STUDENT-CENTERED SOLUTIONS FOR COLLEGE PLANNING

A critical element of just about every application is the student’s ability to bring clarity to the interpretation of his/her academic record. In other words, when there are irregularities in a student’s program and/or performance, s/he has a “story” to tell. The context for such stories, or explanations, often rests in factors that are beyond the student’s control i.e. injury, illness, family moves, parental difficulties, etc. In the absence of explanations, though, admission officers must guess about the circumstances—and that rarely bodes well for the candidate as admission folks are more often cynical than charitable in their estimations!

A circumstance frequently raised in this regard is that relating to a student’s documented learning difference. Specifically, families often wonder if or how the presence of “Individual Educational Plans” (IEPs) in the student’s academic experience should be conveyed in the application for admission without prejudicing the candidacy. While there are few solutions that fit every situation, it is important to consider the manner in which information is shared with the institution, first, with regard to the student’s candidacy for admission and, then, as it relates to securing necessary support for the student once enrolled.

In terms of admission, I would err on the side of meaningful disclosure. Give the admission committee the full picture so it can make a balanced evaluation of your credentials. Places that value you for what you do well will try to find ways to admit and support you. Providing an awareness of a learning difference for which you are compensating may give them greater confidence in their respective abilities to help you find success. On the other hand, you can’t worry about schools that might not admit you. The odds are that they would not have been good fits for you in the long run anyway.

That said, you cannot count on the admission office to pass along the documentation of academic support needs to folks in the academic program. While such information might indeed be passed along on a “need to know” basis, it is routinely purged from applicant files (in the spirit of confidentiality) after a student makes the decision to enroll. Regardless, plan to present documentation of your learning difference and need for support to the counseling center/disability office after you have enrolled. Don’t assume they will have gotten the information from the admission office.

According to educational consultant, Allen Tinkler, in a note to colleagues on the National Association of College Admission Counseling (NACAC) listserve, “one of the biggest errors kids/ families make…is the assumption that just because the documentation was sent, whether to admissions or to disability support services, the college will provide accommodations and services. This is not true. The student must…self-identify and go through some kind of intake interview, discuss accommodations requested, sometimes negotiate, and learn the procedures at the college. This is done with CURRENT, COMPLETE and APPROPRIATE documentation.”

Allen further observes, and I agree wholeheartedly, that students need to learn to be “strong self-advocates.” At his former school, “each student with an IEP or 504 plan was given a complete set of documentation…at a final meeting with parents present (and) instructed that it was now up to them to take the responsibility of receiving accommodations at college. They were instructed that sometime between the distribution of those papers and the beginning of classes at college they needed to contact the disability coordinator, present themselves and their papers. We were literally passing the baton over to them.”

Ownership and the assumption of personal responsibility are vital to your success in all aspects of life. So seize the opportunity! During the senior year, and certainly by the time you graduate, step forward and accept responsibility. Make a difference with regard to the direction you will take during your college years and beyond!

To further explore this topic, join us in our next live Web-Side Chat webcast, “Addressing Learning Differences in Your Application,” November 23, 2009, at 7:00 PM Eastern Time. Visit BCF Resources to register.

(Editor’s note: This week I’m happy to post a guest blog by Terry Cowdrey, Dean of Admissions and Financial Aid at St. Lawrence University.)

As someone who has always believed that carrying an umbrella will prevent rain, I am concerned about the number of high school seniors who apply Early Decision to their first choice college and don’t formulate a Plan B. Perhaps they worry that having a contingency plan will somehow jinx their admission to the school of their dreams—that college admissions karma will question their real commitment—that somehow declaring a school as their top choice is not adequate because the Early Decision school should be their only choice. The reality is that Early Decision (ED) good news or bad news will come regardless of whether the student has a Plan B. The bad news is a lot more difficult to deal with, however, when there is no alternate plan.

Many ED candidates who hope for the “big envelope” in December are sorely disappointed. Lots of them get letters that tell them that the college is not yet able to make a decision on their application. Their ED applications have been deferred and they will be considered with the rest of the applicant pool in the spring. The letter encourages students to send updated academic information and assures them that their application will receive full consideration later in the year. Students wonder what more they can do to demonstrate their talents and commitment. Still, there is a glimmer of hope for admission to “First Choice College” making it hard for some students to look beyond and make alternate plans.

Yet other students who set their hearts on one college as ED candidates will receive a letter of rejection in mid-December. There will be no reconsideration of the application in this case—the admissions office is clear in saying that “First Choice College” will not be a college choice for the student whose Early Decision application is rejected. Although the temptation may be to give in to self-pity and to imagine no college in one’s future, the more productive reaction is to put the disappointment aside, try to remember that everything happens for a reason, and get additional applications submitted as quickly as possible. Now is the time to put your best self forward—to be sure that applications are completed thoughtfully, thoroughly, and on time.

Although it may be hard for some high school seniors to believe, some of the most successful, happiest college students are those who were not admitted to their Early Decision colleges and were forced to look more deeply at other schools, ultimately finding places that were better matched to their interests and talents.

So if you are a high school senior who has declared your love for a college through an Early Decision application, and you are waiting to hear whether you have been embraced or rebuffed, get out that proverbial umbrella. If you are not admitted Early Decision, you will need to be ready to move quickly because many Regular Decision deadlines will be only a few weeks away. Make sure you have applications ready to be submitted to other colleges that you have identified as good matches. And make sure you have had conversations with your guidance counselor and teachers so that the documents they need to send in support of your applications are ready to go if needed. Don’t worry about what you will say to your friends and relatives whom you told so proudly about your decision to apply Early—you can always tell them that you have had second thoughts and are relieved to have more time to consider other colleges—the more you say it, the more you will believe it.

And remember—you might get good news in mid-December. If you do, enjoy it—wear your college sweatshirt with a smile. But remember how attractive gratitude is. Thank your counselor, your teachers and your parents for their support through the process. Commit yourself to doing your best work for the remainder of your senior year. Getting admitted to college is an accomplishment of which you should be proud. Now, it is your responsibility to prepare yourself for the opportunities and challenges that college will bring.

Terry Cowdrey is the vice president and dean of admissions and financial aid at St. Lawrence University. Her career in college admissions spans three decades and includes experience at Vanderbilt University, the University of New Hampshire, and Wesleyan University.