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Ask Questions. Do not hesitate to stop by the Office if you have a question. Mrs. Cleaver, Mrs. Everett and Mrs. Swain are here to help! •
Check your First Class email account daily. We will notify you of local admission receptions, college rep visits, as well as important college counseling messages and updates. •
All the forms you need are available in the College Counseling office or on our Website. If we don’t have it, we can get it. •
Memorize the CEEB code: 341-­‐049. This is the College Board code for Durham Academy. You will need it every time you take a standardized test, request test scores, or fill out an application. •
Keep your parents informed. They are your allies. Keep them apprised of what’s going on in the process; they will ultimately bug you less. •
Meet deadlines. Do not leave things to the last minute! Respect your recommenders’ time; submit all of your forms to your teacher recommendation writers and your college counselor when they ask for them. Furthermore, colleges will not accept application materials after the deadline. Introduction November 2012 Dear Students and Parents, The college search and application process is no small undertaking. This Handbook is intended to ease the anxiety and arm you with the tools for a rewarding process. Do not attempt to read it from cover to cover in one sitting; it is meant to distill the most important information into an easily ingestible format. The Timetable is a good place to start as it tells you exactly what you need to be doing and when. The rest of the book tells you how. Refer to the Table of Contents for the latter as the topics and your questions arise. Keep this book in a handy place where the student and parents have easy access to it. A copy is also available on the College Counseling website. It is our hope that where you land after graduation is a place that will provide you with as many rewarding experiences and challenges as Durham Academy. We are thrilled to have a role in your transition. Congratulations on reaching this milestone! Sincerely, Kathy Cleaver Co-­‐Director of College Counseling Elizabeth Everett Co-­‐Director of College Counseling Nancy Swain College Counseling Assistant 2
Timetable for the Class of 2014 THE JUNIOR YEAR November 2012 Attend Junior College Assembly. Read the Time Table in the College Counseling Handbook. Investigate SAT prep programs. Register for the January or March SAT I or for the December or February ACT w/writing. •
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December 2012 PSAT scores mailed home. •
January 2013 Submit your completed Junior Questionnaire to your College Counselor by Friday, January 25. Remind your parents to complete the Parent Insights Questionnaire by Friday, January 25. Schedule your first meeting with your College Counselor, student only. Consider summer plans; most applications for selective programs are due this month. Consider taking the SAT I. SAT test date: January 26. Work hard in school! Stay involved in things outside of class. Look for leadership opportunities in established areas of interest. •
Start investigating colleges. Check out schools’ websites, “SuperMatch” on Naviance, read recommended guidebooks. •
Talk to your parents about your college plans. Find out if there will be limits—financial or geographic—to your list. •
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February 2013 Student-­‐only meetings with College Counselors continue. Registration for senior year courses begins, discuss your options with your College Counselor. Consider visiting colleges over spring break; discuss your plans with your College Counselor. ACT test date: February 9. (Be sure to register for the ACT with Writing.) •
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Registration for senior year courses ends. Visit colleges over spring break. SAT test date: March 9. Schedule your second conference: you and your parents meet with your College Counselor. Bring the list of colleges you are currently considering. April 2013 Student-­‐Parent meetings with College Counselors continue. ACT test date: April 13. (Be sure to register for the ACT with Writing.) •
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May 2013 SAT test date: May 4. Consider taking the SAT I. Finalize summer plans. AP Exams. Final Exams. Athletes! Register with the NCAA Clearinghouse at ncaa.org. •
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June 2013 SAT test date: June 1. Consider taking the SAT II Subject Tests. ACT test date: June 8. (Be sure to register for the ACT with Writing.) •
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Summer 2013 Keep investigating schools. Visit college campuses (schedule interviews if appropriate). Begin to narrow down your list of appropriate possibilities: read, talk to DA grads, explore websites. Consider your test scores: which test(s), if any, will you retake in the fall? Read and organize application and scholarship materials. Set up your Common App account at www.commonapp.org. Do something constructive AND get some rest! Register with Fastweb.com for scholarship opportunities. •
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THE SENIOR YEAR •
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September 2013 Submit to your College Counselor your completed Senior Questionnaire: Friday, August 26. Peer Recommendations due to the College Counselors: Friday, August 26. Attend Fall Senior College Night. Attend class meeting with the College Counselors. Schedule your third conference with your College Counselor; parent attendance is preferred. Register now for any SAT or ACT tests you plan to take this fall. Attend sessions with college admission officers at Durham Academy. Narrow your college list down. Take the ED/EA Challenge on page 36. Fall Break and Senior College Visit Day– a great time to visit college campuses! Request two teacher recommendations in person (from Junior or Senior year teachers); complete Teacher Recommendation Request forms (available on the College Counseling website). Update your Fastweb.com account. Investigate scholarship opportunities as your college list takes shape. Refer to each institution for school specific scholarships and deadlines. ACT test date: September 21. (Be sure to register for the ACT with Writing.) Update your Naviance account with your list of Prospective Colleges. Sign the FERPA waiver on your Naviance account. Download college applications and review the essay topics and supplements. AND… work hard in your senior year courses! 4
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ED/EA Commitment due to your College Counselor. Attend sessions with college admission officers at Durham Academy. Begin submitting Rolling deadline applications mid-­‐month; check websites for when schools begin accepting applications. Submit SAT/ACT Score Reports to your colleges via collegeboard.com or actstudent.org. SAT test date: October 5. Retake the SAT I or SAT II’s if necessary—Last chance for EA/ED deadline! ACT test date: October 26. Retake if necessary. (Be sure to register for the ACT with Writing.)—Last chance for EA/ED deadline! Athletes!! Register with the NCAA Clearinghouse – if you haven’t already – at ncaa.org. Request an official transcript from Mrs. Swain be sent to NCAA. Ask your College Counselor for feedback on essays and applications in progress. Register with CSS Profile at www.collegeboard.com if you are applying for financial aid. Update your Naviance account with your list of “Colleges I’m Applying To.” File EA/ED applications – most have Nov. 1 or Nov. 15 deadlines. UNC – Chapel Hill First Round application deadline: October 15. November 2013 •
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ED/EA application deadlines: November 1 or 15. Submit SAT/ACT Score Reports to your colleges via collegeboard.com or actstudent.org. SAT test date: November 2. Retake SAT I or SAT II’s if necessary. Q1 grades will be sent to EA/ED schools. Ask your College Counselor for feedback on essays and applications in progress. Check over your final list of colleges with your college counselor and your parents. Thanksgiving Break is an optimal time to work on college applications! Submit your Final List of Colleges to your college counselor. December 2013 •
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Make sure your “Colleges I’m Applying To” list is updated in Naviance. SAT test date: December 7. Last chance to retake for regular decision schools. ACT test date: December 14. Last chance to retake for regular decision schools. Parents – begin working on the FAFSA @ www.fafsa.ed.gov if you are applying for financial aid. ED/EA decisions arrive. January 2014 •
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Complete remaining regular decision applications. Most are due: January 1 or 15. Keep working! Colleges DO look at second semester grades. Parents – submit the FAFSA @ www.fafsa.ed.gov as soon after January 1 as you can, if you are applying for financial aid. 5
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First semester grades are mailed to all of the colleges to which you’ve applied. File any remaining financial aid application forms. February 1 is an application deadline for some private colleges. Wait. March 2014 Begin receiving Regular application decisions. •
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CELEBRATE! Receive the remainder of Regular and Rolling application decisions. If you have been waitlisted, talk to your College Counselor about your options. Attend Open Houses for Admitted Students. Notify all of the colleges that admitted you in writing of your decision. May 2014 May 1: commitment is due to the school at which you will enroll! Notify your College Counselor where you plan to enroll; your final transcript will be sent. Inform your teacher recommenders where you plan to enroll; thank them, again, for their help! Sit for AP Exams. Complete your Senior Project. Graduation! Good luck!!!!! •
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The First Steps A. College Admissions in the 21st Century A lot has changed since your parents and teachers applied to college. Several factors have converged to make this process more confusing and, by default, more stressful than ever before. College admission has become a hot topic among the media which in turn has fueled a frenzy of college ranking lists, scholarship scams, and a bevy of misinformation about the college application and enrollment process. This guidebook is to serve as an antidote to all of the hysteria. If you subscribe to the advice in these pages you will feel less anxiety, more control, and ultimately more success in the college admission process. As you get started, consider the following: TIPS FOR STUDENTS 1. Read and refer to this handbook. 2. You are in the driver’s seat. While everyone who knows you—and some who don’t—will feel obliged to give you input, remember that YOU are the one going to college. Make decisions that make sense to YOU. 3. Keep an open mind and be an informed consumer. Don’t jump to conclusions based on one source of information. Do not be unduly influenced. Don’t dismiss a college just because you’ve never heard of it. 4. Research! As in the case of a major term paper, utilize all of your sources and do copious research. You will thank yourself in the end. 5. Do not allow the college process to affect your self-­‐esteem. This process is not an assessment of your self-­‐worth. Admission officers admit and deny applications, not people. 6. Focus on YOU. This is not a competition between you and your classmates. What may be appropriate for your friends may not be appropriate for you and vice versa. Find the right match for you. 7. Pay attention to your gut instincts and feelings. Develop a list of criteria that suits you. The qualities that inform your opinions about a school may not resonate with others. Stick to what matters to you. 8. Initiate conversations about the process with your parents. The more you share with them, when and where you want to, the less they will nag you. 9. Do not be gullible. Do not get caught up in the rumor mill. It is most often inaccurate and creates confusion and unnecessary drama. 10. When in doubt, ask your college counselor. Bottom line: you are not alone. Your college counselor is your greatest advocate and we are here to help. 7
TIPS FOR PARENTS 1. Read and refer to this handbook. 2. Consider the “right fit”—chemistry between your child and a college is crucial. Please consider that colleges have changed a lot since you were a student. 3. Listen to what your child is saying. Be a sounding board. 4. Listen to what your child is not saying. Fears are often not verbalized. 5. Allow your child to take ownership of the process. The application process is a mature exercise; college admission officers expect students to be the commander of their process. Feel free to provide input; micromanagement of your child’s process can have devastating results. 6. Check many sources. Refer to the Appendix for a comprehensive list of reference guides. Do not depend on ranking lists as the most valued source. 7. Set limits from the outset that matter to you i.e. cost, distance from home, etc. This will save a lot of headache at the back-­‐end of the process. 8. Seek accurate information from admission and financial aid officers. They are happy to make themselves available to you, some more than others. Feel free to contact them with parent-­‐related questions. 9. Help your child think about who he/she is. For obvious reasons, you can really help your child articulate what matters most to him/her in this process. What does your child value? How has he/she changed during the high school years? 10. Communicate. Make yourself available to your child during this demanding time. 11. Be honest about your aims and aspirations for your child. Do not expect your child to assume what you wish for her/him. This is an opportunity to talk about the future in a grown-­‐up manner. 12. Do not fall prey to the rumor mill. There are innumerable trustworthy sources out there. The college counselors are happy to be sounding boards as well as direct you to helpful resources. Refer to pages 48-­‐50. 13. Be realistic. A lot has changed in admissions over the past twenty and thirty years. Frankly, a lot has changed in the past ten years. While admission rates keep shrinking the quality of lesser known schools is rising. Be open-­‐minded! 14. Read “Letting Go: A Parent’s Guide to Understanding the College Years” by Karen Levin Coburn & Madge Lawrence Treeger. A great book! 8
B. Introspection The process of identifying which colleges are appropriate for you begins with asking yourself a lot of questions. Now is the time to earnestly address where you see yourself after high school, what you want to be when you grow up, and how you want to take advantage of the opportunities that lie ahead. Take some time to read and respond to the following questions. Write your responses in the margins. What are your goals and values? • What do you care about? What motivates you and makes you want to take action? • What are your personal strengths? Weaknesses? • Who do you most admire and why? • If you could go anywhere for a year, where would you go and what would you do? • Do you have any professional aspirations? What are they? Your intellectual pursuits: • What classes have you enjoyed the most? Which classes have been the most challenging? • What is your favorite method of learning? Labwork, research papers, presentations, lectures, or group projects? • Is your high school transcript a good reflection of your academic abilities? Why or why not? • Are there circumstances that have kept you from achieving your academic potential? How do you spend your time outside of class? • How would others describe your involvement in extra-­‐curricular activities? • Are you proud of your accomplishments outside of the classroom? In retrospect, would you make other choices? • Do you show consistent involvement over the years or an eclectic mix of activities? Your geographic location: •
Have you ventured much beyond your home and school communities? •
How would you describe your family? Your residential community? Your school community? Have your interests and opinions been nurtured or stifled by these communities? •
What points of view do you find most challenging? •
Define “diversity.” 9
What makes you tick? • How do you respond to others who have disparate views from your own? Do you enjoy a challenging argument? • How do you respond to pressure, competition or challenge? • How do you respond to failure, criticism, or disappointment? • Who are your closest friends and why? How would they describe you? Articulate your college preferences: • Why do you want to go to college? • How do you want to grow in the next few years? What type of environment would nurture or inhibit this growth? • How much structure and direction do you need once you’re there? • How close or far from home do you wish to be? Are there any regions of the country you wouldn’t want to consider? • Will a type of surrounding enhance your well-­‐being? An urban, coastal, or mountainous environment? Close to or far from home? • Do you want to be surrounded by students whose opinions are very similar to your own? Different from your own? Or varied? • How academically challenged do you want to be? Do you seek a school where extra-­‐curricular life is balanced with academic life? Do you seek a place where everyone thrives on academic rigor? C. Research Like with most major projects in life (term papers, job searches, a house purchase, to name a few), the more work you put into the process the better the outcome. This definitely applies to college admissions. The more research you do, the more equipped you will be to make good decisions about where to apply and how to present your best self. As you undertake the daunting task of devising and narrowing down your college list keep the following in mind. Note: After your initial junior year conference with your college counselor, you will receive a working list of colleges. This list is to serve as a catalyst to help direct you in your initial college research process. Begin your investigative work as soon as possible. 10
Get Organized As you delve into the quantitative research process, establish a way to keep all of your data, correspondence, and references organized. Use the College Comparison Chart in the Appendix to help keep much of this information organized and accessible. Read college guidebooks A comprehensive list of References is printed on pages 48-­‐50. Visit schools’ websites College and university websites are a model in how to communicate with many different constituencies in one place. They spend a lot of time and money modifying their online presence to lure in people like you. Take time to weave through sites. Notice what they value based on where they lead you throughout academic, extra-­‐curricular, and community action links. Be sure and check out the student newspaper to find out the hot topics on campus. Friend the prospective student Facebook pages. Sign up via email with a school’s admission office to receive information. Institutions will notify you when they are holding a local evening reception. This is an excellent time for you and your parents to learn firsthand about a school as well as to have your questions answered. A FEW WORDS ABOUT EMAIL ETIQUETTE The nature of email is informal compared to standard business mail. But when is informal too informal? Here are a few “Do’s and Don’ts” to help students with electronic communication. DO •
Remember that your email messages may be added to your admissions file, just as a “snail mail” letter would. •
Choose an appropriate email address. You may want to rethink addresses like [email protected] or [email protected]. •
Give your full name, address, phone number and high school name in each message. •
Spell check your email and use proper punctuation. •
Use salutations – e.g., Dear Admissions Officer. •
Be as polite and respectful in an email as you would be in a face-­‐to-­‐face meeting or telephone conversation. •
Check the email address of the recipient before hitting the “send” button •
Check the college’s web site if you have a lot of questions before sending an email. If you still have specific questions, consider calling the college and having a conversation. 11
Email Etiquette Continued… DON’T •
Don’t use all lower case or upper case letters in your email. All lower case letters are difficult to read and all upper case reads as if you are SHOUTING. •
Don’t use “IMPORTANT INFORMATION” or “Please Read” as subjects for your email. These are commonly used for “junk email” or viruses. •
Don’t use attachments. Colleges are very wary of attachments since they may carry computer viruses. •
Don’t send anything confidential in an email. Email is more like a postcard than like a letter in a sealed envelope. •
Don’t send blanket email to many colleges at once. Do some research and then ask specific questions indicating genuine interest. Julie Shimabukuro Office of Undergraduate Admissions Washington University in St. Louis Attend local college admission receptions. We will post dates and times of local college admission receptions on Naviance and in the daily announcements Visit with college admission officers at Durham Academy in the fall of junior and senior years. Learn more about schools you are interested in and others you are not so knowledgeable about. These meetings can be invaluable: at no other time will you be afforded the opportunity to speak at length with the person who will potentially evaluate your application should you apply. It can also reinforce your interest in a school you have researched and serve to establish a personal connection with an institution. However, these meetings do not allow you to miss a test or an important lecture or lab. You must ask your teacher at least one day in advance of a scheduled meeting for permission to attend. If you wish to attend a meeting and can’t, tell your college counselor. She will pass your interest on to the visiting admission officer. Visit campuses Campus visits can be invaluable when thoughtfully planned: call the admission office in advance to schedule a tour. Request to sit in on a class. Furthermore, request the same class for every college you visit; this provides a standard by which to compare schools. If you wish, request an overnight stay. If your visit is for just a few hours, stroll through the student center. Eat a meal. Envision yourself a student there – does it feel right? Ask your tour guide what he/she would change about the school. Read more about College Visits in the next section, section D. 12
Consider attending the June College Tour This year’s D.A. college tour will travel through New England June 9th-­‐14th. Participants will have the option of visiting the following schools: University of Vermont, Saint Michael’s College, Dartmouth College, University of Connecticut, Trinity College, Yale University, Connecticut College, Brown University, Providence College, Rhode Island School of Design, Holy Cross College, Clark University, Worcester Polytechnic Institute, Harvard University, Boston University, Northeastern University, MIT, Boston College, Emerson College, Tufts University, Brandeis University, and Wellesley College. Registration forms and an itinerary are available on the College Counseling website, www.da.org/collegecounseling Friends, family, teachers, and Durham Academy alumni All of these people can provide insight into their experiences at college, especially the stuff you can’t find in college guidebooks. Take this kind of information with a grain of salt; keep in mind how the person’s high school experience and goals were similar to or different from your own. The College Counselor The Durham Academy college counselors aim to see each student (and family) through this process as informed, equipped and accomplished people. Your college counselor is your best advocate. Never hesitate to seek her advice. And finally… Do not let one or two factors dominate your college selection process. If you are a recruited athlete keep in mind that you are attending college primarily to attain an academic degree and secondarily to play your sport. Imagine if an injury in your first year forbids you from playing the rest of your undergraduate career. Would that institution still be a good fit for you? Furthermore, do not choose your college based on where you wish to attend graduate school. Graduate school admission is based on your success as an undergraduate, not your attendance at a particular school. Do not buy into common assumptions about college admissions. One popular fallacy is the more selective a school is, the better the education. Some of the most highly regarded colleges for their quality of teaching and focus on undergraduates have higher admit rates because of the self-­‐selecting nature of their applicant pool. D. College Visits Visiting a college campus is often the most important information-­‐gathering tool in the search. It provides an excellent opportunity to determine a college’s fit. The junior year is a good time to begin visiting colleges—if you are ready and interested. Starting too early can cause burnout in the process. There is no one perfect time to visit colleges, but it is best to do so when school absences can be kept to a minimum. In fact, the first campus visit can be a school’s website. College websites provide information that will help you prioritize the colleges you would like to visit in person. Make arrangements to visit colleges at least two weeks in advance so that you can be assured space on a tour and/or at an information session. If you are traveling during the fall of senior year or toward the end of the summer prior to senior year, consider scheduling an interview if the school offers them. 13
When to Go: There are several options to consider when scheduling your college visits; let us stress that there is no wrong choice, and each option has its merit. • Spring Visits: Spring Break can be an opportune time to visit colleges. Our spring break does not coincide with all colleges or universities, so you will have a chance to experience most schools in action. Be aware that admission officers are in the height of the application reading season and are for the most part unavailable. Student led tours will be in full swing, though. • Summer Visits: Although the campus will be sparse of students, both you and the admission office have more time to devote to your visit. In the summer, admission offices are generally more relaxed and willing to spend time with you. It is easier to schedule an interview with an admission officer in the summer. Be wary though; if winter weather is a major factor in your decision process know that the beautiful green lawns and shrubs are not a realistic taste of what life from fall to spring feels like. • Fall Visits: Many families prefer fall campus visits senior year when college is in session and the student’s college list is close to finalized. Admission offices may be understaffed in the fall because officers are on the road recruiting. The following days are conducive to college visits senior year: Thursday, September 9 (Rosh Hashanah), Monday, Ocotber 11 (Fall Break), Friday, October 29 (Faculty Workday), Wednesday, November 10 (Parent Conference Day). • Visits after being accepted: Some students visit campuses after they have received all of their admission decisions, which can be a good strategy because in the spring many colleges offer special admitted student weekend programs. They provide you with the opportunity to stay overnight in a residence hall, eat the school’s food, attend a class or two, and get to know some of the people who might also be attending the school as a first year student. • Begin your visits close to home: North Carolina has many outstanding schools of all sizes and varieties: urban, suburban, rural, large, and small. You might begin your campus visits with a North Carolina school that fits your exploration criteria. Attend these visits with an open mind; you might find a place that is right for you. Make the Most of Your Visit: •
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Discuss your itinerary with your College Counselor. She can help you map out your visit and plan your itinerary. Fill out an Anticipated Absence Form. If you will miss school, notify your teachers and advisor in advance. •
Review the college website and any information the school has sent. Develop a list of questions to ask the admission officers and current students. This list is particularly important if you have scheduled an interview. Also, read a description of the college from one of the narrative guidebooks. Based on your interests, try to arrange a meeting with a coach or professor (but don’t be discouraged if you can’t—remember they’re busy people, too). Prepare a separate list of questions for those meetings. 14
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Do not visit too many colleges within a short amount of time. We recommend no more than two colleges in a day, or seven on one trip. College visits require your full attention and focus. Make your efforts worthwhile by not overscheduling yourself. •
Arrange your schedule so that you can fit everything in i.e. the information session, tour, class visit, interview (if applicable), and a meal. Most schools offer information sessions twice a day, six days a week. These sessions are typically followed by a student-­‐led tour of the campus. The admission website for the college is likely to provide you with their information session and tour schedules and may even allow you to register for them online. If not, call the admission office and reserve your spots in advance. •
Observe classes. Many admission offices are happy to provide a list of classes pre-­‐approved for visitors. Observe class sizes, facilities and teaching styles. Ask about the accessibility of faculty. Try to visit the same type of class at each school you visit (such as psychology, freshman humanities, biology, etc.). This will provide you with a more consistent means of comparison. •
Get good directions. Check the school’s website for directions to the campus and the admission office. Confirm the location of guest parking and possible parking fees. •
View a freshman dorm room. Ask to see a type of room you would live in your first year on campus. Learn the different options available on each campus: single-­‐sex, co-­‐ed, living-­‐
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Eat a meal in the central dining facility. Inquire about different meal plans. Are you required to sign up for three meals a day or can you opt for fewer? •
Talk to as many students as possible. Find out from the source what life is really like: How much do they study in a week? What are weekends like? What are the hot issues on campus? What do they like/dislike about their school? Pick up a campus newspaper. •
If financial aid is a factor, parents may take this opportunity to schedule a meeting with a financial aid officer and have questions answered in person. Admission officers are also well-­‐
versed in financial aid issues and may be a useful resource, too. •
Take good notes. After going through the effort (and expense) of visiting several campuses, do yourself the service of taking notes and writing down your reflections before leaving the campus. These notes may prove invaluable as the months progress. Use the College Comparison Chart in the Appendix as a reference of what to write down. •
Collect business cards. Record the names of each person you meet during your visits and send a thank you note or email. This is an excellent way to establish a rapport with the admission officer who is responsible for Durham Academy applicants to his/her school, an invaluable advocate! •
Plan to spend some free time exploring each college and the surrounding area. Keep in mind that you are choosing a home for four years, not just a school. 15
E. NAVIANCE: Family Connection Naviance is a software program that offers students a place to conduct basic research on colleges and universities, share college application information with the D.A. College Counseling office, and stay informed about the application process as it relates to them. Parents may also peruse the site for D.A.’s college application history, links to college and university’s websites, as well as a list of admission officer visits to D.A. in the fall. HOW TO LOG IN: Type the following address in your web browser http://connection.naviance.com/da OR Visit the College Counseling website at www.da.org/collegecounseling. Then, click on the Naviance logo on the right side of the page. Once you have reached the FAMILY CONNECTION title page, enter the site following these steps: Students will be assigned individual accounts where they will have access to personal academic information (including GPA and SAT scores). Once students login with their assigned password (which they receive during the junior class assembly in November), they can enter and update their personal information at will. Parents may log in as a “Guest” using cavalier as the password. FEATURES College Search Like other popular search engines (College Board, etc.) Naviance offers a search engine where students select specific criteria from varying categories and a list of schools is generated. Selection criteria range from size, location, cost, availability of specific majors or athletic programs, and more. College Lookup This tool provides comprehensive information on thousands of colleges: academic programs, student body characteristics, extracurricular and athletic programs, and a link to each college’s website. It also states if an admission rep is scheduled to visit Durham Academy. College Compare This tool allows students to select one or more schools to which it will compare the student’s admission quantitative data (gpa, test scores) to the quantitative data averages of the past four years’ of applications from D.A. to the selected school(s). Scattergrams This feature graphs the past four years of admission data from D.A. applications to a school. If a school does not show a scattergram, it is because there were too few applications during those four years. 16
Visit Schedule In the fall, we’ll post on Naviance all Durham Academy visits by college representatives. You’ll be able to click on Visit Schedule or view the page for a particular college to see whether a session is scheduled. If you plan to attend a college rep meeting, sign up here! You’ll get an automatic email reminder about the meeting 24 hours in advance so you don’t miss the chance to visit with the person likely to be reading your application! College Resources This feature provides links to other useful websites relating to financial aid, test preparation, career planning, NCAA eligibility, etc. Enrichment Programs An extensive database of summer opportunities for high school students ranging from academic, athletic, enrichment and service programs. A must see! APPLICATIONS In your senior year, you will be required to confirm in writing – to the College Counseling office – each college to which you are applying AND you will need to enter your final list of schools as “Colleges I’m Applying To” in your personal Naviance account. You will also need to double-­‐check that your teacher recommenders are listed correctly. You may also be able to chart the progress of your school materials as they are submitted from the College Counseling center. NOTE: The volume of applications we process – nearly 600 – means that it may take a few days before the website can be updated to reflect actual submissions. 17
Building the List There is no magic to composing the final list of colleges of which to apply. Ideally, the list comes to fruition early on in the senior year and is the product of a relatively consistent effort by the student. The ultimate goal is to comprise a balanced list of schools based on the guiding criteria the student has laid out as his/her desired schools’ characteristics (location, size, academic offerings, cost, instinctive reaction, social fabric, etc.). A typical list ranges from a couple to a dozen, and varies in admissibility rates. Sounds easy! However, it isn’t for most. We understand the lengths at which many students go to reach this point in the process and we are here to help. A. Gauging Admissibility How do you determine your chances of admission? There are two tenets of the final list: 1) finding a group of schools that the student would be thrilled to attend and 2) understanding his/her ability to gain admission to each one of those schools i.e. admissibility. Up to this point the Handbook has addressed how to get to the first point, composing the list. The next step is to understand one’s admissibility. GPA and Rigor of Curriculum Following your one-­‐on-­‐one meeting with your college counselor you will receive a mailing of information discussed in that meeting: a copy of your transcript, your GPA-­‐to-­‐date, a list of courses you intend to enroll in senior year, and a list of colleges based on your interests and accomplishments. This list is divided into three categories—Selective, Very Selective and Highly Selective—and is intended to be a catalyst for further research. (Apply the research methods in the previous section to the schools on this list: visit their websites; attend local receptions; read about them in subjective college guidebooks, talk to recent D.A. alums who attend them, and tell your college counselor your thoughts on them so she may continue to direct you in helpful ways!) As a point of reference, see the box below to review how GPAs are computed at D.A. DURHAM ACADEMY GPA CALCULATION: •
Only FINAL grades appear on the transcript – no exam grades, quarter grades or semester grades (unless earned in a semester course) appear. First semester senior year grades are reported to colleges, along with a mid-­‐senior-­‐year GPA. •
Your GPA is calculated on the following scale: A+ = 4.33 A = 4.0 A-­‐ = 3.67 B+ = 3.33 C+ = 2.33 D+ = 1.33 F = 0 B = 3.0 C = 2.0 D = 1.0 B-­‐ = 2.67 C-­‐ = 1.67 D-­‐ = .67 •
AP and Honors courses are noted on the transcript with “AP” or “H” next to the course name. •
No weight is given to AP and Honors courses in GPA calculation. 18
Historical Data In addition to your academic record (GPA) and rigor of curriculum, reviewing admission data of past Durham Academy applications will also help inform your own admissibility estimation. Be aware: do not generalize too much. Look for trends rather than one anomaly. You never know the whole story; one student’s grades may have been great but were accompanied by poor recommendations. Furthermore, admissibility rates can change a lot from year to year. Here are three examples of admission statistics from previous graduating classes—a Moderately Selective College, a Most Selective College, and an In-­‐State University—to help illustrate how to categorize admission selectivity in developing a balanced college list. Resist the temptation to find one point to represent yourself. These grids are meant to provide a context; they are not predictive on a single case basis. Example #1: A More Selective, Private College Historical Statistics (2010-­‐2012) Applied Admit %Admit Avg. GPA Avg. SAT 1600 Avg. SAT 2400 Avg. ACT 37 30 81% 3.44 1296 1956 28 This college accepts 57.9% of its applicants nationally, however the rate of acceptance for Durham Academy applicants is much higher—81% over the past thee years! A look at the scattergram above as well as the Historical Statistics from the past three years, a student can get an idea of whether his/her candidacy is Most Likely, Likely, 50-­‐50, or Reach. Keep in mind that this data is purely historical and is meant to give you a context; it is not predictive on a single case basis. 19
Example #2: A Most Selective, Private University Historical Statistics (2010-­‐2012) Applied Admit %Admit Avg. GPA Avg. SAT 1600 Avg. SAT 2400 29 11 38% 4.08 1527 2315 Here is an example of a school from the Most Selective category; a school that posted an admit rate last year of 5.9% nationally. Despite this small acceptance rate, the rate of admission among Durham Academy applicants is almost six times that, 38%! Upon review of the scattergram and three year history, it becomes evident that the applicant pool is a self-­‐selecting one consisting of students who have achieved remarkable success in grades and scores in addition to qualities not represented on this page. Test scores and academic performance are clearly not the only factors in the admission process at the most selective schools in the country. A roughly 4.0 gpa and excellent test scores were no guarantee of admission to this school! Example #3: A Very Selective UNC School: UNC-­‐Wilmington Historical Statistics (2010-­‐2012) Applied Admit %Admit Avg. GPA 59 40 68% 3.16 Avg. SAT Avg. SAT 1600 2400 1238 20
1866 Avg. ACT 26 A large number of students from Durham Academy apply to at least one UNC campus. UNC-­‐Wilmington is increasingly very popular, despite its growing selectivity in admissions both in-­‐state and nationally. UNC-­‐Wilmington’s rate of admission among national and North Carolina applicants combined is 53%; the rate of admission among Durham Academy applicants for the past three years is 68%! Keep in mind that the UNC system, like all public universities, places a lot of emphasis on numbers (GPA and test scores)—more so than most private colleges and universities. B. Plotting Your List As your research and college list evolve you will find that schools may not fit so neatly into three categories—Selective, Very Selective and Highly Selective. The following is an elaboration on the three categories applied to your initial college list (which your college counselor sent after your initial junior year conference). These categories will mean more the further along you get in your research and will be applied to your list in further meetings with your college counselor. The college counselors use the following terminology to describe a student’s chances of admission: MOST LIKELY, LIKELY, 50/50, and REACH (which include Highly Selective and Most Selective schools). It is expected that every student will include at least one “Likely” and one “Most Likely” college on the final list of schools fall of senior year. Get familiar with these categories! • Most Likely This group includes colleges at which you are most likely to be admitted; most students from Durham Academy with profiles similar to yours have been admitted to these colleges and universities. • Selective/Likely This group includes colleges at which you are likely to be admitted, where the odds of admission are in your favor. Students from Durham Academy with profiles similar to yours have a good chance of being admitted to these colleges and universities. • Very Selective/50-­‐50 This group includes colleges where the chances of admission are probably no better than 50 percent. In some years, students with profiles similar to yours are admitted to these colleges; in other years, they are not admitted. 21
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Reach This group includes schools for which you will have to stretch for admission, where the chances of being admitted are at least less than one in three. This group includes—but is not limited to—the nation’s hardest schools to get into, where admission rates fall below 12 or 8 percent. These schools are a reach for even the most accomplished Durham Academy students. Note: These groupings are not a precise science. Schools’ admissibility rates may change notably from one year to the next, meaning that a student admitted one year may not guarantee admission for a similar student the next year. It is important that a final college application list be conservative in its groupings. Components of the Application Once you’ve pulled together the infamous “list” the next step is to complete the applications. Here is where it is critical that you get organized. It is a good idea to create a system or spreadsheet that lists all of the components of an application across the top and the schools to which you plan to apply down the side providing you one place where you have a record of all that you have completed and all that needs to be completed in regard to your applications. (See a sample Application Flow Chart in the Appendix.) Generally, an application consists of: the application form(s), the essay(s), the transcript, test scores, teacher recommendations, and the counselor recommendation. A. The Application Form(s) The application forms you complete and send to colleges may be the most important aspect of the application process. They are the one place where your personal voice, personality, and individualism come through in the form of essays, short answer questions, extracurricular lists, and personal data. Use this opportunity to your advantage by doing a thorough and thoughtful job. Your college counselor can also help make sure you are presenting your best self on these forms. Feel free to share a draft of your application with your college counselor before sending it. The Common Application The Common Application (Common App) is a generic application accepted by nearly 500 colleges and universities. It is the most popular form on which to apply to college. In the past, colleges would print their own application forms and students would have to collect each one and complete them separately (by hand or with a typewriter!). Fortunately, those days are gone. Today, most member schools do not bother to print their own application and just rely on the common app. You may access the Common App at www.commonapp.org. We highly recommend you set up your Common App account in July prior to senior year. Supplements About half of the schools that subscribe to the Common App require additional information from the applicants in the form of Supplements. Upon completion and submission of the Common App, your application is not complete until you submit each school’s supplement, if required. The Common App website directs applicants to each school’s supplemental forms. The supplements consist of anything from additional academic information to short answer questions to additional essays. Be sure that you complete this component of the application by the due date. Schools will not review incomplete applications. 22
Private Colleges & Universities Visit each school’s website to access their application for admission. If they subscribe to the Common App they will have a link on their site that directs you there. Public Universities State university applications are comparatively straightforward and do not ask for as much information as private schools’ applications. However, there are a handful of public universities that use the Common App. If so, we recommend you use this form over the school-­‐specific form. School’s forms are available on the school’s website and may or may not require an essay. Not all state universities require letters of recommendation or SAT II tests, however some do. They will require the SAT I or ACT and an official copy of your transcript. All public universities require proof of residency. B. Extracurricular Chart Every private school and most public school applications include a section in which you list and describe all of your extra-­‐curricular activities and honors awarded throughout high school. The purpose of this section is to provide the admission offices with a quantified perspective of how you choose to spend your time outside of the classroom and during the summer and your level of commitment to these endeavors. Often, this section poses a dilemma for students, “Why does a college provide me with such a small amount of space for all of this important information?” The answer is that they actually glean all that they need from this abbreviated space. Choose your descriptive words carefully, list your activities in order of importance, and answer honestly. The Activities portion of most applications (including the common app) is divided into five principle areas: 1. Grade level of participation. They are only interested in activities since 9th grade; however if you have been doing an activity consistently since, say, the 7th grade or 3rd grade (like a musical instrument) feel free to indicate that. 2. Activity. List activities both in and out of school in order of their importance to you, including summer activities – unless there is a specific space for summer involvements. 3. Approximate time spent. Estimate as accurately as you can. Application readers will add up your total hours per week listed. Overestimations in this category will be a discredit to you and undermine your credibility. If you are misrepresenting your time commitments what else are you misrepresenting in your application? 4. Positions held, honors won, or letters earned. If you are a team captain, a publication editor (newspaper, literary magazine, etc.), or hold any kind of leadership position, this is the place to indicate that. If you have won awards for your participation in any of these activities, list them here. 5. Do you plan to participate in college? To get a better handle on where you might fit into their community, schools are interested in knowing whether you plan to continue participating in the listed activities while in college. If you think you will look into it, check YES. If you are absolutely certain you will not look into it, check NO. 23
C. The Essay How are essays used in the college admission process? In case you are wondering, college admission officers DO read your essays! While a few larger universities and a few less selective private colleges rely primarily on courses, grade point averages and test scores to make admission decisions, the vast majority of selective public and private college admission committees actually read your college essays – every word of them. Your essay is your chance to “come alive” in the admission committee – to become more than a list of courses and grades, a set of test scores or a series of activities. The application essay, then, must communicate on paper what you would like a group of strangers to know about you. Remember Princess Lea (from the original Star Wars movie) as she is beamed in 3-­‐D on the table? You want your essay to “beam” you in 3-­‐D in front of the admission committee – so they can hear you, see you and understand your thoughts, interests, motivations and emotions. Writing the essay represents the most time-­‐consuming and challenging part of the application, but is also one of the most important parts. Often the biggest barrier to essay writing is a lack of confidence about writing in general, and personal writing in specific. Many students start the process by wondering what colleges want to see and read in an essay. This type of thinking will not produce the best essay. Don’t ask: “What does the admissions committee want to read?” Instead, the most important question you can ask yourself is: “What is it about me that I want to be sure colleges know?” College admission officers are most interested in knowing about you, your interests, feelings, reactions, insights, qualities and passions – to name a few—as well as evidence that you have excellent grammatical and written abilities. What makes a good essay? Every “good” essay should do two important things. First, the essay should be an honest and thoughtful portrayal of you – your values, accomplishments and goals. Second, the style of writing in the essay should be fluent and demonstrate strong technical control of language. Colleges are concerned not only with what you say, but how you say it. Your essay, teacher recommendations, and standardized test scores in writing (SAT I or ACT w/writing) are some of the ways you can demonstrate the good writing skills you have honed at Durham Academy. Here is some practical advice as you begin writing: •
Allow plenty of time to write. The best way to be a better writer is to write … a lot. Practice, practice, practice. Write a draft or two of a college essay this summer, or at least begin jotting down some ideas and topics to write about. Think about important incidents, activities and people that have shaped your life and your values. Keep a journal. Look over past essays and autobiographical papers written for English and other humanities courses to see if any material can be borrowed for a college essay. •
Ask a trusted editor (parent, teacher, friend) to read your essay. This “second set” of eyes can be helpful in pointing out mistakes, offering an opinion about the most or least compelling part of the essay, serving as a sounding board as you work on an essay draft. Be sure you trust the judgment of this adult – teacher, advisor, parent, counselor – and are comfortable accepting criticism/advice from him or her. Be careful NOT to ask too many people to comment on your essay. You do not want to lose your own voice in the editing process. 24
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Show AND tell. Be ready to use anecdotes and examples to back up what you say about yourself in an essay. For example, if you write that you really love children, be sure to tell what you have done to show that you do. At the same time, an anecdote alone is not enough for a college essay. You need to reflect on your experiences, to tell about their importance and influence on you, to write with thought and feeling. •
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Your essay can be a great place to “flesh out” some of the things that are listed elsewhere in your application, but don’t use your essay to reiterate things that are already spelled out in your extracurricular list. Instead, use your essay as an opportunity to describe one or two activities, experiences, etc. that have not been adequately explained elsewhere. Be honest! Do not write or even imply things about yourself that are not accurate or true. •
Write from the heart. Your energy, enthusiasm, interest and passion will come across loud and clear. •
Write in the first person (I learned …, I felt disappointed when …) rather than the third person (One should realize …, It can be disappointing when …). Remember to tell the reader your story, not a generalized third party story. •
How long should your essay be? Most schools state a word limit for the essay(s). Adhere to it. If you don’t, a school may think you do not know how to follow directions. Furthermore, if the essay goes beyond the word limit it may get cut off when you upload it to the application. The Common App explicitly states that the essay should be between 250-­‐500 words. •
Keep copies of your final essays and note which colleges you sent them to. •
Check all essays for spelling and grammatical errors. Watch for subject-­‐verb agreement and tense agreement. Remember, spell check is NOT enough – as spell check will not catch “there” instead of “their,” “its” instead of “it’s,” or “right” instead of “write.” These mistakes can turn a good essay into a very bad one! What should you write about? It’s not what you say, but how you say it. Too often students feel that they must write about a BIG event or achievement, or even a catastrophic event, and they are intimidated if they feel their lives have been too “normal.” A student once remarked that she had nothing to write about because all of the family pets were still alive, her parents were still married to one another and she had never had a serious illness. You may be surprised to learn that some of the best essays are written about small, everyday occurrences. Think small, think personal, think YOU! Any topic of real interest to you that allows you to show (with examples and anecdotes) and tell (with emotion) can make for a good essay. Some possibilities include: •
Autobiographical – think of an event, series of connected moments, a person that had a powerful impact on you, a happening that shaped who you are now. Be careful of the obvious and simplistic (how my trip to Spain taught me to be independent; how my team’s state championship taught me perseverance), as those do not tell a great deal about you as an individual. 25
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Social or political interests – think of a political cause or social idea that you care about. This essay is most effective and most interesting if you can tie the topic to some of your other interests and activities. •
Academic/intellectual interests – think of a particular topic, research idea, author that you have studied or pursued in depth and that has had a powerful effect on you. (NOTE: Do not try to “fake” this kind of essay!) Be sure to explain how you were drawn to this topic and how you followed the concept beyond the initial spark of interest. Are there topics to avoid? In a word, YES! Here are some topics you are advised to steer clear of: •
Your boyfriend/girlfriend – not an appropriate college essay topic (trust us!) •
Controversial political or religious topics written to shock the reader. These topics are best saved for the college classroom. •
Your greatest athletic achievement – unless there is truly a fascinating twist or connection to your life in this story, an essay about an athletic contest will tend to sound a great deal like many others on the same topic. •
Any topic with sexual, racial or ethnic overtones—a college essay is not the place to discuss these sensitive topics, no matter your strong feelings. •
Your summer trip to Europe, Australia, Costa Rica, etc. – even though your trip may have been a very important moment in your personal development, it is probably the most common kind of essay that college admission officers receive (this is especially true if your trip was more travel than study or service). If you feel strongly about your trip, be sure you have a unique angle or that you tie your experiences to a personal interest or activity (example: your summer in Spain led to your increased involvement in the local Hispanic community). •
Anything that seems too obvious or universal – if you are asked to write about an influential book or person, avoid choosing an obvious topic. Don’t choose the Bible or a book read in an English or history course. (The most common book mentioned in college essays is the Bible; second is Catcher in the Rye). Stay away from strong references to religious figures (Jesus, God) or popular fictional or entertainment characters (Huck Finn, Michael Jordan, Madonna … need we go on!) What are some popular essay questions? Essay questions are generally very open-­‐ended so that you can write about any idea or topic in which you have an interest. Here are several essay questions that have been used in college applications in the past few years: • Title and describe a course you believe should be part of a liberal arts education. (Bryn Mawr College) • What historical figure do you most identify with and why? (College of William and Mary) • Georges Braque noted that “Art is meant to disturb. Science reassures.” How would you describe the relationship between science and art? (Harvey Mudd College) 26
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Tell us about your favorite place. Describe what it looks like and the events that took place there. (Grinnell College) According to essayist Parker Palmer, “community” is a place where both you and the person you least want to live with live; in contrast, a “life-­‐style enclave” is a place where like people live. Evaluate Palmer’s concept of “community” and “life-­‐style enclave” in relation to your personal experience. (Guilford College) If you were reduced to living on a flat plane, what would be your greatest problems? Opportunities? (Hamilton College) •
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If you could have lunch with any one person (living, dead, or fictional) who would it be and what would you discuss? (Carleton College) You have been asked many questions on this application, all asked by someone else. If you were in a position to ask a thought-­‐provoking and revealing question of college applicants, what would that question be? Now that you have asked your question, answer it. (Dartmouth College) Imagine that you are the editor of a major national newspaper. Write the main editorial for the issue that would be on the newsstands on January 1, 2018. (Hood College) Describe your reading habits and your experience with books. Choose some book that has been important in shaping your thoughts and discuss a single aspect of it (not the book as a whole) that is particularly significant to you. (St. John’s College) Identity and culture are clearly intertwined. How has your experience of culture influenced the development of your own personal identity? (New York University) The year is 2013. You have just received a patent for the results of your research. Describe for us your work and your hope for its effect on society. (Pomona College) If you inherited millions of dollars that could only be used to support charitable works, what good deeds would you fund and why? (Hamilton College) In a well-­‐known Supreme Court decision in 1958, the majority opinion of the court suggested that the Eighth Amendment to the Constitution must draw its meaning from the “evolving standards of decency which marks the progress of a maturing society.” Playing the role of social historian and critic, how would you evaluate the court’s perspective on our “evolving” and “maturing” society? (University of the South) What about you needs improving and how are you working on it? (College of William and Mary) To learn to think is to learn to question. Discuss a matter you once thought you knew “for sure”, that you have since learned to question. (Bryn Mawr College) How have you taken something you have learned in the classroom and integrated it into your daily life? (Carleton College) 27
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What do you think people who know you would be surprised to learn about you? (Rice University) The late William Burroughs once wrote, “Language is a virus from outer space.” We at the University of Chicago think he’s right, of course, and this leaves us wondering what else came here with it. Could this finally explain such improbable features of modern life as the Federal Tax Code, non-­‐dairy creamer, Dennis Rodman, and the art of mime? Name something that you assert cannot have originated any other way. Offer a thorough defense of your hypothesis for extraterrestrial origins, including alternate explanations and reasons for eliminating them from consideration. (Vintage: University of Chicago) Each new incarnation of "Survivor" makes us wonder about this thing called television and these creatures called human beings. But we want to set aside those big questions and ask you to play a bit for our shared enjoyment. Use your imagination to produce a version of "Chicago Survivor." Use as your location the lush Gothic campus, laboratories, libraries, gymnasia, and residence halls of a Major American University. Establish a setting, make your rules, identify some players (select from all of human history), and take us through a trial and its results. Profundity will be rewarded and true wit will certainly count in your favor, but too much intimate familiarity with the actual show may be a strike against you. (Vintage: University of Chicago) Tell us a story about yourself that would help us to know you better. (University of Southern California) Describe a passion in your life. (Yale University) Still stumped? Relax! The possibilities for essay questions and responses are endless. Brainstorm ideas with your parents, teachers, advisor, and college counselor. Don’t let the questions stump you. Instead, remember that the central purpose of the essay – regardless of the specific question—is to let the admission committee get to know you beyond your academic statistics and activities list. Remember to: be honest, tell your story and show with examples, write in the first person, and write with enthusiasm and confidence! Remember, no one else can tell YOUR story! D. The Transcript Ahh, the official record of your academic achievement in high school. This is the crowning jewel of an application; it lists all of the courses you have completed since ninth grade and those in which you are currently enrolled. It lists your end-­‐of-­‐year grades for year-­‐long courses and semester grades for semester-­‐only courses. It includes your GPA-­‐to-­‐date, unweighted (without extra points for Honors and AP courses) and includes “H” and “AP” next to all honors and AP courses. An official copy of your transcript must be sent directly from the College Counseling Office to each school to which you apply. This happens after you submit a Transcript Request Form (the orange form) to the College Counseling Office. 28
As a reminder, this table indicates the formula Durham Academy utilizes in computing a GPA: DURHAM ACADEMY GPA CALCULATION: •
Only FINAL grades appear on the transcript – no exam grades, quarter grades or semester grades (unless earned in a semester course) appear. First semester senior year grades are reported to colleges, along with a mid-­‐senior-­‐year GPA. •
Your GPA is calculated on the following scale: A+ = 4.33 A = 4.0 A-­‐ = 3.67 B+ = 3.33 C+ = 2.33 D+ = 1.33 F = 0 B = 3.0 C = 2.0 D = 1.0 B-­‐ = 2.67 C-­‐ = 1.67 D-­‐ = .67 •
AP and Honors courses are noted on the transcript with “AP” or “H” next to the course name. •
No weight is given to AP and Honors courses in GPA calculation. E. Interviews Some colleges recommend interviews; very few actually require them, and some do not even offer them. Interviews, when offered, can and do make a difference. The interview is the only official face-­‐to-­‐
face part of the process. However, it is unlikely that the interview by itself will persuade the committee to overlook weaknesses in your application. Types of Interviews • The on-­‐campus one-­‐on-­‐one interview with an admissions officer or student intern. Typically, an admissions officer conducts such interviews, and his or her reactions to your 30-­‐60 minute conversation will be included in your file. • The on-­‐campus group interview. This type of interview is more useful to students in helping them gain information about the school, than it is in helping the school gain information about the students. • The alumni interview. This type of interview is becoming more popular. It can, occasionally, provide critical information to an admissions committee. Alumni interviews are usually arranged after the college has received your application and take place locally rather than on the college campus. • The high school visit or admissions evening (both hosted by a college representative). Similar to the campus group interview, you can distinguish yourself in the crowd by asking thoughtful questions. Admission officers routinely keep notes of all their contacts with students in these (as well as other) settings. 29
Objectives Your foremost objective is to illustrate to the college representative that you would be a good fit for that school. How do you do that? You can develop your interview objectives based on your strengths and weaknesses, your high school record, and your personality. Consider your responses to the following questions as you prepare for your interview: • How do you want the interviewer to remember you? • How, in 30 minutes, do you communicate the special qualities that set you apart from other applicants? • How do you handle any doubts the admissions officer may have about a weakness in your record? • How can you find out if the school is right for you, and how do you want to communicate why you think the college is a good fit for you? • Remember that the interviewer has objectives too. His or her primary objective is to learn about you and your interest in their school. However, the interviewer also considers the interview as an opportunity to sell their school to you. How to Prepare • Do a personal inventory—e.g. what are the five things I’d most like to share with the interviewer. Think about stories that can be used to answer any number of questions, rather than canned responses that sound rehearsed. • Practice answering questions about your record, test scores, grades, course selection, activities, summer experiences, goals, and your interest in this school. • Read the literature sent to you by the college, in guidebooks (many are available in the College Counseling Office) or on the college's website. • Come prepared whether or not you have been asked to bring a transcript and be prepared to discuss your academic background and test scores. Also, be prepared to discuss how you spend your time outside of school. • Know your objectives and what you hope to accomplish during the interview. • Candor and maturity will work in you favor. Be prepared to discuss a blemish in your record without complaining, making excuses, or blaming others. • Dress for success! Dress well and neatly. No jeans, t-­‐shirts, short skirts or revealing clothing. Take your hat off! Make a good first impression. 30
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Be yourself. Maintain good eye contact. Dress well and neatly. Be positive, smile! Listen. Try to avoid one sentence or one-­‐word answers. Remember, each question is an invitation for a conversation. Keep it going. Show interest. Be engaging. Pay attention to both the questions being asked and the answers your interviewer gives. Be honest. Prepare a few questions about the school ahead of time. Relax, have fun! Remember the interviewer is looking for reasons to like you and to find ways in which the college is a good fit for you just as you are trying to sell yourself to the college. Send a thank you note—everyone likes to be appreciated. •
Interview Don'ts • Do not be late for your appointment. • Do not ask the interviewer to compare colleges. • Do not make excuses or blame others for any blemish on your record. Offer concise explanations that indicate a sense of personal responsibility and/or lesson learned. • Do not provide academic materials unless they are requested. Admission Counselors will review your transcript at another time; they prefer to use the interview to get to know you personally. • Don't argue with your parents during the campus visit. They will have questions that might be different from yours—let them ask. An argument will only reflect poorly on you. The Interviewer's Questions College interviews usually touch on your high school record, personal interests, and college goals, so give some thought to these areas before your first interview: • Your high school record and experience. Be prepared to discuss the type of student you are; your favorite subjects, most challenging courses, what you like best about school, whether your academic record is an accurate reflection of your ability, and your activities. • About you. You may not like it, but the interview is about you, so be prepared to talk about yourself and your interests. Some of the discussion topics may include books you enjoy reading, people you admire or consider to be heroes, your family and friends, how others see you, your dreams and aspirations, and your views on current events. • About college. Be prepared to discuss why you are interested in the college, what you are looking for in a college environment, your academic interests (don't be afraid to admit that you are undecided), and your long term goals. It is also very common for interviewers to ask what other colleges you are considering—do NOT feel obligated to answer this one, feel free to tell them you are not sure. 31
Final Thoughts Most importantly, relax and be yourself. The admission decision does not depend exclusively on the interview. Interviews are generally just a friendly, informative conversation. This is your opportunity not only to establish a personal connection with the college through the interviewer, but search seriously about this college and how well it fits you. Remember, college is a match to be made not a prize to be won. Interview Thoughts for Parents Only The purpose of the interview is for your son or daughter to learn more about the school and visa versa, so resist the temptation to answer questions that are addressed to your child. The actual interview will involve only the student and the admission officer. During the 30 -­‐ 45 minute meeting, you can walk around campus on your own, or schedule an appointment with a financial aid officer. Following the interview, you may be given an opportunity to ask questions. Feel free to ask your questions then about the application, deadlines, tuition payment plans, parents' organizations, etc. If you accompany your son or daughter on a campus visit and go to the interview, resist the urge "to see all" in too short a period of time. Tired or harried students and parents do not usually make pleasant visitors. F. Test Scores If a college requires standardized test scores, most often it is either the SAT I or the ACT with Writing. Some schools require SAT II subject tests in addition to the SAT I; those same schools will accept the ACT with Writing in lieu of both the SAT I and SAT II subject tests. If a school requires SAT II subject tests, they will require 2—only Georgetown University prefers 3. If you are applying to a technical program, such as Engineering, you will be required to provide a science SAT II score. SAT I It is recommended that students take the SAT I at least once before the end of the junior year, preferably not before January. Students have the opportunity to retake the SAT I as many times he/she wishes. It is not recommended for students to take the test more than two or three times. There are essentially seven opportunities to take the SAT in the junior and senior years: January, March, May June, and October, November and December. Visit collegeboard.com to view test dates, registration deadlines, and to set up your personal profile/account with the College Board. SAT II These hour-­‐long exams are based on subject matter ranging from English literature to Chinese. Students may take as many as three SAT IIs on a given test date. It is recommended that students take at least two SAT IIs in either May or June of junior year. Many students will elect to take three depending on the types of schools he/she is applying to. Note: schools that require SAT II tests 1) often do not accept Math 1 for that requirement and 2) do not require more than two SAT IIs (the exception: Georgetown). ACT w/Writing The ACT is also a standardized test accepted by colleges in lieu of the SAT I and SAT IIs. The ACT tests a student’s knowledge in the areas of: English, math, reading and science; it is a curriculum based test. The emphasis is on verbal skills and your ability to draw conclusions, see implications, and apply facts. Information about the ACT can be found at act.org. Students who opt to take the ACT with writing generally believe they have a chance at a better score than the SAT I. We tend to see very similar scores. Talk to your college counselor if you are thinking about taking this test. 32
The ACT and SAT I Conversion Chart ACT SAT I ACT SAT I 36 2400 23 1590 35 2340 22 1530 34 2260 21 1500 33 2190 20 1410 32 2130 19 1350 31 2040 18 1290 30 1980 17 1210 29 1920 16 1140 28 1860 15 1060 27 1820 14 1000 26 1760 13 900 25 1700 12 780 24 1650 11 750 Reporting Scores to Colleges It is your responsibility to send your standardized test scores to the colleges to which you apply. This process is called reporting your scores and may be done via collegeboard.com or act.org, for the SAT or ACT respectively. The College Board allows students to choose which scores to send and which SAT I and SAT II scores not to send to schools; this process is called score choice. Keep in mind that it takes several weeks for schools to receive scores from the College Board and that it is acceptable for schools to receive scores after the application deadlines. However, it is in your best interest to get your scores to the schools on your list as close to the application deadlines as possible. Applications are considered incomplete without official test scores. Some college applications ask for AP test scores, such as the Common App. Self-­‐reported scores are acceptable for applications. Once you matriculate to college and wish to gain college credit for your AP classes, you will be required to report your official AP scores. You may do this through the College Board AP office. Call 888-­‐308-­‐0013. A Word About Test Prep Many students participate in some form of standardized test prep. The best kind of test prep is the one that works with your schedule and addresses your goals. Prep can range from completing a few practice questions to a weeks-­‐long course through a commercial agency. If you are unsure about what kind, if any, prep to do, talk to your college counselor. Note: Avoid intensive test prep during the school year. School work should take priority and should not be diluted due to hours involved with a test prep course. G. Teacher Recommendations (Teacher Report) Most schools require one or two letters of recommendation from teachers. Ideally, you should ask teachers from eleventh grade (they have witnessed your growth throughout an entire year) who have taught you in two different academic subjects. Senior year teachers may be used in some cases. The best recommendations are not always those from whom you earned the highest grades. The most compelling recommendations could come from a teacher in whose class you struggled at the outset and 33
ultimately conquered in the end. A teacher recommender should know you well as an academic—
schools aim to discern an applicant’s academic character in these letters. Schools look to the college counselor for the big picture, the stuff outside of and related to the classroom. Be sure to discuss with your college counselor who you intend to ask to write your letters of recommendation. This decision—and request—should be made no later than October of senior year. Follow these guidelines to request teacher recommendations: Request in person. Faculty are not jazzed about writing a recommendation for a student who makes the request via a note on a desk or a quick email. Try to approach your teacher when he/she is not juggling several things at once. Teachers are under no obligation to write for you, therefore your appreciation of their effort is important. Furthermore, if a teacher feels he/she cannot advocate for you he/she will decline your request. The same two teachers’ letters will be sent to all of your schools. You are not allowed to ask two teachers to send letters to some schools and a third teacher to send a letter to additional schools. Again, there are not enough faculty or hours in a semester for more than two teachers to write for each senior. If you are applying for a specific academic area, plan your recommendations accordingly. If you are applying to an engineering or an art school, be sure that one of your recommendations speaks directly to that area i.e. math or science for engineering applicants and studio art for art school applicants. Complete a Teacher Recommendation form by the deadline. The forms are available on the college counseling website. Please adhere to the deadlines! Ask the teacher if there is anything he/she needs to write an effective recommendation. Be sure you honor their request(s) in a timely manner. Always thank your recommending teachers in writing. Recommendation writing is time consuming. Essentially, their only benefit is your warm, smiling, appreciative face and sincere, heartfelt gratitude. Also, let them know how things work out later in the year and where you end up enrolling. They do care! H. Counselor Recommendation (Secondary School Report) The college counselor writes a letter of recommendation for each of her students. Students do not need to request this one; it’s automatic. 34
I. Additional Submissions: NCAA Registration, Art Portfolios, etc. You may choose to send materials with your applications that are not required. Be wary! Schools do not appreciate receiving additional submissions unless they are truly relevant to the students’ application. An additional submission should speak loudly to one of your skills, talents, or interests that cannot be captured by the required documents that comprise your application. This may take the form of a letter of recommendation, an art portfolio, a CD of a musical performance, a sports video, or a writing sample, among others. Rest assured that each college will require of you everything that they need to render a decision on your application. If you are considering an additional submission, discuss its merit with your college counselor. Athletics If you are considering playing a sport at a Division I or Division II school, you must register with the NCAA Clearinghouse at ncaa.org. There are several degrees to which you can promote your athletic prowess to college coaches, some of which are contingent upon the coach reciprocating interest in you. Before you even begin to promote your interest to college coaches, speak with your Durham Academy or club coach to get a sense of your competitiveness in regard to college play. Understand the difference between Division I, Division II, and Division III levels of play and how athletics factors into admission – the former two offer scholarships to coaches’ chosen players. The latter does not offer scholarships, however coaches may influence admission decisions for students they wish to add to their teams. Use the following points as you inquire about athletics throughout your college search: 1. Talk to your coach about your competitiveness for college play. Draft an athletic profile (consisting of relevant statistics and your record). If relevant, discuss when it would be appropriate to send a video of your skills. 2. Collect coaches’ names from schools in which you are interested. Email them a link to your video. (Refer to Email Etiquette on pp.11-­‐12.) Search the athletics page of a school’s website for a general high school athlete questionnaire; fill it out and send it in. 3. Inform your college counselor of the contact you have made with college coaches and those who are expressing interest in you; these lists may not completely overlap. 4. Keep a level head. Stick with the principle criteria on your college list; do not allow athletics to dictate your college search. You are attending college to do more than play sports. If a coach from a school in which you are not interested continues to pursue you, politely inform them of your intentions. Art Portfolios, Auditions If you have unusually good talent in visual or performing arts, consider this talent as a component of your applications. Look for special instructions in application materials on how to submit visual art (slides, samples, etc.) or performing art (CD, DVD, on-­‐campus audition, etc.) materials. Talk with your art, music, dance or drama teacher about how to create an appropriate submission. Some schools post earlier deadlines for these submissions. 35
J. Deadlines Now that you have completed—to the best of your ability—everything the schools have asked of you, when does it need to be there? There are four types of application deadlines: Rolling (including 1st or 2nd deadlines), Early Decision (ED), Early Action (EA), and Regular Decision. They are listed in chronological order. Rolling The majority of state universities begin accepting applications on a set date (such a October 15) and stop accepting them on another date (such as March 1). They evaluate applications as they receive them and notify students four to eight weeks after the student’s application was received. The more competitive the university, the earlier a student would want to submit his/her application. Keep in mind that an application consists of all of the components required, notably test scores in addition to the student portion of the application, the transcript as well as recommendations. Students would need to be able to pull all of these elements together early in the senior year to be considered at the front end of this process. If you are considering a competitive school that operates on a rolling admission deadline, confer with your college counselor about the best way to get all of the elements together early in the admission season cycle. Early Decision (ED) and Early Action (EA) Most private colleges and universities offer two types of application decision cycles: Early and Regular. Early applications are due to the school on or around November 1st; the decisions are mailed to students mid to late December. Students who elect to apply Early should be confident that the school is his/her first choice, particularly in the case of Early Decision. When a student is admitted Early Decision, the student is bound to enroll at that school. Essentially, the Early Decision application is a contract indicating that if admitted the student agrees to enroll. Durham Academy will not (and cannot) send a transcript to any other school once a student has been admitted to a school under Early Decision. Conversely, Early Action is non-­‐binding. If a student is admitted Early Action, he/she has the freedom to submit more applications and await those decisions before deciding where to matriculate. Early Action decisions require a reply by May 1, the same as Rolling and Regular Decision schools. It is possible that an ED or EA applicant does not receive a definitive answer by mid or late December. Schools may opt to Defer an applicant into the Regular decision pool of applicants, which means the student will be considered as if he/she applied Regular decision. In this case, the student is free to apply to other schools and will receive final decisions in mid to late March. 36
TAKE THE ED/EA CHALLENGE! Are you considering applying Early Action or Early Decision? Here is a quick review to help you figure it out. Before you see your college counselor, take the following quiz: 1. Is there a college you really like? YES or NO. If your answer is yes, continue. If your answer is no, stop. You are definitely not applying early anywhere. 2. Is there a single college that you like more than any other college? YES or NO. If yes, continue. If no, stop. You are not applying early. 3. Have you visited the college that you like more than any other college? YES or NO. If yes, continue. If no, stop. You are not applying early. If you have answered YES to each of the above questions, then you may discuss the ED/EA process with your college counselor. If not, you are advised to not apply early anywhere. Regular Decision This is the old tried and true offering of private and competitive public colleges and universities. Most private schools accept applications on January 1 or 15 and notify students of their decisions mid to late March. Be sure to consult each school’s website or literature for application deadlines. Commonapp.com and other references have been known to print erroneous dates that have cost students the chance of applying on time! The North Carolina Public University System Every year a significant portion of the class applies to one or more of these campuses, which is understandable given that they are among the very top universities in the country! Some are posting EA and Regular application deadlines, some are posting First, Second and Third deadlines, while a few simply post one deadline. Refer to the chart below for application deadlines and notification dates: 2nd Deadline/ Campus First Deadline/EA Notification Regular Decision Notification UNC Chapel Hill October 15 late January January 15 March/April NC State October 15 December 15 November 1 January 30 UNC Wilmington November 1 late January February 1 early April UNC Asheville November 15 mid December February 15 mid March UNC Greensboro November 1 December 15 March 1 Rolling UNC Charlotte November 1 mid December December 1 early April Appalachian State November 15 January 25 February 1 March 1 Eastern Carolina March 15 Rolling n/a n/a Western Carolina November 15 December 15 February 1 March 1 37
Financial Aid and Scholarships Some of the best things in life may be free, but college is not one of them. Some private colleges and universities are costing well over $50,000 a year for tuition, room and board. It’s important to recognize that most students do not pay the list price for undergraduate education. There is money available from many different sources. Get familiar with them and the process involved in paying for college. A. Need-­‐Based Financial Aid Individual colleges and universities determine financial aid packages based upon information provided by families on several forms: the Free Application for Student Aid (FAFSA), the College Scholarship Service Profile (CSS Profile), and the institutions’ own forms. These forms enable the financial aid office to determine the estimated family contribution (EFC) to the student’s tuition, room and board. The difference between the cost of attending the college and the EFC is referred to as the need. Each institution will put together a financial aid package designed to meet that need. At most schools, the package will consist of grant money, loans (federal) and on-­‐campus employment (Work-­‐Study Program). Net Price Calculator: To estimate your potential EFC, refer to a school’s Net Price Calculator, or NPC. This can be found on a school’s financial aid website. The College Board also has one that a number of schools subscribe to, including many in North Carolina. Each school has their own NPC in and effort to provide families with a more accurate estimation of what they will be expected to pay. Grants are funds that do not have to be repaid. Grants are usually rewarded on the basis of need alone and can come from a variety of sources—Pell Grants (federal money), state grants (usually available only to students attending college in their home state), and grant money from the college’s own sources. Loans must be repaid, generally after you graduate or leave school. There are two types of loans available to students—the Federal Stafford Loan program and the National Direct Student Loan (NDSL). Note: Not every college can meet full need for every student; it is increasingly common for a student to be admitted to a college but denied the full amount of financial aid needed to attend. This practice is called gapping. Many of the best endowed colleges guarantee to meet 100% of demonstrated need. However, some schools may consider financial need when making admission decisions. Institutions who don’t consider need are referred to as need blind. It is a good idea to apply for aid even if you are not sure you will qualify. Schools’ determination of need can sometimes vary significantly. How does financial aid work? (What it Costs to Attend) – (What Your Family Can Pay) = Financial Need A student’s financial aid eligibility is usually comparable to demonstrated need. Since the amount a student is able to pay stays the same whether the costs are high or low, a student would be eligible for different amounts of aid at different colleges. In other words, you could end up paying the same amount at a high-­‐cost, private school as you would at a more affordable, state university. However, keep in mind the amount of debt accrued over four years at a less expensive versus more expensive institution. For example: 38
Example of Financial Aid Packages for 3 colleges: College A Tuition, Room & Board $10,830 Expected Family Contribution (EFC) 9,000 Amount of aid to be packaged 1,830 Financial Aid Package: Grants 0 Loans 0 Work-­‐Study 1,830 College B $33,700 9,000 24,700 7,000 15,000 2,700 College C $54,000 9,000 45,000 17,300 25,000 2,700 How to apply for Financial Aid 1. Adhere to deadlines! Check each school’s website for financial aid application deadlines. 2. Complete the CSS Profile in October of senior year. Visit the collegeboard.com website to access the form and get started. 3. Visit each school’s website for additional financial aid application forms. Complete them by the deadlines. 4. Complete the FAFSA (Free Application for Student Aid) form as soon after January 1 of your senior year as possible. Ideally, parents should have completed their taxes before sending in the FAFSA, however this is not required. Access the FAFSA form at www.fafsa.ed.gov or at www.cfnc.org. 5. Complete the follow-­‐up questionnaires from FAFSA and CSS Profile in a timely manner. Several weeks after completing the CSS Profile and FAFSA forms, you/your parents will receive follow up questionnaires. They consist of additional questions required by the colleges to which you are applying in order to render a financial aid decision. Submit them by the deadlines. And keep copies of everything! 6. Compare financial aid offers and get answers to any questions you have. Financial Aid Packages are mailed after admission decisions. If financial aid is a deciding factor, do not feel pressured to make a decision about where to enroll before you have all of your offers in your hand and do not hesitate to call schools’ financial aid offices if you have questions. Offers of admission are good until May 1 of senior year. If you have not yet received a financial aid offer by late April, follow up directly with the financial aid office or the admission office. 39
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FAQs about Financial Aid Is need-­‐based financial aid available only to people with very low incomes? No. You don’t have to be low-­‐income to receive financial aid, but you do have to prove you need it. You are eligible for financial aid equal to the difference between college costs and the amount you and your family can afford to contribute, as determined by the various forms. Will I receive special consideration if I have brothers and sisters (or parents) who are continuing their education beyond high school? Generally speaking, yes. Your parents cannot be expected to contribute as much to your college costs if they are assisting other family members attending college. The EFC (Estimated Family Contribution) is generally divided equally among you and the members of your family. 3.
Do I have to apply for financial aid every year? Yes. At most colleges you must re-­‐
apply each academic year. But applying for financial aid is almost always easier the second time around because you are more familiar with the process and there may be less paperwork. 4.
My older brother was turned down for aid last year. Should I still apply this year? Definitely! College costs, institutional policies and your family’s financial circumstances can all change from one year to another. The only way to know for sure whether you are eligible for financial aid is to apply. 5.
My parents are divorced (or separated). Who should fill out the FAFSA and CSS Profile? The parent with whom you lived for the longest period in the last 12 months should fill out the FAFSA and Profile for you. However, check with each school’s policy. Some schools require information from both parents. 6.
My step-­‐parent doesn’t feel a responsibility to support my education. Is a step-­‐
parent expected to complete the FAFSA and Profile? Federal programs and most colleges expect a stepparent’s information to be included on the FAFSA and Profile whenever the student lived in he household of the stepparent and parent for 6 weeks or more. 7.
Do I have to wait until my parents (or I) file income tax returns before completing my FAFSA and Profile? No. But you should wait until you/or your parents know what income you will be reporting on your tax returns; do an estimated return. 8.
My neighbor and I both applied for financial aid at the same school. Why did she get more aid than me when her family has a bigger house and her parents make more money than mine? You never know the whole story! This is true for a lot of things in life, and very apt when it comes to college admissions and financial aid. 40
Now that I have my financial aid offers in hand, how do I decide which one to accept? For some, the financial aid offers from colleges will vary, for others, they won’t. The amount of weight the financial aid offer has toward your decision of where to attend college varies from person to person. A couple of things to consider include: 1) The amount of debt you will accrue over four years and your ability to pay it back in the time required. Some loans allow students to put payments on hold for set periods of time such as while you are in graduate school. 2) What is the largest monthly payment you think you can handle your first five to ten years out of college – as you enter and work your way up in the work force? Consult a College Loan Debt Amortization Calculator. Here is an example of what it tells you: Loan Debt Amortization Calculator Loan Amount Interest Rate Payback Time Frame Monthly Payment $100,000 ($25,000 x 4yrs.) 7% 10 years $1,161.08 $50,000 ($12,500 x 4yrs.) 7% 10 years $557.32 $100,000 ($25,000 x 4yrs.) 7% 20 years $775.30 $50,000 ($12,500 x 4yrs.) 7% 20 years $387.65 B. Scholarships Scholarships may be available to applicants who meet specific criteria; financial need can have no bearing on a student winning a scholarship. Scholarships come in two basic forms: institutional and independent: Institutional Scholarships Institutional scholarships consist of funds that belong to colleges and universities and are therefore only granted to enrolling students. For example, Boston University has eleven types of scholarships that range from $500 to an all-­‐inclusive package of tuition, room and board for four years. The criteria ranges from academic accomplishment to identifying yourself as an active, ordained Methodist minister’s daughter with a good GPA and SAT score. Information on institutional scholarships is clearly stated on a college’s admissions and financial aid website. Independent Scholarships Independent scholarships can come from non-­‐profit organizations or private companies that choose to make money available to college students. Criteria to win such scholarships and the actual monetary reward are wide-­‐ranging. For example, the Hitachi Community Safety Ambassador Programs grants $5,000 scholarships to students who are very committed to community safety. An excellent source of information on applications for these scholarships is fastweb.com. You have nothing to lose by applying! A Final Word About Financial Aid and Scholarships Be wary of any organization that promises results in the form of scholarships or financial aid in exchange for a fee. If it seems like a scam, it probably is. Nobody has the ability to influence a financial aid office’s decision other than his or her actual officers. Seek support and answers directly from institutions’ financial aid offices when completing the required information. 41
Top 10 Tips for Winning Scholarship Applications 1.
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Apply only if you are eligible. Read all the scholarship requirements and directions carefully. Make sure you are eligible before you send in your application. Complete the application in full. If a question does not apply to you, note that on the application. Do not leave a question blank. Be sure to supply all the supporting materials, including transcripts, letters of recommendation and essays. Follow directions. Provide everything that is required. However, do not supply things that are not requested—you could be disqualified. Neatness counts. Always type your application, or if you must print do so neatly and legibly. Make a couple of photo copies of all the forms before you fill them out. Use the copies as working drafts as you develop your application packets. Write an essay that makes a strong impression. The key to writing a strong essay is to be personal and specific. Include concrete details to make your experience come alive: the who, what, where and when of your topic. The simplest experience can be monumental if you honestly present how you were affected. 6.
Watch all deadlines. To help keep yourself on track, impose your own deadline that is at least two weeks prior to the official deadline. Use the buffer time to make sure everything is ready on time. Do not rely on extensions—very few scholarship providers allow them at all. 7. Make sure your application gets where it needs to go. Put your name (and Social Security number, if applicable) on all pages of the application. Pieces of your application may get lost unless they are clearly identified. 8. Keep a back-­‐up file in case anything goes wrong. Before sending the application, make a copy of the entire packet. If your application goes astray, you will be able to reproduce it quickly. 9. Give it a final ‘once-­‐over.’ Proofread the entire application carefully. Be on the lookout for misspelled words or grammatical errors. Ask a friend, teacher or parent to proofread it as well. 10. Ask for help if you need it. If you have problems with the application, do not hesitate to call the funding organization. Kay Peterson, Ph.D. Fastweb.com 42
Nine Misleading Myths About College Admissions Myth #1: Fact: Myth #2: Fact: Myth #3: Fact: Myth #4: Fact: Myth #5: Fact: Colleges receive so many personal essays that they probably only glance at them. College admission officers read personal essays with great care. Writing about yourself in a way that reveals your uniqueness is the one significant thing you have control over once grades, test scores, and recommendations have been sent. Don’t wait until just before the deadline and dash off anything to get it in the mail. Colleges do not look at the senior year grades. College admission committees analyze not only first semester senior year grades but also the degree of difficulty of the senior year course of study. Furthermore, if there is a significant change in academic performance from January to June, the college that originally accepted you might require summer school work, put you on probation for the first semester of college, or rescind your acceptance on the grounds that you are not the same student they originally admitted. It’s important to have as many extracurricular activities as possible to impress college admissions people. Colleges are looking for quality of involvement rather than quantity. They want a well-­‐
rounded student body made up of students who are vitally interested in particular activities and who haven’t spread themselves so thin that they’ve demonstrated no depth of commitment to anything. Colleges prefer, for example, the student who was a dedicated yearbook editor, rather than the student who dashed in and out of ten activities. It is better to go to a big university that is well known than to a small college that few people have heard of. All generalizations about large versus small schools are dangerous. A large well-­‐known university may be ideal for many students, but some would do better in a smaller, more personal environment. Relationships with professors can make a real difference in your experience and preparation for graduate school. It is important to define the things you want in a college – to understand yourself, not to be influenced by others’ opinions. Ivy League colleges are the only ones worth applying to. This is another misconception. The Ivy League colleges (Brown, Columbia, Cornell, Dartmouth, Harvard, University of Pennsylvania, Princeton, and Yale) may not offer what you want; besides, did you know that the Ivy League is simply an athletic league like the Big-­‐10 or the ACC? Certainly the institutions in the Ivy League are known for their academic quality, but they do not have a monopoly on academic quality! 43
Myth #6: Fact: Myth #7: Fact: Myth #8: Fact: Myth #9: Fact: The Financial Aid situation is completely hopeless this year. Financial aid continues to be available in the form of grants, loans, opportunities for on-­‐campus work, and merit scholarships. Adhere to deadlines and provide schools with all of the information they ask for. Do not hesitate to contact financial aid officers directly to answer your questions. Read the Financial Aid section in this handbook. I need to apply Early Action/Early Decision somewhere even if I don’t have a first choice school. While it may appear that some colleges are filling their classes with early applicants, most colleges still make the vast majority of their admission offers in the spring. Submitting an early application should be used as a way to indicate to a college that it is your first choice. Keep in mind that your preferences may change over the course of your senior year; don’t deprive yourself of that valuable period of research and self-­‐
discovery. The more Highly Selective or Most Selective schools I apply to, the better chance I have of being admitted to one. Bottom line: admissibility is contingent upon your application meeting the standards set by that particular school’s admission office. Casting a wide net – applying to a bunch of the hardest schools to get into – does not in any way help your chances of getting in. In fact, applying to a bunch of schools for the wrong reason (if your heart isn’t in it) may hurt you. Applications are a lot of work. If you create more work for yourself, your sincerity may be lost in your quest to get everything done by the deadlines. Admission officers really don’t have time to look at my Facebook page, so I can post whatever I want without any consequences. Wrong! College admission officers have been known to check candidates’ Facebook pages, Twitter or Tumblr with devastating results. It may have been a very desirable candidate who would have been offered admission, until her/his Facebook page, Twitter or Tumblr accounts were seen. Do not make anything available in those places that you wouldn’t want your grandparents to see! It’s the World-­‐Wide-­‐Web, not the Durham-­‐
Academy-­‐Wide-­‐Web! 44
Glossary of Terms Academic Solid: ACT: Associate’s degree: Bachelor’s degree: Candidate Reply Date: CEEB: Class Rank: College: Common Application: Core Curriculum: Cross Registration: CSS Profile: Decision: Defer: Generally refers to a traditional discipline of English, math, foreign language, science, or history. Selective colleges look for academic solids on a transcript. The American College Test consisting of four sections: English, math, reading and science reasoning. The ACT tests aptitude in these subject areas and is a shorter test than the SAT I. It is accepted in lieu of the SAT by all colleges and universities. A two-­‐year degree earned at a community college (some abbreviate A.A.). B.A. (Bachelor of Arts), B.S. (Bachelor of Science), or B.F.A. (Bachelor of Fine Arts) degree earned after successful completion of required courses at a college or university, usually spanning 4 years. The date by which the student must reply to the colleges’ offers of admission. May 1 is the date to which most schools adhere. The abbreviation for College Entrance Examination Board, the people who create and supervise the administration of the SAT I and SAT IIs. Durham Academy’s CEEB code is: 341-­‐049. How a student’s academic performance, based on gpa, compares to other members of the class. Durham Academy does not rank. The term commonly used to describe any institution of higher education. Strictly speaking, it is an institution with a single type of program, such as a four-­‐year course of study leading to the bachelor’s degree. A college may be one part of a university or it may be independent. A generic application form accepted by over 400 colleges and universities. Students are encouraged to apply to member schools using this form. Many member schools require a supplement to the generic form, which can be attained at commonapp.org or at each school’s website. This application is intended to simplify the application process. It is available at commonapp.org. The term for a group of courses a student must complete in conjunction with his/her major courses in order to earn the Bachelors Degree. A system whereby students enrolled at one institution may take courses at another institution without having to apply to the second institution. A financial aid application required by many private colleges and universities. Complete the form in October of your senior year. Follow-­‐up questions will be mailed to the student and parents with further instructions for completion. Refer to the financial aid section in this handbook. A generic term for an admission office’s response to an application: admit, deny, defer, or wait list. In the case of an application filed under an ED/EA deadline, if a student is neither accepted nor denied admission his/her application is deferred and, thus, will be 45
considered among all of the regular decision applications and will receive a definitive answer in March or April. Deferred admit: Dual degrees: Early Action Early Decision: EFC: ETS: FAFSA: General Education Requirements: Grants: Honors Program: IM: Internship: Ivy League: Legacy: The practice of permitting admitted students to postpone enrollment, usually for a period of one year. In order to request this, you must apply and be admitted first. A program of study in which a student receives two degrees at the same time from the same institution. An application deadline whereby a student can apply to a first-­‐choice college early in the fall of the senior year and receive a decision by mid-­‐December. The student is not required to enroll if accepted. An application deadline whereby a student can apply to a first-­‐choice college early in the fall of the senior year and receive a decision by mid-­‐December. The student is required to enroll if accepted. Take the ED/EA Challenge in this handbook! The Estimated Family Contribution is the amount a college financial aid office determines you and your parents are responsible for paying toward your tuition. The remainder of tuition and fees would be paid to the school through a combination of loans, grants and scholarships if applicable. The EFC is based on the information provided in your CSS Profile and your FAFSA. The Education Testing Service, the company hired by the College Board that develops and administers the SAT I and IIs. Free Application for Federal Student Aid; required for students applying for financial aid. Refer to the Financial Aid section in this handbook. Also called distribution requirements or core curriculum courses, they are required by all majors for the bachelor’s degree at a particular institution. The number and specificity of these courses vary greatly from school to school. Money designated to a student for college costs based on the information provided in the CSS Profile and FAFSA. This is free money that doesn’t have to be paid back! Any special program for very able students offering the opportunity for educational enrichment, independent study, acceleration or some combination of these. Institutional Methodology, specific to each institution, used to assess your amount of financial need and EFC. Any short-­‐term, supervised work experience usually related to a student’s major field, for which the student earns academic credit. The work can be full-­‐ or part-­‐time, on-­‐ or off-­‐campus, and is usually unpaid. Although the term “Ivy League” is often misused to designate any eastern college with a strong reputation and one that is highly competitive, the Ivy League is simply an athletic league including the following colleges: Brown, Columbia, Cornell, Dartmouth, Harvard, University of Pennsylvania, Princeton, and Yale. The status of a student who applies to his/her mom or dad’s alma mater. 46
Liberal Arts & Sciences: A breadth of intellectual inquiry that broadens the student’s knowledge and awareness in each of the major areas of human knowledge: arts, sciences, and humanities. Loan: Money a student borrows to cover tuition costs while in college, which is paid back over time with interest. Major: Area of academic concentration required to earn an undergraduate degree and comprises one-­‐fourth to one-­‐third of a student’s undergraduate coursework. Minor: A secondary area of concentration that may or may not be required to earn an undergraduate degree. Need Aware: A practice whereby admission offices consider a student’s financial need when rendering application decisions. Need Blind: A practice whereby admission offices do not consider a student’s financial need when rendering application decisions. Net Price Calculator: Package: The colloquial term for the Financial Aid office’s summary of your EFC, loans, grants and work study. Packages can vary quite a bit from school to school. Rolling Admissions: A system of admissions decision notification whereby a college informs the applicant of his/her status within a short time (usually six to eight weeks) after the application is complete. Most state universities subscribe to this admission practice. SAT I: A multiple choice test comprised of verbal, math and writing sections, that claims to measure abilities related to college success. SAT II: Hour-­‐long, curriculum-­‐based tests, that measure knowledge in a specific subject area. Scholarship: Money or aid for an academically talented student. Scholarships may be school-­‐specific or may be used at any institution, such as those acquired from Fastweb.com. Selectivity: A term used by admission offices to describe the ratio of admitted applicants to the total applicants at a given institution. Seven Sisters: Refers to: Barnard, Bryn Mawr, Mount Holyoke, Radcliffe, Smith, Vassar, and Wellesley; all of them remain women’s colleges except Vassar and Radcliffe, which was absorbed by Harvard. Supplement: The part of an application required by schools in addition to the generic Common App form. Transcript: The official document of a student’s academic record including courses, grades, and gpa-­‐to-­‐date. Tuition: The cost of attending classes, not including living expenses (room and board). Undergraduate: A college student who is a candidate for a bachelor’s degree. University: An institution of higher learning comprised of several colleges. An undergraduate division confers bachelor’s degrees and provides facilities for learning to take place 47
through teaching. This undergraduate division may include a College of Arts & Sciences, a College of Engineering, a College of Business, and a College of Nursing. Wait List: Work Study: Yield: List of students who meet the admission requirements but will only be offered a place in the class if space becomes available. Offers of admission made from the Wait List are made from late spring of senior year to late August! Students who qualify for need-­‐based aid are often assigned an on-­‐campus job where all of the money earned goes into the student’s pocket for books and various expenses. The percentage of students admitted to a college who ultimately attend that college. The yield is often extremely high at selective colleges and universities. 48
Appendix
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REFERENCES There are many guidebooks available to help you navigate the college search and admissions process that can be purchased online and at bookstores. Guidebooks can be divided into several major categories: comprehensive, subjective, subject-­‐specific, and books about the college admissions process. Here is a list of recommended references by category: Comprehensive Guidebooks Completely objective and consist mainly of the facts and statistics about colleges; tend to be enormous (sometimes 3–5 inches thick, or more!); little in these books to give you the “feel” of a college, but can offer reasonably accurate information. WE DO NOT ENCOURAGE YOU TO PURCHASE THESE BOOKS—most are available in the College Counseling Office. • • • • • • • Peterson’ s Guide to American Colleges Barron’s Profiles of American Colleges College Board College Handbook Lovejoy’ s College Guide Princeton Review Big Book of Colleges College Board Book of Majors College Admissions Index of Majors and Sports Subjective Guidebooks Written to give a “feel” for the colleges; offer opinions about what is good and not-­‐so-­‐good about individual colleges, and rate quality of academic and social opportunities, and quality of life; these opinions can be helpful and interesting, but they are opinions of the writers and not fact. WE DO ENCOURAGE YOU TO PURCHASE A COUPLE OF THESE GUIDEBOOKS to use at home and as you visit colleges. • The Fiske Guide to Colleges • Insider’ s Guide to the Colleges • Princeton Review’ s The Best 377 Colleges • Rugg’ s Recommendations on the Colleges • Colleges That Change Lives • The College Finder Subject-­‐Specific Guidebooks These guidebooks are written for students with specific backgrounds, interests or concerns. They offer factual and subjective information from an ethnic, multicultural or academic-­‐specific perspective. Some guidebooks include all colleges that fall into a specific category, while others require colleges to pay to be included and are not as comprehensive. • AFI Guide to College Courses in Film and Television • Performing Arts Student’s Guide to Colleges • Guide to Programs in Visual and Performing Arts • Guide to American Art Schools • Campus Opportunities for Students with Learning Disabilities • College Guide for Students with Learning Disabilities • The FCLD Learning Disabilities Resource Guide • Lovejoy’s College Guide for the Learning Disabled • Peterson’s Guide to Colleges with Programs for Learning Disabled Students • The K & W Guide to Colleges for the Learning Disabled • Sports Scholarships and College Athletic Programs 50
Subject-­‐Specific Guidebooks continued… • The Winning Edge: The Student-­‐Athlete’s Guide to College Sports • Callahan’s Guide to Athletics and Academics in America • Going The Distance (formerly The Athlete’s Game Plan) • The Directory of Athletic Scholarships • The Engineering Career Guide • Architecture Schools Guidebook • Consider a Christian College • Student’ s Guide to Catholic Colleges and Universities • The Jewish Student’s Guide to American Colleges • Guide to Jewish Life on Campus • America’s Black and Tribal Colleges • The Black Student’ s Guide to Colleges • Historically Black Colleges and Universities Fact Book • Multicultural Student’ s Guide to Colleges • Complete Guide to Canadian Universities • Making a Difference College Guide Books about the College Process “How to get into college” advice as well as what to do when you get there—rather than specific information about colleges—can be very useful as you navigate the process, with tips on college visits, interviewing, preparing applications, writing essays, etc. • Looking Beyond the Ivy League, Loren Pope • Playing the Selective College Admissions Game, Richard Moll • The Fiske Guide to Getting Into the Right College, Edward B. Fiske • Colleges That Change Lives, Loren Pope • 50 College Admissions Directors Speak to Parents, MacGowan and McGinty •
Majoring in the Rest of Your Life, Carol Carter WEB RESOURCES The Internet provides a wealth of information that will aid you in the college search and admissions process. The following is a list of sites that we believe provide useful and reliable information on individual colleges, financial aid, college entrance testing and test prep, athletics, career interest inventories and summer programs. You are encouraged to browse a variety! College Search and Information Sites www.collegename.edu: Every college has its own web site; access it by typing the name of the school.edu www.petersons.com www.review.com (Princeton Review site and Counselor-­‐o-­‐Matic!) www.collegeboard.org (online SAT registration information) www.commonapp.org (Common Application on-­‐line) www.edonline.com/cq/hbcu (Historically Black Colleges) www.cfnc.org (GREAT site for North Carolina residents!) Military www.sss.gov/ (Selective Service Registration, must be an 18 year-­‐old male) www.usma.edu (United States Military Academy at West Point) www.usafa.edu (United States Air Force Academy in Colorado Springs) www.nadn.navy.mil/ (United States Naval Academy in Annapolis) 51
Military continued… www.cga.edu (United States Coast Guard Academy) www.armyrotc.com (Army ROTC) www.nrotc.navy.mil/ (Navy ROTC) www.afrotc.com (Air Force ROTC) College Athletics www.ncaa.org (for college-­‐bound athletes, click on Eligilibility Center to register with the Clearinghouse. www.naia.org (National Association of Intercollegiate Athletics) Scholarship and Financial Aid Scholarship applications are kept on file in the College Counseling Office. www.fafsa.ed.gov/ (FAFSA online) www.finaid.org (good info on financial aid, scholarships and scams!) www.fastweb.com (GREAT scholarship search site!) www.fastaid.com (scholarship search service) www.cfnc.org (GREAT site for North Carolina residents!) Career Information careerpathsonline.com (Career Paths Online) career.missouri.edu (Career Interest Game) www.careerkey.org (Career Key) www.careermag.com (Career Magazine) www.kaptest.com (Kaplan Careers) www.keirsey.com (Keirsey Temperament Sorter – matches your temperament to a career) www.umsl.edu (Occupational Outlook Handbook) Summer, Study Abroad, Gap Year Many great brochures and applications are also available in the Enrichment section of the college counseling website at www.da.org/collegecounseling www.interimprograms.com (Advice about the interim or “gap” year) www.outwardbound.org (Outward Bound) www.earthwatch.org www.afs.org (AFS – American Field Service) www.habitat.org (Habitat for Humanity) www.peacecorps.org (Peace Corps) www.nols.edu (NOLS – National Outdoor Leadership School) www.studyabroad.com) (Study Abroad!) www.thesca.org (The Student Conservation Association) www.petersons.com (Click on summer program information) 52
COLLEGE COMPARISON CHART Considerations School # 1 School # 2 Name of College or University Major: What is your area of academic interest? Is it a strong area at this college? Educational Philosophy: Do faculty teach or do research? Curriculum: Required courses? Distribution requirements? Senior thesis? Independent research? Academic Concerns: Average class size, facilities available, academic calendar – semester, quarter, trimester. Who teaches courses, especially to freshmen? Geographic Setting: specific region – NE, SE, Midwest, West, SW; urban, suburban, rural, closest city, nearest university Administrative Control: state sponsored, private, religious affiliation – how strong? historical vs. philosophical? Cost: include tuition, room, board, fees, books, etc. In-­‐state vs. out-­‐of-­‐state? Student Body: size, size of freshman class, geographic distribution, male/female ratio Admission Selectivity: middle 50% SAT range; interview – recommended or required; # of applicants vs. # of accepts. Is Early Action/Early Decision available? Academic Stats: # of students who graduate within 4 years? 5 years? % of students accepted to law/medical/ business/academic grad school Financial Aid: availability of financial aid – need based, merit-­‐
based scholarships. Extracurricular Life: What activities do you want to participate in? Are they offered at this college? % of students in fraternities and sororities 53
College Comparison Chart Continued… Name of College or University Social Atmosphere: Liberal or conservative? Popular mode of transport: car, bike, or Birkenstocks. What’s a typical weekend like? Do people stay or go home for the weekend? Athletics: What sports do you want to participate in? Are they available? Can you play? Club sports? Intramurals? Availability of facilities for non-­‐
athletes? Housing Options: Is on-­‐
campus housing guaranteed all 4 years? How many students live on campus vs. off campus? Are special dorms available? – language dorms, quiet, honors, etc.? Notes of Interest: Notes of Interest: Notes of Interest: Conclusion: Would you apply? Why? Why not? 54
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