Welcome to The Admission Game (TAG) College Planning Blog, an ongoing discussion of the factors that impact the college planning process. This space will keep you abreast of critical planning strategies, introduce you to key resources and comment on timely issues that relate to your college planning effort. I look forward to staying in touch and seeing your comments as we progress through the college planning process together. An extensive listing of past articles as well as those written by other authors can be found in The College Planning Library, a feature of the Best College Fit Resources.
One of the first—and most important—exercises in the college planning process involves course selections for the coming year of high school. Your high school academic record determines whether you make it onto the “competitive playing fields” at the schools to which you apply. Moreover, the strength of your record positions you as a candidate among other candidates who are vying for consideration.
The level of selectivity experienced at a given college provides an important contextual framework for this discussion. For example, the harder it is to get into a college, the more magnified are the decisions you make in all aspects of your life, especially those that relate to your academic development. Colleges that are less selective tend to be more forgiving of choices/outcomes that might not reflect as positively on your application. Keeping in mind, then, that the choices you make will be regarded differently according to the pressure a given institution feels to make fine distinctions between great candidates, the following are tips for making course selections that will serve you well going forward.
When in doubt, err on the side of rigor. The degree to which you expose yourself to rigor or challenge in the high school classroom speaks volumes with regard to the likelihood that you can perform well in college level courses. As a result, admission officers are watching to see how you use the curriculum available to you to “step up” each year. Each year of high school should reflect advancement through progressively rigorous coursework in each discipline.
Know your capacity to do the work. In contemplating rigor in course options, it is easy to get drawn into the presumptive logic that taking the highest level will be most impressive to colleges. While there is some truth in that assessment, you need to be able to function at a high level in the course. Barely passing an inordinately “hard” course produces the double whammy of a low grade in that course and the ripple effect of lower grades in other courses as you spend a disproportionate amount of time making it through the hard course. The bottom line: While it is important to stretch yourself, don’t over-reach in taking courses for the purpose of impressing admission officers.
Breadth matters. In other words, keep your bases covered. In each year of high school, you should take courses in the five core discipline areas: math, science, social science, foreign language and communication arts (a.k.a. English). Do this regardless of your career interests. Why? Admission officers, especially at selective colleges, want to see that you have developed skills of critical thinking and analysis across disciplines. Having such an experience gives them greater confidence that you will be able to handle distribution requirements and cross-disciplinary courses you are likely to encounter in college.
Substitute value for value. It is not uncommon for students entering the Junior or Senior year to rationalize course selections (e.g. “I don’t like Spanish…” “I want to double up in sciences…”). Generally speaking, dropping a course in one discipline for a course in another is acceptable if you are substituting value for value. For example, dropping an Honors or AP French in order to take AP Biochemistry is acceptable. On the other hand, dropping it for a survey course in Economics or Psychology would be a bad move within the context of competition at selective institutions.
If you think you want to take courses that relate to your possible major in college, keep in mind that the first order of business is competing for admission. While in high school, focus on breadth and depth of curricular development. If your schedule allows you to take courses related to your career interest in addition to the core group of five (referenced above), go for it. Otherwise, wait until college to start your major.
Don’t settle for “good enough.” It is common for students to chart their progress through high school by working only to the level of their graduation requirements or to the course “requirements” posted by colleges. The problem is that selective colleges want to see what you will do when you have seemingly satisfied your “requirements”—when you don’t think you have to do anything. Be careful, then, not to settle for the minimum or that which is good enough. If you want to increase your range of options as a college applicant, push past that which is good enough to that which will make you a better candidate.
A common question from students regarding course selections sounds like this: “Is it better for me to take an easier course where I know I can get an “A” or should I take a harder course where I’ll probably get a lower grade?” While it is tempting to assert that one should take the hard course and get the “A,” I would like to offer a slightly different, three-part response that should apply to any course selection.
Choose courses that make sense to you—not to your friends or your parents. The courses you choose in each discipline should provide a new level of challenge and opportunity for growth.
Do as well as you can in these courses—good enough is never enough.
Select colleges that will value you for what you have to offer.
Finally, it may not be possible, for a variety of reasons, to schedule all of the courses that make sense to you. When that happens—when there are irregularities in your academic program—you have a story to tell in your application. And that is a topic for another day!
To learn more about “Course Selections,” check out these resources from Peter Van Buskirk:
The College Planning Workbook, Part II, Chapter Six, #4. “Present a Compelling Academic Record” (Available in the TAG Bookstore; $20)
“When is the best time to start college planning?”
It’s a question I hear often—usually with equal hints of angst and expectation. Those raising it are parents, mindful that “college is coming” despite the seeming indifference their children display toward the subject. While the business of looking at colleges and applying for admission looms larger on moms’ and dads’ radar screens by the day, it has yet to spark any outward signs of curiosity in their children.
If you are one of these parents, you probably find the inertia to be maddening! The “life calendar” might say, “It’s time to get started—there are places to go, things to do and decisions to be made”—but the central figure in this pending drama doesn’t seem to be the least bit interested!
Herein lies the dilemma that comes with being able to see beyond the horizon. While your teenager is content to live in the moment, you can see, all too clearly, the big picture that is about to unfold. You know what’s coming and appreciate the need to be well prepared, yet your calls to action go unheeded. And, in matters related to college, you have probably spent the better part of your adult life readying your child (and yourself) to make the most of the opportunities that lie ahead. You can’t help but think, “The time is now—let’s do it!”
Having “been there and done that” with three kids, I get it. I also know from experience that forcing the issue prematurely can be counterproductive. That’s why it is important to make the distinction between college awareness and college planning.
It is never too early to promote college awareness and implicitly with it, goal setting. When kids grow up knowing that college is not only an option for their future, but one that can provide the foundation for bigger and better things in their lives, they develop a context for decision-making that takes on increasing importance as they move through their high school years. As you promote college awareness, then:
Think and talk hypothetically about the future—muse about opportunities and options.
Avoid any rush to judgment about colleges or careers. The perceived need to do so can be paralyzing as young people rarely possess the insight and experience to be able to plan with any degree of certainty. Besides, there will be time for such deliberations later.
Test assumptions—about everything!
Feed interests. Encourage your student to invest in the interests and perspectives that give him/her joy in life, e.g., to find opportunities to develop talent, expand involvement and pursue leadership.
Create exposure to institutional options by visiting all types of college and university campuses. Take advantage of opportunities to sample cultural, social and athletic events. The greater the exposure a student has to the range of options, the broader their perspective is when it comes time to make critical distinctions in the planning process.
Encourage reading. Not only is it the best test prep out there, good readers also become better writers—a factor that will come into play when college essays need to be written.
Support and recognize intellectual rigor and academic excellence. Keep your student focused on taking courses that provide a reasonable challenge and don’t allow “good enough” to become an acceptable characterization of effort or outcomes.
Promote good decision-making. Students need to recognize that the choices they make on a daily basis, with regard to matters academic and otherwise, will eventually have a bearing on their competitiveness as college applicants.
By cultivating college awareness, you incrementally foster a level of comfort, if not expectation, with the concept that contributes to a more seamless transition into actual planning.
College planning, on the other hand, is a different ballgame. It literally revolves around a reasoned strategy—not an obsession—for finding and getting into the institution that fits the student best. As such, college planning is likely to include a range of tactical elements from test prep and course selections to essay development and admission interviews. Moreover, ownership is vital. For these things to be done purposefully and well, the student needs to take the lead in their execution. She/he can no longer be a spectator. After all, Mom and Dad are not the ones going to college!
The absence of a reliable timetable for this development can drive you nuts especially when you see or hear of other students who have already asserted themselves in the college planning process! The fact is the “light goes on” at different times for each student. While a few might be “chomping at the bit” to get started in 9th grade, most will start to recognize the need to get serious about college planning sometime during the second half of the Junior Year, a revelation that coincides with the heightened level of college talk among their peers.
The answer to the question about the “best time” to start planning, then, is: “When your student is ready, but no later than the start of the senior year.” In the meantime, focus on awareness. As you do, be careful not to give more energy than is necessary to the tactical elements of planning in the early years of high school. Your student needs to embrace that process in order for it to be productive. The last thing you want is for her/him to be resentful of your eagerness for getting started.
I had a number of conversations over the last several weeks with individuals who wanted to talk about the college transfer process. They were coming at the discussion from a variety of different perspectives ranging from the intentional to the desperate. The one thing they had in common was that they weren’t where they wanted to be—or so they thought.
In light of these conversations, it would seem appropriate to discuss the topic further in this space where the insight gleaned might help both those active in the transfer process as well as families that might be weighing the transfer option as part of the four year educational plan.
Before we look at the transfer process, it is important to acknowledge that many educators agree the optimal learning experience is one that takes place over four years on one campus. While there are certainly great examples of individuals who have pieced together meaningful undergrad experiences at multiple schools, the continuity of one academic program—and the relationships that emerge through it—typically fosters a more holistic experience and often produces more favorable results after graduation.
Opportunities to transfer into institutions are typically contingent on two factors: the availability of space and the availability of funds (for those who may need assistance). For example, schools that experience very little turnover in student enrollment (prior to graduation) may take on few, if any, transfers in a given year. These are places that, by virtue of rigorous admission standards, can make sure the students who enter, either as first-year students or transfers, are well equipped to manage the expectations of their respective classrooms.
Many of them also invest significantly in the various types of support needed for their students to find success. As a result, students who enter usually stay and graduate. Not surprisingly, these are also places that many students seeking to transfer see as “destination schools.”
By contrast, institutions more open to transfers are those that experience greater attrition prior to graduation. Their ability to support transfer students who need financial assistance may vary from year to year depending on the funds available at the time. It is possible, then, that institutions could extend offers of transfer admission but fail to provide the necessary financial aid.
In any case, the admission process for transfer candidates is remarkably similar to that of first-year applicants with several notable exceptions. 1) The high school transcript often takes a “back seat” to the college record in the credential review process. 2) The high school extracurricular record becomes secondary to involvement at the college level. 3) A statement is often required of the “sending” dean of student affairs attesting to the student’s good standing at the institution. 4) Finally, transfer students will be expected to address their reasons for transferring. The more selective the process, the greater the scrutiny that will be given to each factor as admission officers ask the question, “If we admit this student, what do we get?”
Given this background on the process, the rationale for transferring can be considered contextually. While there are myriad reasons for transferring, they tend to fall into one of three categories:
Intentional
Circumstantial
Reactive
Intentional The transfer process is both expedient and intentional for students who plan from the outset to piece together academic experiences at multiple schools. For some, it’s a matter of finances. They plan to address general education requirements at a community college or state university where the cost per credit is much lower before transferring into a four-year college to complete their degree requirements. Others simply need to develop academic competencies (and confidence) before embarking on a four-year degree.
Regardless, students intending to pursue a “2+2” degree path need to make sure the potential destination colleges promise to accept the coursework taken during the first two years and to support the transferring student with need-based financial aid. Many community colleges have negotiated articulation agreements with four-year programs that offer such assurances.
Circumstantial Sometimes, the “best laid” plans fail to accommodate changes in circumstance at a chosen college. For example, unforeseen changes in career interest, access to competitive opportunities athletically, health concerns, or financial support may put a student in the position of having to look for a new college home. When this happens, it is best to work with advisors at the “sending” school to compile a compelling statement in support of the transfer.
Reactive Some of my recent exchanges were with parents, worried that the first-year experience for their students isn’t going so well. Such revelations are never easy especially in light of the time and energy that was expended in the initial college selection process. As a result, parents are often conflicted about what to do—rush to their students’ sides with assurances that a transfer is in order or let things work themselves out on their own.
That the transfer “button” has been touched in any way is often symptomatic of adjustment issues (i.e. homesickness, high school relationship that is “on the rocks,” or envy—“the grass is greener somewhere else”) that do indeed benefit from time, experience and, in some cases, added maturity. My experience is that the vast majority of scenarios that seem highly worrisome at the end of the first semester have all but been forgotten by the end of the second.
Summary: All potential transfer scenarios must be carefully considered, not only for the benefits that seem to be immediately apparent, but for the long-term implications. If you go down the path of the transfer applicant, do so with your eyes wide open and an honest assessment of your rationale for doing so.
In many households around the country, the start of a new calendar year signals the need for greater urgency in college planning. After much holiday talk about possible college destinations, high school Juniors now gird themselves for the inevitable rush of activity that will culminate in college applications less than a year from now. Many younger students will soon find themselves on the “college trail” as well. Wherever you are in the process, keep the following in mind as you engage in college planning.
1) Stay student-centered. This is perhaps the most overlooked aspect of college planning as students and parents are often drawn by the allure of institutional reputations (“top 25” schools, “ESPN colleges,” etc.). Resist the temptation to start with a list of colleges. Instead, take time to make sure the student is considered first. Important questions such as, “Why do you want to go to college?” “What do you want to accomplish by the time you graduate?” “In what type of academic environment do you function best?” must be answered in order to begin calibrating a list of colleges. Make sure you know yourself before investing energy in specific institutions.
2) Focus on fit. Student-centered decision-making means that the optimal solution (college choice) will be the one that fits the student best. It will:
Offer a program of study to match your interests and needs.
Provide a style of instruction to match the way you like to learn.
Provide a level of academic rigor to match your aptitude and preparation.
Offer a community that feels like home to you.
Value you for what you have to offer.
As you look at college possibilities, be deliberate about making sure that each passes the “best fit” test. Establish a hierarchy of importance (“essential,” “very important” or “would be nice”) as you sort through the various factors that might influence your choice of colleges. Be honest in your assessments. Don’t let the “would be nice” factors drive your decision-making.
3) See what you can see. Now is the time to open your mind to all possibilities. Visit schools, large and small, urban and rural, public and private. Take tours. Participate in information sessions. Record your visits—take notes and pictures. Be careful not to rush to judgment. Allow your list to grow. As you do, reflect on what you are learning about yourself and the factors that define a good fit for you. Later, as you begin working toward a short list of colleges, invoke the “hierarchy of importance” to make sure you are targeting the places that make the most sense to you.
4) Get on colleges’ radar screens. As you learn about colleges, make sure you get credit for the contacts you are making at college nights, information sessions at your school and campus visits. Fill out information cards and registration forms whenever possible. Many places are keeping track and will eventually, when you become an applicant, try to predict the likelihood of your enrollment based on the nature of your engagement with them.
5) Make good choices. Every day, you have the opportunity to make choices that have a domino effect on how you live the next day. Now, more than ever, the choices you make in school and in life will have a bearing on how you will compete for admission. Like it or not, everything counts. So, make choices that will give admission committees confidence that you are well prepared and best suited for their environments. Don’t wait to become a college applicant—you are already one now!
The College Planning Workbook (4th Edition, 2011) is an excellent resource for students getting started with college planning. It includes timelines, tips and exercises for students that walk them through the application process. The College Planning Workbook is available ($20 plus shipping/handling) in the TAG Bookstore.
One of the greatest joys I have these days is the opportunity to watch the holiday season unfold through the eyes of my two-year old granddaughter. The lights, sounds and sense of anticipation are aglow in wonderment and innocence that is both humbling and rejuvenating.
As I savor the simplicity of our shared time together whether it involves trimming the Christmas Tree, watching the Lionel train make its way along the track or reading another story, I am reminded that such moments are not unique to the holidays or special occasions. The truly good things in life are there for the taking every day! We simply need to take the time to recognize—and embrace—them.
That is never more true than for those involved with the college planning process. Finding and getting into the college of choice can be such an all-consuming task that quality of life factors—savoring simple joys—become an afterthought. It should come as no surprise that students, parents and college access professionals are heavily invested in achieving desired outcomes. Much is at stake and, for many, there would seem to be little margin for error. As a result, it is easy to take the process—and, perhaps, one’s own involvement in it—a bit too seriously.
My wish for you during this holiday season is that you are able to step back from the frenzied activity of testing, essay writing and application preparation. Be intentional about changing gears—and changing focus. Take a deep breath. Allow yourself to sleep in. Spend quality time with family and loved ones. Relive fond memories. Engage in activity that gives you joy. And allow your inner child to emerge for at least a little while. You’ll be glad you did.
Above all in this season of celebrations, be happy, be healthy and be safe!
It is that time of year when the outcome of Early Decision (ED) and Early Action (EA) applications becomes known. While many applicants receive good news that assures them seats at places of their choices, others are left wondering about next steps in the application process. Let’s take a look at the possible outcomes along with recommendations for moving forward in each case.
1. You’re accepted!
This is great news—now you can exhale! As you do, however, remember what this means. In the case of both ED and EA, you have been assured a place in the entering class at the school in question. Is it a guarantee? Well, sort of. In not so small print, most acceptance letters remind you that the offer of admission is contingent on your completion of the senior year at the same level of performance that won you admission. The admission office at that school will continue to track your performance through graduation all the while reserving the right to withdraw its offer (and your place in the class) if you fail to live up to your end of the bargain. So…
Relax and have fun, but keep going to class and perform at the highest level possible.
Resist the temptation to “modify” your academic course load for the balance of the year.
Make sure any subsequent changes in program or performance are addressed in updates to your application file. You don’t want admission officers to have to guess about any unexplained irregularities that materialize after you have been admitted.
Honor the commitment. While both ED and EA offers of admission bring peace of mind, the ED offer also requires you to take action by completing the enrollment process. As an admitted ED candidate, you must:
Withdraw all other applications including those at schools where you might be under consideration for any type of scholarship. Your ED commitment means you have agreed to forfeit those other possibilities.
Submit your enrollment deposit by the designated date in your acceptance letter.
Your next steps if financial aid is involved: If you have been admitted ED and are an established applicant for financial aid, i.e., submitted the required forms in a timely fashion, you have the right to see—and accept—your financial aid award letter before withdrawing other applications and submitting your enrollment deposit. If you operated in good faith with regard to applying for financial aid, make sure you understand and are comfortable with the financial aid award that has been offered.
On the other hand, don’t expect an extension on your enrollment deadline in order to complete the financial aid forms (if you are starting that process after the offer of admission has been made) or to compare financial aid awards with other schools. Similarly, you might be expected to enroll before learning your status with regard to scholarships for which you have applied at that school.
2. You have been deferred or denied.
Frankly, any decision letter that doesn’t start with “Congratulations!” can’t be delivering good news. Rather, the words are telling you that you can’t have something that was very important to you. While the message is bound to hurt, let’s examine it further.
If you have been denied, the outcome is clear. There will be no further review. It is time to move on.
If you have been deferred, the admission committee is demonstrating its reluctance to commit to you now. It wants to see more information (updated grades, new accomplishments, etc.) from you and to see how your credentials fit in the overall candidatepool before making a final decision. As a result, you still have “hope” for a positive outcome. Generally speaking, however, deferred candidates don’t fare as well later in the admission process. The dynamics of ED at most places are such that if an admission committee thinks it might admit you as a regular candidate, it most often will admit you as an ED candidate.
In the case of either deferral or denial, you are effectively being set free from any commitment. You are a “free agent” able to re-focus on other schools on your short list that presumably represent good fits for you. Things will work out. Some of these places will even resurface as strong suitors encouraging you to think about converting your application from “Regular” admission to Early Decision Round Two at their schools. This is a viable option, however, be careful not to react emotionally to such opportunities. Make sure you are embracing a healthy, positive, constructive opportunity rather than rebounding from a situation that resulted in great disappointment. Early Decision, even through a Round Two option, still involves a commitment. Make sure it’s the right place for you.
Believe in you! In the mass mayhem of ED and EA, self-worth seems to ride on the coattails of each outcome. Just as you might be flying high with a letter of acceptance, it is also easy to feel like you have somehow failed if you are not admitted to the school of your choice. Don’t succumb to that notion. That school has simply made other choices based on agendas, seen and unseen. In the process, it missed an opportunity to choose you.
You will find wonderful opportunities at other schools if you only allow yourself to see them. Don’t ever stop believing in you. As long as you don’t lose sight of who you are and what you hope to accomplish in college and in life, you will be fine.
Managing college costs can be a challenge for any family regardless of means these days. The facts speak loudly. A college education—even at a state university where subsidies kick in for in state residents—represents a considerable investment. Moreover, the tough economy just makes money management on the home front more of a challenge. As a result, many parents feel a growing tension between lifestyle choices and prudent money management as they anticipate the cost of a college education for their children.
This tension was observed poignantly by a parent in response to the tips I posted recently for those about to navigate the financial aid process.
“For those of us who have done a good job of saving for college, and may (fortunately or in this case unfortunately) have household incomes that preclude us from being eligible for need-based aid, what is the best way of finding and getting merit-based or other non-need-based aid? Are we simply at the mercy of the institution?
While I feel very fortunate to have $200,000 to spend, had I spent all this money on boats and vacations and foreign cars instead of saving for my children’s education over the years, I would have a much better chance of getting need-based aid, which seems awfully unfair…”
The question, then, is “What to do?” As a parent, do you save and make sacrifices or do you live large and count on other sources of funding to cover costs?
Historically—and currently—the answer has been the former. A college education is a privilege—a choice to be made—and the first responsibility for funding a college education rests with the student and her/his family. Nothing has changed in that regard.
Rising college costs and the availability of need-based financial aid have, however, spawned other developments that tend to encourage a sense of entitlement while obscuring the premise of initial self-help. For example:
Colleges and universities now engage in efforts to “strategically deploy” their financial resources in order to leverage their enrollments with special attention (scholarships and preferential packaging of need-based financial aid) given to students whom they value most.
Financial planners promote their abilities to minimize asset exposure (to maximize financial aid eligibility) and to help families find the best “deals.”
An emerging “live for today” cultural perspective encourages people to believe that anyone can be a winner in the financial aid sweepstakes if you play the game right.
It is no wonder, then, that many families are confused about how to approach college costs. Do you try to do the “right thing”—save, sacrifice and make lifestyle choices that enable you to support college costs as fully as possible? Or do you spend down your discretionary income and manage your assets to establish the presumption of financial need?
Given what is at stake financially, it isn’t an easy question. And, in many ways, you are at the mercy of the institutions. Selective colleges and universities in particular will admit whomever they want for whatever reasons are important to them at the time—and many will use financial aid to entice those who are most attractive to them.
Lest you are tempted to move your money around to maximize the financial return, however, I can tell you this. Financial aid officers at private colleges and universities are good detectives when it comes to intuiting family financial circumstances. I’m sure financial aid officers at all institutions are adept at finding the truth about a family’s income and asset picture, but those at private colleges are often obsessive about drawing more information into their assessments of financial “need.” Toward that end, most require the College Scholarship Service Profile, a financial aid application that, by its design, enables aid officers to take a particularly granular look at your family finances. So, if playing the “end run” on college costs has crossed your mind, be ready for the real possibility that financial aid officers will be a step ahead of you!
In the final analysis, the best chance your student has of acquiring non-need based assistance is by managing expectations. Quite frankly, some schools will not offer any type of merit scholarship and that should be evident from the outset. If you have saved well yet cost and affordability—or, perhaps, cash flow—are still concerns for you, it will be foolhardy to try and squeeze tokens of support from these places.
Work with your student, then, to target “good fit colleges”—places at which s/he will be valued for what s/he has to offer. They are typically places where the students’ academic credential falls into the top 10-20% of those competing for admission. (Much as I hate to admit it, test scores, as institutional proxies for academic ability, are often the best indicators of the range of talent in the candidate pool.) Such institutions will admit the student and be clear about their intent to invest in his/her success. Quite often, an early indication of that investment arrives in the form of merit scholarship recognition.
An important point to remember as you complete your college applications is that colleges to which you are applying don’t have to admit you just because you are a good candidate academically. Your academic record merely puts you on the competitive “playing field.” In order to gain admission, you need to give the decision-makers a reason to want to admit you.
It might be useful to think about the selection of an entering class as an exercise in social engineering. As they review candidates, admission officers are looking for opportunities to shape a new and interesting community of scholars. They scan hundreds—and in some cases, thousands—of academically qualified candidates to find those whom they value most for the communities they are building on their campuses. After acknowledging your academic competitiveness, they are likely to ask: “What do we get if we admit her? We know she is a good student but what will she bring to the community we are trying assemble?”
This phase of the application review process is critical to all but a few of the candidates who are truly academic superstars. If your credentials don’t put you in the latter category, you need to be mindful of other talents, interests or perspectives that might set you apart from your peers—“gifts,” if you will, that might put your candidacy over the top in a tight competition.
In preparing your applications for admission, then, remember that they are like personal statements in which you are saying, “This is who I am and what I have to offer.”
Bring your talent to life. If you are a musician, make a studio quality recording. Audition if you can. If you are an artist, attend portfolio days or assemble a collection of digital images of your work to submit with your application. This demonstration of talent will be required for entry into highly selective conservatory or specialty programs in the arts. It can also make the difference for you at schools that value the arts but are not pre-professionally oriented in those areas. You do not need to have professional aspirations as an artist, musician, actor or dancer—or even as a major in the arts—in order for your talent to give your credentials an added dimension or, possibly, a competitive edge, in the selective admission process.
If you are an athlete, make sure your high school coach provides a good introduction or “scouting report” for the college coaches that might be interested in recruiting you. Be prepared to submit one or two game “films.” In doing so, resist the temptation to put together a highlight reel! Much as recruiting coaches want to see your skills, they also want to see what you do when you are not in the middle of the action. Posting carefully edited clips of your play on YouTube or through recruiting services probably won’t carry as much weight as you might imagine. The truth is, most recruiting coaches will not make a serious commitment to recruiting you unless they have seen you play.
By demonstrating your talents in this way, you go beyond the listing of activities and achievements on your application to reveal the nuances of tone and texture that distinguish your candidacy from the rest of the competition. More importantly, you give admission officers reasons to want to admit you because they value you for what you do well.
