It’s Not About The Application…

If you have not seen “It’s Not about the Nail,” check it out. I saw it recently in a presentation and was reminded of how ridiculous, poignant, hilarious and powerful it is… because under the light comedy are some deep truths:

1- The Immediate: We are distracted by, and overly focused on, the matters right in front of us.It's not about the nail

2- Patterns: We fall into hard to break routines in life which fundamentally diminish our attention and capacity for new and valuable lessons, opportunities, and connections.

3- Short term vs. Long term: In our frenzied, achieving lives we focus on doing, fixing, and finishing, rather than considering, empathizing, and committing.

Note: Sincere apologies if I ruined a simple and funny clip. I promise I won’t touch your cat videos or Jimmy Fallon dance-offs.

Unfortunately the college admission process presents all three of these pitfalls. The perverse “gamification” of getting in and the industry that’s grown up around it; the omnipresent “where are you going to college?” conversation; the increased competition based on selectivity; the rising costs of tuition; the increasing student debt averages; and the misappropriated attention focused on uber-selective universities have all culminated into a gigantic Jedi mind trick leading you to focus on the wrong things.

The Immediate: It’s not about the bumper sticker

When you drive around your school’s parking lot, you see a lot of the same bumper stickers on the back of cars. You see the same hoodies and t-shirts at the grocery store, the park, or in the stadiums in your community. When your school publishes its spring newspaper or sends out a newsletter around graduation you’ll typically see the same schools again. There is nothing wrong with any of these places. But the trap you can fall into is automatically assuming they are the right places for you because it’s where your sister went, or where “kids like you” go, or because everyone from your AP Calculus class is applying there.

I urge you to not be so quick to discard the email or brochure or campus program invitation from a college you haven’t heard of before. Listen when your school counselor tells you about a great campus they visited and recommends you should consider. When you sit down with your offers of admission, don’t make your selection based on which was the most selective or will impress your friends or please your parents.

I understand you see the nail. I am not asking you to completely ignore it, but I do ask you to try to look beyond it; to explore; to truly consider yourself as an individual and not as part of a group. I ask you to do something at 17 or 18 that people twice your age still struggle with—to be willing to actually walk down the less trodden path, the less known path, the less famous path, if you know it to be the right one.

Patterns and Routine: It’s not about the Ivy League

Last week I went to a conference in Boston. One afternoon I met with a few friends to catch up and discuss some of the sessions we attended. Several had just come from a presentation by the Dean (and some other alums) of an Ivy League school. “How was it?” I asked. “Not that good. Nothing new. I left after 10 minutes,” replied one friend. Another chuckled and said, “Same, I ducked out the back door.” We started to discuss why there is such focus on the Ivy League. They are all old, private, in the same part of the country, and relatively small (enrolling 14,000 new students a year or less than 0.4% of college students nationally—less than the combined total of Texas A&M and Michigan State), yet they continue to carry great sway.

Part of the reason people pay attention is media coverage. For example, last week most major news outlets covered the “disappointing” 8.1% annual return on Harvard’s endowment. The reason it was news was not because they planned to use the differential to develop a new innovative program or to double in size, but because, well…they’re Harvard. So it’s natural when admission decisions are released each year there are stories featuring the three kids nationally who got into all Ivy League schools, as though it’s an incredible accomplishment that should be emulated and revered.

Ivy LeguesI’m not hating here, and I’m not questioning if these are “good schools.” I’m not equating the Ivy League to the Kardashians of higher education. While perhaps there was a time these schools represented all of higher education, in today’s economy and marketplace they’re outliers, not signposts, in the college landscape. Schools like Georgia State University and their incredible efforts to increase graduation rates and support students are far more reflective of the direction and priorities of higher education in the 21st century. I hope the next “getting in to all the Ivies” headline is: “Student pays nearly $1,000 in application fees, $10,000 on college visits, and $1,250 in apparel,” but has yet to take a course.

I question the parents, board members, and other adult influencers in school communities who incessantly raise questions like: “Did Sarah get into Brown? How many seniors were admitted to Ivy League schools? When was the last time we had someone go to Penn?” I hope in the future true measurements of school success will not be the matriculation list of the top of the class but rather an assessment of whether or not more students were admitted to their first choice, or how many received grants and scholarships to lessen debt, or if a higher percentage are going to college in this class than last.

Short term vs. Long term: It’s not about the application

I understand the application is what’s in front of you. I know you feel the weight of the deadlines and looming dates on a calendar. I realize you have the pressure of juggling school, work, clubs and sports, and on top of all of that writing college essays, highlighting your extra-curricular activities, and checking in with mom or dad to confirm their work address or what year they graduated from college.

The truth is the application is the “nail” of the college admission process. It can require and be seen only as a significant exertion of energy and a source of stress. But I urge you to flip the script—to look at the application as the first step toward a finish line not about getting in, but about getting ready. Don’t let the application become lines you complete or prompts you respond to (transactional), but instead make it a series of promises you make to yourself and the colleges about who you will be when you arrive on campus (transformational).

An application is singular. It is finite. It is submitted. It’s not about the application. It’s about the admission and college process, which are infinitely larger. It’s a picture you paint about your passions, interests, and the influence you will ultimately live out. Sound overly aspirational or grandiose for a 17-year old? In an increasingly divided culture with a myriad of fractious issues, it’s precisely where we should put our hope, attention, and challenge. We need you to arrive at college ready to live out the application you submitted—ready to be a unifier, an influencer, an encourager, and a contributor with a long-term mindset.

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Three Cheers for the Rankings!

The US News and World Report Rankings came out earlier this week. Last year I wrote “The Rankings, Meh…” This year I’m taking a different approach and cheering! I encourage you to try it out… here are a few examples of ways to use cheers in your conversations about rankings.

Buzz

1 – Scoreboard! Scoreboard! I love this one. It’s like the “talk to the hand” of cheers. One of my biggest issues with rankings is their heavy reliance on surveys. #what?! Yep. Nearly a quarter of the rankings methodology is comprised of peer reviews of Academic Reputation. “The academic peer assessment survey allows top academics — presidents, provosts, deans of admissions- to account for intangibles at peer institutions, such as faculty dedication to teaching.”

To be honest, you should stop reading at the word “survey.” A survey! Think about it: do you fill out surveys? Exactly. Neither do most people. Two words: human nature. Sure, these people may have a bigger title than you but the behavior does not vary–and that’s why they call them statistics. Typical response rates are in the 20-40% range, so we know these are heavily limited from the outset. And as master delegators, you have to wonder are these presidents, provosts, and deans actually completing them personally (no disrespect to them)? And when they do, are they answering all questions, or only those they’re most familiar with? If they’re not responding, who is? And even when they do respond, how much can they truly know about all of these other places, given how frenetic their schedules are taking care of their own institution? Oh…so many questions.

At best these peer reviews are incomplete and overvalued, and at worst, myopic and nepotistic. Yet they account for 22.5% (the largest factor) of the methodology. So when you’re completing applications this fall and a friend or a parent questions your decision to apply to a school because of its spot in the rankings, simply reply, “Scoreboard!” Or better yet “Surveys!” Talk to the hand, my friend. I am discounting everything you are saying right now.

2 – Overrated! Dah, dah, dadada! 20% of the rankings methodology is based on Faculty Resources. “How do faculty salaries and the number of students in the classroom compare to other universities nationally?” So a school sees they’re penalized on this measure and ultimately determines they can move the dial by increasing their average faculty salary by $2,000 annually ($8/day), and they launch a capital campaign to address this metric. Meanwhile, they address student class size averages by hiring more adjuncts to teach courses. Their rankings rise as a result. But did those dollars actually change the student experience? Did they make the faculty more invested in their teaching or research? Knowing these types of efforts are underway nationwide, would a school being 10 or 20 spots different from another impact your decision to visit or apply? “Overrated! Dah, dah, Adadada!”

3 – Not our rival! This is one of my favorites because it’s brilliant in its dismissiveness. It’s like rolling “your momma” “whatever” and “pssht” into a single three word phrase. Student Selectivity makes up 12% of the methodology. Call me a whistle-blower, call me a cynic, but this measure is severely flawed.

First, let’s be clear: not all schools count applications the same. Some schools arguably suppress their application total (and subsequently their admit rate) by only counting fully completed files, while others count glorified inquiries (snap apps or quick apps) in their total, or bolster counts even if a student does not submit all documents or follow up to complete all parts of the application (i.e. supplements, etc.). Some schools even count visitors to campus as applicants (actually, this one is an exaggeration… at least they haven’t been busted for it yet).

Second, we know in order to increase applications many schools are buying names and mailing materials to literally hundreds of thousands of prospects, even when their class goal is less than 1000 and the composition in geography, ethnicity, gender, and curriculum is not changing over time in a significant manner.

Georgia TechSo you don’t think I’m simply casting stones, let’s take Georgia Tech as an example. In 2017 our freshman application total was 31,500 and the admit rate was 23%. Two years earlier we received 27,250 applications and admitted 32%, nearly a 10 percentage point difference. It moved us from being among about 100 schools below 35% admit rate to about 50 schools below 25% admit rate. But I can say with certainty this measure is not reflective of the quality of education our students receive. Our student profile is essentially the same. We have not radically changed our faculty, curriculum, study abroad programs, or internship opportunities in those two years. And yet our student selectivity is what some would define as “vastly” different.

If you are reading this blog, I have no doubt this spring you’ll be sitting on multiple offers from colleges. You’re in. You’ve visited. You’ve compared the costs and trolled the deep recesses of their social media outlets. Decision time. Don’t let the admit rate and perceived selectivity be a factor in your choice. You can’t fully trust it, and other than some idle conversation in your first semester it has exactly zero bearing on your actual college experience. “Not our rival!” Or loosely translated, irrelevant.

Keep it in Perspective

We have now accounted for over half of the methodology. I’m happy to poke holes in the rest of the factors, but some of them are too easy.  What? Are you swayed by Alumni Giving? Me neither.

So what am I saying? Burn the magazine. Try Bob Morse before Congress. Both are reasonable. But I’m thinking more about changes in the micro:  I’m asking you to keep it all in perspective. If you are being told you should only apply to schools with an admit rate of 30% or less, I’m telling you to cite the Georgia Tech rule. If a friend is convinced the “Number 25” college is legitimately “better than” a school ranked 10 or even 25 spots below, remember those adjuncts, and remember the applications and admit rates are not always apples to apples. If you get into two schools and one is ranked higher, but the other gives you more aid and is by all counts a better fit for you, remember those surveys and the incredibly low response rates.

Anyone who has played a sport at a reasonably high level knows the other team is going to talk smack. They’re going to yell at you across the line. They’re going to bump and pull and jeer. So inevitably when you are applying or deciding on a college choice, someone is going to invoke the rankings this year. And when they do, you’ll be ready.

Na Na/ Na Na Na Na/ Hey Hey/ Goodbye.

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Own It!

My kids (ages nine and six) take FOREVER to get ready in the morning. I’ve tried setting an earlier alarm, flipping the lights on and off, writing step by step instructions on the chalk board, threats, setting timers at breakfast, and even more threats.

But inevitably when I send my daughter outside to put on her shoes, two minutes will go by with no return. Glancing out the window I’ll find her spinning a stick on the porch or throwing rocks into the yard. Even the way she kills time is unproductive—it’s not like she’s reading or practicing Taekwondo.

My son is worse. “Go brush your teeth.” Four minutes later I hear him upstairs playing with a robot or Legos.

Last week I walked in to wake up my daughter only to find her completely buried under two blankets, a few pillows, and a preposterous number of stuffed animals. “Did your alarm go on?” Yes. “Did you turn it off?” Yeah… That’s what you’re supposed to do, right?

Throwing my head back and contemplating leaping out of the second floor window I said (loudly) while leaving the room, “I know. But then you STAY UP!!”

It reached an all-time low a few days ago when my son actually said, while eating his cereal, “Raise your hand if you like staring blankly off into the air.” Dear Lord, please provide me patience.

FridayI see other families at school, church, and soccer where kids are early, combed, fully dressed, and basically singing family songs as they walk hand in hand. I hate those people.

The one day they like is Friday. Embarrassingly, this is largely because I wake them up by playing (and dancing to) Rebecca Black’s “Friday” and feeding them cinnamon rolls. Desperate times call for desperate measures. So if anyone knows Rebecca, see if she can make a Monday song, because The Bangles and Jimmy Buffett aren’t cutting it.

Please get to your point…

Fine. Our family started this week with a new strategy: the kids “own” breakfast. I’ll make lunches and ensure the bags have all homework/folders set, but they need to get their own food. Car leaves at 7:40 a.m. Hungry? Still eating? Bar in hand? Whatever. No excuses. No take-backs. YOU OWN breakfast.

Similarly, we want you to “own” your college application and admission process. I won’t preach about all the lessons to be learned from owning your application/admission process and how it will prepare you for the college experience. Nope. I’ll save those messages for basically every admission rep you hear talk at your high school or on their campus. I’m here to prove it matters.

Look at the Common Application’s essay prompts. Number two, and I’d assert numbers three and five, center on growth through learning (or loosely translated “owning” something); a mistake, a realization, a problem solved—whatever it is, you recognized it and stuck with it. The Coalition Application questions one, and arguably two and three, are all within the same theme.

Writing about owning something requires you first to recognize its significance; to genuinely care, and to give evidence of how you’ve tangibly progressed since the experience. You want to go to a “good school?” Well, good schools (who you’ll be writing essays for) are reading these essays with their institution in mind. That’s right. It’s your essay, but they have their institution in mind.

What We Mean by “Fit”

You often hear the word “fit” thrown around. What does fit actually mean? In the rubrics readers use, as well as the conversations they have about your application in committee, counselors ask questions like:

  • When you come to campus and the academics and professors push and stretch you, how will you respond?
  • When you have a decision to make about how you’ll treat others in the classroom or in your residence hall, what evidence do we have to show your choice will be made with integrity and maturity?
  • When you are given opportunities to represent the college or university as a student or an alum, will we be confident in you?

Responses to those essay prompts are a significant opportunity to demonstrate in a concrete (read: not theoretical or philosophical) way you are someone who has grown already; someone who has been challenged; or someone who has, through either major or sometimes mundane life experiences, recognized a need for change and progress and taken those steps.

Real Life Examples

Pretend for a moment you are an admission reader (cue dream sequence). You are reading the discipline section of an application. Which one shows more maturity and growth? Note: these scenarios are real, yet slightly altered for the protection of the…well, guilty. 

  • “Last year two of my friends and I spray painted the school building and were caught, suspended, and had to do community service. I did not want to participate but they were driving that night and I had no other way home. So, even though I did tell them we should not do it….”
  • “I have been charged with theft of jewelry from my friend’s parents. We were at a party and a few us went into their bedroom. We took bracelets, necklaces, and rings valued in the five-figure range.” (Needless to say, our staff made a phone call about this one. “So why did you do it?” “I wanted those girls to like me.”)

So which one shows more maturity and growth? The answer is neither. Yes, it was a trick question—I’m just keeping you on your toes. I’m not sure about you, but with the first one I’ve got two thoughts running through my head: 1) the student is lying, and 2) even if they’re not, it sounds super weak. Call Uber, walk, tell them to drop you off first. And bonus- actually tell them you’re not going to do it!Own it

I’d call the second example a laptop closing moment. One of those times when you so completely abandon your hope in humanity that it leads you to simply close your laptop, throw your head back, close your eyes and take an immensely deep breath. But I’d love to know what’s going on in your head here.  Hopefully, it isn’t, “Yeah. I get that…” Hopefully you still have your reader hat on. If so, you should be asking, “So what happens when you are on campus and some friends want to hack into a professor’s account?” To be honest, my head goes to some far more nefarious and harmful places beyond hacking, but I’m keeping things relatively clean. Either way, you see my point, right? Own it!

Let’s look at a couple of examples from the Additional Information section:

  • “In my sophomore year, I got mono (side note: we commonly see concussions listed here, as well as a variety of lesser known but highly Google-able ailments). I missed several weeks of school and spent most of the fall semester extremely tired. My AP World History teacher refused to make my assignments available online or provide extensions, which is why I received a C in that class.” (Only problem is you also made C in the spring semester. So what do we do now?)
  • “I had intended to take French 4 last year, however my dad insisted I take Environmental Science. I now regret that I listened to him, not just because I did not do as well as I’d hoped in ES, but also because I really do love French and hope to study International Affairs next year at Tech.”

On number two, I’m getting the distinct image of my daughter out on the back porch throwing rocks and staring at the birds on the neighbor’s roof. Double deduction if your dad writes or calls in to say he should not have put pressure on you. No, padre. Start the car and slowly roll out of the driveway at 7:40 a.m.

The problems here are two-fold. First, these both come off sounding like excuses. Actually, scratch that. They are excuses. Look back at those essay prompts. What are they essentially asking you to show? Growth, right? Maturity, evolution, a recognized misstep which will make you a better college student, peer, friend, roommate, influencer, or simply humble and confident person. The antithesis are statements like: “He made me do it” and claims of “would of/should of/could of.”

Secondly, you are not submitting your application in a bubble. Other students (some we may have read that very same day) are giving strong evidence showing they have progressed. That’s right–you are not the only one who drank and got caught or had to shake a medical situation, divorce, or family death during high school. I realize it may sound callous, but at any school receiving thousands of applications and reading 30-50 essays a day, this is the reality.

No Excuses—Own It!

Colleges want students who come to their campus prepared. Most of the time people are focused on the academic side of the equation (i.e. who is more qualified based on rigor of curriculum or test scores, etc.). But the truth is at selective schools, most applicants “look the same” from an academic standpoint. They are prepared and able to do the work. The bigger questions are: How will they do the work? And who will they be on campus? When they get here, how will they respond when they fail a test, have to balance social pressures, academics, internship, and the family drama happening 500 miles away?

This is why so many of the essay prompts focus on a demonstration of tenacity and perseverance. We are looking for ownership, not excuses. So own it.

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Four Letter Words & College Admission

“That is not a four letter word, Elizabeth,” I said to my six-year-old. “Only four letter words, remember?” Let me back up.

I’ve been on vacation in Vermont the last week. It’s been amazing. Cool weather, sunny skies, incredible views of the lakes and mountains.

One thing I’ve learned as a parent is that when you go on vacation and are eating out after a long day of travel,  you better be prepared while  waiting on food. A pack of cards, crayons, books, and worst case, games on the phone. I’d rather exceed the day’s allotment of screen time than verbally lambaste my kid in public. Life (and college admission) are all about decisions, right?

So we are playing hangman as we wait for our pizza and we’d agreed to use four letter words. The only issue is that a kindergartener can’t exactly spell them all correctly, and after a day of travel and a lack of food, I forgot to put on my phonics hat, which is how we arrived at: L-E-R-N.

“That is not a four letter word, Elizabeth. Only four letter words, remember?” which I followed with, “That doesn’t fit. It doesn’t make sense.”

My wife’s calm but firm response, “It makes sense to her.” And a simultaneous eyebrow raise and upward chin flick, which can mean only one thing… yep, the waitress was standing right there. I can’t be sure but I’m fairly confident she spit in my next drink order. And, you know what, deservedly so.

“It makes sense to her.”Image result for lern

I thought about that later in the evening, as I listened to the other three sleep contentedly in our hotel room. Don’t worry. I’m not going to preach on how everyone shouldn’t get a trophy or why “A’s” aren’t that important.

Instead, I’m just going to remind you of something very elementary but somehow easily forgotten about your college search process… it’s YOURS. YOU get to fill in the blanks. Ultimately, it’s YOUR word. YOUR solution. Sure, read the guide books; consider where older peers or club members or teammates have gone; go visit that obscure school your crazy uncle advice keeps mentioning. Listen to the advice and opinions and excitement and concern of parents, teachers, friends, counselors, coaches, etc. Remember– the landscape if vast.

But more than anything, as you visit schools this summer and fall, as you apply to schools, and ultimately when you decide where to attend, the most important thing is: What makes sense to YOU?

Spoiler alert: The categories below are very basic. Probably the things you have already heard or read or are already considering. I’m just hoping that you’ll think differently about the same buckets by constantly reminding yourself that they are YOUR blanks to fill in.

LOCATION- Over the last week, I had the chance to visit both University of Vermont and Middlebury College. Separated by only 35 miles, they’re worlds apart in ethos and environment. Burlington is the largest city in Vermont at about 43,000. Middlebury is a quaint town of 8400. I know people who proudly graduated from each and would not trade their experience for anything or anywhere else.

What is important to you? Do you want access to more restaurants and an airport? Do you want to share the town with tourists and business people and conventions and the other things that bigger cities typically bring? Or do you like the idea of a college town where the students are the lifeblood and the faculty live right in the community? Distinct experiences, distinct dynamics, distinct student bodies. What makes sense to YOU?

WEATHER/CLIMATE-  I showed my id to a cashier in a store in Stowe, VT this week. “Georgia, huh?”

Image result for middlebury college
Middlebury College

“Yep. Have you ever been there?”

“Sure. I’m from Tennessee.”

“Ok. Cool.” “What brought you up to Vermont?”

“Well, I’m a junior at Tufts in Boston and just spending the summer here.”

“Interesting. So what would you say to someone from the South who is looking to go to school in the Northeast (I know. I know. I can’t turn it off)?”

“Visit in January…and buy a good coat. It takes a year to adjust but I’m glad I’ve come to experience a different part of the country. It’s made me appreciate the South and I also love New England.” She’s thinking of pharmacy school when she graduates.

Are you ready for a complete change of scenery (and wardrobe)? Florida feels great in February, but you will not see much of a change of season. Cool (no pun intended)? One of the best things about our country is its diversity in higher education options. You are seeing that with all of the brochures that keep showing up in your mailbox (and writing from Vermont I am contractually bound to remind you to recycle). Consider places you’ve never heard of: check out their Instagram feed; take the exit off the highway on your road trip; Google famous alumni. You have to rule places in and out. That’s part of the process. But be open and be honest with yourself. Lots of voices and opinions will continue to swirl and sometimes amplify, but don’t stop listening to your voice, your gut, your dreams and hopes and goals. What makes sense to YOU?

Image result for university of vermont and burlington, vt
University of Vermont at top of hill in Burlington

SIZE OF SCHOOL- Do you want to know most of your classmates by the time you graduate? Or are you someone who relishes some anonymity? Do you appreciate close-knit culture and the loyalty and bonds it brings? Or are you excited by a big alumni base? Do you envision graduating on a lawn or in a stadium? Big schools will talk about how they can feel small. Sometimes small schools talk about how they can provide a big school network and experience. But at the end of the day: What makes sense to YOU?

Final Tip- use your network. This summer talk to seniors who are about to go off to college. Where did they start out looking? Which schools were at the top of their list last year? Where do they wish they’d visited? And why are they excited about where are they ultimately going. No one person’s opinion is gospel truth, which is why you need to ask and seek opinions from as many people and sources as  you can. Use. Your. Network (it’s a life lesson).

YOUR college EXPERIENCE. YOUR college CHOICE. YOUR college VISIT. Now– go “L-E-R-N” what makes sense to YOU!

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But… what do colleges prefer?

This week we welcome our Regional Director of Admission for the West Coast, Ashley Brookshire, to the blog. Welcome, Ashley!

It’s a question I hear often – mostly from families at college fairs who are frantically trying to absorb every available nugget of information available to them in the tight time frame of the event: “But… what do colleges prefer?”Georgia Tech

“My daughter has the opportunity to take classes at our local community college this summer or do an internship – which one do colleges prefer?”

“My son is thinking about going on a mission trip or finding a job for the summer – which one is better?”

“I can either stay with band or debate for my senior year, but not both. What should I do?”

Students, and parents, are hoping for a concrete answer – a guaranteed road map to get in to the college of their choice. If an admission counselor says it, then it must be truth, and should be followed to a “t” (trust me, we wish we had that kind of all-knowing power!). But if you’re reading this in hopes of gaining a paint-by-numbers insight into the college admission process, I’m afraid you’re going to be terribly disappointed.

The better question to ask is “why do we ask students to supply an activity record with their application?” Is it to count the number of hours you spent volunteering at a local hospital? Do we tally the number of times you were elected into an officer position for a club at school? No, on both counts. We are looking at three things: your experiences, the talents you possess, and the skill sets that you’ve developed throughout your high school career. These three items help us gauge your fit and potential impact on our campus.

Experiences

Your experiences inform your beliefs, passions, and ambitions, and ultimately, this is what we want you to bring to our community. What types of opportunities did you opt into (or in some cases, stumble into by chance) and how did they differ from your initial expectations? Have you stepped into a club, trip, or commitment that was outside of your comfort zone?

The beauty of a college campus is its ability to offer a more robust list of experiences than most high schools can provide. What experiences are you bringing to the table? I’m not just talking about the stamps in your passport. When we look at your application, we want to see the behaviors that make you open to experience life with new people, places, and activities.

Talents

A talent is an innate ability to do something, whereas a skill set is learned and developed. Many of the families I speak with seem to focus on talents, but in the admission process, skills sets are equally as insightful (more on that in a moment).

I haven’t been a powerful force in a music classroom since learning to play the recorder in 5th grade. I can appreciate that some people have inherent abilities that I do not. If you have talent in art, music, dance, athletics, or public speaking, then you’re likely drawn to these types of activities.

What students usually overlook is that you determine how your talents are utilized and ultimately captured on your application. Are you part of a club, company, or team that allows you to hone your craft? Have you created opportunities for others to engage in this activity? From an admission perspective, we’re not looking to fill a class of individuals who were born with special talents. We are looking for students who are motivated to share their unique talents in impactful ways.

Skill Sets

Skills, on the other hand, are developed. They are practiced, trained, and learned. These can be hard skills (programming, marketing, or painting) or soft skills (networking, time management, perseverance). Sometimes students apply so much effort to developing a skill set that it appears as a natural talent to others, leaving them unaware of the work going on behind the scenes.

The skills you’ve cultivated by balancing your time outside of the classroom and working with others will make you a powerful member during the many group projects you’ll work on in college. Enrolling in a summer academic program or college course will sharpen your academic prowess and allow you to accelerate your coursework in college. The leadership skills you’ve gained as a club officer at your high school will embolden you to step into pivotal roles in one of the hundreds of organizations that contribute to our campus culture. As a volunteer, you’ve stayed mindful of those around you and connected more personally to your community.

All of these experiences, talents, and skills bring positive value to a college campus, yet all cannot be pursued at the same time. Even in the summer, there are a limited number of hours in the day.

The Answer

So, back to the original question: “which (insert activity here) do colleges prefer?” We prefer that you use your time intentionally in whichever way you feel best engages your interests, utilizes your talents, and allows you to grow as an individual. These are the types of students who will join a college community and thrive both inside and outside the classroom.

At the end of the day, we want to enroll a well-rounded freshman class. This is quite different than every student in our class being well-rounded. It means that, as a whole, our class is filled with philanthropists and athletes, musicians and researchers, leaders and employees, and their collective experiences, talents, and skills create dynamic, thought-provoking interactions on our campus.

But before you schedule every free moment of your summer, remember: summer should bring reprieve with it. Enjoy the additional time in your day – days are longer and summer doesn’t normally hold the same time commitments as the school year. Take a deep breath, celebrate your achievements over the course of the last year, and catch up on that book or tv series that you set aside during the school year. After all, senior year and college application season is just around the corner.

Ashley Brookshire is an Atlanta native and Georgia Tech alumna who has worked in college admission for nearly a decade. Ashley serves as Georgia Tech’s Regional Director of Admission for the West Coast, making her home in Southern California. She’s been a California resident for more than 5 years and is a member of the Regional Admission Counselors of California.

 

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