you've been led to believe by the selective-college-dominated narrative of college admission.  And that, in fact, there is a good college fit for just about every student out there if they are willing to keep an open mind.

Mental Health, Happiness, and College Choice

Here are a couple things I’m thinking about this week in the world of higher education, and the additional reading that goes with these thoughts. 

Mental Health and Education          

Yesterday, an impressive guest spoke to our juniors and seniors about mental health and addiction.  Among many powerful themes, she touched on achievement pressure in private schools.  This is an increasingly anxious generation of students.  High-achieving kids and affluent communities aren’t immune; in fact, they suffer higher levels of anxiety, depression, and substance abuse.  And it’s too easy to just blame smart phones, or social media, or safe spaces.  Maybe it’s the way kids are taught to “do school.”  If there are ways to improve the lives of our high school students, we should take them seriously.  And that needs to go beyond teaching coping skills and symptom management.  Shouldn’t we examine our systems, structures, and educational models so that engagement doesn’t so dramatically plummet over high school?  These are timely questions considering our school-wide theme of mental health this year.  There’s no magic bullet, but I especially like the work of Stanford’s Denise Pope and Madeline Levine as a starting point for the conversation. 

Behavioral Economics and College Choice

People tend to discount long-term satisfaction in favor of short-term happiness.  We’re just not very good at predicting what’s likely to bring us sustaining contentment and meaning, which is something different than momentary, fleeting pleasure.  Economist Tyler Cowen suggests that it’s becoming easier and easier to choose the short-term dopamine burst over the more meaningful long-term investment.  I’d extend his discussion to wonder if this impacts how students choose colleges.  If kids are more likely to choose short-term pleasure in other parts of their lives, are they also more likely to look for the most fun freshman year instead of an intellectually stimulating (and more challenging, though perhaps more rewarding) four-year experience?  Could that type of thinking correlate with the debate over college as a time of thoughtful growth and exploration (long-term satisfaction via personal development) versus a return-producing investment (short-term happiness via higher income)?  And in the end, is the highest return on your investment (with return measured by future income, status, power, or some combination of those) really a recipe for a life well-lived?  Or, at least, a satisfying and fulfilling life?  Maybe not.  In short, what, if anything, does our relatively poor ability to predict future happiness mean for college choice? 

College Admission Forum: 2019

On Wednesday, January 9, 2019 we hosted four colleagues from the "other side of the desk" to share their wisdom on college admission.  They spoke about their own institutions, about their personal journeys to college, and about the higher education landscape generally.  Below are my notes from the panel, hopefully presented in a way that makes some sense to the reader, beginning with names and titles of our guests. 

Mike Drish – Deputy Director of Undergraduate Admission, UCLA

Melissa Cline – Associate Director of Admission, Furman

Owen Knight – Senior Admission Counselor, Tulane

Amy Ruff – Regional Recruiter, University of Michigan

Holistic admission – how do you read applications?

UCLA: no letters of recommendation considered, look for academic performance, extracurricular involvement, and potential campus engagement; Importance of self-advocacy through UC application – students control the narrative

Furman: most emphasis on academic career in HS; test optional – no SAT/ACT required; activities, essays, recs encouraged (not required); high school context is important

Tulane: look beyond GPA and tests; add “interest” (why do you want to be at Tulane? Do you know about our community?)

Michigan: interest considered through required essay (why Michigan); focus on reading contextually by HS; how do you maximize what’s available to you; lots of emphasis on student voice via essays; “impact” is important

What type of curriculum do you look for?

Examine what your school offers, make choices based on strengths and weaknesses; context of HS curriculum is important – what is considered rigorous at your school? How do your choices match your interests? (Michigan)

Furman: we read by high school group, spending a couple of hours with HIES.  Important to get to know the school, understand what a student has done in context of that place beyond just AP – what is most rigorous at your school?

How do you weigh the components of an application?

You don’t need to be perfect at everything, individually.  Colleges want a well-rounded “class” that they’ve built and need a little of everything.  (Tulane)

UCLA: there is no road map.  Be careful looking at other students who get in and thinking that’s the guaranteed path.  It’s about being true to what you love to do. Do those things at a high level; have an impact.  Maybe that’s a handful of things, maybe it’s only a couple. Aim to be impactful. 

How about testing?

Furman: Test optional doesn’t mean GPA optional.  Go ahead and take the SAT or ACT.  Sometimes scores line up nicely with academic performance and abilities.  Sometimes not.  When your academic abilities are something you’re prouder of than tests, you can omit the tests without penalty.  When no test scores, larger emphasis on grades and rigor.  It is important to ask if a college superscores the SAT and ACT or not.

Tulane: AP test scores are less important for admission, but take your AP classes seriously because students can get exempted out of college classes. 

How do you read files once they get to your office?

UCLA: 113000 apps last year.  Most populated state in the country, with most high school students.  But we read these.  There is no cutoff and no automatic cut number; we employ 70 admission officers and hundreds of readers to get through all these apps – lots of anti-bias training and norming that makes the review process work; large investment in human element of app review

Michigan: 65000 apps.  Read all individually; use outside readers for first read, then onto the regional rep for second read (Amy knows and reads HIES).  Then onto a third person who helps make a final decision based on first two reviews. 

Furman: smaller pool means all apps are read in-house.  Melissa does the first read of every file for all high schools she works with (HIES included); after, reviewed two to three more times and then sent to committee

Tulane: Similar – Owen is first reader for his territories, an advocate for our applicants

How do you make sense of differences between GPA’s?

Michigan: recalculate GPA on unweighted, 4-point scale using all classes; GPA matters, but how you got there is more important.  What types of classes did you choose?  What are your trends in various subjects or areas? 

Furman: recalculate using your HS grading policy, but dropping non-core classes from GPA

How are groups of apps from one school reviewed?

Tulane: don’t read all of one school at a time; sometimes admit 90% from one school, or 10% from same; no quotas, no caps per school

UCLA: every class at a high school, every year, is different.  This plays out in admission.  Sometimes seniors send lots of apps to one school, but the rising juniors don’t.  Expect a different number and type of applicant each year.  UCLA also considers what program people apply into.  Some programs are talent-based; some are harder to enter than others. 

How do I figure out if a college could be a good fit?

Tulane: think broadly about size, location, type of school, setting; need to see types of places in person.  Cast a wide net, think open-mindedly and see some places that might help narrow your focus

Michigan: if you can’t visit, use the online virtual tours – hear from a student tour guide, get a sense for campus; trust your gut (and maybe look at the pictures online before you go); OK if seemingly trivial things matter to you.  Pay attention to what interests you – don’t lean too heavily on rankings

UCLA: rely on your college counseling office – they are people who visit campuses, have worked on college campuses, guide people through process individually without bias and with your best interests in mind

Do you have to visit before you apply?  Should I reach out to someone if I can’t visit?

Michigan: don’t have to visit before you apply; OK to apply and then see what happens, visit as admitted student; reach out to your local rep

Furman: demonstrated interest matters, but that doesn’t mean you have to visit campus.  We know it takes the right type of student to thrive at Furman, so we want to know you’ve taken some deliberate steps to research us.  If can’t visit, connect with me in Atlanta.

Tulane: start with local visits – places around Atlanta can be a good proxy for other types of places: Tulane is very similar to Emory, for example

How do you actually apply?  What does ED, EA, RD mean?

Tulane: Early Decision is binding – you sign a contract that your parent signs, counselor signs; if you get in, you’re going.  Not just about fit, also about committing to tuition.  Early Action is non-binding – hear back earlier, not bound to go if you get in; Regular Decision is a Jan. deadline and from where we accept fewest students – RD is most competitive, fills in gaps from ED and EA admits

At UCLA and Michigan, how do you prioritize in-state vs. out-of-state?

Michigan: state has declining student population, so out-of-state is very important.  You can see this in the regional positions placed around US – making sure to mine places where competitive and qualified students are.  No state mandate for amount of in-state kids on campus.  Try to shoot for 50/50 enrolled students; most demand comes from outside state

UCLA: 23% non-residents – a fiscal decision based on what’s needed in out-of-state tuition for campus to continue functioning; have always had non-residents, not easier or harder to get in – same review and expectations; admit rates vary, but mostly because of yield.  If I admit CA kids – I’ll get lots of yesses.  May have to admit more Georgians to get same number of kids to yield

Do students need to know what to major in?  Does that matter in file review?

UCLA: College of science and letters at UCLA is basically undecided – actual major doesn’t matter; but film school requires portfolio and different review, along with some other specific colleges within the university

Michigan: You must apply to one of 7 undergraduate colleges within the university.  In college of Literature, Science, and the Arts (LSA) – prospective major doesn’t matter.  Engineering, must apply directly to general engineering.  Musical theater and dance requires portfolio and audition and specific program; kinesiology looks for experience in the field

Furman: traditional lib arts – come explore.  List up to 3 majors on app to get matched with mentors/advisors (same at Tulane)

What about cost and scholarships?

Furman: Students are automatically considered for merit scholarships – understand applicant’s context, know they’re competing with HOPE in GA; we try and provide appropriate assistance to compete

Tulane: all applicants considered for merit scholarship when they apply; big full-tuition awards tend to reward kids with a clear sense of an independent project or interest

Michigan: be aware, too, of outside scholarships (like fastweb.com)

UCLA: don’t start with cost as way to sort universities – the sticker price is likely not what you’re going to pay.  Merit-based aid and need-based aid are common ways to reduce the cost.  Be concerned with institution, fit, and then how you might curb or reduce cost.  If applying EA or RD, you’ll have the opportunity to weigh options and potentially have conversations with the campus’s Financial Aid office to see what’s reasonable

What would you have done differently?

Owen: wish I had taken my search more seriously; do good research, check with kids you can connect with on campus; know what matters to you

Melissa: would have been more private about search – keep conversation between you and your parents, not among your friends.  College apps are personal, and picking a college is personal

Do you look at applicants’ social media?

Tulane: no.  It’s too much work; not worth the effort

Michigan: don’t be a jerk online; when troubling things are brought to their attention, they have to check into it.  Do connect with colleges online – insta, snap, etc – keep up with campus

Furman: be careful with hashtags – colleges keep an eye on who is tagging them or using related hash-tags

Final piece of advice…

Mike: carve out time to actually talk about college; create boundaries, which also helps college not become over-riding force

Melissa: parents should be honest with kids about what’s realistically affordable; difficult conversations come up when a student gets admitted and parents won’t or can’t pay

Owen: parents, don’t be more memorable than your student – I want to get to know your kid, I don’t want you to be infamous.  Kids, remember your parents just really want what’s best for you.

Amy: remind yourself when feeling stressed or overwhelmed to just be yourself.  Ok to change your mind; ok to explore wacky or weird places; do what feels right to you without comparing too much to others. 

When College Essay Advice Goes Wrong

Earlier this week I had the opportunity to author a blog post on the AdmitAll Blog of the Association of College Counselors in Independent Schools.  Here it is!

College Essay Advice Gone Wrong

Tyler Sant
Director of College Counseling
Holy Innocents' Episcopal School

Recently the New York Times published an article titled “How to Write a Good College Application Essay.”  The article would have been better titled “Confusing, Out-of-Context Tips for Writing a Disjointed and Inauthentic College Essay.” 

College admission is confusing.  It’s secretive.  Few people get to see the inner workings of how an admission decision is made.  And not surprisingly when things are confusing and secretive, presumably well-meaning, so-called experts emerge to crack the code for the unwashed masses. 

Janet Morrissey’s collection of advice (none of which comes from current college admission officers, but instead from private essay coaches and college consultants) offers a misleading antidote.  It is presented as a how-to for writing a “good” essay that could “mean the difference between getting accepted – or rejected – by the school of your choice.”  But no pressure, right?  

What is that advice, exactly?  Well, in sum, it is to tell a passionate and entertaining story that showcases your character, while emphasizing the volunteer work you’ve done in your prospective field, highlighting your internships and lab work, and also explaining knowledgeably and passionately why you want to study at one particular college.  What 18-year old can live up to all that?  It’s like reading pseudo-science health advice: you wonder how you’ll have room for all that coconut oil and Himalayan sea salt when you’re so stuffed with kale smoothies and activated charcoal.  And how will you ever make time for that coffee enema? 

The last time I saw this article’s brand of college essay advice, it was delivered as humor.  There’s a comic strip that shows a student sitting at his guidance counselor’s desk.  The quote below the image reads: “I want to show colleges I’m well-rounded, so I wrote a poem in Spanish about how chess club has made me a better quarterback.”  It’s funny because it’s ridiculous.  But it’s basically Morrissey’s advice.  Her comic strip version would read “I wrote a compelling story about my character, channeled through a synopsis on the nonprofit I started while on lunch break from my research post, which not-so-subtly demonstrates why Princeton is the perfect place for me to continue these endeavors.” 

Here’s the thing.  Taken individually, each piece of advice in Morrissey’s article could be helpful.  But context is key.  Write a compelling story that demonstrates your character?  OK – good idea!  Does it also need to cover your community service, your lab research (which hardly any kid actually has), and your prospective major?  No.  Ironically enough, the first advice paragraph specifically says you shouldn’t regurgitate your resume.  But the next three paragraphs suggest you should. 

Or how about the suggestion to play up your fit at a specific college?  Not a bad idea…when the college asks for that.  Many colleges require a specific supplemental essay response answering, essentially, “Why do you want to go here?”  Great – tell them why!  But PLEASE don’t write your main college essay about one specific college.  Especially if you’re going to use the same essay to apply to more than just that one school.  That’s the beauty of the Common App, after all – you can use it for multiple universities.  But that goes sadly wrong when you write your Common App essay for Duke and disregard that you’re applying elsewhere.  I’m pretty sure UNC-Chapel Hill doesn’t want to read that essay about how badly you want to go to their Tobacco Road rival.   

Want some real advice?  Write an essay that feels true to you.  Haven’t started a dentistry non-profit that offers care to underserved populations and just so happens to dovetail nicely with your interest in pre-dental studies?  Guess what: hardly any other teenager has either. 

In fact, in my experience reading college applications at a highly selective institution, the best essays are often those that ignore the type of advice in this article.  Do not write what you think will lookimpressive or get you kudos with the admission committee.  Write what you actually care about.  Take a small thing – a moment, an object, a person, a memory, a favorite book, whatever – and use it as a vehicle to tell a bigger story about yourself. 

I’ve read a great essay about a pair of socks.  Or a morning routine.  Or a special relationship with a sibling.  An essay about Costco was good enough for five of the Ivies and Stanford.  Of course these essays weren’t just about socks or routines or siblings or big-box stores.  They leveraged something simple and personal to point to other truths about the applicants.  I’m not saying you shouldn’t write an essay about some hugely impressive thing you’ve done; I’m saying you don’t need to have accomplished hugely impressive things to write a remarkable essay.  

You will not solve the great global problems of our time in these 650 words.  And no, you shouldn’t use much slang or any emojis.  But your writing shouldn’t feel stiff or unnatural, either.  This is, after all, the only place in the application where you get to choose how you express your voice.  Do not waste that opportunity writing about some half-baked service project you had no emotional connection to but signed up for because someone said it would make for a good college essay.  When it’s not meaningful to the author, a topic reads as canned, inauthentic, or stale no matter how impressive it may seem on the surface.  

Oh, and don’t get me started on the article’s only attached image being a picture of Harvard’s admission office. 

Gap Year Interview with an HIES Alum

I've blogged previously about Reese Foster ('16), currently a freshman at the University of Denver.  Before he began his freshman year in August, Reese opted to take a year off to travel and live abroad, first in Nepal, then in Chile.  It was a life-changing, educational year for Reese.  Recently he shared a few thoughts on his time in Nepal.  Here's our conversation:


Why did you choose to take a gap year?  Why the specific places you chose? 

The Gap Year was something that I didn't really think about until most of my college acceptances had rolled in. Once I decided to take a Gap Year in the spring, it became a decision of where I was going to go and what I was going to do. I wasn't really sure and so I started looking at different programs like Rustic Pathways, NOLS, Winterline, Seamester, etc... When I found Where There Be Dragons I knew that it was the program I wanted.

WTBD's main focus is diving deep into the culture of the places they go, and this was something I wanted to experience. Originally I applied for the "Andes and Amazon" trip located in Peru and Bolivia. However, after hearing about Nepal from my phone interview I decided to switch programs. I chose the East, and more specifically Nepal, because of how far out it was from my comfort zone. It's also about as far away from home as you can get, which was something I felt like I needed.

What was your life like in Nepal?  What types of things were you learning?

Life in Nepal was, to say the least, different and unfamiliar. There was nothing there I'd ever seen before, so everything was a new experience. It was also my first time traveling to a "third world" country, so seeing the poverty, living conditions, and general environment caused quite a bit of culture shock. Like anything though, you learn to shift your paradigms and become more comfortable with your surroundings.

Everyday was a new day of learning for me, wether it was structured by WTBD or not. Except for the last three weeks, we had a two hour language class every day. We focused our learning on the region we were in, talking about religion (mainly Hinduism and Buddhism), comparative issues, local politics, and worldly issues that affected Nepal. We also studied meditation and yoga practices. During our urban homestay, which lasted about five weeks, we all worked on ISPs (Independent Study Projects). These were all done individually and through a local mentor. People in my group studied everything from yoga and meditation to painting and eastern architecture. I studied blacksmithing, and made knifes called kukuris. The kukuri is a traditional military and ceremonial tool used throughout the Nepali culture and armed forces. The kukuri is a very common symbol of national pride as they were used by the Ghurkas (Nepali military force) to defend Nepal from invading British troops. Nepal is the only failed colonial attempt by the British and because of this Ghurkas have since been invited to serve (and currently do) in the British armed forces.

What about your time at HIES prepared you for Nepal?  What were things you couldn’t have possibly been prepared for?

I think that HIES prepared me in the sense of trying new things and not being afraid of failure. HIES always pushed me to go further, explore deeper, and to push myself even when I didn’t have to.

Of course, there were many things I couldn’t have possibly been prepared for, such as the culture shock. Nothing can prepare you to see the levels of poverty, chaos, and ruin seen in countries like Nepal.

What were some details that struck you about the community or about your experience? 

What really stood out to me was that even through all the disorder and poverty people still get along and respect each other. There’s hardly any crime and people helping others is a sight seen often. It comes in part from the local religious practices, but I think it also stems from everyone wanting to succeed and become better. As I travelled around the country and explored different cities and villages a common theme I noticed was how older generations support younger generations in being progressive. For instance, one might send their child from the village to Kathmandu rather than have them work in the fields in hopes of achieving higher education and a better paying job. This is limited in part by the social class system of Hinduism, but most of the younger people are seeking modern jobs in lieu of traditional occupations. The downside of this unfortunately is a loss of very unique and ancient traditional culture as cities become more “westernized”.

What have you learned about yourself through your travels?  

Aside from bursting the “buckhead bubble” I’ve learned that if I want to do something I can do it, I just have to decide how I want to get there. I’ve learned that even though individuals have different socioeconomic statuses, different religious views, or different sexual or gender orientations we’re all just human and if you put the effort in you can communicate with anyone on a simply human level. I’ve learned the importance of learning such as learning new languages, learning new cultures, and learning new comfort zones. Traveling abroad opens your mind to so many new experiences that you never could have at home, such as eating a goat blood popsicle (don’t recommend it) or hanging off the back of a bus on the highway. One of the most important things I’ve learned is that you can’t expect others to broaden your horizons. You have to get out of your comfort zone and put yourself out there. You might have an embarrassing moment or two, but they’re just times to grow from and laugh about later.

Would you recommend taking time to travel? 

Yes. Just go, don’t think about it too much. Leave room for exploration and unexpected adventures.

College Admission Forum: Notes

Last Wednesday night, the college counseling office hosted a panel of senior admission officers from colleges around the country.  Sophomore and junior families enjoyed a wide-ranging conversation on the college admission landscape and learned more about each institution represented.  Our colleagues from Dartmouth College, American University, Rhodes College, and the University of Georgia reminded students to take ownership of their college application journey and reminded our families to seek the best individual fit for each prospective college student.  Managing and taming anxiety was a key theme, alongside numerous tips and suggestions for creating winning applications.  We are grateful to all who came out for this annual program to hear from our visiting experts.  For those interested, notes are available below.

What does your application review look like? 

• UGA – Formulaic process for EA, then holistic review for RD and those deferred from EA.  Classes and grade trends are critical.  Readers are looking for the narrative of the transcript, the context within school and at home.  What did you do with what was available to you?  Socially and academically what might you do on campus at UGA?  Careful with your application – proofread, be deliberate, be specific about UGA.  Rigor is most important in years closest to college start (junior and senior), and it’s good to see growth over time.  
• Rhodes – Academics are the most important thing.  “Activities can heal the sick; they can’t raise the dead.”  Being president of each club doesn’t overcome a terrible academic record.  Get to know your college counseling staff – counselor letters matter; conversations and relationships carry weight.  Explaining context can mean a lot to the admission side.  
• Dartmouth – Beyond what’s been mentioned, don’t underestimate the importance of junior-year teacher relationships – these teachers will write your recommendations.  It’s ok to ask the teacher who gave you strongest grade, but that’s not necessarily the only person you should ask.  Better to ask someone who knows you well, can speak to your work ethic, efforts.  OK to ask someone who saw you struggle – even if they didn’t give you the strongest grade.  
• American – What are the things that make you unique? What are the things that make you stand out?  Additional things that can help include: demonstrated interest – meet the college admission rep who visits your campus, go to visit the college, make a connection; take opportunity to interview when you can – a good way to stand out, make a personal connection.  

What is a rigorous curriculum?  What is best when picking classes?  

• The choices you make as a 9th and 10th grader matter.  These things set the tone for the options you’ll have later.  Challenge yourself within the institution where you are and to the level where you can be successful – not the most AP possible, not every honors class.  There’s no magic number.   Don’t build your high school transcript to get into a specific college. Gradual increase over time is advisable.  
• We’d prefer you take classes you love, that you’re passionate about. 

What about standardized tests?  Test optional?

• At American, no SAT or ACT is required at all.  Some students would rather only be evaluated based on four years of classroom work and grades. Take advantage of free prep – mock SAT/ACT at HIES, Khan Academy (SAT), Kaplan (ACT).  Don’t over-test – a couple sittings, but not 5-6+
• Be aware of schools that ask for SAT subject tests (Dartmouth is one, but not required).  These are an opportunity to showcase your knowledge in specific subject area.  Choose tests where you’ll do best – showcase your strengths.  And don’t bomb your AP tests – these are additional places to show strength, especially in subjects you might want to study in college.  

Should you know your major before you apply?

• At many colleges, a major is not declared until spring of sophomore year.  Be careful letting major guide your college choice unless you’re truly driven toward that thing.  Explore, take advantage of college opportunities.  It’s OK to change your mind; undecided students aren’t at a disadvantage.    

How important are extracurriculars?  Are some more valuable than others?

• Spend your time doing what you enjoy.  When you enjoy something, you’ll do well and stick with it.  Don’t try and find a specific niche to fill; follow the things that bring you joy and then tell the college about why you like them, why you do them.  Seek quality over quantity.  

What makes for good essay writing in a college app?

• Good idea to brainstorm early.  Stay away from: bodily functions, gross encounters, inappropriate language, stories about people that aren’t you (family, heroes, etc).  Be vivid with your language, specific in your experiences. 
• Careful with words, tone, authenticity.  Too many essays are fake, inauthentic, boring.  Don’t psych yourself out because of the name of the college.  It should sound authentic.  If you shared this with a friend and didn’t have your name attached – would your friends recognize it – the story, the personality, the writing?  Too many essays get over-edited; become plain; sterile.  
• When writing supplements, don’t neglect shorter essays.  You should give as much attention to short essays as the long one.  “Why College X” shouldn’t read like the Wikipedia page. 
• Don’t wait until the very last minute.  Many colleges post essay topics long before application is due, sometimes before the app goes live.  Prepare and write multiple drafts.  Don’t try and capture your entire life; use moments, memories, stories, small things.  

What’s difference between Early Action and Early Decision? 

• ED is a binding commitment – if you get in, you’re going.  Student, parent, college counselor sign contract – student will enroll if admitted and withdraw other apps.  Admit rate can be higher in ED.  BUT – you’re applying and committing without knowing if you’ll get scholarship.  Use the Net Price Calculator on each college’s website to understand how much need-based aid you might qualify for.  Apply with eyes open about financial piece.  
• Early action means an early deadline and notification date, but you don’t have to enroll if admitted – have until May 1 to decide.  

What’s your favorite tradition on your campus? 

• UGA – Before football games, a trumpet plays first few bars of Battle Hymn of the Republic.  It’s an honor to be chosen to play the silver trumpet in the top corner of the stadium before the game.  
• Rhodes – Non-school sanctioned tradition includes riding the Lynx statue ($25 fine from campus security)
• Dartmouth – Homecoming night bonfire on the green: freshmen build the bonfire, are given college credit for it – grad year goes on top, a rep from every class they can find leads in (this year back to 1940’s), alums lead freshman class to the green to light the bonfire – 6 stories of flames; run around the bonfire the number of times as your grad year at the top.
• American – During start of school year, giant statue of American eagle greets students, all rub his claw as they exit

What parting advice can you offer?

• Parents: stay in your lane.  Take time to reflect, value having formed positive memories, don’t make dinnertime miserable by dominating with college talk.  Students: take ownership.  This is your process – communicate with parents and counselors.  
• Do your homework; visit campuses.  Tack onto a family vacation, and it doesn’t matter if you know the school or not.  Think about archetypes, what sorts of things connect with you, what don’t.  Walk around on your own, stop by campus the night before. 
• Trust your college counseling team; they can help you, want to get to know you, and can be a great resource
• Just breathe and get focused on fit.  You will get in somewhere.  It’s not about name of school, location of school; it’s about the things you take away from it; the ways you get involved.  Make the most of your opportunity.  

Don't Write an Essay. Write a Speech.

A couple weeks ago, one of our seniors gave a chapel speech.  We're an Episcopal school; we celebrate chapel weekly.  Different chapel services take different forms and some are more formal than others.  Some include guest speakers.  Sometimes community members offer a spoken reflection.

Julia offered our most recent student reflection.  She spoke about compassion and helping others cope with loss.  She spoke about learning to manage her own emotions during challenging situations so that she could offer emotional support to others.  Julia learned these difficult lessons while working each of the last two summers at a local hospital.  It was an engaging, brave, and moving reflection Julia shared with us.  And I was privileged to already know many of the stories she told.  In fact, I knew them fairly well: Julia's chapel speech grew from one of the college application essays she had shared with me.

And that got me to thinking.  What if more students approached their college essay as a speech?  When I worked in admission I repeated the same refrain I still hear in info sessions and visits with college reps: the essay is your opportunity to have your voice heard; be authentic and engaging; share something of yourself we don't already know.  It's that first suggestion that I'm now thinking more literally about.  Have your voice heard.

It's a great test for a college essay.  Would you read this aloud like a speech?  How would it go over?  What would you share?  How would you keep your audience engaged?  Likewise, if you're having trouble starting your essay, start by considering a topic you would want to speak about.  Maybe even go a step further and actually tell the story aloud.  Before you write, dictate.  Turn on the voice recorder on your phone and talk it out.  Or read the essay aloud to a friend, teacher, or college counselor after you've written it.  Take notes on what works and what doesn't, and revise.  Did your jokes actually land?  Did the right message come across?  You might not end up with your entire upper school on their feet applauding you (unless, of course, you take the brave step to offer a chapel speech like Julia did), but you might get some solo applause from that admission counselor reading your application at their desk - and that would be a win.  At the very least, you could be confident you had your voice heard.