Improve your chances of getting into college,

Class size matters in the college learning process, but students can minimize the impact. Obviously the interplay in a 250 student lecture class is different from that in a small seminar, but both can be effective teaching forums. Lectures are great for the dissemination of ideas while the seminar is the better forum for a spirited exchange. One big difference is whether the instructor gets to know the student—no small thing when it comes time to seek recommendations for graduate school. However a student can bridge that gap by making an effort to get to know the teacher. Engage them after class and go to office hours. This can not only help the teacher get to know you but will also provide additional exposure to the material. You can be a passive learner or an active one—it is up to you.

Yes, demonstrated interest is sometimes a consideration, especially given the fact that schools want students on their campuses who want to be there. How it is viewed varies from school to school, but like early decision, contacts show your interest and desire to attend. At the same time, your desire to attend only goes so far, and even if a school has had only minimal contact with a student if their record is truly outstanding, the school is unlikely to deny admission. However, there have certainly been times when schools have decided not to waste a spot on a qualified student whom they assume---rightly or wrongly—is unlikely to attend.

It can in the same way that your background, your interests, and your co-curricular record can impact the ultimate decision because they are all a part of who you are and in the end that is what is being reviewed by the admissions office. Remember in the end the admissions process is about the school trying to create a community and all of who and what you are play a part in their deciding who best fits that goals. Schools want to assemble a class that is widely representative of the community from which they are drawing to make their own, and so there are things that they will look for, things like what state an applicant is from, the activities they will participate in, etc. In general no one thing will make or break it—although certain specific talents—an all-American point guard for instance--may trump more widely held attributes. The best you can do is present an application that gives the admission offices as full a picture of who you are and what –at any number of levels—you can contribute to their community. The ultimate decision is theirs, one that often says far more about them than about you.

When to apply is a tough question. Early decision is best if a student is firm in their choice and financial concerns are not an issue. But if there is any uncertainty then regular decision, early action, or rolling are all appropriate options. Indeed, unless a strong senior performance might turn the tide, the earlier one can apply the better. Such an approach garners valuable timely feedback about how the application is being viewed in this particular cycle. Too, there is nothing like having a “home” even if it is not the top choice. In general, early is better.

The best place to start is at your own school. If there is any sort of alumni office they should have information about where former students went to college. Too, the college counseling office might have a list of where people went and you can use that to make some contacts. If your school does not have such an office or those kinds of resources, try some of the more senior faculty members. Many of them keep in touch with their former students and could offer some leads. Talking with alums of your own school can be particularly valuable for not only can they discuss their college experience, but their perspective is more like yours and that can be very valuable. Finally, you can go to the college directly. Thye often use alums as ambassadors or for alumni interviews, and are likely to know of some local people who would be happy to talk about their experiences.

Tell them! While applying early decision is the easiest official way to indicate your interest and desire, sometimes financial considerations preclude that approach given uncertainty about aid and scholarships at that point in the process. Nevertheless, it is still possible to communicate directly and let a school know. Each school will treat that information in its own way, and of course in the end your desire to attend only goes so far, but it never hurts to let the school know. They want student on their campuses who want to be there.

Whether community college is right for you depends on the kind of college experience you are looking for and the resources you have to support those goals. With the rising cost of a college education, a community college can be a place where you can get some basic core credits at a comparatively low cost while you are trying to get a better sense of the path you wish to take. If you choose that route check the school’s accreditation status, for it can be an important factor in how the credits or the degree will be treated by future employers or educational institutions. Indeed, tied to this is the question of transferring or applying of the credits you earn. Some community colleges are fully integrated parts of state university system and the credits are easily transferable while it is more problematic in other areas. That is something you want to check in advance. Overall, community college can be a great place to start your college education, but to maximize its value, make sure you know what you are getting.

Take the time to let your counselor get to know you. Give them all the information you can so that they can present you as fully and as effectively as possible. That will enhance their ability to present you to the schools in the most positive light. Be responsible and responsive each counselor has many students with whom they are working, but if you show your interest and your appreciation and do your part, your counselor will be happy to work hard to help further your dreams. If you give off a sense of entitlement you might discover that you are not entitled to as much as you might think.

One of the challenges of the college admission process is keeping the focus on the student. Increasingly (and too often) the process--and the results--are seen as a validation of parenting skills. It is not. It is about colleges making choices about the kind of community they want and about students seeking the right fit for who they are and who they aspire to be. Parents have a role, but it must be appropriately circumscribed and counselors may need to remind them—perhaps frequently--of their proper role. They have had their chance. It is now the child’s turn and that must never be forgotten.

The value of athletics as a hook varies based on the school and the level of athletic prowess. If you are blue chip recruit, the coach really wants you, and you are NCAA eligible, that may be the end of the story, even though one can never forget that the final decisions are made by the admissions office. However, if you are simply someone who has been playing at the high school level, but will not continue, your athletic record is less a hook than a piece of your puzzle. Athletics are only a true hook, if you are good enough to be able to make a contribution to the college's program for as in all other areas the admissions offices are looking to create a commuity and want to know what you will contribute.

It can make a difference. There is no absolute rule and each school treats such contact differently, but demonstrated interest--campus visits, contact with the admissions rep, attendance at local open houses, etc. all show this—can be a factor in the admission process given that schools want students on their campuses who want to be there. Again, it varies from school to school, but showing your interest can never hurt. At the same time, your desire to attend only goes so far—it won’t make up for a weak record nor is it likely to torpedo a strong one. Indeed, ultimately, it is more about your record than your interest.

There is no single right number of schools to which a student should apply. For some it is love at first sight and the early decision process allows it to be a case of one and done. For others either indecision or financial consideraiotns make early decision an impossible option application and they must wait until they know all their options. What is most important is that you give yourself a range of options and that you view the application process realistically. The difference in selectivity is wide ranging and you need to be sure that you have a “safety school”—a place that given your record will admit you, but one that still satisfies your criteria as to program, geography, cost, college experience, size, whatever it is that is driving your individual decision making. Don’t sell yourself short, but be honest about where you fit in the competitive process.

Alumni recommendations, in and of themselves, are of minimal value. The school wants to know about you and the alumni connection is more about them. Admittedly, if they are an influential alum, a big giver or a member of the Board, it may be given greater consideration, but the true value of any recommendation lies in the way it gives the school a fuller picture of the applicant as the school seeks to assemble another piece of their community.

First you need to consider whether you want to major in the arts or go to an art school. Whether you choose an art school or a college art major depends largely on your goals and what you are really looking for in your education. If you go to the art school you can focus on your art work to the exclusion of pretty much everything else while an art major at a university will only be a part of the overall program and you will still be required to fulfill other academic requirements. But you will also have greater access to the other things that can characterize the college experience. You can find the appropriate career preparation through either approach. In either case you will need to have a fully developed portfolio of your work to show the admissions office. That wil be a critical part of their selection process.

An expat need not do a whole lot different from a residential applicant other than perhaps be able to explain why they seek to return to the U.S. for college, but in its own way that is no different from the many students who must be able to articulate why they want to go to the school to which they are applying. The rests of it is fundamentally the same, with the expat having a distinctive story to tell and much offer to an admissions office seeking to putting together a full blown diverse community. Admittedly, the expat’s record was compiled in a different venue but understanding that and putting it in a proper context are standard parts of the admissions process.

Not necessarily. Obviously the economy has had an impact on the financial side of the equation—both families’ ability to pay for college and the ability of schools to provide financial aid--and yet the fundamental purpose and functions of a college education have not changed. Consequently, while you may well need to add an additional, financially based layer, to your considerations, an education is still an education and so the fundamental things that you would have considered--be they size, geography, program, major, etc.--all remain equally relevant and central to your considerations.

Taking a year off can be a great idea, but to maximize its value you should have a plan in mind. With college costs being as high as they are, there is no real value in going simply because it seems to be the next logical step after high school. Consequently, putting it off while you try and get a better sense of where it fits into your future can be a good thing--but don’t waste the year. There are a growing number of formalized programs for students looking to take a "Gap Year," but you can also make your own plan—whether it be travelling or a focused year of working, an experience that will do much to develop maturity, a broader perspective, and a sense of responsibility. None of it will hurt in the college sweepstakes. The admissions office will look at all you have done—in school and out—as they consider what you can bring to their community.

The differences among rural, suburban, and urban campuses are less about the campuses than about the opportunities that exist for students in their rural, suburban, and urban surroundings. The campuses themselves maybe not be any different. Columbia or Vanderbilt are in major urban centers but their campuses still feature the nice grassy quads that embody what one typically thinks of as a college campus. However, if you step to the edge of the campus center, you find yourself in the heart of a pair of vibrant cities and it is in those areas that the differences are real and where there are things, good and bad, that cannot be found in a truly rural area that does not offer the same surroundings. Admittedly some urban campuses do not have the quad like set up and may be more reflective of the its urban setting, but in general the true differences are more about the surrounding areas and their attendant opportunities and drawbacks than about the campuses proper.

Online education is an increasingly valuable option but there are a number of things that anyone considering that route should consider. First, you should be aware of the accreditation status of the program, for proper accreditation can be a big factor in how the degree will be treated in both the job market and in any future educational endeavors. Related to this is the potential for transferring or applying the credit you earn on-line credits to another school whether an on-line program or a standard one. If you are planning to pursue a full degree or program at the on-line institution then it may not matter, but if you are simply seeking to get a couple courses under your belt as part of another larger program than it can. Too, cost is always a factor. One of advantages of the on-line offerings has been their relatively lower costs, but in some areas that is changing. Overall, on-line programs can be very valuable but make sure you know what you are getting.

While an oversight visit will provide an opportunity to see a different side of the school--admittedly an important one--the questions (and they should be additional ones—don’t forget the basics that should be a part of any visit) you will want to ask are simply going to focus on the additional perspective that you will be privy to on this type of visit. You do want to get a sense of the social life—is it a “party school”? Can one be comfortable and have a good experience if they are not into that? You will get a different perspective on the on the academic/social balance, but ultimately you need to ask the questions whose answers will be crucial to your determining whether you will be comfortable, whether you can live there happily for the next four years. In general, there are no general right or wrong answers, but there can definitely be personal right and wrong ones depending upon the kind of experience you seek. Be sure you are clear on what you want and then see if it is there.

To get the most out of a visit you need to go prepared. Do some advance research so that you can ask questions that yield information that goes beyond what is offered on the tour. The school has its message, but you need to know as much as you can so as to be sure it is the right place for you. Ask about program, about financial aid, the make-up of the student body, the realities of the social life, and grad school placement rates. It is all relevant to your ultimate decision, and they should welcome your desire to get to know it as well as you can. Too, go beyond the tour—go to the student center talk to students walking by and ask about life on campus. They are living the experience--get their thoughts. If you have the time, try to sit in on a class. That can give you some great insight, as well.

The advantages of taking the AP exams are less apparent in the admission process than they are when you arrive at school and are able to start in some advanced classes right away based on your performances on the exam. While the standards vary from school to school, strong AP scores can allow students to skip a lot of entry level courses and as well as satisfy prerequisites, and in that way allow them to jump right into the meat of the academic program. From an admissions perspective, while the AP audit that the College Board requires is intended to ensure an established level of consistency in AP course across the nation, nothing brings more credibility to your academic record than your actual test performances so they can buttress your record in a substantive manner.

Go in and just start poking around. There is no one way to do it, but there is not a college website out there that does not have a voluminous amount of information on a wealth of subjects related to the experience the school offers. Consequently, much of your effort and approach will depend upon what you need and want to know. Look for answers about the things that matter to you—the program and majors, costs and financial aid, the make-up of the student body, the realities of the social life, freshman retention and grad school placement rates, whatever it might be. The college search process will never leave you short of information. The challenge comes in sorting through it all and identifying what is most applicable and appropriate for you for you as you try to find the places that are the best fit for you.

That will depend on what you need and want to know. Before you visit be sure to prepare. Go on the website. Look for the answers about the things that matter to you—the program and majors, costs and financial aid, the make-up of the student body, the realities of the social life, freshman retention and grad school placement rates. If you can’t find it in advance ask when you are there. See if you can sit in on a class and stop by the student center to see students in their natural habitat and see what they think of their school. Get answers to the things that matter to you and that will be important to the experience you seek.

While there are certainly places that have historical traditions of student activism—Wisconsin, Berkeley, and Wesleyan in Connecticut have long and storied histories in that area--much depends upon issues and timing. Some schools, by virtue of their geography, their institutional leadership, or their make-up have been particularly involved in certain issues. Students at the nation’s Historically Black Colleges and Universities (HBCUs) played important roles in the Civil Rights movement and remain attuned to such issues today, while their very location makes Washington, D.C. schools places to which students interested in politics and government flock. Increasingly in this age of social media, political activism is less centered in geography than ideology, and things like Facebook allow groups to transcend their geographic boundaries, a reality that has been reflected in the most recent political campaigns. Ultimately, political activism is less about institutions than about individuals, and pretty much any school can serve as a venue for your activism.

In this day and age the internet is without a doubt the quickest way to undertake initial college research. Whether you are focusing on size or location, program or cost, a few strategic, appropriately chosen words entered into a “Google search” can lead you to a wealth of first impression information from which you can later expand your search and get a more defined sense of the schools you might be interested in. Whether through lists or rankings, in numeric or narrative form, there is a wealth of information out there to be had, but much of its real value will stem from how carefully you have identified what it is you want to know. The search–even at its earliest stages—is about trying to find the best possible fit for the individual student.

Women’s colleges are colleges that enroll only female students. While modern ones often have arrangements with co-ed schools so that classes in fact may include males, all residential, organizational, and athletic programs serve and include the schools’ enrolled female population. The history of these schools harkens back to a time when it was often believe that women should not be educated and so they were not accepted into the traditional schools that were intended to serve and prepare the nation’s future male leaders. Obviously attitudes changed and as the United States moved deeper into the 20th century almost all formerly all male schools started to admit women, a fact that altered the nature of all women’s colleges many of which went co-ed. However a substantive number have survived and flourished, offering opportunities for women to pursue a high level education in an atmosphere lacking in social distractions. Studies have shown that such a setting allow for even greater development of their intellectual and leadership skills.

By the time you have reached your senior year much of what you bring to the process is set. However there are some things you can do to put a final gloss on your application. Taking a strong academic load—whether it is a continuation of the path you have always followed or a reflection of the developing, more motivated student that you have become--is very important. Too, further improvement on the standardized tests can certainly be a help. Also, making good choices as to teachers who can give you strong recommendation is important. Perhaps the most important thing that still remains by the time you are senior is writing good essays. They are something that you can control and they can not only illuminate other aspects of the application as well as who you are, they can help put a more human face on the rest of application.

The fundamental process is not really so different although schools outside the U.S. are not so caught up in the co-curricular aspects of one’s record nor do such things carry the same weight in the admissions process. Indeed, athletic scholarships are something which foreigners view with amazement, if not bewilderment. However they do care greatly about one’s academic interests and record. That part of your record, even more than in the U.S., is the central consideration in their decision making process. Another factor that will be given some consideration is your motivation for studying at a foreign school. What is it that you want out of the experience? Higher education is more academically centered abroad and so that is the focal point.

Ask them. Check the student side of this website to get some answers to that question, but also when you make a campus visit do not limit yourself to the official stuff. See if you can sit in on a class where in addition to getting a sense of the academic atmosphere and approach you will also have a chance to talk to students both about their current experience, as well as about the things they have learned and the things they wish they had known. The transition can often be hard, and while the way it impacts people will vary considerably, there are certain pitfalls that can be avoided if one has some advance warning. When alums come back to your school, when you see students back in town or home on vacation, ask them about their experience. They are living it and what they have learned can help you.

Ask them. Check the student side of this website to get some answers to that question, but also when you make a campus visit do not limit yourself to the official stuff. See if you can sit in on a class where in addition to getting a sense of the academic atmosphere and approach you will also have a chance to talk to students both about their current experience, as well as about the things they have learned and the things they wish they had known. The transition can often be hard, and while the way it impacts people will vary considerably, there are certain pitfalls that can be avoided if one has some advance warning. When alums come back to your school, when you see students back in town or home on vacation, ask them about their experience. They are living it and what they have learned can help you.

Ask them. When you make a campus visit do not limit yourself to the official stuff. See if you can sit in on a class where in addition to getting a sense of the academic atmosphere and approach you will also have a chance to talk to the other students and get their take on what life is like at the school. Too, try and stop by the student center to see students in their natural habitat and ask them what they think of their school. Obviously the responses will vary, but you will learn a great deal and get a fuller idea of the range of things that might be both good and bad. The students are the ones experiencing the school on a day to day basis as you will be. See what they think.

U.S. News is a weekly newsmagazine which about 30 years ago, when it was running a weak third behind Time and Newsweek in circulation, began to began to offer a special college rankings report in one of its fall issues. The feature became so popular that it expanded into a full scale book whose annual appearance is awaited with interest by schools and readers alike. Indeed, its influence has been central to a changing approach to higher education, an approach characterized by rankings and quantifiable measurements. The U.S. News rankings have had a major impact on the increased role of marketing in higher education. Meanwhile, College Board is the organization that oversees the SAT and the AP programs, the source of some of the numbers that drive the rankings and the comparisons that are now so much a part of the college admission process. They are also a part of the financial aid process through their work with the Profile.

While it is true that being a blue chip athlete can make for a straight shot past go and into college, for most applicants, the value of co-curricular activities is less about the impact of the specific activity itself than about what it reveals about you and your interests. Joining countless clubs, but making little impact may say something about your wide ranging curiosity or it may speak to an inability to make a commitment. What you haven't done may also speak volumes. A student who checks pre-med on the application but has never volunteered in any medically related area is sending a very real message, however unintentionally. If you are not sure of your passion, try something, explore. Demonstrating your willingness to venture into a new area is no small thing—and the search for the right activity might even prove to be a great essay topic.

While there is no substitute for actually visiting a school, modern technology has made it possible to get very good sense of a school–at least as a way to gauge initial interest. Virtual tours and a wide range of online presentation offer a nice window into the physical aspects of a campus. Take advantage of all of that. Too, for all that visiting may reveal, much of the important core information--like course options, available majors, lists of professors, etc. --are usually well presented and readily available on school websites or in any number of publications. In the end, the value of the visit depends, like so much in the search process, on what the individual student is looking for and how they use it.

You can certainly get plenty of information and go a long way towards making an informed decision without setting foot on campus.

“Need blind” admission is the approach where no consideration is given to the question of whether an applicant may or may not need financial aid. Under a need blind policy, the admissions decision is based solely on a consideration of the standard factors—academic record, co-curricular activities, etc—that are used to determine who will and who will not be admitted. In contrast, a “need sensitive” approach to admissions will add the question of finances to that list and so someone capable of paying full tuition has a positive attribute that someone needing financial aid does not. That fact may not be enough to earn them admission, or it may tip the scales in their favor. Each school implements that approach in a different way and it will vary from school to school depending upon the financial resources available.

Applicants to highly selective schools should be highly motivated students sporting strong records that include something distinctive on top of their extremely strong basic foundation. When the most selective schools have the luxury of selecting a single applicant from every 8 or 9 highly qualified ones (yes, last year Harvard as well as other of its Ivy brethren had an acceptance rate of less than 10%) they review, the applicant needs to have something that makes them stand out from the rest. At the same time an array of great, but not one of a kind accomplishments, can also yield success but students need to recognize that this process is, in many ways, an introduction to real world competition at an extremely high level. If you are determined to apply, do it, recognize the competitive nature of the process. You should not apply simply because a place is selective. Rather, you apply because of what it offers, recognizing that a part of why it is so selective is because what it offers is so valuable and thus so coveted.

The single biggest obstacle is a historical legacy of minorities not persuing--or in mnay cases not beign allowed to pursue--higher education, and that lack of background leads to misunderstanding and confusion today. That being said, currently, there is no single obstacle to minorities seeking a college education. Indeed, at a time when the value of diversity in education is being recognized, there may arguably be some benefit to being a minority, for in the same way a particular skill or passion may enhance an applicant’s prospects, the perspective that a minority student can bring to the academic discourse may be viewed positively by admissions offices seeking to differentiate between strong candidates as they try to create a diverse community that will enhance the educational experience of all. In general, minority status like so many other thing, will play out differently at different schools based on what they are looking for .

Those who do not feel they are getting sufficient access to the guidance counselor at their school may want to consider an outside counselor. That being said, anyone considering an independent counselor should recognize that colleges generally will not communicate with them and do not consider any recommendations they may offer. However, the large number of students for which a school counselor may be responsible can often be problematic and as a result a student may not get the help and attention they need. Consequently, if a student is looking for someone to help them develop or winnow a college list, go over some essays, or help them identify the best way to proceed, an independent counselor can be of help.

There are a number of things you should do before your senior year that can help in the process. Start on application at its worst the process can seem like another class so anything you can do—draft of essays, entering the basic information on the Common application, whatever--can help ease that burden. Do some final visits even though summer visit to some schools may not give you the best picture since they may not have very full or vibrant summer population. Undertake some kind of productive and substantive activity—an academic program, volunteer work, or a job. Work in particular has a bad rap as far as its impact on college, and it shouldn’t for the demonstration of responsibility inherent in any job is nothing but positive. There is no one right thing to do, but use the summer productively.

The central goal of your application is to provide as complete a picture as possible of who you are and what you can contribute to the school community. Obviously your record offers evidence of that, especially of your academic readiness, but your interests and activities also provide important insight into what you have to offer. For the selective schools, the question is always why you should be chosen over the multiple other qualified candidates seeking that same spot, so it is critically important to highlight the reasons why it should be you. Choose teachers whose recommendations will attest to what you bring and use your essays to make the case as fully as you can.

No Advanced Courses? No Problem—But Do Your Very Best

You won’t be penalized if your school does not offer advanced classes. The colleges always evaluate a student’s strength of schedule in the context of what they could take. At the same time, your performance in the classes you do take, as well as your approach to your education is very important. Demonstrate a work ethic, a curiosity, and a love of learning that show you are ready for a college level curriculum. Not only will that lead to strong performances, but such an effort should also yield strong recommendations, testimonials that will make clear the kind of student you are and how you will respond to the challenges that college will present.

The best time to visit is when a school is in session. You will not only have greater access to people and perspectives beyond the programmed admissions tour, but you will have the chance to see and feel what the campus and the school are really like. Going in the summer or during a break allows you to see the physical plant, but offers no sense of the human dimension and the energy that will be so much a part of the daily experience over the course of your time there. It is important to try and get that sense for college is a place where you will be both living and learning and so the fuller picture you have of what it will be like, the better.

Like so much of the college search process, when to start is more rooted in the individual than in any formula or age old wisdom. Exposure to college can begin at any age—a quick side trip or a campus drive through on a family vacation can offer a nice little preview but if the prospective student is not really ready, the effort will be for naught. I will never forget my family’s own vacation detour through the University of Virginia the summer before my oldest daughter was starting high school. As we came around a corner and the lawn and chapel came into view, my daughter exclaimed, “Mom, look.” I was thrilled, figuring that like so many before her she was instantly captivated by one of the most beautiful campuses there is, but when her next comment was “look at those beautiful bridesmaids dresses,” I realized we were a bit premature in our efforts, and so be it. Now as a senior she is fully engaged in the process and has already submitted multiple applications to schools on a list that was thoughtfully developed. Ultimately, like so much of the process it is all about find the right individual fit.

While the question of where to start the college search usually leads to thoughts of websites, friends, and guidebooks, in fact the place to start is with oneself. This is because central to the process is a thoughtful self-evaluation of who one is and what they want in their college experience. For some it is all about very specific programs while others are more focused on the nature of the experience. But regardless of where the emphasis lies, the student needs to give it some serious thought and make a real effort to answer the question for oneself. As always it is about finding the right individual fit and as a result, asking and answering the questions about what you really want is the place to start. Once you have at least tentative answers to those questions, then any of countless resources, beginning with the internet, can move you in the right direction.

Each individual has their own perspective on things and the college search process is no exception. Consequently, while having friends and relatives accompany someone on a campus tour can have value, providing different lenses through which to view a school, whatever advice they offer may be far more a reflection of their own experiences, biaises, and desires, however much they may be trying to see what is best for the individual student. Ultimately it is about finding the right fit between the student and the school and any outside informaiotn must be viewd in that context. Too, a large number of competing perspectives can result in confusion and in a process that can seem overwhelming, given the number of factors that are a part of even in the most basic search, that can be a problem.

It’s not! Indeed, arguably the biggest mistake is to get caught up in the marketing part of the process, Yes, in one sense that is what you are doing--selling yourself, but it is less about the plan than it is about giving as complete a picture of who you are and what you can bring to their community as you can. You cannot manufacture a passion or a commitment to something outside yourself, and those are the things—not a string of memberships—that the schools are looking for as they craft their individual classes. Let them see who you are so they can determine if you are a good fit from their perspective.

Rankings are a great way to sell books and magazines, but as an educator for almost 30 years, I believe deeply that the most important aspects of an education, college or otherwise, cannot be quantified, and efforts to do so only trivialize their real value. One can generally determine if a school is good or bad—and even then programs can vary widely--but to try and declare, as our society so often demands we do, which is number one or to try and rank order schools that have distinctive institutional personalities is pure folly. Students should seek to go to the best school for them, the place that offers what they need, that is responsive to who they are and who they want to be. The numbers are about marketing, the education is about teaching and learning. Rankings may impress those on the outside, but have little impact on what goes on inside the campus gates. Yes, one can put a school name on a bumper sticker for all to see—until the time comes when it eventually peels off and fade. Meanwhile the fruits of a quality education reside in the heart and mind of the recipient--forever.

While there is no substitute for actually visiting a school, modern technology has made it possible to get very good sense of a school–at least as a way to gauge initial interest. Virtual tours and a wide range of online presentation offer a nice window into the physical aspects of a campus. At the same time, they can never recreate the human dimension that is such a large part of the residential college experience. Too, for all that visiting may reveal, much of the important core information--like course options, available majors, lists of professors, etc. --are usually well presented and readily available on school websites or in any number of publications. In the end, the value of the visit depends, like so much in the search process, in no small part on what the individual student is looking for and how they use it.

Whether a school is too big or too small is the ultimate personal determination. The numbers are what they are, but the perspective is an individual one. Large schools may tout their greater opportunities but others may see only more competition for those opportunities. Small schools may trumpet their close knit community—a state that some student may find stifling. Knowing everyone may be nirvana for some while an anathema for others. Seeing new students every day—a common occurrence at a big school--might be exciting for some but scream anonymity or overwhelming to others. In the end, nothing better illustrates the importance of finding the right fit between a student and a school than the issue of size. Central to the college search is a self-assessment of what the student wants at that time in their life and the appropriateness of school size is little more than an answer to that inquiry.

For most applicants, the value of co-curricular activities is less about the activities themselves than about what those activities reveal about who you are.  Joining countless clubs, but making little impact may say much about your inability to make a commitment.  An aspiring pre-med who has never volunteered in any medically related area is an applicant festooned with red flags.  If you are not sure of your passion, try something.  Demonstrating your willingness to venture into a new area is no small thing—and the search for the right activity could actually prove to be a great essay topic.   

The biggest mistake an applicant can make is to lose sight of what the process is about. It is not about picking up prestige or being able to put a name brand decal on your car. It is about finding the right fit between you and the school. Another major error is trying to market or portray yourself as something you are not, forgetting that you are human with strengths and weakness and in that way are someone who can add to the community that the admission office is seeking to create. Your application should be less about trying to portray yourself in a particular way, than about portraying yourself as fully as you can. Your central goal should be to provide as complete a picture as possible of who you are and what you can contribute to the school community. On a totally practical, mechanical basis, be careful about typos, misspellings and factual accuracy. Too, be attentive to deadlines. All of that matters.

Probably the biggest myth is that the college admissions process is so competitive that that an average student will never get into a good school and even the stars are unlikely to go where they want. It is critical to realize that there are literally thousands of colleges and universities in the United States with each having their own set of admissions standards and different programs. The result is that there can be a home for every qualified, college ready applicant. Once a prospective student gets past the myths, the scuttle butt, and the outside perceptions and focuses on finding the school that is right for them, the process will not only be much smoother, but the likelihood of it ending in a productive and rewarding way is much greater.

To get the most out of your visit you need to go prepared. Do some advance research so that you can ask questions that yield information and an understanding that goes beyond what is offered on the tour. The school has a message its wants to share, but you need to know as much as you can in order to be sure that it is the right place for you. Ask about program, about financial aid, the make-up of the student body, the realities of the social life, and grad school placement rates. It is all relevant to your ultimate decision, and the school should welcome your desire to get to know it as well as you can. Too, go beyond the tour—go to the student center or just talk to student walking by and ask about life on campus. They are living the experience that you are considering and so it can be very valuable. If you have the time, ask about sitting in on a class. That can give you some great insight, as well.

There are a number of things you should do before your senior year that can help in the application process. Indeed, by the time you finish your junior year you should have done some visiting and should have at least a preliminary list of colleges to which you plan to apply. If you have not yet taken an SAT or ACT you should be sure you are registered for a fall one. During the summer itself, you should start on applications. At its worst the whole application process can seem like another class so anything you can do—drafts of essays, entering the basic information on the Common application, whatever--can help ease that burden. Do some final visits, even though summer visits may not give you the best picture given the smaller number—if any--of students in attendance. Too, use the summer to undertake some kind of productive and substantive activity—an academic program, volunteer work, or a job. As you enter your senior year, you want to have the foundation from which to launch your application solidly in place.

A huge part of a student’s college education is a product of the people with whom one goes to school. Whether it comes from the impact they have on class discussion or is simply a result of the countless informal interactions that take place on the quad, in the dorm, or in the dining room, one’s peers are often the most influential teachers a student will have. Going to school out of state broadens the field from which those “teachers” come, thus expanding the perspectives and experiences to which a student is exposed, thus potentially enriching the educational experience for all.

The application review process varies from school to school. The less selective the school, the less extensive the review. In contrast, at truly selective schools there is a multi-faceted review process usually beginning with the regional rep conducting the first full scale review with the file later being looked at by others. In these reviews essays and recommendations, as well as the overall file may be reviewed by numerous members of the staff and may ultimately be brought to committee where they are discussed. Obviously the decisions on some applicants will be more obvious—either for acceptance or denial—than other and they may not need as many people to review their files, but the larger middle group will receive considerable attention, all in the effort to determine what the candidate can bring to the college community that the admissions office is trying to create.

The definition of an ideal class will vary from school to school, for ultimately the admissions process is about schools making decisions that allow them to create the kind of community that reflects their mission and goals. One of the things that applicants must never forget is that the admissions process is as much about schools making decisions based on their needs as it is on the applicant’s record. Each school has a different personality and its community—and the decisions that go towards shaping it—reflect that. While counselors will often talk about students finding the right fit, the schools are looking for it too, and the fit at big state university may be very different from that at a small liberal arts school.

The evaluation process is different from school to school, in part because the process as well as the class that results reflects the differing institutional needs of each school. Quite frankly, the less selective the school, the less extensive will be the review they undertake. There simply are not the same choices or the same distinctions being made. In contrast, at truly selective schools the process involves multiple layers of review and a greater number of factors to be considered. For every additional essay that was required, there is more opportunity for distinctions to be made. The greater the number of standardized test that are required, the more places that differences can be discerned. All of this is a piece of a process that is dependent on all of the desired pieces of the community puzzle being filled.

A fundamental truth of the admissions process is that schools’ decisions depend as much on their institutional needs as on an applicant’s record. Admissions professionals at each school are building communities--educational communities--but they are looking at education in the broadest sense. Consequently, while academics are a critical component, more central to the decision making is what an applicant will bring to the community. Every applicant need not have a special talent, an all-around good guy is important, as is a great academic record, but applicants must recognize that they are pieces in puzzles being assembled by admissions offices across the country.

If you have new, substantive information, something that can truly add to the school's understanding of who you are and what you can contribute to their community, then yes, contact them and let them know. However, if you are just looking to touch base, to let them know you are still interested, then no. They have a job to do. Your responsibility--and opportunity--was on the front end of the process. At that time you should have made every effort to present yourself as fully and as positively as possible. Left undisturbed, the admissions officers will do justice to what you have offered. Let the professionals do their job.

Probably not. Given that we are in a time when the value of diversity in education is being given the recognition it deserves, there may arguably be some benefit to being a minority, for in the same way a particular skill or passion may enhance an applicant’s prospects, the perspective that a minority student can bring to the academic discourse may be viewed as a plus by an admissions office seeking to differentiate between strong candidates as they seek to create a diverse community that will foster a better educational experience for all. Consequently, it is not something one wants to hide anymore than they would hide a skill or an interest that are important parts of who one is and what they will bring to the school.

Probably the biggest myth is that the admissions process is so competitive that an average student will never get into a good school and even the stars are unlikely to go where they want. There are also many myths concerning quotas of all kinds, the power of connections as well as the power of certain talents. While all of these things can influence decisions, their importance is usually vastly overstated, especially as they are discussed in the word of mouth exchanges that are so much a part of the college admissions world. Indeed, it is critical to realize that once prospective students separate myth from reality, recognize that there are literally thousands of colleges and universities in the United States each with their own set of admissions standards and different program and that there can be a home for every qualified, college ready applicant. Once they recognize that and start to focus on finding the school that is right for them, the process will not only be much smoother, but the likelihood of it ending in a productive and rewarding way is much greater.

Obviously a piece of this question concerns how one defines relationship, but in my experience admissions officers are always open to getting to know counselors and their schools (not to mention the students) as well as they can so as to better inform their understanding of who the students are and what their records represent. Whether in their visits to schools or through the regular interactions at conferences , college fairs, and campus visits that are all a part of the job, the staffs on both side of the equation enjoy lots of contact that ultimately makes for better understanding and communication, and in turn, more informed admissions decisions.

Like pretty much every aspect of our society, the college admission process has been impacted by the recent economic downturn. However, it has not had as large an impact as many think. Indeed, there have always been variations in how different schools have treated the admissions and the financial aid processes, and while the financial side of things have certainly been impacted by the recent economic difficulties, the fundamental approach of admissions offices have not really changed. A few schools that were pursuing wholly need blind admissions policies have had to pullback from that approach given reductions in their financial aid budgets coupled with greater needs, but beyond that the economy has not fundamentally altered the admissions landscape. Ultimately the changes that have occurred—admittedly changes that can impact significantly the decision that an applicant makes--have occurred less in the admissions offices than in the financial aid office, but of course, in the end, they are part of an interconnected process.

The concept of bias has a definite negative connotation and so this seems to be something of a loaded question in that way. Do schools take account of gender in making their admissions decisions? Yes. But to call it bias is of questionable value when it is one of countless factors—ethnic background, socio-economic background, co-curricular activities, individual skill set, course selection, test scores, the list goes one—that schools consider as part of a process aimed at getting as full a picture who that applicant is and in turn what they can bring to the community the admissions office is trying to create. That reality cannot be forgotten. Unless it is a women’s college where basic policy negates any need to consider gender, an applicant’s gender will always be among the many factors considered as schools seek to build the community that serves their mission and goals.

Most college structure their offices in such a way that certain people are responsible for certain areas, and thus they develop a familiarity and understanding of the schools from which they may receive applications. This helps them better understand the curriculum, know which co-curricular activities are the most meaningful, and in general helps them to read applications with a far more informed eye. All of this is magnified if a student attends a school that sends large numbers of students to the college on an annual basis. At the same time, wide ranging territories, staff turnover, and a limited number of students applying on a regular basis can limit the knowledge and that is why the school profile is an important resource for providing context for a student’s application and record.

Sometimes they do and that fact is certainly something that prospective applicants should be aware of. Student can view a school’s Facebook page and get better insight into life at the school, but the school can do the same and that approach can give the school better insight—for good or ill—into the life of the prospective student. This generation has been cautioned about the hazards and the ramification of the on-line profile that they may, however unintentionally, create, and those warnings are certainly applicable to the college admission process.

Because the application review process varies the impact of supplemental materials does too. The less selective a school, the less extensive the review, and the fewer things that are considered. In contrast, the process at truly selective schools involves multiple layers of review and a greater number of consideration. Consequently, substantive supplemental materials that further illuminate the school's understanding of an applicant, material that reinforces and strengthens the central components of the picture can be valuable. However, supplemental material that is little more than a list of additional activities, things in which one has only dabbled, can only serve to blur the picture, distract the reviewer, snd detract from the application. Quality over quantity is no small factor in an admissions process that involves the review of literally thousands of applications annually.

While obviously a strong, consistent record of high level achievement through the whole of your high school career is the best way to go, people d mature and develop at different times and some people get it all together later in their career. In those cases both the applicant and all those writing in support need to focus on the growth, the development, and the fact that the record now being compiled is a stronger one and more representative of the prospective student who will be attending the following year while the whole record, impacted by early struggles, is not the whole story. Ultimately it is not a lost cause, but the early going may be impacted. Many students in this situation are his case are hurt in their effort to get admitted to more selective school on the first go around, but given where they now are perform impressively in their first year or two in college and are then able to transfer.

The application review process varies from school to school, so there will always be significant variations in the time that is spent reviewing an individual application. Too, the applications and the applicants vary so that impacts the amount of tiem they are given as well. Many applications are “no brainers”—either to admit or to deny--and they do not need the same amount of time or debate that other, more middle of the pack ones do. In the end, it is less a matter of pure time then the quality of the review and given the importance to the institution of the admission process, a process that creates a class and shapes the culture of the school, applicants should feel confident that their application received a fair and through review by experienced, dedicated professionals.

The application review process varies from school to school, so there will always be significant variations in the time and attention that an application receives. Too, the applications and the applicants vary so that impacts the amount of attention as well. Many applications are “no brainers”—either to admit or to deny--and they do not need the same amount of time or debate that other, more middle of the pack ones do. In the end, it is less a matter of pure time then the quality of the review and given the importance to the institution of the admission process, a process that creates a class and shapes the culture of the school, applicants should feel confident that their application received a fair and through review by experienced, dedicated professionals.

If a student can articulate why they are putting off going to college, if they have a plan for how they will spend the year --it need not be elaborate, a job that allows the student to earn needed funds or simply allows time to get a better sense of why they are going, of what they want to study, is just fine--then deferring is no problem. Indeed, it can actually be a plus, evidence of a thoughtful approach to one’s education and not simply a case of going to college because it is the expected next step. However, if there is no plan in place, it may be more problematic, viewed as lack of focus or an aimlessness that does not necessarily bode well for future college success. Ultimately, it is OK, but know why you are doing it and be able to say so.

There is no question about the fact that technology has changed the admission process. It has altered the way schools and students communicate and it has changed the application process itself. The wait for the thick envelope has been replaced by news on a student’s own portal. Facebook can give prospective students better insight into life at the school and it can give the school better insight—for good or ill—into the life of the prospective student. Skype interviews are another new development that reflect what has in many ways been a wholesale change. It is most certainly not your mother’s application process.

College admissions offices have not been unaffected by the economic downturn. Budgets have been tighter, travel has been reduced, and marketing approaches have reassessed and sometimes revised. However, it has not had a major impact on the basic decision making process. Indeed, there have always been variations in how different schools have treated the admissions and the financial aid processes, and while the financial aid side of things has certainly been impacted by the recent economic difficulties, the fundamental admissions decision making approaches have not really changed. A few schools that were pursuing need blind admissions policies have had to pull back from that approach, given reductions in their financial aid budgets coupled with greater needs, but beyond that the economy has not fundamentally altered the admissions process, so much as it has impacted the individual operations of different schools.

The whole application process is based on comparisons and that is no different when two people from the same school are being judged. However, in those cases it is less about comparing apples to oranges because there is a comparable context in which to view their records. Obviously the whole record is reviewed but comparisons about grades, and strength of schedule are such that they can be compared with more confidence because the standards and opportunities are the same. At the same time there are many things that are a part of an application that are not school related so it is not just a question of one student having a better GPA for instance and that being the factor that gives them a definitive advantage. It is about the totality of the application as well as what the student offers the college community.

For all their obvious similarities twin and siblings are treated as separate and individual people and applicants in the college admissions process. Yes, they have the same last name and some overlapping DNA, but those facts notwithstanding there is every possibility, not to mention likelihood, that there will be significant difference in the many other things--like academic record, co-curricular involvement, tests scores, etc. that are all a part of the admissions decision making process. The other thing that may be different--and this is true when there are multiple students applying from the same school--is that the context in which the records are viewed is likely to be the same. In the end, every applicant’s file is reviewed on its own merits as the admissions office looks for people who will add to their campus community and serve their institutional needs.

“On the bubble” can mean two very different things in the college admissions process, It can mean that a student is marginally qualified, in which case a year at a junior or community college or even a post graduate year at a secondary school can help demonstrate both one’s commitment to improving and pursuing further education as well as greater readiness for the college experience. If “on the bubble” means fighting for one of the last available spots in the entering class, then it is less about the student than about the school seeking to determine who will best fill its institutional needs. A selective school has the luxury of selecting a single applicant from a number of qualified ones and so they have a responsibility to make sure that certain talents and certain demographic needs are met. In that situation there is not much the applicant can do.

Ultimately it comes down to who will best fill the school’s institutional needs. The reality is that the most selective schools have the luxury of selecting a single applicant from every 8 or 9 highly qualified ones and so they are have a responsibility to make sure that certain talents and certain demographic needs are met. Each applicant is viewed with an eye to what they can bring to the college community that the admissions office is crafting and so in the end, in choosing from among a number of qualified applicants, the question is whether they offer what the shapers of that community want.

The review and evaluation of grades in the admissions process, whether in GPA or individual courses is not based solely on the numbers. Each school does it in their own ways according to how it fits into their decision making process. There are innumerable grading systems throughout the country and the colleges know how to differentiate them in ways that allow them to make the comparisons they need to make the judgments and distinctions central to final decisions. Some schools factor in weighting, some do not. Some ignore the numerical representations and just look at the grades, some distinguish between grades earned in the upper class years and underclass ones. Some minimize art and PE. In the end, academically, the best thing anyone can do is to do the best they can in the most challenging, but appropriate, schedule. One does not want to overreach, but you done want to just slide by either.

In the over twenty years I have been involved in college admissions work, I have seen colleges move away from seeking well rounded students to seeking well rounded classes, so that a student who stands out due to a particular passion or skill is often a more attractive applicant. Too, I have also seen an increase in the impact of outside forces--especially rankings and concerns about public identification--on the admissions process. Indeed, there has been a marked increase in marketing with an eye to a school’s place in the annual media-produced rankings. The ever greater concern about selectivity has led to increased efforts to attract more appplicants even when they are admitting no more of them. To me these are disturbing trends for while there is no denying that there are institutional needs, these efforts seem institutionally self-serving, reducing the aspiring applicants to little more than pawns in a game of one upsmanship .

Well conducted searches aimed at achieving the right match for a student greatly reduce the chance of surprises—good or bad.  However, they do occur and the happy ones are generally a tribute to hard work by admissions office personnel who look beyond the surface, beyond the numbers to discover the real person, to understand and appreciate their full character and passion--for example, seeing beyond the title of Editor and recognizing a student journalist’s underlying passion for truth telling--and in doing so recognizing just what it is that the individual will bring to their college community—and beyond.

Some college have supplements simply because they want more information in order to get a better understanding of who the applicant is and what they might bring to their school community. The Common Application offers them plenty, but in a process that is ultimately about schools creating the kind of community that reflects their mission and goals, they may have some more pointed or focused questions and concerns that are not fully reflected in the Common App. Ultimately the supplements are additional opportunities for an applicant to show who they are and why the fit might be the best one for all involved.

The central goal of your application must always be to provide as complete a picture as possible of who you are and what you can contribute to the school community. In competing with others you need to offer something that makes you stand out from the rest. A singular skill or achievement, an accomplishment that is not seen in the next half dozen that are reviewed is the kind of thing they are looking for. At the same time an array of great, but not one of a kind accomplishments, can also yield success. Ultimately the final decision is often less about the student than about the school and its efforts to determine who will best fill its institutional needs. A selective school has the luxury of selecting a single applicant from a number of qualified ones and so they have a responsibility to make sure that certain talents and certain demographic needs are met.

In general the application should be about portraying as fully and as effectively as possible who you are, what you have done, and what you have to offer that school community. That being said, there is not massive room—or need—for variation. However, there may be places where what you offer will be viewed differently depending upon what the school may “need,” and so you should present it that way. Too, there should certainly there should be differences in the essay in response to the often asked question, “Why do you want to go to “insert school name here”? In the end, the key is to let them see who you are. It is then up to them to see if that person fits their institutional needs. Sometimes, it will and sometimes it won’t—but regardless of the definitive answer, it says more about the school than about the applicant.

Increasingly students are not only able to apply online but are encouraged to do so. Whether directly or through an intermediary like the Naviance system--an option that is becoming increasingly popular among schools--online applications are the way to go. Indeed, many colleges and universities are waiving the application fee if the student applies online. This is a win-win proposition, for it not only encourages more applications--something schools always like to see--but it is also nice for the applicant's pocketbook. So yes, you can, and it is generally in your best interest to apply online!.

No, they do not. What is important is that they all come together to present as full a picture as possible of who you are, what you have done, and what you can bring to their school community. Think of it as a jigsaw puzzle which, when all the pieces are in place, offers a full picture of you, the applicant. Based on that picture and their institutional needs, a decision will be made.

The simple answer is yes. If there is any difference--and there is no evidence to indicate that so long as both are offered one is favored over the other—it would seem that on line would be the preferred, an inference that can be made by the fact that many schools waive the fee if you apply on line. Ultimately, if both application options are offered then there is no difference and a student does their own chances no harm by whichever choice they make.

If the material is substantive and helps fill out the picture of you being presented to the colleges than it can be helpful. In general, the application should be focused on portraying as fully and as effectively as possible who you are, what you have done, and what you have to offer that school community. If you have supplemental material that does that, that reinforces and strengthens the central components of your picture than it is all to the good, but if it little more than a list of additional activities, things in which you have dabbled and adds no substance, than it can only serve to blur the core picture you seek to present and ultimately distract the reader and detract from your application. Quality over quantity is no small factor in an admissions process that involves the review of literally thousands of applications annually.

Not if there is a true deadline. However, if the school operates under a rolling application policy then yes, an earlier application, one that fully and effectively portrays who you are, what you have done, and what you have to offer can definitely help. Indeed, it can allow the school to see early on that you are someone they want and they will probably jump on the chance to get you on board, hoping that their early interest in you will translate into an early commitment by you to them. However, if they have a definite deadline then early submission will have no impact. Rather, full consideration will be given to all applications that were submitted by the definitive deadline.

In the competitive admissions process you need to offer something that makes you stand out from the rest, but you want that something to be positive. Different, but negative does not help. A raft of unrelated activities can be seen as a lack of commitment and while there is a recognition that a student may still be finding their passion, there must be something that interests you enough to make at least some commitment. An erratic, up and down, academic performance is never good. Even if the overall record is not great, some level of consistency is important—and if there is variation, then an upward trend is certainly preferred. Lackluster recommendations are not very helpful either. The recommendation itself says much but equally telling is the fact that you could not find someone who could be more positive about your efforts. The application needs to show the school why you should be part of their community

Supplementing the colleges’ own pointed questions, a well-crafted resume can help complete the picture of the applicant. In writing a resume students should avoid endless lists. Instead, the resume should highlight the things that really matter to the student, the activities and recognitions that illustrate their true talents and passions, not their ability to be a joiner or a follower. Effective resumes give the admissions people a better sense of who an applicant is and what they offer the prospective college community, since in the end, whether applicants are what the shapers of that community want is what the admission process is about.

The Common Application is standardized application form for undergraduate admissions use by institution across the country. Intended to reduce the burden of repetitive paperwork that can be a part of the process, the Common Application has helped streamline the process tremendously over the course of its almost 40 year history. Applicants are able to fill out a single copy of the Common Application and then submit it to as many of the large number of participating schools (while the originasl associaotn had 15 founding schools, over 450 schools now use the Common App) as they wish. At the same time, schools are also able to require the completion of a more individualized supplement (generally it involves additional essays) so as to garner additional information that they need to make their admission decisions.

In the world of college admissions a hook is the thing that sets an applicant apart. At a selective school that is sifting through a seemingly endless number of highly qualified applicants, a hook is the thing--a specific and special talent (a long snapper in football), a singular accomplishment (any patents on file?), a piece of your story (overcoming a critical illness) that separates someone from the pack and gives the admission office a reason to accept them instead of the 5, 6, or 7 others who could fill that space. Every high school has a student government president, every school has a valedictorian, but there are other, more distinctive things that can set an applicant apart. Not everyone has a distinctive hook. Great all around records still count for a lot, but to have a hook on top of that can be of great value.

The Universal College Application (UCA) is a web-based college application process aimed at overhauling and streamlining the modern online college admissions process. It is seeking to develop a collaborative partnership between applicants, schools, the testing organizations and other appropriate non-profits in an effort to make the whole application process faster, easier, and more inclusive. A central goal is to expand the pool of people applying to college and it is working with NACAC (the National Association for College Admissions Counseling) to get as wide based participation as possible.

There is no single most important component, but some factors are more important than others. First and foremost is your academic record, your performance in the context of the challenges you have pursued. Did you challenge yourself academically and did you respond well to that challenge? Too, they want to know what matters to you. To what things have you made a commitment. Your teacher recommendations will also be important. Standardized test scores can be important but that varies from school to school. The central goal of your application must always be to provide as complete a picture as possible of who you are and what you can contribute to the school community, for that community is what the admissions office is trying to create and often their decisions are less about the individual than about how they fill an institutional need, so let them kow what you can offer.

You should probably begin by setting up a filing system where everything for each school is kept together. Then after you have narrowed things down and you have determined which schools you are applying to, you will need to organize the pieces of the actual application process. Some sort of chart that helps you keep track of the various requirements--what tests do they want, what are the deadlines for early application, regular decision, financial aid etc, how many recommendations and from whom, essay requirements, etc—can be very helpful. At its worst, the application process can seem like an additional course in the fall of you senior year, but an organized approach can ease a lot of the stress.

The best recommendations reflect the way a student has approached their education, attesting to a student’s love of learning and of the positive impact they have on the learning experience of all. The colleges will see your grades, so the recommendations need to put a human face on those grades. Students should establish relationships with teachers so that they can get to know them and can write a recommendation that says more than that they did a great job—as the grades shows. Indeed, for the strongest students the best recommendations often come from a teacher in a class where the student struggled for the recommender’s description of how the student faced that challenge may be far more valuable than yet another recitation of their great work. Recommendations should add to the picture of the student and let the school know what kind of person—not GPA—will be attending.

The kind of planning that enhances recommendations is the same kind that enhances a student’s overall academic profile. Anything that will help you perform at a high level and do it in a way that demonstrates more than a concern about high grades should be a part of your effort. The best recommendations attest to a student’s love of learning and of the positive impact they have on the classroom atmosphere and the learning experience of all. Students should establish relationships with teachers so that they can get to know you and can see this. That approach is also likely to lead to better grades. If you start off from day one in that way you are not only going to be able to have your pick of strong recommendations but the strong grades that will complement them.

Speed is not necessarily of the essence or even a valuable thing for an applicant to pursue, because ultimately the schools want to hear from people who really know the student--indeed, if they have had the chance to interact in multiple settings--in class, in co-curriculars, in clubs, what have you—then that can make for a more fully developed picture. Too, a teacher that may have had you more than once, especially as an underclassman and then again as a senior, can offer some valuable insight into how you have developed, and that is all to the good. All of this takes time. Yes, it is OK to think about who might be a good person to do your recommendations, but there is no need to rush the decision or get a premature letter.

Given that the cost of attending college is not going down, the sooner one starts to save for it the better. The length of time that one has had savings makes no difference in any financial aid considerations which are, fact, based more on the total assets, so unless you have a late windfall it is likely best—not to mention probably less painful, if only psychologically—to do it in a methodical way over time. Of course if you can do it in manner—a 529 plan is one way—that limits the tax bite, that it is even better. There is certainly no single right way to do it but if parents want to have a good bit of the cost put away in advance then an early start is a big help.

The best way to save for college is to undertake a regular and consistent plan, one that involves putting money aside in regular amounts on a monthly, weekly, etc basis. That being said, it is a practice that should be started as early as possible. Obviously young couples may have limits on their extra income, but the cost of college is not going down and while many forms of financial aid are based on assets, a high income with no assets is not apt to be rewarded, especially when questions about vacations and cars are a part of the process, so the more one can have put aside the greater the number of college options—at least from a financial perspective—there will be.

You can ask and there are certainly a number of instances where schools will do so. There are wide ranging guidelines, including eligibility for some governmental assistance programs that will lead to such waivers, but beyond that, schools will entertain requests based on financial difficulties. Too, a number of the schools that accept both paper and on line application have waived the fee for the on-line application in order to encourage students to pursue that path. Ultimately many such decisions are made on an individual basis, but given the desire of most schools to increase their applicant pool, if you can make a credible case for why the fee is a hardship, you have a good chance of receiving a waiver.

529 plans are state government sponsored education savings plans which allow for tax free saving so long as the money is used for accepted educational program. Generally, the earnings on the money invested are not taxed—the actual operational details can vary a bit from state to state—and in that way they can offer a fine way to undertake some long term saving for college. They are not without risk for like any investment they are subject to market fluctuations depending upon the exact nature of the account. Another attractive aspect is that they can be set up by grandparents for their grandchildren. Anyone interested in a 529 plan should check out the details of the program offered in their state

Yes, but the impact can vary greatly from school to school. The reality is that for all their increased role in the admissions process, the AP program is about high school students doing college level work and as a result scores on the AP exam can earn college credit and those credits can be transferable to credits a student needs to graduate. That being the case, if a student comes to the school with a sizable number of credits they may be able to complete their degree faster, reducing the time spend in school and thus the tuition paid. Similarly, if the school is one that charges tuition based on credit hours, then one could save money on each AP credit earned. Obviously there are variations among schools, but in the right situation strong AP exam performances can yield significant financial benefits.

Ultimately, financial issues can negate an early decision commitment, but students and their families should be careful about blithely using it as a reason to break the commitment. There are plenty of ways to get good advance estimates and in general schools will offer preliminary reviews based on estimates of the financial information so that an applicant can have a pretty good sense of where thing will be in the end, and thus a pretty good idea of how the finances will play out if the early decision application is successful. At the same time, if there is a discrepancy, if the gap between offered aid and the families’ need is too great, it can negate the commitment. At the same time, an additional consideration is the fact that the final financial aid packages are not known until later in the application cycle by which time it may be too late to undertake additional applications. Ultimately, it is wise to be sure of your financial options before making a commitment.

A high standardized test score will not help on the financial aid front as financial aid itself is based solely on need. However, many schools use standardized test scores in determining merit scholarships. Indeed, with many schools having test score threshold levels (levels that vary from school to school) for merit awards, those test performances can be very important to the overall package a student could receive.

By all reports the economic downturn has indeed impacted financial aid. At the very least, the number of requests has gone up significantly. This, of course, is not surprising given the fact that the pace of tuition increases has not really slowed. At the same time schools remain committed to doing all they can to ensure that qualified students continue to have access to higher education. But the endowments that fund financial aid were also hit hard by the downturn so the schools’ resources have also been stretched. In the end students should be sure to pursue all available aid and scholarship opportunities. The end result--a college education--is more than worth the effort.

While one can try and position their assets in ways that might appear advantageous, most schools look at the full range of a family’s assets so that a disproportionate amount in one place rather than another is apt raise questions, but yield little value. The system does not seek to prevent younger siblings from having a future, nor do colleges expect parents to spend their retirements in old age versions of Depression era “Hoovervilles” because they spent their last dime on their children’s education. However, they do want to see evidence of a commitment to a child’s education, something that shows that it means more to the family than an extra week of a resort based vacation. Consequently, while you can try to manage, mask and massage your assets, the breadth of information that is generally sought and the way it is reviewed makes it hard to mask your true financial situation to any appreciable degree.

Wholesale renegotiation is not likely given the common formulas and procedures, but it is certainly possible to get aid packages tweaked and altered, for schools all have their own formulas for a piece of the process. Too, a reality of the process is that aid, whether based on merit or need is about both providing access as well as drawing quality students to the campus so the fact that a student might attend if the pot is sweetened a bit has been known to lead to a change. Too, the amount of aid available can change. This happens because in the end not everyone offered a place in an incoming class accepts it, and in turn money that may have accompanied the acceptance is also left on the table and can be redirected, used for others. That certainly impacts a school’s ability to make some alterations to original offers. However, it important to recognize that the changes that can occur at that point are not going to be wholesale, but at the same time, in the increasingly costly world of higher education, every little it helps.

As if seeking financial aid is not nerve racking enough, changed financial circumstances can only heighten the anxiety. If a parent loses a job after all the financial aid information has been submitted, it can still be possible to amend the FAFSA form. In such cases students and families should contact that school’s financial aid office, explain the situation, and follow the procedures outlined by the institution. Given the range of financial factors involved, changes are not guaranteed, but a review should always be possible. The key is timely and comprehensive communication with the college’s financial aid office.

The most important thing anyone needs to understand is just what the financial aid package includes and how it is broken down. What part are loans? What part are grants, including scholarships which may have standards that must be maintained in order for them to be renewed? What part is need based aid? What part is a work-study award? Each school structures its packages in different ways, but the difference can be significant and may have an impact on one’s experience. Having a heavy work-study requirement adds an additional responsibility to one’s collegiate life while a high loan amount can translate into a heavy debt burden upon graduation. All of this has the potential both influence one’s thinking about the collegiate experience as well as its value.

The cost of college is a never ending concern for most prospective students.  However, because colleges are no less fearful of being under enrolled they will work with students to help them meet the costs.  It is not inappropriate to contact a school and inquire about additional aid based on what another school has offered.  Bidding wars are not unusual.  Indeed a ruling by the Justice Department a number of years ago was seemingly designed to encourage that.   Too, an additional round of the SATs in hopes of meeting the qualifying score for merit scholarship is not unheard of either.  Like so much of this process, communicating directly with the school and seeing what they can do is critically important. 

FAFSA is the abbreviation for the Free Application for Federal Student Aid. It is the form used by United States Department of Education to figure out your need and the amount that your family can contribute to your college education. The government undertakes an analysis of your need, assessing a range of financial information, including income, family and student assets, dependents, etc. The application is reviewed by the federal clearinghouse and then sent on to the college to which the student has applied. In general the FAFSA is what schools use to determine a student’s eligibility for federal, state, and college-sponsored financial aid, including grants, educational loans, and work-study programs.

The answer to this question is pretty straightforward. While the FAFSA seeks information about both income and assets, it is less asset-focused than the CSS Profile.

While there are certainly people who know that their assets and income guarantee that they will not qualify for financial aid, more than a few who think that way find that, in fact, they can qualify for something. Consequently, in the spirit of the old saying, “nothing ventured, nothing gained,” if you are at all in doubt, take the time, make the effort, and see what happens. You may be surprised, and anything that comes your way can only be a plus. Indeed, any resources that do not need to go towards your college tuition are money that could go towards the education of a sibling or your own graduate education. So invest the time and see what happens.

There is no harm in it. It is not like having help too much help on an essay for the FAFSA is basically a survey collecting data, but I wouldn't think such help necessary in most cases. Indeed, it is comparatively straightforward, although the nature one’s own finances, as well as one’s parents, can certainly make for substantive variations. In the end, it is it is pretty straight forward and nowhere near as complicated nor as extensive as the CSS Profile. Answer it directly and just be complete and timely.

The FAFSA is a piece of the Federal Government’s program to foster financial access to college, and is a tool used by schools to determine a student’s eligibility for federal, state, and college-sponsored financial aid, including grants, educational loans, and work-study programs. In contrast the CSS Profile is a College Board sponsored application that seeks a broader understanding of a student’s financial situation and of the ability to pay the costs of higher education. It is not used by all and plays a bigger role in the higher priced schools. Indeed, given the range of costs in higher education, each school assesses the information in the context of their own costs and some schools have additional questions on the Profiles that they consider that are not a part of the considerations of others. The ultimate goal is to determine how much a student and their family can contribute and how much is needed from the school—or in conjunction with the information stemming from the FAFSA review, the government—to allow a student to attend a school.

It is all done on line. Any applicant should access the site, look at the instructions, preview what it needs, and then after gathering all the needed information you and your parents can take care of it in a fairly efficient manner. The directions are clear and straightforward and there are lots of explanatory notes and answers to common questions. All of that helps the process. It is well worth the effort to preview it so you can assemble the variety of financial information you need, but all of it is information that a person will generally have to do their taxes and their normal financial affairs. It is important to be accurate and complete.

There are places to offer fuller explanations of one’s income and assets so it is not solely about amounts. Take the opportunity to explain things as fully as possible. They will also see tax records so the fuller picture will be reviewed. Take the time to offer as complete an application as you can.

While it is easy to oversimplify the scholarship game, there is a very simple rule of thumb that those seeking aid--but also seeking to avoid being ripped off--should be aware of. Quite simply, if you have to pay, then you do not want to play. Even an entry fee form a "contest" is money going to the organizers and not to scholarships and/or aid. Yes, this is perhaps oversimplified, but it is a time honored guideline that one is wise to follow. Lots of people are willing to try and profit off the angst that paying for college produces and applicants and their families must be wary of those profiteers.

Ssholarship money generally comes from one of two sources: the schools themselves or outside groups or organizations. There is a wide variety of outside sources each seeking to support or rewards a distinctive set of virtues or talents. There are numerous groups committed to providing opportunities for minorities and underrepresented students and if they are not readily identifiable in groups or organizations to which you belong, the best place to look is through a Google search, However, such searches may also yield some scams and any applicant should remember this general rule: if you need to pay them, they won’t pay off for you. That being said, a search will also yield those that will want nothing more than an application from which they will make will make their decisions. Meanwhile, in an effort to create more diverse communities, schools often direct some of their own scholarships towards minorities and underrepresented students. Check with the financial aid office and see what they have. There is no downside to asking.

Merit scholarship money is in large part all about marketing and the creation of a school community. Schools offer merit scholarship money to those whose accomplishments stamp them as people the school wants as a part of their community. The scholarships are meant to entice them to come. Consequently, students need to make records that will be seen in that light. Service, leadership, a singular talent in the arts or athletics, a particular passion that has been manifested in a consistent way, all of these are things that can earn monetary rewards. As it is in the admissions process, a distinctive profile is more likely to be rewarded in any merit scholarship deliberations. It is about creating a record that allows the schools to see what a student can contribute to their community.

Yes. Many schools have money left over as might outside groups. Too, not all money is given up front to incoming students. Once you have established yourself there may be opportunities for new awards that will recognize your contribution and are aimed at making sure that strong students do not transfer. Check with the financial aid office to see what might be available.

As with much of the admissions process, decisions about merit scholarships are as much about schools making decisions based on their needs as they about an the applicant’s record. Merit scholarships are about getting certain talents on campus. Lots of things are a part of the decision-making process, but for general merit scholarships the importance of any of them may vary from year to year depending upon the needs of the school. There is little one can do in advance, but if you are offered an opportunity to be considered, put your best foot forward and show them what you can bring to their community.

Essays can allow a student to further illuminate who they really are and what they will bring to the school community. Many schools will designate students as candidates for major merit scholarships and then will invite them to come to campus for a set of prescribed events. Often this will include writing an essay and having an interview. Such a process affords them an opportunity to see how the candidate thinks on their feet as well as offering further evidence of how they how they write—especially with the growing trend towards excessive help on the application essays. Meanwhile the process, including the essay, offers the candidate a chance to make personal impression, giving the school a better sense of who they are and what they can bring to the school community

In looking for scholarship money, one must first distinguish between the school sponsored ones and those sponsored by outside groups or organizations. Concerning the outside sources, to avoid a scam remember the general rule: if you need to pay them, they won’t pay off for you.  Meanwhile, school sponsored scholarships are the most common form of merit scholarships.  To earn them, the best thing a student can do is maximize their academic record and test scores.  Schools will reward those efforts in part because those measureable attributes help the school enhance their profile and serve as valuable marketing data. 

It all depends. Scholarships are often a reward for what a student has done, and they can also serve as an enticement aimed at getting certain talents and abilities to come to the school. There are also numerous outside organizations that offer scholarships in order to support certain talents or further interest in certain subjects and you might be eligible for some of them. A simple Google search will yield a wealth of possibilities, and in all likelihood, a few scams, too. In sorting them out remember this general rule: if you need to pay them, they won’t pay off for you. Meanwhile, school sponsored scholarships are the most common form of merit scholarships. To earn them, the best thing a student can do is maximize their academic record and test scores, for ultimately schools will reward those efforts in part because when you bring that to the school community they add measureable attributes that enhance the school profile and are valuable marketing data.

Merit scholarship money as opposed to financial aid is all about what a student has done. Outside groups generally seek to reward those who have acted in line with their missions –whether they it be a church group or the DAR. Meanwhile, schools offer merit scholarship money to those whose accomplishments stamp them as people the school wants as a part of their community. The scholarships are meant to entice them to come. Consequently, students need to make record that will be viewed that way. Service, leadership, a singular talent in the arts or athletics, these are things that earn rewards. As it is in the admissions process, a distinctive profile is more likely to be rewarded in any scholarship deliberations. It is about creating a record that allows the schools to see what you can contribute to their community.

There is no one right way to prepare for standardized tests, but given the reality of the ever competitive application process, it almost imperative that a prospective applicant undertake some form of test preparation. As to which is best, a lot depends upon a student’s learning style. Some need the formal classroom like approach, while for others a computer program might be the best way to go. Meanwhile, one-on- one tutoring might be best for someone else. The approaches, not to mention the costs, vary widely, but if one wants to compete effectively , it is definitely in their best interests to undertake some kind of advance preparation.

Nothing induces greater fear among college applicants than standardized tests and yet increasingly they are less about the applicant than about the school's interests. Does a 20 point SAT difference mean one student is more ready for college than another? Of course not, but the higher average will make for better marketing on the school’s end. Ultimately, if a school requires standardized tests then the higher your scores are the better, and while they are often used to make determinations about merit scholarship awards, past a certain level they say little about your preparation for college. Admittedly high score can torpedo your application laic if your grades do not measure up, for there are few things worse than beings seen as an underachiever. In the end however, standardized test scores are simply one of the many factors that schools consider while making decisions that best serve their institutional interests.

While few things in the application process are more nerve wracking than standardized tests, with more and more schools reducing their reliance on them, an applicant can now navigate the path to college without overdoing it on the test sittings. While the SAT is arguably a bit more about basic intelligence, the SAT II's and the ACT reflect better how effectively a student learns so they may better showcase some students' strengths. Utimately, it is important to be sure you know what the schools need since the requirements vary widely. Then it is probably a good idea to talk with a teacher or your counselor to help assess your profile and see which approach best highlights your strenghts

There is no one best to prepare for the SATor ACT, but given the reality of the ever competitive application process, it almost imperative that a prospective applicant do something. As to which, it really depends upon a student’s learning style. Some need the formal classroom like approach, while for others a computer program might be the best way to go. Meanwhile, one-on- one tutoring might be best for someone else. The approaches, but if one wants to compete effectively, it is definitely in their best interests to undertake some kind of advance preparation.

Some of this will depend upon what the schools want and need, for there is a wide variation in requirements. Some schools want only SAT I or ACT, some want SAT II subject tests, some will take the ACT in lieu of the SAT II, and some are test optional, but might want to see some graded work. Be sure you know what each place requires. Some may not require them for admissions but may for scholarship consideration. As to how often to take them, that may well depend, at least in part, on how well you do. A low first-time score gives you a sense of what your weaknesses are and may serve as a wake-up call about the need to do some test prep. Generally, it is wise to take the basic SAT or ACT at least twice, once as a junior and again as a senior—and if you are applying early decision, it had best be the first date in your senior year--but beyond that it may will depend on your own performance.

Nothing induces greater fear in the heart of a college applicant than the SATs and yet increasingly they are less about the applicant than they are about the school and its interests. The SAT has lost its primacy as its one time monopoly like status has faded as ACT has become increasingly popular and accepted. Too, the clear evidence that focused test preparation and courses can improve scores makes it less reliable as a predictor of college performance. Now more than ever before the value of the SAT lies in the way it can be marketed by schools as a testament to the strength of their student body. In the end while they remain a singular part of the process their true importance varies widely.

The reality of test preparation is that it is less about the pros and cons of the various options than it is about individual learning styles. The organized classroom structure that characterizes many program is undoubtedly best for some, but for others focused one-on-one tutoring might be the best approach. Meanwhile, another student might be best served working on their own with a CD or computer program. There is no one best way, but there must be full student engagement for any approach to work. There is no one right answer and the approaches, the costs, and the relative convenience vary significantly. The one thing that can be said is that in today’s world of competitive admissions, if you can afford it, you should undertake some form of preparation, for if you do not, you may find yourself coming up short against the person who did.

The most important thing to remember about effective time management on standardized tests is to be sure that you go through the whole section, doing right away the things you know how to do, answering quickly the questions you can. You do not want to get bogged down on something only to have it eat up time that could have been used on other questions. Once you have gone over the whole section you can use the remaining time to do the things you could not answer on the initial run through. Don’t fine tune or agonize in the early going. Get done what you can and what you know. You can make changes or revise the essay later in the process, but the last thing you want is to leave untouched something for which you might have gotten credit.

In contrast to critical reading and to a lesser extent the writing (where the distinctive individual passage can make a difference) the math section of the SAT reflects to a large degree your mastery of the material central to a high school math curriculum, and so your course work should have provided a substantive foundation for the test. Too, effective use of the item analysis available with the PSAT results can also be very helpful. Understand what you missed and address it—whether by reviewing things you already learned or by undertaking some focused test prep work. Also, be sure that when you take the test that you go through the whole section, doing right away the things you can. You don't want to get bogged down only to have it eat up time that could have been used elsewhere. Once you have gone over it all you can go back in the remaining time to the things that you could not get to on the initial run through.

The college essay is one piece of the process that you can control so you want to get it right. The most obvious “do” is to respond to the prompt. Use it to your advantage. Write something that helps them to know you better, but be responsive. Too, be sure that you are giving them a piece of yourself. Make it your story. The worst thing you can do is write an essay--on whatever topic-- that is generic, an essay where if your name was replaced by another, the reader could not tell the difference. The essay is an opportunity to share a piece of yourself, to give them a better reason why the school should choose you over the many others who are no less qualified and also seek the spot. Help them understand why you should be a part of their community.

My first tip and central tip would be to avoid them. While the increasing amount of help that is too often a part of modern essay preparation has reduced the role of the essay as a way to assess writing, the essay still retains considerable value as a vehicle to show one’s thinking process as well as an opportunity to showcase a still relevant and important academic skill. In contrast, at least at this point in time, videos are more apt to reflect a particular technology based skill set and it may make the “essay” less about the substance than about the skill. If you want to “say” things use the interview, but don’t let production values overshadow either the value of the essay to your application or your prospective value to the college.

The role of the essay varies greatly from school to school. Some places just crunch numbers and will likely not even read the essay--and will probably make it an optional piece of the process, as a result--while others give it a much greater role in their considerations, with multiple readers weighing in. A lot of it depends upon the selectivity of the school. If they are trying to decide which of 7 or 8 quaiifed applicants to select, then every piece of the application is that much more important and the essays--products of the applicant's own (hopefully ) work can be particularly enlightening. It is always worth an applicant's while to write as strong an essay as possible, but its role in the process is a variable one.

Having someone else proofread an applicant’s essay is fine. There is not a writer in the world who cannot benefit from another set of eyes searching for the kinds of typos and basic grammar mistakes that are often blurred and missed in the course of countless rereading, rewriting, and editing efforts. However, outside reviewers—even parents—whose efforts go beyond that can produce an essay that is less the work of the applicant than the reviewer’s. This only serves to undermine the process and raise questions about the legitimacy and integrity of the whole application. Yes, the stakes can seem high, but it is ultimately the applicant’s record and work that is being evaluated and it should be theirs that is submitted as well.

Having someone else proofread an applicant’s essay is fine---any writer can benefit from another set of eyes that might pick up a typo or a minor grammar mistake. However, true editing starts to move into the substantive writing process and in the end the writer of the college essay should be the applicant. Too much assistance--even from parents-- however well intentioned, serves to undermine the process and raise questions about the legitimacy and integrity of the whole application. Yes, the stakes can seem high, but it is ultimately the applicant’s record and work that is being evaluated and it should be theirs that is submitted as well.

Few things are as eternal as the search for the great college essay. But given the range of factors that go into the decision making process, it is hard to know if the "successful" essays ones really tipped the balance. That being said, the essay is something you can control so you want to make it good. Quite simply, a great college essay helps illuminate who you are. You need to take the opportunity to present yourself in a way that gives the reader--the potential decision maker--a greater understanding of who you are and what you will bring to the community they are seeking to create. The worst things you can do is write an essay that is generic, one where if your name was replaced by another, the reader could not tell the difference. The people in the admissions office are trying to learn about you and the essay is often the last chance you have to shape their impression and understanding of you. Make it yours.

The importance of the essay, like so much else in the application process, depends upon the applicant and the school. At some schools the admissions process is more about crunching numbers than anything else and in those cases the essays matter little. At places where the admissions office must make distinctions among many qualified applicants it can be a definite factor. Indeed, the essay offers applicants a chance to present themselves in their own voice, an opportunity that one always wants to maximize. Applicants should be sure to respond to the prompt, but in a way that gives the reader a greater understanding of who they are and what they will bring to the community the school is seeking to create. The worst thing an applicant can do is write an essay that does not reveal anything about them. Make it work for you. Make it the final piece in your story.

Must the essay tie into the rest of the application? No. More important is that you take advantage of the opportunity the essay provides to present yourself in your words, in your way. Be sure to respond to the prompt, but do so in a way that gives the reader a greater understanding of who you are and what you will bring to the community they are seeking to create. Make it your story. The people in the admissions office are trying to learn about you and the essay is often the last chance you have to shape their impression and understanding of you. Making it do that is far more important that having it tie together what may be a wide ranging package—you.

Schools offer a range of interviews and their value and purpose vary as well. There are alumni interview, there are staff interviews and there are campus interviews. They can be a part of the application process or they can be a part of scholarship competitions. Some are aimed at learning about the applicant while others are simply opportunities for an applicant to learn more about the school. Some schools do not do them at all while others offer plenty of opportunities. In the ever changing landscape of college admissions, interviews are one of the most variable aspects of the process.

Regardless of the nature of the interview, it always offers an opportunity for an applicant to make a good impression. Regardless of the approach, an applicant should come prepared, ready to talk about themself and the school—and how they might well come together in the future. Be ready to discuss the things that matter to you and about the aspects of the school that have drawn you to it. If you are truly being interviewed then you may have a chance to expand on some of the things you have previously shared in your application. Share your passion. If you are given an opportunity to ask question don’t ask the obvious—things that you could have learned through even a cursory look at the website. Go beyond that, ask about things that reflect your existing depth of understanding as well as your curiosity. Show yourself to be a thoughtful individual who will be a positive addition to the school community.