## You Wanna Bet?

Warning 1- This blog acknowledges (neither endorsing nor condemning) the existence of gambling/wagering money- often the loss of it.

Warning 2- This blog uses analogies that are imperfect.

Warning 3- Our editor is on vacation, which means decreased quality of format and increased use of ellipses and parenthetical statements.

Warning 4- Actually, that’s it. Here we go.

I’m not a big fan of large, indoor spaces, especially those without windows. This has never been formally diagnosed and in Google searches I can’t seem to find an exact match of symptoms or causation, so I refer to it as “Clagora”– an odd combination of Claustrophobia and Agoraphobia. In general this aversion has served me well, as it severely limits my time in malls, conference halls, and casinos.

But a few weeks before my wedding, I was in New Orleans with some good friends. I told them I wanted to do one thing- place \$50 on black in roulette. No food or drinks. No sitting down. This was a get in and get out mission. One spin of the wheel. So we headed to Harrah’s Casino in the French Quarter.

As we approached the table, one of my friends (none of whom were married at the time themselves) grabbed my shoulder. “We were talking and have an option for you. We can all get you some crappy, forgettable wedding gift like a toaster or some candlesticks…or we can each give you \$50 right now. One bet. All in.”

I paused and considered for… about three seconds (OK. Two.)… “Give me the money.”

“\$400 cash on the table,” I heard the dealer say calmly. He deftly put the shiny, silver ball onto the roulette wheel and sent it spinning.

The odds of hitting black on a single roll in roulette are 47.4%. Now, this may blow your mind but that means the odds of not hitting black are 52.6%. Put differently that’s less than ½ or more likely you’ll lose than win. Need more examples? Sometimes flipping statistics and changing your perspective in general can be helpful. Walk a route you normally drive. Take a helicopter tour of your town. Consider that while you “only have to put down 20%,” you still owe 80%.

Listen, I’m not saying that admission is roulette (see Warning 2). Applying to college is not a game. Admission decisions are not arbitrary. But it is helpful to “consider your odds” as you are building a list of schools to apply to.

A number of years ago, I suggested the Common App insert an acknowledgement button on the application of any university with an admit rate below 25%: “I understand this is not a fair process. Being of sound mind I agree not to assign self-worth to admission decisions. Further, I agree to apply to at least two additional schools with admit rates above 50%.” I never got a reply.

Well, I’m working on another petition now to US News and World Report and several other publications who commonly list schools by admit rates (typically starting with lowest as an implied metric of quality/value).  The ask—publish deny rates instead.

How would it change the make-up of your list of colleges if you thought about your odds or percentage chances in reverse? How would it alter the way you feel when you receive an admission decision, if you had looked at your odds differently from the start?

Applying to Stanford and Harvard is essentially like putting a chip between the 0/00 on the roulette table (95%~ chance of not hitting). I could see placing one bet like that, if you are a truly outstanding student. But more than that? High school counselors are always advising students to create a “balanced list” of colleges to consider. This is why.

So the next time you are listening to a college admission presentation or looking at admit rate information online, reverse their numbers. As an example, Georgia Tech’s deny rate for international students last year was nearly 90%, 82% for US non-residents, and 55% for Georgia applicants. Do the math and know your odds. It may help you spread your chips/apps in a more strategic and logical manner.

Parents- Consider All The Angles

\$50 on black. In and out. Nobody gets hurt. That was the plan.

But the game changed. The stakes went up. The emotions of the moment were palpable and it was not “just me” involved anymore. All of a sudden the dollars multiplied eight fold. The “offer” of cash for wedding gifts now involved my wife and our future (Again, see Warning 2).

It is still July. Before your son or daughter starts filling in their name and asking you about employment history or your driver’s license number, you need to talk money. I wrote more extensively about this in March, but my strong recommendation is you establish and discuss three key elements of paying for college and finances: limitations, conditions, and expectations.

Limitations

How much are you willing to invest in your son or daughter’s college education? Particularly in states with strong public university systems, we often hear parents say, “I am willing to pay for any of our state schools or the equivalent price, if my daughter chooses to go to an out-of-state public or private school.”  Consider and honestly discuss what limitations you want to establish. These should not necessarily keep your student from applying to a particular school that looks like it will cost more than your determined threshold, but setting clear limitations early changes the dynamics, frames the emotions, and helps prevent feeling “gut punched” in the spring when financial aid packages arrive.

Conditions

“We will not pay for a school south of Virginia,” or “No child of mine is looking at schools west of Colorado,” or “We will pay for \$40,000 a year for College X, but we are simply not paying that for Y University.”

What are your financial conditions- and why? College is an investment. Your family’s goal is to be confident in the dollars you spend. If you talk about why you are putting conditions in place, they will not come across as irrational or arbitrary, but rather instructive and rooted in love.

Expectations

What role will/should your student have in paying for their own college education? Is there a flat amount or percentage you expect them to contribute? Setting clear expectations before applying to college allows them to consider if they need to work and save money during and high school, consider a gap year, or what questions they ask colleges about opportunities for on-campus jobs, the prospects for (and salaries associated with) internships or co-ops, etc. Instead of being divisive, setting expectations can unify your family because “the problem” of paying for college becomes a joint effort—one to solve together.

If there is one common thread that connects all parents in the college admission experience, it’s this—you love your kids. You want the best for them. You want them to be happy. You want to provide for them and say yes. As a parent of two, I totally get that.

However, here’s what I can tell you about the seductive roulette wheel of admission (for issues with that wording see Warnings 1-3)—it gets emotional. The offers start coming in, the dollar figures start going up, and it’s not just you at the table. You love your kids. Consider all the angles now because when that ball lands there will be some cheers, some disappointments, and often a crazy mix of both.

Back at the casino

The ball spun, slowed, and started bouncing. Red, black, red, black. Finally, it landed. Red 28.

Slowly, I let my head fall backward. I felt my friend’s hand on my shoulder again. “Well, at least we won’t be giving you some crappy hand towels or doilies from Target.”

Know your odds and consider all the angles. I’m betting that takes you a long way in your college admission experience.

Formal end of blog

——————————–

Feeling lucky?

A few years ago, there was a school in our state who had a relatively new head football coach, a lot of swagger, and fans that probably love roulette for the colors alone. Mid-season I told a friend that if they made the national championship, I’d donate \$100 to his university’s need-based scholarship fund.

Well…I’m \$100 dollars lighter now but at least I know my money went to helping some kid offset costs. When I unsubscribed from the Foundation solicitations, I chose “Other” as the reason and inserted this: “I LOST A BET. I’m the Director of Undergraduate Admission at Georgia Tech. Congratulations on coming within inches of winning the national championship. Now, please, never email me again!” I actually got a response saying it was the “best opt-out they’ve ever received.”

So before you bet a friend \$20 or \$50 or dinner on a game this fall, consider instead wagering a donation to the need based financial aid fund of the winner’s alma mater.  Can’t fathom “ever contributing one dime to that school?” No problem. Donate to the NACAC Imagine Fund and help high school counselors who send kids to many different amazing colleges.

## Money Talks

Listen to the audio version here.

I spent some time with a good friend in Charlotte, NC last week. The first thing he said when we sat down was, “Been adulting hard lately, brother.” He went on to tell me about dealing with some incredibly tough and delicate HR issues at work. This week he’s staring down the barrel of another round of necessarily honest and inevitably uncomfortable meetings with a few employees.

After I left his house, I was thinking about a conversation I have coming up. I’m calling it The Three P’s: puberty, pornography, and pregnancy. Before my son turns 11 in May, I’m going to take him for a hike and then a meal at Waffle House and cover these topics.

I’m still debating and continually second guessing myself on the order, analogies, anecdotes, and appropriate amount of detail. Regardless, it’s going to be a rip-the-Band-Aid-off experience. I’ve heard a million ways to broach all of these topics. I’ve read articles and books on “raising boys” or transitioning to adolescence. I’m not sure if my plan is the right or best way to do this, but I am sure it has to be done.

Undoubtedly, some of you are wincing as you read this. Others (those who enjoy watching people trip on the sidewalk or take punishing hits in sports) would probably enjoy a Go Pro view on that day to witness in real-time the train wreck of awkwardness and bemusement. Others (not putting any wagers on percentages) are likely nodding in support or considering what you did/ should have done/ wish you’d said differently/earlier/ more directly.

Whether at work, at home, or in our community, life inevitably presents us with these critical but cringe-worthy moments and conversations. While incredibly tough, it is so much better to have them than to put them off or completely avoid them. When it comes to the college search and selection experience, the topic most families unfortunately do not discuss early or thoroughly is finances.

The Timing of the Talk

Any admission or financial aid director can share countless painful stories about families in April of the senior year who come to their office in tears. Having received a financial package, the reality of paying for college is upon them, and they have not had earnest conversations along the way.

Now, after the student has been offered admission, bought the college hoodie, and changed all online profile pictures to indicate they’re enrolling, financial lines are being drawn and emotions are running high.

If you are the parent of a junior, now is the time to start having these discussions. While you do not need to itemize all of your expenditures or accounts, you will be so much better off if you are willing to honestly and openly discuss your overall financial situation and how it relates to paying for college.

The truth is most students have no idea how much you pay in taxes, or what percentage of monthly or annual income goes to your mortgage. Understandably, they have not given any real thought to how adding college tuition may impact your family’s life and other financial obligations or goals.

“Opening the books” shifts the financing college conversation to a partnership and a collective investment. As a student’s first significant adult decision, they should be privy to the expense and implications of their college choice. These talks will help you have better discussions about opportunities to offset costs through jobs, co-ops, or internships. They will inform the questions you ask  about return on investment, careers, salaries, and how the school helps students pursue employment opportunities during and after college.

Yes, I understand this feels uncomfortable. Again, you are talking to someone who is about to discuss the darkest recesses of the interwebs with a 10-year-old. So let’s do this together!

Set Limitations

How much are you willing to invest in your son or daughter’s college education? Particularly in states with strong public university systems, we often hear parents say, “I am willing to pay for any of our state schools or the equivalent price, if my daughter chooses to go to an out-of-state public or private school.”  Consider and honestly discuss what limitations you want to establish. I’m not saying these should keep you from visiting or applying to a school that looks like it will cost more than your determined threshold, but setting limitations early will prevent feeling “gut punched” in April of the senior year when financial aid packages show up.

Set Conditions

“My parents will not pay for a school south of Virginia,” or “They have already told me I’m on my own if I look at schools west of Colorado,” or “We will pay for \$40,000 a year for College X, but we are simply not paying that for Y University,” or (though short-sighted and not recommended) “we will only pay for a college that is ranked in the top 50.”

What are your family’s conditions, and why? College is an investment. Your family’s goal is to be confident in the dollars you spend. If you talk about why you are putting conditions in place, they will not come across as irrational or arbitrary, but rather instructive and rooted in love.

Set Expectations

What role will/should your student have in paying for their own college education? Is there a flat amount or percentage you expect them to contribute? Setting clear expectations before applying to college allows them to consider how they can work and save money during high school, as well as ask colleges about opportunities for on-campus jobs, or the prospects for (and salaries associated with) internships or co-ops while in college. Instead of being divisive, setting expectations can unify your family because “the problem” of paying for college becomes a joint effort—one to solve together.

Discuss Loans

Last year, the average loan amount for students graduating from four-year colleges was approximately \$30,000. Their average starting salary was approximately \$50,000. Take some time to discuss the concept of loan tolerance and repayment. Check out our mock budget from The Money Blog and put some real numbers on paper.

I get you would rather be talking about The Voice or debating which Marvel movie should come out next, but having these honest, open,  and important discussions early is essential. Again, critical but cringe-worthy.

If you want to trade topics, let me know. I’ll come to your house and talk finances. You can go hiking with my son and walk him through what’s about to happen to his body. Just promise me you won’t be that family in April of the senior year in some college dean’s office passing the tissues, pointing fingers, and yelling things like, “I wish you’d told me!”

## Success Isn’t Guaranteed—Try Anyway

This week Georgia Tech’s Director of Special Scholarships, Chaffee Viets, joins us on the blog. Welcome, Chaffee!

Let’s start by admitting that not everyone’s experience growing up in the United States is the same. Rural, urban, and suburban life looks different, and there are certainly other differences when considering family background and other factors. Having acknowledged that, I think it’s fair to say the people of Generation X (to which I belong) grew up with a great deal more freedom to explore the world around them as children than today’s kids and youth. By late elementary school I could explore the neighborhoods around me a mile in any direction.

Talk to my Baby Boomer parents and they’ll tell you that not only were they given even more freedom, but also asked to work harder at an earlier stage of life. My father mowed lawns, drove a tractor, roofed houses, and used hatchets as early as fourth grade. Compare these experiences with today, where I know thriving middle schoolers who aren’t allowed to walk 500 yards to the nearest corner with a traffic light because of concerns about safety.

I don’t share these views to judge parents or children today. After all, today’s world is bigger, especially online. Taking more safety precautions is necessary. Yet coinciding with these observations is a feeling that several colleagues and I share—a feeling supported by frequent recurring experiences. High school and college students today do not experience failure because 1) they’ve been shielded from them when they occur or 2) are steered away from undertaking opportunities that might result in anything but clear success.

Take the Opportunity to Fail

Although versions of this topic have been trending the past few years (and even before that in some circles), I want to provide insight which I hope is new. I want to talk about why students should put themselves in circumstances where success is not guaranteed. When you look at it as an opportunity for success as well as failure, the intention and aim become different. Simply looking for opportunities to fail can be a hollow exercise, but earnestly pursuing a goal that may or may not be reached is an opportunity for a win-win experience, regardless of the final outcome.

I had a student ask me to write a recommendation for them for the Truman Scholarship, a nationally competitive and prestigious scholarship for public service leadership. Some regard it as having the most rigorous application of any of the major national and international graduate scholarships. As you can imagine, the percentage of people awarded from among applicants is quite small. Despite the odds not being in anyone’s favor, the student elected to try. By clarifying purpose, thinking about future goals, losing sleep, and sacrificing comfort all in hopes of a slim chance to leverage the scholarship toward making the world a better place, this student gained tremendous personal insight. This kind of personal insight only comes through testing oneself, working hard, and reaching for something most likely out of reach. Did it yield a scholarship? No.

Undaunted, the student went on to apply for the Marshall and Mitchell scholarships as well. Again, hard work and sacrifice led to self-awareness, goals clarification, personal insight … but no scholarship. Yet on the horizon was the famous Fulbright Fellowship for graduate study in another country, which my student ended up receiving.

Seems like three losses and a win, right? I count it as four wins. Each attempt helped my student to grow. Each attempt taught lessons in perseverance, grit, and humility. Even if my student had not won the Fulbright, it wouldn’t change my mind. Four wins, zero losses. I believe that if you asked my student, the response would be the same. The win was in trying to reach for the stars and the growth that resulted.

Pursue Possibility

I’ve been fortunate over the past seven years to travel with my students on outdoor leadership expeditions in some beautiful – and physically challenging – environments around the country and the world. These trips are led by experts in Georgia Tech’s outdoor recreation department. Scholarship programs around the nation often encourage or require their scholars to participate in these types of adventures with similar organizations. There is no defined “win,” only an expectation that you’ll make it from the start to the end, persevering through trying circumstances. Blisters, aching muscles, exhaustion, cold or heat, insects, cuts and scrapes. They are all there. Getting through means relying on your own inner strength and your team.

For a very few, these trips are easy (at least at first). For most others, they will mess up the cooking, go slower than the team, or otherwise “not be great.” Yet when they talk about these trips days, months, and even years later, many speak of how the difficult circumstances on the hike resulted in the ability to handle the rigors of college life better than they would have done otherwise.

One of my favorite illustrations of the points I’ve been making comes from the movie, Meet the Fockers. In it, Jack Byrnes, played by Robert De Niro, notices his son-in-law, Greg Focker, played by Ben Stiller, has a 9th place ribbon displayed at his parent’s house. Not second or third … but ninth. I love that Focker’s parents encouraged him to participate in something that he clearly did not win (and they probably knew he wasn’t going to, either). No matter what the outcome, Greg had to come to terms with the fact that he did not experience success, at least not by traditional measures. Did he learn something from competing, from trying, from watching eight others do better than he did? The movie doesn’t go into this, but I suspect he did.

If you’ve seen the rest of the movie, you know that Greg messes up a good bit, but in the end, how he handles these failures and keeps picking himself up amplifies his fiancé’s love for him and earns him the respect of his future in-laws. All that said, in real life I wish his “award” for competing wasn’t a ribbon but a pat on the back from his parents. Because part of the lesson in trying is not everyone gets a trophy nor deserves one.

If I were to outline a lesson from all this, it would be to challenge everyone to pursue possibilities where the chances for a win are moderate to slim. The challenge must be measured though. The more talented or well-trained an individual, the more they should pursue even more difficult experiences. Whether one is in high school, college, or well beyond, remember that we grow by reaching skywards, not by standing still.

Chaffee Viets has worked in higher education for more than 20 years. He joined Georgia Tech in 2011 where he oversees a team that selects the Institute’s top merit scholars and then develops them along the lines of scholarship, leadership, progress, and service. His experience with various prestigious scholarship programs at four universities drives his passion for selecting and mentoring student scholars.

## The Coach’s Guide to College Admission

Listen to the audio version here!

A few months ago I wrote about no longer coaching my son’s soccer team. This fall I have moved on from that 9 year-old boys’ team to my daughter’s 7 year-old squad. Let’s just say it’s been… a transition. The 9 year-olds, especially in those last few seasons, had really developed their skills and understanding of the game. We had progressed to using phrases like “check,” “square,” and “drop.” When they came to practice, they would (generally) listen, execute the drills, and understand what I was instructing them to do.

It did not take me long to remember what it’s like coaching 7 year-olds. In the first practice, one girl literally fell to the ground when I said, “drop” (I’m not sure what she would have “checked”  had I used that term). When I asked them to stand five yards apart and work on two-touch passing, I got a few blank stares combined with distances that left me wondering if it was their understanding of  “five” or “yards” we  needed to work on.

And then we had our first game. It felt like trying to verbally control Foosball players. I found myself calling out from the sideline, “Now you kick it to her, then you kick it to her, and…” Yeah. It didn’t work. On the ride home I realized I needed to re-think my approach and expectations. I decided on three simple priorities for the season: stay “jump rope” distance apart; dribble—don’t kick; and encourage each other.

If you are a parent (or “coach”) in the college admission “season,” I think these goals (pun intended) apply to you as well.

Jump Rope Distance

Clearly, the kids needed to see what five yards looks like, so I brought a jump rope to our next practice and had them take turns stretching it out and holding it. We talked about that being an appropriate separation to keep while you are on the field. At that distance, you can pass to each other and help each other defend. Maintaining that length keeps you from bumping into each other or knocking each other over while trying to get the ball.

As a parent in this process, you are a coach—not a player. You are a parent—not an applicant. Sometimes you may need to go for a walk or drive to re-examine your game plan and check-in: have you recently said something like, “We are taking the SAT next weekend,” or “Our first choice is Purdue”? We have all winced while watching through the slits in our fingers as a coach forgets their role and runs out onto the field, attempting to play for the team. Don’t be that coach! This means asking questions about college essays and making helpful edits or suggestions—not re-writing them with words like “lugubrious” or “obsequious.” This means backing away when you are at a college visit and letting your son or daughter ask their questions of a tour guide or an admission counselor. In a short year or two, they will be on a college campus. They will need to be able to advocate and navigate for themselves. Are you coaching them to be ready for that?

In a recent Washington Post article, Scott Lutostanski discusses executive function skills, which include organization, time management, and planning. He asserts parents need to be disciplined and cognizant of taking opportunities to empower their kids to grow and develop in these areas. Searching for, applying to, getting in, getting disappointed, and ultimately deciding upon a college are all opportunities to help your student enhance these invaluable skills. Don’t steal the ball. Remember: Jump rope distance.

Dribble—don’t kick.

In practice, I let them simply kick and run after the ball. When they did that, the ball often went out-of-bounds or a defensive player quickly took it away. They realized they were out of control and ineffective. Since then we’ve been focused on dribbling—keeping the ball close so they can cut or change direction when necessary. As a parent/coach, that’s your job too. The college admission process is not Foosball where you simply turn the rod and control the players or the game. You cannot control admission decisions. You cannot control merit scholarships or financial aid packages. You cannot control the competition in any given applicant pool. Slow the game down. Keep perspective. One play at a time. One game at a time. Dribbling allows your team to keep things close and make choices, adjustments, and intentional decisions when the unexpected or uncontrollable happens. Dribble—don’t kick.

Encourage Each Other!

Most of the girls on our team have yet to score a goal. We have made it clear that success is not about scoring. Winning looks different for each one of our players. For some it is making a good pass, while for others it is performing a new dribbling move, or using their non-dominant foot to trap the ball. One of the most gratifying parts of the season has been listening to the players on the bench cheering for their teammates. Some of the loudest celebrations have come after a teammate makes a “jump rope” pass. The entire bench starts chanting “jump rope, jump rope!”

What is winning for your daughter or son in their college experience? Not where, coach (and not what you want!). What do they want to study? What kind of faculty and students do they want to be around? What part of your state, region, or country are they excited about spending their colleges years in? Keep asking them these questions.

I hope you will not make winning about getting in to a particular college. Coach so your son or daughter doesn’t feel like your expectation, love, and approval is tied up in getting in (read: scoring), but rather that your joy is in seeing them find multiple colleges that match their goals. Winning is finding affordable financial options everyone is excited about. Winning is staying connected and supporting your son or daughter—holding them up and celebrating them, rather than achieving a particular outcome.

Game Plan

In documentaries or press conferences, players do not talk about how the coach got them to something (titles, awards, etc.) but how they got them as a person—they built trust, believed in them, and encouraged them relentlessly. Similarly, in retirement speeches, coaches rarely mention championships or trophies, but rather define success by their bond with players.  It’s going to be a great season. Go get ‘em, coach!

## The Scholar Ship

This week Georgia Tech’s Director of Special Scholarships, Chaffee Viets, joins us for a piece about preparing a scholarship application. Welcome, Chaffee!

I met an old sea captain while travelling through Croatia about five years ago. While we chatted, he told me his criteria for assembling a crew. Each member had to fundamentally understand that when you are at sea, the ship comes first, the crew comes second, and the sailor comes last. Those who didn’t understand and embrace the concept in action weren’t fit for his ship.

It’s been a while since I’ve seen Titanic, but I suspect neither the ship nor the crew were the captain’s primary concern. The wealthy passengers’ interests, or perhaps the company’s that owned the ship. Maybe it was the fancy white hat? Need I say more?

One of the sea captain’s stories focused on how to best prepare for a typical six month trip at sea. When it came to provisions, all the food had to be packed very carefully in a tight room in his small vessel. The items set to expire early in the journey needed to be near the door and other items at the back – which literally could not be accessed until months into the journey. Such packing couldn’t be left until the last minute. Careful planning and execution prior to setting sail was essential. What weighed too much and had to be left behind? What food didn’t have enough calories to sustain the crew? What was frivolous?

There are lessons to be learned in pondering this story which relate to scholarship (and admission) applications. So I invite you now to board a different vessel, the “Scholar Ship,” and take a guided tour with me. While this isn’t the first time someone has used this metaphor (nor will it be the last), it will help you visualize your own scholarship journey.

Captain’s Lesson #1: The Ship and the Crew Come Before You

This one is pretty simple, but is often overlooked. When you are working through a scholarship application (and/or admissions application if that is used for scholarship consideration), focus on what you can bring to the institution, not initially what you will get out of the deal. How will your presence will ostensibly improve the college community if you are given a scholarship? Focus on those elements in your application and subsequent interviews if applicable. It not only shows you want to give back, but also shows humility and a contributor mindset. These days, universities want to give scholarships to people who will make a difference, not just those looking for a cash prize.

Captain’s Lesson #2: Pack Only the Necessary Items in the Right Order for the Journey

When you are boarding the Scholar Ship, you’ve got to pack only the most important items. This means when you list your extracurricular activities, awards, work or volunteer experience, and honors on your application, or deciding on elements of your essay, focus on the ones that are the most significant to you and provide you with the most excitement, joy, and impact (this is especially if you are limited in what you can share). Case in point: many professionals have a 1-2 page resume. Compare this with my experience hearing from a few high school students and their parents that only an 8-pager will capture all they’ve accomplished. See the irony here? If a seasoned professional with years of experience can fit their biggest accomplishments on a 1-2 page document, so can you!

The order is also important. You don’t put cookies on the ship before potable water. List your activities and ideas by importance to you. Put down your accomplishments before you list your hobbies. Note also that written communication typically precedes verbal, so focus on your application before preparing for a potential interview. Most universities’ top scholarships are given to intellectually curious students who think critically, communicate effectively in writing and voice, and make an impact in some fashion, whether in leadership, service, or some other emphasized arena.

Captain’s Lesson #3: The Sailor (that’s you!) Does in Fact Matter

Colleges and scholarship programs also want to know why you are interested in them. Why is what they offer compelling to you? How you will make the world a better place by taking advantage of those offerings and produce a return on their investment? Imagine for a second that you tell the old sea captain, “I’m a good fit because I know you will stop on this particular island where I can find a resource that will lead to cures for diseases back on the mainland. I am really interested in being able to go to that island.” Even more simply, it’s fine to say, “I really want a strong degree, great job or graduate school offer, and the rich college experience your school offers.” Be sure to articulate your “why,” because that’s important! Colleges want scholars who will make an impact, but they also want to see you enjoy yourself simultaneously on campus. Most will even try to ensure it!

Captain’s Lesson #4: Don’t Be Afraid to Jump Ship

Well, honestly, the old sea captain never told me this one. It’s just one I think he might have shared had he had the opportunity. While you may have a destination in mind on the Scholar Ship you board, you are likely to find that some of the places you visit along the way – like a backup school or the more obscure one that offered you a great scholarship complete with both financial and developmental incentives – is really where you want to disembark. Such a school might end up being a better endpoint to your journey than you originally intended. If the final destination is what you want, that’s wonderful—go there and finish the voyage. If not, and something else feels like a better option, throw out your anchor and row to shore!

Chaffee Viets has worked in higher education for more than 20 years. He joined Georgia Tech in 2011 where he oversees a team that selects the Institute’s top merit scholars and then develops them along the lines of scholarship, leadership, progress, and service. His experience with various prestigious scholarship programs at four universities drives his passion for selecting and mentoring student scholars.