STUDENT-CENTERED SOLUTIONS FOR COLLEGE PLANNING

May is a month when high school Juniors find themselves staring at the seemingly “uphill” portion of the college planning process. Whereas the prospect of “going to college” has been on the radar screen for quite a while, the task of getting there is now approached with a sense of earnestness. The coming months will find students compiling lists and sorting through options in the hopes of happy outcomes. It won’t be easy, though. Just contemplating the upcoming gauntlet of college visits, essay preparation and tests—not to mention the panicked rush to meet application deadlines—can induce waves of anxiety on even the most thoughtfully organized families.

Getting “there”—to the happy endpoint—with a modicum of sanity intact requires an implicit understanding of roles and responsibilities. And it requires recognition that ownership of the process and the outcomes rests with the student.

The question of ownership in the college planning process isn’t easily or comfortably resolved—if addressed at all—within many families. After all, parents have been heavily invested in outcomes for their progeny since birth. College is simply an extension of the litany of experiences that parents intend for their children on the way to establishing happy and productive lifestyles. And who, better than the parents, can make the critical decisions about where and how to apply?

The truth of the matter is that the college application and selection process represents a launching pad for young adults as they emerge from the comforts of home, family and all that is known into a world of self-discovery. They need to recognize—and seize—the opportunities for reasons that are important to them and no one else.

This assertion can be difficult for some parents to swallow. After all, it isn’t easy to give up control and expect an 18-year-old, with little-to-no experience, to make the right decisions in managing a process of this complexity when the stakes are so high. For these parents, peace of mind is found in handling the important decisions themselves—hiring private educational consultants to manage the process, putting kids in pricey test prep programs and paying for access to essay editing services.

When this happens, students become spectators in the planning for their respective futures. Forced to the “sidelines,” they are not able to learn and practice good decision-making skills and experience accountability for their actions in a process that impacts their respective futures. Unable to truly affect outcomes, they are affected by them.

The best outcomes in college planning occur when the student is vested with ownership. After all, the parents aren’t going to college—it is the student who must compete for admission. And it is the student, who, based on the strength of his credentials and preparation, will be given the opportunity to test his skills at the next level educationally.

Achieving this opportunity in a manner that is ultimately rewarding to the student and satisfying to the parent calls for an approach in which parents cede ownership to their students, an approach in which “directing” gives way to “guiding.” Turning over the controls isn’t easy, but at some point it’s necessary. (If you have taught your kids to drive, you know what I mean!) For kids, going to college represents, among other things, the opportunity to step out of their parents’ shadows and into a world of possibilities they can begin to imagine for themselves. And getting there, despite their inexperience and busy schedules, is something they must learn to do for themselves.

The gift of ownership, then, can be incredibly empowering for a young person who is straining to define herself. College admission officers are eager to see how students are emerging as young adults. They want to hear their voices and learn about their accomplishments. They want a measure of the student’s vision and self-confidence that can only come from the student. As a parent, you have done your job in that you have brought her to the point where she can begin speaking for herself. Now, it’s her turn.

Tips to parents for implementing the transition to student ownership:

1. Engage in conversation that gives your student the opportunity to think about and identify his priorities for life after high school.
2. If such priorities include a college education, explore with your student the factors that will be essential –in her mind—to defining a successful experience (i.e. distance from home, style of instruction, social life, etc.).
3. Focus on finding the best college fit. Preoccupation with prestige and rankings often detract from a student’s ability to make smart, student-centered choices.
4. Give your student responsibility for the development of a college list. Encourage a long list at first that includes a range of options. Then help him assess these schools within the context of “fit” and his priorities. Support opportunities to visit colleges whenever possible.
5. Urge your student to maintain a file of information about the colleges that interest her most. The file might include a spreadsheet on which she tracks data and impressions for each college that relate to her priorities.
6. Encourage your student to wrestle with questions such as “What will a college get if it admits you?” and “How might you convince admission officers that you will be a good fit for their schools?” Such conversations will help the student find greater focus when it is time to apply for admission.

As you and your student become immersed in college planning, continue to visit this College Planning Blog for additional blog postings that provide greater insight/guidance with regard to different elements of college planning. In addition, The College Planning Workbook (4th Edition), available in the TAG Bookstore is a great resource for students as they begin to take ownership in the college planning process.

If you are a high school student in grades 9-11, there is a very good chance you have begun to receive unsolicited mailings from a range of organizations informing you of your nomination to be included in a special honor society or to attend summer leadership programs.

On the surface, such nominations are intriguing. In fact, what’s not to like about them?! The very notion that you have been nominated to receive recognition for your achievements or to take advantage of extraordinary, not to mention seemingly exclusive, life experiences is almost too good to be true. It’s good “ego food” and, who knows; maybe your participation will look good on your college applications.

Before you get too excited, let’s take a closer look at what is going on with these “nominations.” They are being sent to you by organizations—businesses, to be sure—that seek to capitalize on the eager hopes and, in some cases, insecurities, of young people as they apply to college. The content that is being offered might be valid, but it is rarely as substantive or meaningful as the nomination would suggest. A leadership week in Washington, D.C. could be a great experience (if you’ve never been to D.C. before), but it is certainly not exclusive. Doing volunteer work in Costa Rica sounds exotic and could make a difference in the lives of others—did I mention it sounds exotic! Hmmm. And a listing with an honor society or “who’s who” might make you feel good, but don’t expect it to garner much attention in the admission process.

You see, the same “nomination” that you might have received was probably sent to tens of thousands of other students around the country. How did they get your name, you might ask? Well, it’s really not that hard. The sponsoring organizations might solicit names from high school teachers who, although they might not have direct knowledge regarding the program opportunity, don’t want to deny their students the chance to participate. More likely, though, sponsors will buy lists of names that have been academically pre-qualified to some degree from a range of sources including testing agencies. If you have ever taken a test and agreed to make your results available to colleges, scholarship organizations and the like, your name is out there. In any case, the program sponsors objective is to sign you up!

I’d like to offer the following tips, then, for your consideration as you evaluate the nominations you receive in the coming weeks.

1. You should never have to pay for a credential. True honors are earned and will rightfully be bestowed upon you.
2. Admission officers are wary of volunteer experiences that can be bought. Remember, they are cynics—and the cynic will see vacation where you had hoped they would see volunteerism.
3. If you are truly interested in doing community service over the summer—or any time, for that matter—look for opportunities to make a difference in your own community. Participate in a Habitat for Humanity project. Serve meals to the homeless. Become a Big Brother/Big Sister. The hallmark of service is selflessness.
4. Choose activities that will be truly enriching. As you contemplate your options for discretionary involvement, do so as though applying to college is not in the picture. Choose those opportunities that will help you learn and grow. Admission officers look for authenticity in the person and character of the candidates they are considering. Let your choices be a window into the qualities you possess.
5. Be wary of subscribing to special academic programs or camps for high school students on college or university campuses. Keep in mind that, first and foremost, these programs are offered because the host institutions have empty beds to fill over the summer. Do the math. If a school can fill the beds with eager high school students over the course of two or three summer sessions, it will have succeeded in bringing thousands of students to its campus—a financial boon to the institution. Will any of those students be assured an advantage in the subsequent admission process? It’s highly unlikely. If you choose such a program, do so because it had particular meaning to you. Following a prescribed course of activity simply to impress admission committees can otherwise be incredibly limiting.

Periodically, I use this space to respond to questions I have received via email or during programs. My intent in sharing both questions and answers is to provide insight into the college-going process and stimulate conversation that leads to informed decision-making with regard to educational futures. As always, your comments are very much valued. To submit a question, contact me directly at Peter@TheAdmissionGame.com.

Dear Peter,
What is the best way to alert the colleges to which my son has applied (for enrollment Fall 2012) that I have recently become unemployed? We submitted our FAFSA for 2011 that reports a family income of $175,000 for the year. However, my position, which accounted for more than half of that total, was eliminated in December.

My son has received some notifications for financial aid already, mostly subsidized and unsubsidized Stafford loans (very low amounts). He has also received partial scholarships awards prior to submitting the FAFSA.

Should I send a written letter, an email, or call each school so that they can place this information in his record folder?
Jack L.

Dear Jack,
Documentation is the key whenever circumstances change with regard to personal finances and college costs. You need to provide written documentation of the loss of work/income directly to the financial aid offices where your son has applied as soon as possible. In addition to reporting the loss of your job, you’ll need to acknowledge any severance package that might be involved. While this development is not likely to effect any merit scholarships your son has been awarded, it may well change the calculation of your “expected family contribution” (EFC—out-of-pocket coverage of college costs) and, potentially, the amount of need-based aid for which he is eligible.

When your son is in possession of decision letters and financial aid awards from all of his schools, compare the amounts of EFC (subtract the total of grants/scholarships from the total cost of attendance) for each. If he is strongly considering any colleges for which the EFC is much higher, then an “appeal” is in order. Call the financial aid offices at those schools to make sure the new information about your employment has been considered. You might also need to schedule an appointment at which time you can further interpret the situation in person.
Peter

Dear Peter,
My daughter has been talking Spanish since Middle School and is now in Honors Spanish 5. She just held onto a B average for the first and second marking periods, however, she failed the mid-term exam. We are thinking about having her drop out of Spanish and picking up another elective for the second half of the year to relieve some of the stress level for the remainder of the school year. The other option is to continue with Spanish but we are concerned about the impact on her GPA (weighted is 3.8) and her well-being.

The question—will admission officers view the dropped course as a wise decision realizing the student is “in over her head” OR will they assume “she gave up and quit.”
Paula M.

Dear Paula,
Generally speaking, admission officers want to see how students respond to adversity. What do they do next? Do they shrink from the challenge or do they re-double their efforts to meet a reasonable challenge?

Ultimately, the selectivity of the schools to which she applies will determine the degree to which the “blip” on her record affects the outcome. The most highly selective schools are less likely to be sympathetic in their assessments than are those that are afforded a greater measure of latitude in their decision-making. Rest assured that she will find a happy home at a college that values her for her efforts as well as the promise for achieving even greater success on its campus.
Peter

Dear Peter,
In your presentation, you talked about how colleges now operate as businesses. Your point about the impact of ROI (return on investment) as considered by decision makers in the admission process was particularly well taken. Assuming this is the case, then, I have two questions related to “need blind” admission. 1) Is a college that claims to be “need blind” truly taking the financial aspect out of the admission equation? And, 2) Are colleges lying about being “need blind”?
Alan B.

Dear Alan,
By definition, a “need blind” admission process absolutely removes any consideration of financial need (or ability to pay) from its deliberations. As an absolute concept, it would apply to every candidate in every aspect of the admission process. When there are exceptions—for any reason—a college is no longer “need blind.”

Here is a question to ponder: “If ‘need blind’ colleges are committed to access for academically able, but economically disadvantaged students, why are their student populations not more closely proportionate to the general population in terms of financial means?” Is “need blind” truly reflective of actual practice or is it simply a matter of posturing around the morality of access?
Peter

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.

1. 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.
2. Do as well as you can in these courses—good enough is never enough.
3. 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)
• Best College Fit™ Videos: “February – Course Selections: What Do Your Choices Say About You?” Not a subscriber? Visit “Introduction to BCF.”

“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:

1. Think and talk hypothetically about the future—muse about opportunities and options.
2. 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.
3. Test assumptions—about everything!
4. 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.
5. 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.
6. 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.
7. 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.
8. 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:

1. Intentional
2. Circumstantial
3. 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:

1. Offer a program of study to match your interests and needs.
2. Provide a style of instruction to match the way you like to learn.
3. Provide a level of academic rigor to match your aptitude and preparation.
4. Offer a community that feels like home to you.
5. 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!

Happy New Year!
Peter