College Planning Blog

Welcome to Best College Fit (BCF) 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. We look forward to staying in touch and seeing your comments as we progress through the college planning process together.

Sort by

  

“Thinking College? For Best Results, Focus on Fit!” 6.16.18


June 16th, 2018

By Peter Van Buskirk

Which college is best for you? And why might that be the case?

On the surface, these questions may not seem very consequential. When you consider the opportunity that lies before you, however, understanding the importance of the questions—and being able to answer them thoughtfully—can make a big difference in the outcomes of your college planning process. This, in turn, can influence the options that come your way upon graduation.

A college education is an important lifetime opportunity. Throughout your undergraduate experience, you will meet new people, prepare for a career and learn more than you could ever imagine. If you use your time well, you will also increase your lifetime earning capacity exponentially. The payoffs for education are both immediate and long-term. That’s why families are willing to make the investment.

Unfortunately, the investment can prove costly when college plans go awry. Consider the following:

  • Fewer than 50% of the students who enter college graduate in four years
  • Barely half will graduate from any college at any time in their lives!

These are not good outcomes, either for the students or the society that bears the financial burden of a collective failure to make good on educational opportunities. The inability to reach the “finish line” is indeed a problem of “pay me later” proportions. The ensuing costs are undeniable. When you are not able to finish what you start, your family loses the money it has put into tuition and other college expenses. Attach a dollar mark to the cost of a year’s room, board and tuition and you get the picture. Moreover, that money doesn’t come back if you become sidetracked or leave college prematurely. It becomes the “cost of unfulfilled potential.”

Failing to stay the course to graduation from college also means you lose time toward completion of an undergraduate degree and the subsequent opportunity to gain an advantage in the job market. Even if you return to the classroom after having been away for a while or you transfer to a different school, the cost of lost opportunity can be significant. Not only must you absorb the tuition and fees associated with an additional year or so of education, you must also wait longer to take advantage of your new earning potential.

While there are all kinds of “good” reasons— personal, financial and academic—to leave college prematurely, the fact that many of them are avoidable—rooted in issues of a questionable college “fit”—only adds to the tragedy.

The key, then, is to get the choice of a college “right” the first time. To do that, you need to reflect on factors that relate to a good college fit for you. In doing so, you put yourself in the best position to find success both in the college admission process and the undergraduate years that follow.

With over 3,000 colleges and universities across the country, you will quickly discover many viable options. Some are well known, if not quite famous. Others will be new to you. Regardless, most have something of value to offer.

Among them, the “best college” is the one that is right for you. It is a quality option if for no other reason than it is the college that will best meet your needs. It fits. It might not hold the cachet or ranking that impresses your friends, but it does fit your aptitude and needs. The college that “fits” you best is one that 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.

Be particularly attentive to the last point, especially if you need financial assistance or hope to receive merit scholarship recognition. The places that have seen what you can do—and are prepared to invest in your further success—are the ones that will admit you and give you the support you need to achieve your goals.

As you consider colleges, then, start with an understanding of fit from a perspective that is centered on your sense of self. How does each college you encounter measure up against these elements of a good fit? You need be conscious of inconsistencies. Don’t settle for a college that only meets one or two criteria. It’s a compromise that could cost you later.

Finally, don’t be surprised if you find more than one institution that seems to fit. That’s great! Not only will you improve your odds of gaining admission to those colleges, you are more likely to stay once enrolled. And that’s a good thing!

I will address each element of a good college fit in series of articles over the next two months. In addition, you can find a more detailed discussion of the “best college fit” in Prepare, Compete, Win! The Ultimate College Planning Workbook for Students, which is available in the BCF Bookstore.



Posted in College Planning | No Comments »


  

“College List Development: June College Planning Tips” 6.6.18


June 6th, 2018

By Peter Van Buskirk

Congratulations rising high school seniors—you are about to officially become college applicants! It won’t be long before you are fully immersed in the application process. And, if all goes well, a year from now you will have the satisfaction of knowing your college destination. Getting to that point, however, will require careful planning and forethought. There is no time like the present to get started!

Developing a college list that makes sense to you and your educational goals is critical to your ultimate success. The colleges that emerge on your “short list” should be good “fits”— places that represent the right “competitive playing fields” for you. They will be places where your academic credentials (scores, GPA) are at least in the top half of the credentials reported for the class entering this fall—and places where you will be valued for what you have to offer. The following tips are intended to help get you started in developing such a college list.

1.  Establish your priorities. Students often focus on college destinations without first thinking seriously about how such places might fit them. They are more enamored with names and reputations—and less concerned about whether the institutions actually make sense for them. Before you can begin to make a list of colleges you need to take stock of who you are and what you want to get out of the college experience.

For example:

  • Why do you want to go to college?
  • In what type of learning environment are you most likely to function comfortably?
  • With what kind of people do you want to live and study?
  • What are 3-4 things you want to make sure you accomplish by the time you graduate? What will make yours a successful college experience?
  • How important are cost and affordability to the equation?

The answers that begin to emerge from this reflective exercise are important to framing your college selections. They will give clarity to your priorities and, more importantly, provide the filters through which you process the information you uncover about colleges and universities in the coming weeks.

2.  Identify the “essentials.” You are bound to respond to a range of stimuli as you learn about schools. For example, you might be sensitive to the proximity of an urban center or the presence of a “big-time” sports culture. Climate or access to outdoor activities might be important to you. Where does a social life fit? Are you determined to go to a large university because you have spent the last four years at a small high school? Oh, and then there is the question of academics and learning environment. Clearly, you’ll have a lot on your mind as you look at colleges!

The above factors are among the many that will have a place in your decision-making. They can’t carry equal weight, however. As you think about the factors that might influence your choice of a college, consider the hierarchy of importance. Is a given factor essential to your success? Very important? Or, would it be nice if it could be satisfied by your selection? Identify and focus on your “essentials.” And be careful not to let the “would be nice” factors drive your decision-making.

3.  Let your list grow. Right now, you are limited by the things you think you know about colleges and those impressions tend to be pretty superficial. It will be the things you have yet to learn that facilitate good decision-making about possible destinations. The good news is you still have time to explore and thoroughly research the possibilities. While you might be feeling some angst about the need to come up with a short list right now, time is still on your side.

4.  Go “window shopping.” As your summer plans evolve, be sure to include time for college visits—and not just visits to the campuses of the schools you know. Check out research universities and liberal arts colleges. Explore the differences between public and private institutions. Compare urban campuses with those in suburban and rural areas.

Learn what you can from personal observation, not hearsay. As you “try on different sizes,” look for patterns. Do you find yourself responding consistently to similar characteristics on different campuses? The broader the perspective you establish now, the easier it will be to identify places that make the most sense for you at the end of the summer.

5.  Focus on places that are “target” schools for you academically. The popular notion about college list development is that a good list should include a sampling of “reach,” “target” and “likely admit” schools. Subscribing to this notion sometimes gives rise to a proliferation of applications to high profile, “dream” schools at the expense of smart decision-making. The accompanying rationalization might sound like, “Well, how will I know if I can get in if I don’t try?”

This logic is problematic in two ways: 1) it implicitly diminishes (in the mind of the person who espouses it) the value of any school that is not in the “reach” category and 2) it can be incredibly limiting by creating blinders to more appropriate options. Be careful about building your list around highly selective schools. The odds of getting into places where the probability of admission is low don’t increase if you apply to more of them. Moreover, including such schools on a college list will distract you from presenting well at places where you might otherwise have a reasonable chance of gaining admission.

While you might allow yourself a dream school (or two), it is best to build your list around target schools—places where your credentials would put your probability of admission in the 40-60% range, places where you will be valued for what you have to offer. There are never any guarantees in the selective admission process, but putting yourself on the right competitive playing field will be critical to your eventual success as an applicant.

6.  Eight is enough. By September, you should be ready to whittle your list down to a workable number. If you have been thorough—and thoughtful—in your research you should be focusing on no more than eight applications. That number might include 1-2 low-probability dream schools and 1-2 places where you are likely to be admitted. The rest should be target schools.

Keeping your list at eight will require discipline as you will be tempted by colleges that want to make the application process easy for you. They will offer fee waivers for applications submitted while visiting their campuses and fee waivers for applications submitted online. Some will recognize you as a V.I.P. or “priority” applicant if you apply by specified deadlines in September. Others will send you applications that are all filled out for you. Yes—they have captured information about you from various sources and made it easy for you to apply. You simply sign and return the form! Don’t add these schools to your list simply because they make it easy to do so!

The bottom line: stay focused on your priorities and your list. The more applications to which you commit, the harder it will be for you to stay on top of each one—and the more likely you won’t be able to present yourself in a compelling fashion to the schools that are most important to you.



Posted in College Planning | No Comments »


  

Join Peter Van Buskirk in Upcoming Webinars to Jumpstart College Planning


May 24th, 2018

Are you beginning the college planning process with more questions than answers?

If so, plan to join Peter Van Buskirk in two free upcoming webinars sponsored by Revolution Prep to develop a plan that works for you.

On June 5, Peter will be interviewed by Rev Prep’s Jon Small on the topic of “Jumpstarting the College Planning Process.” In this keynote event of the Revolution Prep Summer Webinar Series, they will discuss:

  • Strategies for starting the college planning process
  • The importance of “intentionality” in developing a plan for college
  • Getting the most from college visits
  • Tips for acquiring letters of recommendation
  • Determining the relevance of support services (essay support, test prep, etc.)

Click on “Jumpstarting the College Planning Process” to register for the June 5 webinar (9PM ET).

On June 19, Peter will follow up with a presentation of “Little Things that Make a Big Difference in the College Admission Process.” In this webinar, he will examine opportunities to stand out as an applicant within the context of the competition at targeted colleges. He will reveal common mistakes made in the application process and offer tips that empower students to:

  • Establish ownership in the process
  • Develop thematically cohesive applications
  • Take advantage of academic opportunities available to them through the senior year
  • Build relationships with colleges that are important to them
  • Put themselves in the best position possible for admission success

Click on “Little Things that Make a Big Difference in the College Admission Process” to register for the June 19 Webinar (9PM ET).

Revolution Prep is a leading provider of tutoring and test preparation solutions, offering a range of online and in-person support for students.



Posted in Campus Visits, College Planning, Testing/Test Prep, The Admission Process | No Comments »


  

BCF Readers’ Forum 5.16.18


May 16th, 2018

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@BestCollegeFit.com

Dear Peter,
I am recently divorced and will be facing the funding of my children’s college educations alone. They currently attend a private day school. I recently attended a free seminar about funding of said educations. It turned out to be a teaser for a company that offered everything from preparation for the SAT exam to assistance in preparation of the College Scholarship Service Profile and FAFSA applications to appealing any awards by the schools if deemed to be inadequate. The initial fee is $1995 per family with an additional $39 per month per child for 48 months. There is no contract and the service can be terminated at any time. Do you feel that a service like this is valuable and worth the cost?
Eileen

Dear Eileen,
You are wise to be cynical about this company’s pitch. In reality, your prep school tuition dollars are already producing many of the same benefits that the company seems to offer. Basically, you would be paying to have them complete your financial aid forms when you can do them yourself at no cost or have your accountant do them for a lesser fee. With regard to appeals of financial aid awards, colleges don’t want to hear from a consultant—they want to hear from you directly. The only possible value to engaging the company is to your peace of mind regarding elements of the process. They will not get your kids into colleges or leverage better financial aid awards for them. They will, however, charge you for services that, in my opinion, aren’t necessary.
Peter

Dear Peter,
As my son registers for future standardized tests, should he fill out all the profile questions on their websites (other than the basics, such as his graduation year)?

Both testing organizations ask for a lot of information they clearly state is supplied to colleges. We are wondering if there is any harm in declining to supply information—questions related to anticipated majors, extra-curricular information and plans for how many years of college, etc? Conversely, is there any potential drawback to providing this information? The information that is requested seems very over the top!
AnnMarie

Dear AnnMarie,
Welcome to the world of lead generation! Colleges, summer camps and scholarship programs will buy tens of thousands of names of students who meet their minimal requirements and then direct their messaging at getting the students to respond!

I am not aware of any downside to withholding the optional information requested by the testing agencies. If your son would rather not be subjected to the deluge of random mail/email that would otherwise result from that sharing, there is no harm in declining to provide the information. The possible upside to sharing is that his name might be picked up by colleges and/or scholarship programs that could be of interest to him.
Peter

Dear Peter,
Do college admission officers take a high school’s ranking into consideration when looking at a candidate? My son goes to a full-time gifted school which has always ranked as one of the best high schools in the USA. Being in a school of all gifted students, the competition is stiffer. Even with his 4.7 GPA he is not ranked in the top ten percentile of his class. Will this work against him when he applies in highly selective schools?
Arlene

Dear Arlene,
The answer to your question will vary according to institutional type. Whereas many state universities evaluate high school transcripts at face value, most private colleges and universities review academic records contextually. In other words, before they can make any sense out of the student’s academic performance, they first delve into the learning environment from which the student comes to better understand who attends the school, what courses are offered, how students are evaluated and how they perform when taking AP/IB/SAT Subject Tests. With this information in hand, they come to a better understanding of the individual’s performance. I don’t know where your son goes to school, but I suspect the college counseling folks are pretty diligent about providing the contextual information needed by admission officers in order to make good and fair assessments regarding its students as they apply to college.
Peter

Dear Peter,
How does one ace the college interview??
Jonathan

Dear Jonathan,
I would offer four bits of advice to the student preparing for interviews. First, be in command of your academic (and life) credentials. Students often feel compelled to present resumes and/or transcripts to their interviewers. Frankly, that’s not necessary. Interviewers are more interested in hearing the student’s interpretation of that information in the student’s words. So, it is important that you can recite courses, grades and test information. You also need to able to talk about important activities and life events, including any circumstances that might have contributed to irregularities in the academic record.

Second, you need to relax. This cannot be underestimated. You should be able to engage comfortably in conversation with someone who is eager to get to know more about you. Good interviewers are adept at leading the conversation and drawing critical information from the interviewees.

Third, positive body language is important. A pleasant smile, good eye contact and firm handshake help to set the tone. Just as important is the elimination of distractions—chewing gum, nervous ticks (shaking legs, etc.), inappropriate attire (go with “business casual” for teenagers) and conversational hiccups (“like, well, you know…” “Ummmm…” etc.).

Finally, be knowledgeable about the institution—know why you are there! Don’t ask questions that can easily be answered on the college’s website. Make sure you convey an air of confidence that you know why the place would be a good match for you.
Peter

Dear Peter,
My daughter is a junior with a straight “A” average in 5 AP courses with a 1570 SAT. She plays volleyball for her high school and an elite club year-round. She wants desperately to attend an Ivy whether playing volleyball or not. Having been consumed with volleyball year round, she has had little time to participate in other extracurricular activities. She now feels behind in some respects and wants to travel overseas for a week this summer to assist indigents and will set up a website for donations throughout her senior year. My question: how will admissions people view this at Ivys? Is it worthwhile for admissions purposes or would she be better served with summer employment or internships?
Lee

Dear Lee,
Given your daughter’s academic credentials, she will be on the academic “competitive playing fields” academically at any school in the country. Without any further considerations—and assuming her classroom performance continues at the same level through her senior year, the odds of gaining admission are between one out of ten and one out of twenty at the colleges of interest. In order to improve those odds, she needs to present non-academic credentials that cause her to stand out among similarly qualified applicants at the institutions in question. Quite frankly, it is possible that her volleyball involvement could provide the “hook” she needs. She will know soon if that is to be the case as the college coaches will start identifying their top prospects this summer. Her club coach should be able to give her a sense as to the likelihood she will be recruited by the Ivies.

Beyond volleyball, your daughter needs to be careful not to be seen as manufacturing a credential in order to enhance her competitiveness. Rather, she needs to make choices as though college is not in the picture. She needs to make herself happy—to find personal enrichment in all she does. In doing so, her actions/decisions will reveal the authenticity of character that might set her apart from the competition. She should not embark on the overseas project simply to create a credential worthy of admission to an Ivy League school. She should do it because she can’t help herself—because she feels absolutely compelled to engage in the project. Even more compelling will be the connectivity of her decision-making with other choices she has made in life.

Highly selective schools see thousands of seemingly gratuitous examples of summer service in underdeveloped countries. The fact of the involvement won’t turn heads. If it is part of a larger sense of mission and opportunity that she can clearly articulate in her application, then it can make a difference.
Peter

Dear Peter,
My daughter just received her ACT score. She did not score well at all on her SAT, however, she managed to pull out an above average score on her ACT. We intended to continue her tutoring and have her take both a second time. My husband, now armed with the higher ACT score, thinks we should drop the SAT altogether and focus on her area of strength with the ACT. He feels we should continue working to improve on the ACT score and that most schools will take either test. Could you provide any guidance on this?
Sophia

Dear Sophia,
Your husband on the right track! It is true that every college in the country will accept either the SAT or ACT. I strongly urge students to sample one of each in order to determine the test with which they are most comfortable and then to focus on that test taking it no more than three times. In this case, if your daughter seems more comfortable with the ACT, then she might as well focus on preparing for that test (and not worry about the SAT going forward).
Peter



Posted in College Planning, Financial Aid, Testing/Test Prep, What Colleges Want | 2 Comments »


  

“Students, Parents and Ownership in College Planning” 5.8.18


May 9th, 2018

By Peter Van Buskirk

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 new-found 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, then, 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—such 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 or 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 that at first 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 insights and guidance with regard to different elements of college planning. In addition, Prepare, Compete, Win! The Ultimate College Planning Workbook for Students, available in the BCF Bookstore is a great resource for students as they begin to take ownership in the college planning process.



Posted in College Planning | No Comments »


  

“Road Trip! Get the Most Out of College Visits: May College Planning Tips” 5.2.17


May 2nd, 2018

By Peter Van Buskirk

As the school year winds down, thousands of families are gearing up to start the college search and selection process in earnest. For many, the process includes plans to visit college campuses. The questions that often arise, however, are “When is the best time to visit?” and “What should we expect to accomplish?”

The answers are fairly straightforward. Visit when you can and soak up as much information as possible! Ideally, you would visit colleges when classes are in session and the campuses are full of life. That may not always be possible, though, so go when you can. The best opportunities may be around business trips, holiday travels or vacations.

And if such opportunities should occur early in the college planning process, go “window shopping.” When you are “window shopping,” you are less concerned about buying and more interested in checking out the inventory. Give yourself exposure to as many different kinds of places as you can—big schools, small schools, research universities, liberal arts colleges, urban campuses and places way out in the country.

Visiting a range of colleges while there is no pressure to “buy” allows you to develop a broad perspective with regard to what is “out there.” Later, when it is time to buy, you will know what you like and you know where to find it. As you visit the campuses, allow your senses to guide you. Ultimately, it will be a “sixth sense”—the proverbial “gut feeling” that will lead you to the places that suit you best.

And the information you glean from your visits will come in handy when it comes time to prepare your applications for admission! (To learn more about related strategies, check out the “What’s My Story?” application preparation workshops being offered around the country this spring and summer.)

So, pack up your “sixth sense” and get ready to enjoy the adventure found in “window shopping” college campuses. The following are tips that will help you get the most out of your campus visits—wherever you go!

1.  Take advantage of everything the school has to offer. If an interview is offered, take it! Take a tour. Visit an academic department or program area in which you have an interest. Ask thoughtful questions that reflect your interest.

2.  Plan ahead. If possible, schedule your visit at least two weeks in advance. At some colleges, you may need to call two months in advance for an interview appointment. This will be especially true over the summer and around holidays.

3.  Prepare well. Read the information you have about the school. Look for the potential synergy between your interests, perspectives and learning style—and the offerings of the school. While on campus, you will want to test your initial impressions. Know why you are there. See how you fit. By examining your priorities in advance, you can be alert to evidence that the campus in question will support you in achieving your goals.

4.  Arrive early. Avoid feeling rushed. Give yourself time to stretch and walk around before you make an official introduction. Find a snack bar or some place where you can comfortably take in campus life. How do folks relate to each other? How do they relate to you?

5.  Get more than one opinion. Much of that which is offered formally by a college during your visit is staged for your benefit. It should look and sound good. It’s part of the sales pitch.

If you can, allow time to go “backstage” where you can learn more. Visit the “neighborhoods” of the campus that you are likely to frequent should you choose to enroll there. Introduce yourself to students and ask questions like: “What do you like most about your experience?” “How would you describe the academic environment?” “How is this college helping you to achieve your goals?” “If you could change one thing about your experience, what would it be?” Listen to their stories. How do you see yourself fitting into the picture they “paint” of life on that campus?

6. Record your visit. Make notes as soon as you are able. The more colleges you see, the more they will begin to look and sound alike. Take pictures. Buy postcards. Give yourself a visual index of what you have seen to avoid confusion later.

7. Build relationships. Your campus visit gives you a chance to establish relationships with individuals such as interviewers and information session presenters who might be decision-makers when your application is considered. Collect business cards. Be sure to stay in touch with them in appropriate ways as you continue exploring your interest.

8. Connect with the recruiter. Institutions typically assign their admission personnel to different areas of the country for recruiting purposes. Find out who from the institution recruits in your area and check to see if that person is available. If so, introduce yourself. If not, ask for that person’s business card. Regardless, consider him/her as your “go to” person when you have important questions later in the college selection process.

9. Absorb it. Resist the impulse to come to immediate judgment, one way or the other, on a campus visit experience. Sleep on it. Process what you have learned. Weigh your impressions against those you have of other schools. Your first reaction is bound to be emotional. In the end, you need to remain as objective as possible.

10. Focus on fit. How does the college you are visiting meet your academic needs? Will you be challenged appropriately? Is the style of instruction a good match for the manner in which you are most comfortable learning? Does the college offer a sense of community that makes you feel “at home?” And where do you see evidence that you will be valued for what you have to offer.

For more discussion of a good college “fit,” check out Prepare, Compete, Win! The Ultimate College Planning Workbook for Students in the Best College Fit Bookstore.



Posted in Campus Visits, Choice of a College, College Planning | No Comments »


  

“Looking Past the ‘Label’ in Choosing a College” 4.25.18


April 25th, 2018

By Peter Van Buskirk

The next few days are a point of reckoning for many high school seniors. After months, if not years, of searching and sorting through college options, the choice of a college all boils down to the May 1 Candidates’ Reply Date and what for many students is the $50,000 (or more!) question, “Where do I send my enrollment deposit?”

Students and parents alike are obsessed with finding the answer as is evidenced by these queries.

From a student, “Is it better to go a school that has given me a $20,000 scholarship, a summer internship opportunity and the promise of a letter of recommendation from the college president at graduation—or should I go to a ‘better’ school that hasn’t given me any of these things?”

And from a parent (unrelated), “Four schools have given our child varying amounts of scholarship assistance. How do we determine which of them represents the best ‘value?’”

In each case, the answer lies within the student. To infer otherwise is to devalue, albeit unintentionally, the young person’s goals, learning style and character. At this point in the decision-making, there are no absolutes that can be applied with certainty.

Each question—and others like them being asked in countless households around the country—seems to imply a natural order among colleges that doesn’t really exist. While it’s true that colleges differ with regard to how they engage young people educationally, the differences are most appropriately defined within the context of what the student brings to the table.

The student who couldn’t decide between an attractive package from one school and the basic offer from another “better” school was allowing the “look of the label” (read “brand name”) to influence his assessment. In essence, he was asking, “Which will look better—rather than which will work better for me?” The truth of the matter is the biggest differences between the two schools are cultural and geographic! Given his career goals and hands-on learning preference, the answer should have been clear to him.

Similarly, in asking her question, the parent was comparing brands in an attempt to lend objectivity to the choice of a college without factoring her child into the equation. Rather than asking whether College A was “worth” the difference in out-of-pocket expense to the family, she might have pursued a line of questioning that focused on her child’s comfort level with the various academic cultures and learning environments. In other words, assuming an ability to meet college costs at any of the schools, the questions might have been, “In what type of environment does my child function comfortably and, that said, where is he most likely to be meaningfully engaged such that he can achieve his educational goals?”

In assessing college options, then, it is reasonable to assume that a student is not likely to be confronted with any that are truly lacking. And, in fairness, the folks raising the questions referenced above were trying to make fine distinctions between good and valid options. They simply needed to recognize that some will fit better than others and, in order to find that fit, they needed to refocus on the students’ core priorities.

As you make your final choice of a college try to ignore the label or brand of an institution. It won’t be easy (and it probably sounds like heresy!) but, as you are probably coming to realize, the labels can be a huge distraction to your decision-making. And, believe it or not, the name of the place you choose now will carry less weight than you imagine after you have graduated from that institution. It is what you do while enrolled that gives greatest definition to your future prospects, both personally and professionally, in life. That’s why finding the best fit is so important!

Focus, then, on your objectives as well as what you have learned about the style and content of a given college’s offerings. As you do, keep the following questions in mind:

  1. Which school gives me the best opportunity to achieve my educational goals by virtue of its curriculum, faculty and facilities?
  2. In which learning environment will I be able to “do my thing” most comfortably?
  3. Which college will challenge me to develop my skills to their fullest?
  4. Where will I find a community of “scholars” that brings out the best in me as a person?
  5. Which college has demonstrated that it is most likely to invest in my success?

Think for yourself and you can’t go wrong!  Happy decision-making!



Posted in Making the Final Choice of a College | 3 Comments »


  

BCF Readers’ Forum 4.18.18


April 18th, 2018

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@BestCollegeFit.com.

Dear Peter,
My son is waitlisted to the undergraduate engineering program at a very selective university for the fall 2017. The school reports that approximately 2,200 students asked to remain active on its Wait List and only 4 from 2,200 were ultimately accepted to the freshman class. So, it would appear the chances of a waitlisted applicant getting admitted to the University are less than 0.2%? If this info is accurate, would these waitlist probabilities be similar at other colleges?
Paul

Dear Paul,  
I must confess that I am generally very cynical about data self-reported by colleges. In particular, data derived from WL activity can be very “soft.” For example, colleges will only count as “admitted” from the WL those students who receive letters confirming the admission. The typical protocol for admitting students from the WL is for admission officers to contact them directly with a “verbal” offer. Letters of acceptance are only sent to the students who say “yes.” For example, it is not uncommon for admission officers to call 50-60 students—or more—before receiving 20 affirmative responses. The calls to students that failed to yield positive responses are not counted among the acceptances.
 
Moreover, admission data is often reported well before WL activity has been completed. While it is possible that the university in question only “accepted” four students from the WL by the time it reported its WL numbers, it is also possible that many more students were contacted and accepted after the report was submitted.
 
Having said that, the data/probabilities are likely to be similarly “soft” at other schools. I will say this, though, the WL is a dead-end for students who do not choose to remain active on it at a given school. On the other hand, those who remain active—visit the campus (again!), update their files with new information and make sure they are accessible (cell phones, emails, etc.)—have more reasonable chances of admission than they might have imagined.
Peter

Dear Peter,
My son has been accepted into five colleges, each of which has offered $20,000-$25,000 in scholarship money out of about $65,000 a year tuition and board. The problem is we have no money for his college and I’m not sure he can or should get a student loan for $40,000 a year. The FASFA was based on 2016 income when our combined income was $140,000. However, my husband lost his job in 2017. Between unemployment and short-term sales jobs, he earned less than half of his 2016 income. This year looks even worse financially as my income will significantly decrease while I am out of work due to recently diagnosed health issues. How do I go about contacting the colleges and sharing my new financial situation?
Ann

Dear Ann,
I would urge you to present a detailed explanation of your evolving situation to the financial aid officers at the colleges in question and ask for an appeal of your son’s financial aid status. Any documentation you can provide regarding employment, income and medical expenses will be very important. While you might be able to accomplish the appeal by phone, I would suggest you try to accomplish the meetings in person (call in advance to make an appointment). Contact information for the financial aid offices should be found on the award letters you received from the respective institutions.
Peter

Dear Peter,
I hear from many parents that our child needs to have volunteer hours included in with her college applications. Are these necessary and, if so, to what extent? Our daughter plays high school field hockey and occasionally volunteers at the field hockey clinics offered in our area. She hasn’t expressed any interest in volunteering in other areas and, with free time being so limited due to her field hockey club practices and clinics, I wonder if she NEEDS to be more diverse in her volunteer hours for her application. I was hoping you might be able to elaborate on this.
Hal

Dear Hal,
The best thing you can do is support your daughter’s development in those areas that are of interest to her. While volunteering/community service can certainly be a valued part of an applicant’s credentials, so can talent development and leadership. I would advise your daughter to continue investing in the things that give her joy in life. If volunteering becomes one of them, great. Regardless, it is most important that she continues to grow with her involvements.

I would like to add that you might stop listening to your friends on this topic! Unless they are or have been admission officers, they have no relevant expertise and know little more than you do at this point. The “noise” that envelops the college going-process can be maddening if you don’t find a way to block it out or at least process it with perspective. Enjoy your daughter’s teenage years with her—they’ll be gone before you know it! Help her to stay true to herself as she reaches into the uncertainty of the future. And help her find colleges that will value her for that person she is becoming.
Peter

Dear Peter,
Is it a bad thing to drop a foreign language in the Senior Year if you have taken the 3 required years?
Arlene

Dear Arlene,
Much depends on the selectivity of the college in question. The more selective the college, the more important it is for a student to demonstrate breadth of curricular involvement through the senior year—and that includes language studies. If the student elects to drop a high-level course in the senior year, then the replacement course should be of the same level of academic rigor. Dropping a fourth year of Spanish for electives of less rigor is not a good idea. On the other hand, dropping it in order to take a second high-level science (for example) could be justified.

By the way, you reference “the 3 required years.” Please do not confuse requirements for HS graduation or minimum “requirements” posted by some colleges as an expression of what will be appropriate or most competitive in the college admission process.
Peter

Dear Peter,
My daughter was accepted to two schools, each of which is requiring her enrollment overseas—one for a semester and the other for a year—before she begins as a full-time student on their respective campuses. She has been admitted to two other schools, one with a scholarship and the other without special recognition. Her goal is to go to law school and maybe get a joint degree in business (JD/MBA). She has good options but is a bit confused about the overseas study requirement. Will she have the same opportunities at those colleges as she will at the others?
Alice

Dear Alice,
The enrollment opportunities your daughter has received at the first two colleges are not traditional offers of acceptance. While she should be able to achieve her educational/career goals at those colleges, there are some practical considerations. For example, students starting in September get the full advantage of orientation programming, first-year seminars and dedicated advisement while acclimating to both the academic and social routines with their peers and professors. Students starting at mid-year or a year later are effectively entering as transfer students. Unfortunately, the “process” doesn’t stop or slow down to accommodate them.
 
I often talk about the importance of finding a college that values the student for what she has to offer. In all candor, the offer of delayed entry enrollment puts your daughter at the “back of the line” in terms of who is being valued in the entering class. She—and others who are required to begin their studies elsewhere—are effectively being “stashed” at those places. While she will be allowed to enter discreetly through the “back-door” at each institution, she won’t count as an admitted student and her credentials will not be included in the profiles of admitted students. Her eventual enrollment will, however, enable the institutions to admit fewer students (and appear to be more selective) in the following year.

That said, she can still achieve her goals at the delayed entry colleges. The study abroad opportunities notwithstanding (window dressing in my opinion), though, delayed enrollment relative to her cohort does mean she’ll be starting at a competitive disadvantage.
 
Your daughter is fortunate to have options. I would urge her to proceed with eyes wide open relative to the implications of delayed enrollment.
Peter

Dear Peter,
I know it should be up to my son to decide which school he wants to attend, but I can’t help wondering if there is more than one “best college fit” school for him?  Is it wrong of me to convince him to attend “College A” because the odds are better for him at finding a job after school?  Fundamentally, I know he has the rest of his life to work and only one chance to have a great college experience, but I can’t seem to get past the phenomenal job statistics presented by “College A”.  It would be a shame if he were to graduate and have a tough time finding a job.

However, I have a feeling that my son might have a better and happier college experience at “College B” with its large and beautiful campus, athletic teams, and more traditional approach to academics and internships.  He would probably have more fun there, too.

Do you have any advice for this mom who has been losing sleep over her dilemma?
Rose

Dear Rose,  
Even though you (and your son) are on the homestretch of this process, some of the toughest decisions are yet to be made. This is a time, however, when you have to allow him to trust his own judgment.

One thing that I learned as a parent in the process is that, hard as it might be at times, as our kids move toward adulthood, we (parents) have to give them the opportunity to find their own way. While that might go against our very nature (after all, you have spent 17 years trying to protect your son from anything bad that might come his way while giving him every opportunity to succeed), at some point you need to ask yourself, “For how long in his life do I want to the responsible for everything good—and everything bad—that might happen in his life?” Hard as it might be, I suggest giving your son the opportunity to own the decision-making and the direction his life will take as a result.
 
There is no guarantee that the choice of a college he makes will turn out to be perfect. On the other hand, I truly believe he can’t go wrong. Marketing of programs aside, there is likely very little difference between the two programs. Your son’s eventual success will be determined by his comfort level with the school he has chosen. The more comfortable he is, the more likely it is that he will avail himself of all the opportunities that will be present for him.
 
The bottom line: there is a good chance your son is ready to find his own voice in the matter. If so, he will prosper in whichever environment he chooses.
Peter



Posted in Financial Aid, Hot Topics/Trends, Making the Final Choice of a College, The Admission Process | 3 Comments »