While not every college requires the submission of entrance exam outcomes from the ACT or SAT these days (see fairtest.org for a list of test optional colleges), at many schools it is still the case that test scores are a highly scrutinized component of a student’s application. Significantly, testing outcomes also serve as a leading factor in the awarding of non-need based aid at many institutions.
Last year the ACT outpaced the SAT and became the more frequently taken test for the first time in the history of the competition between the two. Predictably, the SAT folks responded by announcing sweeping changes to their exam that will take effect in 2016. Guess what? The new test will look a whole lot like the ACT. Here is a summary of what this year’s sophomores have in store when they take the test in 2016 as juniors:
- A return to the old 1600 scoring system
- The essay will become optional
- There will be less emphasis on higher-level vocabulary
- The one-quarter penalty for each wrong answer will be gone, so as with the ACT students can possibly gain some points from guessing
The ACT will be making more minor changes to their test at some point in 2015. One is that in some locations it will be possible to take the test on a computer. The other is that section outcomes will be presented in new ways. A STEM score will combine the science and math scores, and a language arts score will present combined English, reading, and essay scores.
Pinnacle helps students prepare for both the ACT and SAT tests, as well as assess which is their stronger test. Two eight-week ACT classes start in February 2015 for Colorado students testing in April. Click the test prep tab at the top for more detailed information. One-on-one tutoring is also available. No SAT classes are being offered at present, but individual tutoring can be scheduled for this test as well.
Tags:ACT preparation·ACT tutoring·SAT preparation·SAT tutoring
I’m in the midst of a wonderful online course on Cutting the Cost of College, created and led by college financial aid expert Lynn O’Shaughnessy and her associate Michelle Kretzschmar. The majority of independent college counselors constantly tour and complete continuing education credits in order to better help their families, and I take this responsibility very seriously. Today I learned more about something I’ve wondered about, and that I know families fret about: the impact of 529 college savings accounts on qualifying for need-based financial aid.
The answer is that 529 accounts exert minimal impact on dampening aid as they are classified as a parental asset (not a student asset, interestingly enough), AND because the Parents’ Education Savings and Asset Protection Allowance shields a fair portion of parental assets. The way this works is the higher the age of the older parent, the higher the amount that is shielded. Unfairly and unsportingly, single parents can shelter quite a bit less. A married couple with an older parent aged 50 can shelter $34,600 under current rules; a single parent at this age can shelter just $8000.
Beyond this, the degree to which assets above these amounts are assessed isn’t exactly punitive under the present rules: FAFSA assesses these amounts at $5.64 and PROFILE at $5 per $100 in savings. Therefore, as Lynn shows, a couple with $50,000 in assets would experience a drop of only $2820 in financial aid eligibility. That is far below what many folks fear, so that is truly good news. The bad news is that the government continues to reduce the size of the asset protection allowance, so the current allowance isn’t as generous as before. The figures above reflect the current allowance, so for now it’s still a good deal and therefore a good reason to keep socking away funds in a 529 plan!
I have had the pleasure of hearing about the Learning Effectiveness Program at the University of Denver twice in three months time: in August while checking things out for a client of my education consulting practice, and two weeks ago with fellow members of the College Consultants of CO group. Both times the source of information was Jimmie Smith, the quietly competent director of the program.
The LEP is located in impressive Ruffato Hall, also the home of the DU College of Education and the Office of Disability Services. Seated with all of us CCCers in a fourth floor conference room that featured breathtaking views of the mountains, Ms. Smith did a great job describing this well-conceived program that supports students who need help learning how to navigate the rigors of college.
While initially created for students with learning differences, the LEP isn’t strictly limited to students with a specific diagnosis. The program is fee-based, costing $1100 per quarter, or $3300 for a full year. For their fees, participating students receive in-depth, personalized academic counseling on a weekly basis from staff members who are student success specialists. Among the services provided by counselors are study strategies linked with the student’s identified learning style, time and organizational management assistance, referrals to the program’s stable of subject tutors as needed, and help managing academic crises (should they occur). At the start of a quarter one of the first things counselors do is to guide students in plotting out all the key dates from course syllabi into their calendars.
The LEP works closely with the Office of Disability Services, which handles the formal arrangement of accommodations for those with diagnosed learning disabilities. One of my favorite things about the program as described by Ms. Smith is its focus on student accountability and self-advocacy. Many students in the present generation would profit from this sort of coaching.
As a student success specialist during my days as a college administrator, my regret is that every school doesn’t have a LEP-type program that is free of charge to all students. While the cost of creating and sustaining such programs would undoubtedly be prohibitive, institutions might recoup some of the expense in a reduction of the average 30% freshmen attrition that plagues U.S. colleges. While the DU-LEP certainly isn’t cheap at $3300 per year, Smith did share that some scholarships are available to those in the program to help with fees.
The University of Denver isn’t the college or university in the U.S. with this type of program. Others that are well known include the University of Arizona SALT program, the Curry College PAL program, and the Muskingum University PLUS program. Additionally, there are numerous institutions that are known to offer more robust support for students than is typical through their disability services programs and learning centers. Depending on a particular student’s needs and strengths, reviewing the extent of learning support provided by a school makes sense in many cases.
Final notes: At DU seeking to affiliate with the LEP does not alter admission standards; all applicants compete on the same basis to get in. This is something that should be queried at each school with such a program. Enrollment in the LEP is at an all-time high this fall with some 250 participating students. My memory is that the caseload of counselors averages around 26.
Apologies to my CCC colleagues for the backlighting. When I adjusted for it we lost the mountains, and, well, the mountains won! The 2nd pic is of several of us (with our amiable guide John) on a campus tour of the remodeled DU library with the floating classroom in the background.
I preach this line to my clients all the time, usually without much success. The other variation in my practice is “Why Big Isn’t Always Best.” The following is a review by Alison Griswold from Business Insider of a college-related segment from Malcolm Gladwell’s latest tome David and Goliath, which I just purchased yesterday:
Malcolm Gladwell seems to think attending an elite college or working for a famous company could kill your dreams.
The popular author lays out his argument for being a big fish in a little pond in his latest book, “David and Goliath,” a work that aims to overturn conventional notions about what makes for a disadvantage and who should be considered an underdog.
Gladwell’s basically against anyone attending a famous university just for the name, or really doing anything for the sake of prestige. To choose something elite is, more often than not, to choose being a little fish in a big pond, he says, since only a select few will shine among the best. He believes people are generally better off choosing to be part of a lesser known organization where they have a greater chance of standing out.
The concept Gladwell draws on is called “relative deprivation.” It was coined by Samuel Stouffer, a sociologist, during World War II to describe how we measure ourselves against the people immediately around us. Our successes are always compared to their successes, as are our failures.
Relative deprivation is why Gladwell takes issue with the belief that elite schools are automatically better. He cites the example of one student, under the pseudonym “Caroline Sacks,” who was determined to go into science until attending Brown University. There, she earned mediocre grades and felt generally stupid compared to her straight-A classmates, though according to Gladwell she was likely still in the 99th percentile worldwide. She eventually quit science.
Gladwell chalks this up to relative deprivation. The worst STEM students at Harvard, he claims, may be as smart as the top third at a lower ranked college. But Harvard students compare themselves to their Harvard peers, and that’s bound to make those in the bottom third feel stupid and unsuccessful. Better to have gone to a non-elite institution, he says — to have been a big fish in a little pond — than have had your dreams and confidence crushed.
Gladwell focuses his analysis on higher education, but his claims have obvious implications for career as well. If you’re a programmer, for example, is it better to take a chance on a small startup or to take that job with Google? Should aspiring bankers aim for Goldman Sachs or start at a boutique municipal bond company?
Based on his logic in “David and Goliath,” Gladwell’s answer would almost definitely be to go small. “Rarely do we stop and consider,” he writes, “whether the most prestigious of institutions is always in our best interest.” In academia particularly, he says, “The Big Pond takes really bright students and demoralizes them.”
Gladwell’s claims are striking and, as he frames them, compelling. Yet they also radically oversimplify the issue. In the case of Caroline Sacks, for example, there’s no way to prove that she would still be in science had she attended a less prestigious university. She might have simply staked her future hopes on a subject she wasn’t cut out for, switched her field of study, and graduated without the benefit of an Ivy League reputation.
And in career terms, is fear of being mediocre at Google sufficient reason to turn down an offer from the Internet giant? Should getting lost in the scramble at Goldman Sachs push you toward a smaller firm? You might not shine at either, but you can use your solid experience to get a higher-level job at a smaller company later on.
Read more: http://www.businessinsider.com/malcolm-gladwells-david-and-goliath-2013-10#ixzz2i2ftwaU8
Smart students with smart parents don’t stop the search process once they’ve identified numerous schools of interest. Unless they are wealthy and the sky is the limit for college costs, they also examine institutions for their generosity and pattern of distributing financial aid. How is this examination of financial fit accomplished? Here is a simple 4-step process:
1 – Calculate whether you might qualify for need-based aid by using the College Board EFC (estimated family contribution) Calculator. The calculator requests information similar to what you report to the IRS, your income and deductions:
Your EFC is the amount of $$ colleges and the government believe your family should be able to pay for school.
2 – Now determine your “need” by subtracting your EFC from the total cost of attendance at the college. A quick way to see total cost is to use the College Data website. You can make this search super fast by typing in the name of the college in question in a search bar, followed by the words college data (e.g. University of Colorado college data). When I did this for CU I learned that for in-state students total cost is $29,429; for out of state students it is $51,197 (yikes!). Let’s say you are a Colorado resident, and your EFC was $23,095. Do the calculation, and you do have some degree of need:
$29,429 minus $23,095 = NEED of $6334
3 – The above step yielded need of over $6000, but lets say you had no need; then you might hope for a merit aid award if you have some credentials (like excellent grades and test scores) that the college wants to reward, as they would welcome an application from you. Once again, use college data to examine a college’s generosity with both distribution of need-based and/or merit aid. Click on the Money Matters tab within the College Data profile of the school in question and carefully examine the number of students who receive both kinds of aid — plus the average amounts awarded. These numbers can be used to compare one college to another in terms of generosity. You will quickly see that some schools are far more generous than others. Unless money is not an issue you will probably want to consider the generous colleges much more seriously. There is one final step that makes all of this more definite….
4 – Now go on the websites of a few of the schools and enter your IRS-type info on their Net Price Calculator. A fast way to locate a school’s calculator is to type the relevant info into a search bar (University of Colorado net price calculator). Schools have discretion as to how they address need and merit, so this will be your best estimate ahead of applying as to what you may be offered.
A final opinion: If more families engaged in this process and responded by applying only to the more generous schools, we might see some adjustments on the part of colleges in pricing and aid awards. Happy hunting!!
If you’re like many students that I know, your college list is populated with schools not far from home and others that you’ve heard about from someone who knows someone who attended there and loved it. If you’ve been a strong student and you’re feeling lucky, perhaps you’re focused on high prestige/high selectivity schools that include Ivy League colleges and others in this tier that reject 90 percent or so of their applicants. Maybe you’ve been influenced by one of the popular best college books, like Colleges That Change Lives, or the Best 377 Colleges.
Whatever your method, it’s very likely that you’ve only scratched the surface of the nearly 2300 bachelor’s degree granting institutions available for your consideration in the U.S. It’s also likely that you’ve missed some of the best bargains to be had, and many of the schools where you could get a great education and be sublimely happy. Such schools have been labeled by some college experts as “the best schools you’ve never heard of.”
So how do you find these schools? A beginning step is to cull the playing field in a purely objective manner by using the search function available on a few websites like Naviance or the College Board. Since Naviance is only available through the high schools that subscribe, I will use the College Board in the following illustration. Use this URL to directly enter the CB matching feature:
Now proceed to make some choices, which will progressively reduce the number of schools you will be presented with at the end. Don’t be too limiting or too hasty in your choices or you may end up with fewer than you would like. You might also miss a hidden gem if you dismiss colleges that have fewer than 2000 students, or single sex colleges, for example. Experiment with ways of limiting your choices, and only make a clear choice if feel strongly and have good reason. By making certain choices I reduced the playing field from 3959 to 101 as follows:
- Right up front I chose 4-year colleges; I would suggest that you make this choice unless you are considering attending a community college for the start of your college career. This selection gets us down to 2291 schools; let’s keep going….
- For location I selected Mid-Atlantic, Midwest, Southwest, and West–now we’re at 1532 schools.
- For major, I imagined a student who is absolutely set on athletic training. Only pick majors if you feel 98% sure that this is what you wish to study; otherwise leave the item blank. This got us to 254 schools.
- I’m also imagining a student who is male and wishes to continue his high school activity of men’s swimming. This leaves us with 153 schools.
- Finally, I’ve made our student average to above average in his academics, so he checked somewhat selective and less selective to identify schools that accept from 50-75% of applicants. He also adds in his top ACT score of 25. Now we’re at 124 schools–we’re really getting somewhere.
- As a last step let’s say that our student has a mild learning disability, but wants to make sure that his future college will support him in his learning needs, so under Services he checks the LD box. This brings us out to 101 colleges.
At this point I would print the list and start checking into some of the schools. The CB website makes it easy to click on the name of any of these colleges, at which point you are given a description of the school, a photo, some pertinent quick facts, and their website URL, which you may then click on if you are still interested.
You’ve just added 101 colleges to your prospective school list, but you’re not done yet. What about the cost of these colleges and the likelihood of you receiving financial aid or scholarships? That is the focus of next week’s blog: Financial Aid and Your College Choices. For now, Happy Hunting!
Formerly Mesa State College, Colorado Mesa University seems to be on its way to greatness with newly added graduate programs, a new name, and an ever-increasing enrollment. I was in Grand Junction last weekend touring CMU with a client family, and we all came away with a positive impression.
The campus architecture has really ascended since the last time I was on campus more than ten years ago. From its modern buildings and smart classrooms to the new student center and the state of the art fitness center (with some equipment none of us had ever seen before – bowed treadmills that are higher on the ends than in the center), PLUS nice looking new dorms (which we didn’t actually tour), this campus creates a superb visual impression.
It also had an active and chummy feel to it: we saw multiple small groups of freshmen heading together in chatty clumps to the dining commons (I learned that these were students going through orientation together in their first year seminar groups, an excellent programmatic feature associated with student success and sound transitions from high school), and some great performers were doing a sound check for an open air concert scheduled that evening.
At present CMU has some 9000 undergraduates, and the most popular majors include business, nursing, kinesiology/exercise science, psychology, and biology. It is ranked in the U.S. News system as “less selective,” with entering students averaging between 2.6 and 3.5 in high school GPAs, and with averages of 20 on the ACT and 969 on the SAT combined critical reading and math sections. I fervently hope that the school doesn’t jump into the selectivity madness competition, and that it maintains its commitment to the average student, since good 4-year colleges for average students are desperately needed. Schools like this can inspire and sustain students who will be among the leaders of our society in the near future.
A final huge plus for this institution is its very reasonable cost. In 2012-13 the total cost of attendance for residents of Colorado was $15,973, and for out of state students $26,152.
It was a pleasure to meet up with a past client of mine who is now a sophomore at Mesa, and we narrowly missed seeing another past client who is a brand new freshman, busy completing her orientation program. B, the sophomore, was one of our (unofficial) tour guides, with the other being Dr. Robin Calland, a delightful professor in the English department and my friend and former neighbor. I particularly liked what B had to say about Mesa after a highly successful and enjoyable first year: “I underestimated this place until I got here, mostly thinking of it as a four-year college where I could get in. But I love it here, and everything about it: the kids, the professors, and the things there are to do on campus and in Grand Junction…. I especially appreciate that classes are on the small side and faculty really seem to care; they won’t let you fail and will push you until you succeed.” There is no stronger endorsement than that!
I left Denver in a rush and forgot my camera, so am borrowing an image from the school website for a visual – thanks CMU!
Admission decisions are typically based on your academic record (GPA, rigor of courses taken, etc.), your test scores on the ACT/SAT (with the exception of test optional schools), an essay (typically required by more selective schools), recommendations from teachers, in some cases an interview, and your record of extracurricular activities.
While not the weightiest component of your application, extracurricular involvement is used to help determine your fit at a school, and the sort of community member you might be expected to become. It isn’t the first thing that an admissions committee looks at, but it helps to seal the deal if they have decided you are admissible and of interest. So what are colleges looking for in the non-academic aspects of a student’s high school career? Several things, including the following:
- A history of involvement beyond the classroom, which can show that you are a multidimensional person engaged in the world around you;
- Evidence of commitment to one or more activities – showing that you can balance multiple interests and involvements and go the distance with follow-through;
- Evidence of leadership potential, which demonstrates that you take responsibility and handle it well;
- Involvement in worthwhile pursuits for the betterment of your school or community, speaking to your sense of responsibility and citizenship.
It isn’t necessary to have a list of activities as long as your arm, and depth counts for more than breadth — so avoid appearing to be a dabbler by making sure that you have one or more activities that you’ve pursued for two or more years. It isn’t necessary to appear to be the most well rounded person at your school, but some diversity in activities looks good. Therefore if you have mainly been involved in one arena, like athletics, add something in a clearly different realm to show the scope of your interests. The following shows how some of my current clients are demonstrating breadth:
Soccer team captain/DECA member/volunteer at an animal shelter
Marching Band (section leader)/paid employment/Boy Scouts
Track team/student government position
Theatre (acting, writing, directing)/community volunteer through a local religious youth group
Some final thoughts: paid employment is less commonly seen these days, but is definitely valued by admissions staff members as evidence of discipline and responsibility. Also, aim to show evidence of assuming increased responsibility over time in at least one of your activities and you can demonstrate leadership that way. If you’ve been on the school paper or yearbook staff for a while, emerging as editor by senior year will say a lot about you. You might also take charge of an event on behalf of one of your clubs, such as a fundraiser. Finally, compose your extracurricular resume during the summer before senior year and you will have one component of college applications done in advance – always a helpful thing!
One truly helpful newer federal regulation (effective 2011) requires that any institution participating in Title IV federal student aid programs (the majority of schools) must post a net price calculator on its website. NPCs allow students and families to see what they would likely receive in financial assistance from the school and from the government, therefore yielding a pretty realistic net cost.
To navigate quickly to a NPC do an online search like “Boston University Net Price Calculator,” and you should quickly be connected to the correct part of the school website and not need to hunt for it. You input your personal data points, which will include some basic demographic questions, standard family tax filing information, family size/parental marital status, and student information, especially grade point average, and at the end you will be told what you would likely receive in gift aid and self-help aid. The calculator will warn you that information is an illustration and not a promise of a particular award, but I hear from families that college offers are usually close to the NPC estimate unless substantive family info changes during the application process.
Nearly 300 U.S. colleges use the College Board’s net price calculator, enabling students to easily compare outcomes among the participating colleges. To do this you should create a student account, which is free and private, and save your personal data in the system. The following is the link to this planning tool on the College Board site: http://studentnpc.collegeboard.org/
Whether you utilize a school’s own NPC or the College Board calculator or some other, this tool is a great bonus to college financial aid planning. It will also go a long way to counteracting the false assumptions that many make about the true cost of college and the availability of aid. Check them out!
Hopefully high school students realize that summer isn’t just a time to relax and enjoy the sun, but also a time to get a leg up with activities that can help later on with college admissions. Two kinds of pursuits are especially good: those that will broaden you that can be featured on your extracurricular resume, and those that will keep your academic skill set sharp.
Broadening experiences might include a summer job, which shows that you are responsible and disciplined. Although perhaps not as commonly seen these days, work experience is viewed very positively in an admissions context. Other great experiences include travel (especially thoughtful travel, where you learn about places where you’re spending time), volunteer work, and programs like outdoor adventure-type trips. Note that not all of these possibilities cost money, and one even pays you for your time!
Pursuits that keep your skill set sharp include reading, and not just comic books and vampire romance novels, but at least some serious reading. Some high-quality, well-written periodicals that can be easy to come by in libraries and elsewhere include:
- The Atlantic
- The Economist
- High Country News
- National Geographic
- National Review
- The New York Times
- The New Yorker Magazine
- Scientific American
- Smithsonian Magazine
- Sports Illustrated (some of their longer articles and essays)
- Rolling Stone (some of their longer articles and essays)
- The Wall Street Journal
There should be something for every taste and interest on the above list, but I recommend sampling around and pushing yourself to read and engage beyond your current interests, as you will do this in college with General Education requirements in most cases.
Some colleges offer mini summer courses for high school students, giving you a taste of a topic or discipline of interest, and of life on their campus. These can be pricey, but some of the topics I read about in the promotional materials that I receive sound fascinating. Just now I did a web search on “college summer programs for high school students” and a ton of these programs came up.
You might consider doing some gradual prep for ACT and SAT tests and retests by reviewing questions and test segments on the official websites of the two testing companies. You can also sign up on the SAT website to receive their question of the day:
The basic idea behind formulating productive summer plans while in high school is to do something that engages and expands you, and not to simply hang with your friends and kick back. Once college application season begins you will be ahead of the game for sure!
Apparently lists are irresistible to readers. Just this morning I myself chose to read online about the ten best value used cars and the ten best brands of vanilla ice cream. In realms where I have limited knowledge and interest I am pulled in by these titles; however, the content of the lists I see pertaining to higher education give me significant pause as to the veracity and validity of such list-making.
A recent case in point: The Ten Easiest College Degrees. According to Angela Colley of MoneyTalks.com, here they are: Women’s Studies, Religious Studies, English Literature, Sports Management, Creative Writing, Communications Studies, Liberal Studies, Theater Arts, Art, and Education. According to the post the list was formulated (and I quote) “by reviewing studies, comparing entrance requirements and course catalogs at dozens of colleges, and asking college students and recent graduates themselves.” So a high bar was set to be sure for assembling this list, and yet my experience as someone with many years of college teaching experience and past administrative positions in academic advising, first year programs and the like lead me to question her conclusions.
First of all, I am quite sure that the caliber of the institution significantly determines the rigor of its programs, whatever they may be. In my experience, as an interdisciplinary degree program, women’s studies is not for the faint of heart. It can be quite theoretical, and requires students to traverse the terrain between the humanities, social sciences and sometimes sciences in order to critique social institutions and received knowledge. I suppose it may sound easy from catalog descriptions at some institutions, but women’s studies professors are some of the most exacting and demanding teachers that I know.
English literature and creative writing? Don’t majors in these subjects need to have an appetite for extensive close reading, sometimes of obscure texts (like Middle English for example–yikes!), and endless writing, editing, and re-writing? Many of the students I have taught, advised, and now coached as an educational consultant want to avoid this sort of thing like the plague. I imagine it all comes down to interest and aptitude: if you are engaged by something and feel you have skills that relate you will gravitate toward that subject and enjoy it. Math comes more easily to some students, and English to others. As someone with no artistic sensibilities or skills whatsoever, I am sure I would have made a lousy art major, and would have been miserable in such a degree program, and found it tough going.
And how many schools have a straight-up education major anyway? Most of the schools I’m familiar with feature education licensure programs to impart pedagogical skills, and require that students major in selected disciplinary degree programs, such as science, English, mathematics, social science, etc. This is also what many states require of prospective teachers.
My skepticism of lists extends to the college lists that many students and families seek out and follow, where I believe similar faulty assumptions and easy conclusions prevail. Whether it’s the The 377 Best Colleges, or the 40 Colleges That Change Lives, my question is always, according to whom, and why were some schools chosen and others left out? Surely there are more than 40 colleges that change the lives of students in powerful, positive ways—in fact, I’m sure of it. In my view lists are too easy, too pat, and too limited. And yet I understand their allure. Today I’m purchasing some Ben and Jerry’s vanilla ice cream (ranked # 1 on the list I read) to go with the peach and raspberry pie I’m serving my guests for dessert tonight. My clients, however, unlike my dinner guests, shall be liberated from the tyranny of the lists, as much as I can help make that happen.
I was impressed on a recent visit to Case Western Reserve University in Cleveland, OH. In fact, my first sense was that the school has a decided Ivy League feel to it with its size, architecture, and urban location. Case is a private university with 4016 undergraduates and 5620 graduates. It is ranked as more selective by U.S. News, and attracts students with SATs averaging 1336 and an ACT cumulative average of 30. One of the few universities in the U.S. with more males enrolled (56%) than females (44%), this is no doubt due to the popularity of its engineering programs – although biology, nursing and psychology are also found on the list of top majors.
Case has some impressive institutional stats, including a 92% freshman retention rate. The school meets 91% of undergraduate student financial need, although I was less impressed by the average debt of recent graduates: $39,886. In athletics the school plays at the Division III level.
I loved the campus and its mix of traditional and modern buildings. A standout is definitely the Peter B. Lewis building, which houses the internal School of Management. Architect Frank Gehry may be known for the undulating forms and curves of his major buildings, but to my untrained eye it also looked as if a very unfortunate explosion may have occurred inside. My photo of the building is at the top of the blog. I am very sorry that our tour didn’t include a peek inside. I also popped in a picture from the lovely main library at the bottom, which was featuring therapy dogs as a relaxation antidote to final exams during my visit—which I loved.
Finally, an observation or two about Case’s location in Cleveland: the city is far from the joke it once was, shades of urban blight and the Cuyahoga River in flames. Cleveland is now known as a hip metropolitan center with much happening in the arts and sports, and I am aware that it is also a major foodie destination. Any student looking for a standout education in an interesting urban setting should consider Case Western.
Until recently I have been snootily dismissive of for-profit colleges, but I must eat my words, for now I know Santa Fe University of Art and Design. I spent two amazing days on campus in late April and was beyond impressed. For the right student—likely one who is passionate about creativity, and ready for an intense hands-on learning experience—this could well be nirvana.
I was fortunate to be one of forty-some educational consultants, high school guidance counselors, and art teachers invited for an in-depth introduction to the college, and I dare say that every person in the group was quite amazed at all that we saw and experienced. SFUAD is the former College of Santa Fe, reborn from the ashes of the former school, which fell on hard times and closed for a while. Following a commitment from state and local stakeholders, a new partnership with the Laureate International University system, and a rebirth in its new university guise, this is now a thriving and truly exciting school.
Programs at SFUAD include art, contemporary music, creative writing and literature, dance, graphic design, moving image arts (film/video), performing arts, and photography. We got up close and personal with the students and their work and were treated to musical performances, a dance number, a theatre piece (from The Book of Mormon), and toured every building, where we saw students at work on all manner of interesting projects. The final evening of our time there included a chance to attend a theatrical production (Once On This Island), a student BFA show, and an exciting tradition in its third year, called Outdoor Vision Fest, where student multimedia work is projected at night on the walls of the Visual Arts Center, an architecturally intriguing campus building. All of Santa Fe is invited to this increasingly popular event, which this year featured live music and food trucks as well as the visual extravaganza.
SFUAD is a happening place, and fits well into the arts milieu of Santa Fe. The film school is the jewel in the crown of campus as it also hosts major professional productions, including acclaimed films like True Grit and No Country For Old Men, as well as the A&E TV series Longmire (we were allowed on the Longmire set during our visit). What this means is that film students have a chance to intern and be exposed to fully professional industry connections and experiences, even as beginning undergraduates. Amazingly, film students are given a Canon T4i DSLR camera with a zoom lens at the start of their enrollment, free of charge!
Three things in particular stand out to me about this school. One is that faculty members are working creative professionals who are well known and respected in their fields. I noted from the school website that Creative Writing and Literature Department Chair Dana Levin was a member of the jury pool for the National Book Awards in Poetry last year. Vice President for Academic Affairs Gerry Snyder is a painter who has exhibited at the Whitney Museum of American Art in NYC, the Museum Gallery of Modern Art in Sophia, Bulgaria, and elsewhere. This sort of distinction seems to be true of all the faculty chairs.
Another standout feature stems from the school’s connection with Laureate, which provides for study abroad opportunities at other Laureate institutions worldwide, including Domas Academy in Milan, Italy, where Santa Fe students can get a taste of fashion design, interior design, car design (!), and urban architectural design. Media Design School in Auckland, New Zealand, which specializes in digital design and 3D animation, is yet another option.
A final standout feature is the remarkably collaborative and interactive way in which the whole place works, involving both students and faculty members. We repeatedly heard from students and our tour guides that the average student makes connections across campus with fellow students in other disciplines and majors, and they develop working relationships, contributing to one another’s projects just as professionals do in real life. What a novel concept!
To see images of last year’s OVF, click or copy here: http://www.santafeuniversity.edu/Galleries/OVFGallery2012Images.aspx#
Tags:art schools·film schools·performing art schools
The end of the school year and early fall can be a great time to take or retake college admission tests to try for higher scores. When scheduled at these times there are fewer competing commitments and distractions that might interfere with solid preparation. Neither the ACT nor the SAT is administered over the summer months. The last opportunity to take the ACT at this point is June 8. The initial registration date has passed, but you may register on a late basis until May 17 and pay an additional fee. The last opportunity to take the SAT prior to the summer hiatus is June 1. Late registration for this test is by May 22, also with a late fee. The basic charge for the ACT without the optional essay is $35; with the essay the cost is $50.50. I recommend taking the test at least once with the essay, as some colleges require it. The basic SAT cost is $50. Low-income families can request to have fees waived by both companies.
The earliest fall administrations of each test are as follows: ACT September 21 (with a registration deadline of Aug. 23), and SAT October 5 (with a September 6 deadline). Remember that you may take tests numerous times and most schools will utilize your best outcomes in their admissions decision. While it is the case that more than 850 schools are now test optional (meaning that you needn’t submit test scores), many schools still rely on testing as an aspect of admissions decisions, and especially, for awarding merit scholarships. Therefore you don’t need to overly stress about ACT and SAT testing, but you should give the tests your very best effort, including plenty of advance preparation.
The official test books from the two test companies feature actual retired ACT and SAT tests along with in-depth information about skills and strategies for each test segment. Titles and ordering information for each are:
The Real ACT Prep Guide, 3rd edition. ISBN-13: 978-0-7689-3432-8
The Official SAT Study Guide, 2nd edition. ISBN-10: 0874478529
Also both companies feature a full test with answers and preparation suggestions on their websites:
The above methods of self-preparation work well for students who are highly disciplined and self-directed. For those who work better with someone leading the way and explaining questions and answers in detail, Pinnacle Education will be offering both individual and small group test prep in advance of the June and September/October dates. Call or email for additional information:
Tags:ACT·ACT preparation·ACT tutoring·SAT·SAT preparation·SAT tutoring
If you were lucky enough to receive acceptances from more than one of the colleges that you applied to, you are in the enviable position of deciding among competing offers. While this can potentially feel overwhelming, there is a rational way of making a choice.
On a sheet of paper list the pros, cons, and open questions you have for each school offering you a spot. These should relate to the factors that were important to you as you identified your colleges of interest. Overall school reputation, strength in your major, availability of programs you would like to participate in (such as study abroad, internships, etc.), campus culture, and cost might be among some of the factors you rank at this point.
If you feel you don’t have adequate information consider making use of good guidebooks and other sources, such as the Fiske Guide to Colleges for a print resource, or the website Unigo, for extensive student reviews of their own institutions: http://www.unigo.com/.
Don’t overlook the subject of cost, as decisions you make about the amount and more importantly, the composition of your aid packages are critical in this day of soaring student loan debt. Look to see who gave you the most money, but also look to see who gave you the greatest about of gift aid (free money) from your college acceptances, which is aid in the form of grants and scholarships. In particular seek to minimize your amount of aid in the form of loans, a type of self-help aid. If your aid letter doesn’t make this clear, feel free to call the financial aid office at the school and ask about the terms of your awards, whether they will continue in subsequent years, and any requirements you must meet to continue to receive that award.
If you were disappointed with your outcomes and acceptances, consider either the possibility of a Gap Year, a period off between high school graduation and starting college where you pursue a program that will further season and develop you. Also consider attending at a community college (which can save a lot of money!), and applying later to your dream college as a transfer student.
Topics contained in this post are explored in much greater depth in my book Get In! The High-Success, Low-Stress Guide to College Planning, available shortly from Tattered Cover Bookstores in Denver and Highlands Ranch, and from Tattered Cover online: http://www.tatteredcover.com/
Dear Blog: My apologies for the neglect; it has been nearly two months since I have posted on you, but there is a good reason. I finished my book: Get In: The High Success, Low-Stress Guide To College Planning. It will soon be available for purchase from Tattered Cover Bookstore here in Denver, and after that through Amazon. Soon I will be back posting regularly, but for today I am sharing the front cover, created by NZ Graphics.
The concept of a Gap Year is getting a lot of buzz these days, and many colleges are highly favorable toward students who make this choice. They know from first-hand experience that many post Gap freshmen are among the most well adjusted, thoughtful, and academically successful students that they have enrolled. A Gap Year (or semester) is a period of time off between high school graduation and the start of college during which the student engages in activities that promote personal growth and empowerment. A Gap experience may involve travel, volunteer service, employment, an internship, or some combination thereof.
A Gap Year can be an excellent choice for most any student, but is especially recommended for those who could use a break from the burnout of intense high school academics (prior to taking on the rigors of college study), those who may be somewhat unfocused in their goals and aspirations, and others who aren’t quite developmentally ready (aka mature enough) to make the most of living and studying independently. Since I have known a number of students like this in my education consulting practice, I appreciated the following quote by Danielle Wood, from the Today Show online:
Sending a kid who’s not ready off to college is like sending a kid who’s not hungry to an all-you-can-eat-buffet.
So how does a family explore Gap Year opportunities? A basic web search is a good start, although there are also now some good books available on this topic. Two important pieces of advice from those in the know: One, a Gap experience should never be a last minute fall-back option, for example upon receiving a rejection letter from your top college pick; to ensure a good experience it should be thoroughly researched and planned well in advance. Second, a Gap Year Program made available through an agency or organization, if that is the choice, should involve thorough investigation of its safety and soundness, especially if it includes travelling or living far away from home.
Some well-known programs are quite expensive, especially those that involve an overseas placement or a lot of travel, so shop around for the most reasonable cost. Also consider making a deal with your parents for a program of shorter duration in exchange for you working for three or six months to carry some of the cost; both the job and the program constitute your gap experience in this scenario. There are a few programs that are low cost or free that involve intensive service, such as the Americorps programs, some of which actually pay a small stipend or grant to help cover college costs.
A final great thing about Gap Year experiences is once again, the extent to which colleges are increasingly favorable about them (including Ivies and other highly selective schools), sometimes actually promoting them to students or granting deferments (giving permission for a delayed start date) to accepted students who decide they wish to do this before matriculating. Some students have even found that completing a Gap Year has improved their chances with a school that previously rejected or wait listed them.
We are pleased to inform you/We regret to inform you….
It’s the season of college application outcomes, as students are beginning to hear back from the schools to which they applied. Should you receive more than one acceptance you have a hard decision to make, but there are ways of doing so rationally, and reducing the associated stress and angst.
First, if you did your homework and chose schools that are a good fit for you, know that your happiness doesn’t ride on making a particular choice. The majority of students will find a niche and have a good experience at a majority of schools. So take some pressure off on that score.
Second, go about gathering the facts and make a systematic comparison. On a sheet of paper list the pros, cons, and open questions about each of your accepting schools. If your dream is to major in business marketing and study abroad, evaluate the relative strengths of those programs (there are rankings and ratings online that are easy to access to help with this). If you visited, what did you think of the dorms at your schools?
Third, which school is offering the best financial deal? Don’t only consider the total amount of your financial aid package, but also consider some less obvious factors. Who is giving you the package with the highest amount of gift aid (money you don’t have to pay back, like grants and scholarships), and the lowest amount in loans? Look also at the renewability of your aid package over time; if your grades stay up will you get a similar package in successive years, or will it likely diminish in years two through four? If your award letter doesn’t address this you may need to call the financial aid office and ask questions.
It may be advisable at this point to visit your schools, if you haven’t already, or to make a second, more in-depth visit. Many schools have special visitation programs for accepted students. You may have an opportunity to spend the night on campus, visit a class, or meet professors and fellow students with similar interests. This can be an important thing to do, as your gut response to spending time on campus is a valid consideration as well.
Finally, what if the unthinkable has happened and you were wait listed at one or more schools, or rejected? If you were wait listed at a school that you have a strong desire to attend, let them know of your continued interest, but don’t rely on a positive response. Some of these schools will receive “no thanks” replies from some of their accepted students, and this may indeed open up a space for someone like you further down on the list. This is a great thing if it happens, but there are certainly no guarantees.
If you are facing the bleakest outcome – no acceptances at schools of genuine interest, this is a good time to regroup. Trust that you will, eventually, get into a school that you truly wish to attend. It may be a good opportunity to consider a gap year experience, which will further season you and potentially increase the interest of some colleges in you as an applicant. This may also be a good time to apply to a community college or less selective school with a later application deadline, which may also prove to be a cost savings. You may have better luck down the road as a transfer applicant.
Best of luck with your decision!
U.S. News today published a piece on colleges that were found to have falsified admissions data: http://www.usnews.com/education/blogs/college-rankings-blog/2013/01/10/faqs-on-recent-data-misreporting-by-colleges. They conclude with an optimistic projection that such abuses are not widespread, but I wonder, in today’s climate where lots of attention is paid to rankings (with little awareness in many cases of what they actually mean), and where competition for students is intense.
A few days back a NYT blog by Frank Bruni made a convincing case for bypassing the usual rankings and ratings in favor of some atypical indicators that may reveal more meaningful realities – among them, the number of international students attending a given college, and the number of students who participate in study abroad: http://www.nytimes.com/2013/01/06/opinion/sunday/bruni-how-to-choose-a-college.html?src=me&ref=general&_r=0. Bruni is an elegant and thoughtful correspondent. Here is a taste, as he frets over his high school junior niece’s college planning process:
…. as surely as my niece swims in numbers, she drowns in advice. But much of it strikes me as shortsighted and incomplete, and I worry that she’ll be coaxed to make her choice in a way that disregards the inimitable opportunity that college presents, the full bounty and splendor of those potentially transformative years. I have the same worry about other secondary-school students who, like her, possess the economic and intellectual good fortune — and the hard-won transcripts — to entertain a wealth of alternatives, because I think we let them get too distracted by rankings, ratings, brands. We don’t point them toward assessments and dynamics that are arguably more meaningful.
My goal in my consulting practice is to help students find that ideal college that routinely provides those “inimitable opportunities” (often a set of colleges, actually), but it’s hard going sometimes. Thanks Mr. Bruni for framing the issues in such elegant prose!
In these weeks following the Newtown, CT tragedy, as our nation (hopefully) launches a far-reaching and serious examination of the feeders of acts of public violence, those of us who counsel prospective college students may be well advised to raise the topic with our clients and their families who have surely considered it. As we all know, colleges and universities have had their share of this violence, as Virginia Tech and so many other instances remind us – along with other more frequently occurring types of campus violence that don’t often make the news, like rapes, suicides, and brawling.
What might we say on this topic to our client families that might be helpful and not just alarming? One thing would be to recommend that a college’s violence prevention and response plan be queried as one of the range of factors included as schools are compared and considered. My past experiences as a college administrator who often dealt with incidents and at-risk students thoroughly convinced me that multi-pronged approaches including awareness and early intervention are the most powerful ways of diminishing the incidence of violence on campus … certainly over outdated measures that may sound good but don’t accomplish much. How many times, when a parent has asked about sexual assault in an admission information session, have they been told of blue light emergency phones and escort services, even though most women who are raped while at college are victimized by an acquaintance in a dorm room, apartment, or fraternity house?
The following list of measures, policies and procedures constitute some elements of a best practices model for campuses that are taking the threat of violence seriously, and addressing it holistically. I am grateful to have found online a report made to the MA Department of Higher Education that helped fill in the gaps in my knowledge since I last worked as a Student Affairs staff member:
1) Publication of campus crime statistics: Since passage of the Clery Act in 1990, named for a female undergraduate who was raped and murdered at Lehigh, campuses must make yearly statistics available on campus crime. Schools that do this more openly, rather than burying the report in obscure pamphlets and publications that must be sought out, signal a more proactive stance.
2) Educational and awareness programming: When programs are extensive and ongoing, ideally starting with first year student orientation and crossing over into campus media, classrooms, and residence halls, it helps to establish behavioral norms and makes a statement about institutional values and commitments.
3) The use of technology to alert students to developing threats: Notification systems can use cell phone alerts, email announcements and other means of quickly informing students of a threat or breaking incident. The campus where I presently teach part time has such a system. Thankfully, it has never needed to be employed, but it is regularly tested, so I know it works.
4) The use of multiple technologies to increase campus security: Widespread use of technologies like sophisticated door locking systems and CCTV cameras are important as safeguards and deterrents and should be widely employed.
5) Adequate psychological services, including specialized services and programs on topics like substance abuse, suicide prevention and conflict resolution: Counseling Centers play an important role not only through the provision of individual therapy, but also in educating the campus community about warning signs and available resources.
6) Creation and regular updating of detailed emergency response plans and crisis management teams that represent all factions of the campus community, including external community responders.
We might also suggest that when questions on such subjects are asked, the receptivity of institutional representatives is in itself an indicator of the commitment of a college to deal seriously with these issues. Finally, I recommend a powerful, sobering book about an actual incident written by my friend Gail Griffin, recently retired professor of English and Women’s Studies at Kalamazoo College: The Events of October: Murder-Suicide on a Small Campus. The link to the Massachusetts task force report that I referenced: http://www.mass.edu/library/reports/CampusViolencePreventionAndResponse.pdf