Improve your chances of getting into college,

The size of an applicant's high school class matters to some extent, for it provides a relative measure. However, colleges do not prefer an applicant from a smaller school over a larger school. The reason is that there are so many measures of a candidate's effectiveness. These include course selection, recommendations, test scores and activities about which a student is passionate. Schools vary so much not only in terms of size but in terms of resources and geographic diversity, among other factors. So students should not believe any statements in a vacuum relative to class size.

There is no simple answer to the question of whether a hometown could affect a student's chances of admission, but the state of residency certainly does. There are some private colleges which allot a certain number of spaces to its own state; Brown does that for Rhode Island residents, and many state schools establish quotas that clearly favor their own. Conversely, there are colleges which favor geographic diversity. I can say with certainty that here in the Northeast, admission can be mighty tough because of the great numbers of qualified students. Sometimes they do better by applying at a distance. There are also particular schools which have a good reputation with admissions officers (e.g., a magnet school in an inner city) and that could be a competitive advantage. Yet that is the school, not really the hometown.

Applying early, rolling or regular is not a matter of guesswork. Colleges are very clear about their expectations and deadlines. If students formulate and narrow down their college list by the summer before their junior year, and can establish clear favorites, they can decide if and how they should apply. I remember hearing a college admissions director saying that "applying early should be a decision, not a strategy." However, in this competitive environment, I do differ to some extent. Students need to look at their junior year transcripts, test scores and preferences, consulting a counselor when needed, to make sure his or her plan of attack makes sense. It's a very competitive world. They should always know the difference between early, rolling and regular and remember that many colleges offer Early Decision 1 and Early Decision 2 options. These can be very good choices for the right student.

There is no set number of contacts a student should make with a college or admission reps. Certainly, the student should check with his or her counselor or the college website to get a feel for how contact will be received. Some colleges like to limit contacts, especially during busy season or when the school is evaluating waitlist candidates. Students do not want to seem annoying or desperate, and neither do their counselors. When should a student contact a school? Usually, he or she should do this when there is an important development which affects the candidacy. This could be an academic or athletic award or other form of recognition that enhances the profile.

Nothing beats the feel of a college campus. A student can picture a school or want to attend because of a school's supposed strengths or look and feel, but a visit is a key deciding factor. Sometimes, however, time, distance or money limits the ability to visit. What can you do?

Thanks to technology, colleges can help students who just can't get to campus. College websites keep on improving. They often include virtual tours and numerous pictures. Blogs, though sometimes overdone, can be most helpful. I often enjoy taking a look at blogs by undergrads and admissions officers. They can really offer some insight on the mindset of the student body as well as the factors admissions officers look at when making their decisions. One blog that comes to mind is that of William & Mary, where the admissions officers always seem to have fun. One year, they were even dancing!

Depending on where a student lives, there are other options. These include college fairs and college visits at the student's school or nearby. I have students who meet area reps in local cafes and really enjoy the opportunity to get to know more about that college while the rep gets to know the student. Also, alumni in the area often contact students for interviews and are great sources of information.

So time or money shoudn't get in the way of great research.

We often hear about the advantages and disadvantages of large versus small schools. The fact is that there is tremendous overlap between the two. At a very large university, a student can be in his her own small world, depending on the choice of major or individual college within that university.

Certainly, there are many small- to medium-sized colleges. Many students find these appealing because it's easy to get to know fellow students, including upperclassmen, as well as professors. That adds a tremendous amount to the feeling of community and belonging. Students get close friends and move their way up the classes with these students.

At the same time, small schools do have their limitations. Sometimes, there aren't enough course offerings within a particular department, or the student's choice of departments may not even be at a small school. Some students get tired of the "same old people," and like the feel of a larger school where they can continually meet new friends. Outside of the classroom, there are generally more sports, intramurals and extracurriculars in larger schools.

Then there's the whole notion of the college versus the university. Typically, though not always, a college is focused on the undergraduate, while a university may include graduate schools. Sometimes this is an advantage for the undergrad who may place out of courses and want to take grad-level courses while he or she is still an undergraduate.

A dedicated student understands curricula, develops relationships with teachers, and is passionate about learning. Nearly always, that same dedicated student has subject matter which is clearly his or her favorite.

Here's where you can link that definition to the "right" extracurriculars. If your passion is turning great grades and loving classes, become involved in related activities. Why not start a math team or a French club? If they already exist, join them. Get more involved as a peer coach. Help individuals who are not as fortunate develop that same love for learning by showing them the beauty you see in your favorite subjects.

There is no need to become involved in extracurriculars just to list them on your brag sheet. Admissions officers and interviewers can really get a good read on your passions. While they once looked for great grades and standardized test scores, they now look for more. You can do it!

The most significant mistake is not customizing the pieces of the application for the particular college. Many use supplements (to the Common App) to be sure that they are right for you, and vice versa. Make sure the college understands that you know all about it, and that you would really make a contribution and take advantage of what it has to offer. This also applies to college interviews. The most avoidable mistake is showing up for an interview without having prepared; along with that is admitting that you are considering other colleges or don't know some of the strengths of that college.

Another major and very avoidable mistake is not editing and proofreading your written work. This goes for the Common App, supplements and any other written communications with the college. This makes a statement, as does original polished work.

You need a nearly perfect SAT or ACT score to get into an elite school. Nonsense! Top colleges are flooded with students having great standardized test scores. Once an applicant shows he or she is in the game, other evaluation factors take over.

When choosing between students from the same high school, the best all-around candidate will get the nod over the others. This is not necessarily true. Depending on the particular year and the profile of applicants, a particular candidate may be selected (over others) because of a unique interest, talent or demographic.

Colleges are favoring guys over gals to even up the balance. Be careful not to over-generalize. There are so many factors that go into admissions decision, and gender is one of many that may or may not tip the scales.

Colleges favor students who can pay tuition rather than obtain financial aid. For the most part, admissions decisions are made separately from financial aid decisions (i.e., need-blind admissions). This is sometimes true with transfers, however, depending on the college.

More than ever before, internships are very important. If a student wants to settle in his or her home state, that college's ties in the community or in other cities in that state could be instrumental in setting that student up to begin his or her professional life.

I hear mixed answers about the degree to which admissions officers are open to establishing relationships with college counselors. Some counselors at schools themselves, have such relationships, particularly if they have been on the job for a while and have had success previously with their students. Admissions officers live with the paperwork on their applicants and don't always have the time for such conversations. On the other hand, it is not appropriate for independent college counselors to call admissions offices and lobby on behalf of their students. That should be done only by the school's counselor and will be especially helpful if there is a new development (such as winning an award or being offered the lead in a school play).

I interview for Brown as part of the Northern New Jersey Brown Alumni Schools Committee. I hate to say it, but my most memorable interview experience was when a candidate, a young man, showed up to the interview late and rather shaken. He needed to call his mother and have some water! Fortunately, he shared that he had gotten into an auto accident en route to our interview. I don't know who was at fault and whether the accident was the result of nerves, but I did feel very badly for this candidate and tried to get him relaxed and on task as soon as possible.

There is nothing unaffected by the economy, and that includes admissions offices. Depending on the need policies in place and the amount of a college's endowment, a college has to make some tough decisions about admissions. Even when schools are need-blind in regular admissions, they are sometimes need-aware when it comes to transfers. In the case of international students, they are under no obligation to award financial aid so some people believe that those students might be at a competitive advantage (especially with colleges seeking geographic diversity). As far as admissions departments themselves, they may well see slashes in budgets, which could mean less mailing and less travel. Fortunately, the use of social media has become more prevalent, allowing colleges to stay in close touch with the market.

I remember the former days of college admissions, when some colleges had not long been coed and when males constituted the bulk of applicants. In those cases, colleges did not fail to mention that there were quotas relative to one gender or another (in my case, not in favor of women). True, things have changed dramatically so that colleges do not overtly show gender bias. Nevertheless, many colleges are not at a 50:50 ratio these days. (In many cases, women constitute well over half of the existing student population.) As a result, students should be aware that gender is considered to a certain extent in the admissions decision. I am very careful about parents and students having unreasonable expectations in that regard, however. One never knows what will happen in a given year.

The degree to which admissions officers know high schools is a function of several factors, including their years working in a particular geographic region and the previous applicants to that college. I remember attending an information session with my son and being so impressed that the young admissions officer knew his school by name. Remember that reps are assigned geographically, and part of their job task is to travel within that region, especially in the fall. Through various stops and college fairs, they get to know various schools in their regions well. Of course if previous years' students have gained admission, the admissions officers may be more aware of the school. Sometimes, guidance counselors may wish to introduce themselves to admissions reps, particularly if they have candidates whom they think would be of interest to a particular college.

On my wall, I posted an article from the Wall Street Journal called "College Students, Beware: Your Facebook Page is Showing." That article was written in 2008, and it makes very clear that admissions officers then surveyed looked at Facebook when sorting through candidates. One would suspect that the number is even higher these days. So applicants, please beware. Use Facebook wisely and post your successes - not your mischief.

Colleges do not always want too many supplemental materials because they take undue resources to go through. However, each target college is generally quite clear about whether it welcomes supplemental materials. For example, some Common Application members will accept arts supplements while others may not. Any student who is considering an arts supplement should check with the college. Another category of supplemental materials are submissions such as research papers or letters from employers. These may be considered if they don't overburden the application reader. As admissions officers explain, there are many ways to assess candidates, and no one piece of information counts so much over another. Also, most candidates are assessed first and foremost on their transcripts.

I have conducted numerous interviews for Brown University over the past several years, and every now and then I run up against an interesting situation: applicants from the same high school. More often than not, these students are very different in personality, interests and academic strengths. However, colleges cannot help but compare applicants from the same schools, often evaluating them together. This is especially likely given that admissions departments divide their workload geographically, so that the same rep becomes familiar with a given high school, visiting that school or nearby location during the fall and reviewing that school's applicants during the busy season. I usually tell my students that it is an advantage to be the only applicant from his or her own school so that the candidate is not outdone by a classmate. However, this is out of the student's control.

I have always been surprised when twins matriculate at the same college, particularly when they weren't restricted financially and had many choices. I work privately with many twins, however, and they always seem to be very different people and don't wind up at the same college. From what I've read on this topic, there is no policy about accepting twins, but colleges are sensitive to this issue and don't really like the idea of taking one and rejecting another. (I have definitely seen this practice in private schools in my area.) As far as siblings go, there isn't necessarily preferential treatment. As elite schools get more competitive, there are constantly more stories about legacy rejections, even among donors. If that is the case, siblings certainly won't get special treatment.

Thinking of my wonderful students, I have had some pleasant surprises but not many that were really unexpected. The reason is that colleges have many goals when they fill a class, and not all of those goals are academic. I have seen some students whose critical thinking or writing skills aren't at the level of others be able to choose from an impressive array of colleges because they bring something else to the game. That might include being the best on the ball field, even having a national rank. Sometimes I provide guidance and am very cautious with my suggestions for college, and those students wind up with more options that the very academic students who do not have connections of any sort. One of my students a few years ago threw in a few colleges, giving in to his parents, and wound up with significant scholarships. That same student became an admissions success by flying to a college which had waitlisted him and appearing in the admissions office. The admissions officer took some notes, and he was off the waiting list within a week or two.

I hear many stories in the business or through other students that do surprise me, for example, students getting calls from colleges the week of graduation asking them if they'd like to attend, sometimes offering them a spot if they're willing to wait a year - and those colleges include Harvard!

. . . is easy! The goal is to show the college that you are a great student who has a few interests about which you are passionate. In addition, you must make sure the school knows how much you know about it and why it'd be your favorite place to wind up as an undergraduate. That sounds like a great deal, but map it out first. Next, make sure you convey these items in the appropriate areas of your question. For example, for the 1000 character essay about one of your activities, pick something very special which is different from your Personal Essay. On the supplements make sure you do an impeccably proofed, carefully worded response to why X school is the school for you and what you will bring to the community. Reference courses, buildlings and even professors to make your case.

Regarding other items, make sure your Personal Essay is unique and completely proofed in every way. You don't want to stand out because of a mistake! Make sure the essay is totally about you and is light and upbeat.

Yes, students can absolutely apply online. A recent NACAC report showed the rapid growth of online applications. This method has become so popular and has helped so many admissions offices, that many only want students applying online. Online applications eliminate manual labor and ensure consistency, word counts and character counts. A student should seek directions on a target college's website for whether or not they are welcome to download forms to submit as an alternative to applying online.

The student should make sure that all aspects of the application are impeccably completed. However, they should generally not reference each other unless a college has its own application or the student is writing within a college's supplement. The Common Application asks for the Personal Essay and 1000 characters on an interests; they should be written about different activities. The main section of the Common Application should not reference any specific colleges, as it is shared by many (and colleges will not want to see their preferences for their competitors). I do advise students who attach or upload pieces to the Common Application (e.g., the resume) to include their name should pages be separated. That is not to say, however, that the pieces should reference one another.

Colleges have said for the last few years that they prefer online applications to paper. This allows them a consistent way to organize and format information for processing and review. However, there are cases where students lack Internet access or for whatever reason need to mail in a copy. That's why most, but not all, colleges allow students to download a copy if they prefer. Students should check on a school-by-school basis and if there are extraordinary circumstances contact the college directly or through a counselor. We've come a long way from the days of handwritten applications!

Based on what I've seen with students, it is a nice touch to include supplemental materials with an application, particularly if a student's talent is in a non-athletic area. Supplemental materials may included a DVD, CD, website or other means of helping college admissions officers - or perhaps members of the appropriate department - learn more about the candidate. Colleges are very straightforward about what to submit and how to submit it, so students should seek guidance on the college website. The most common answer is that the college welcomes submissions but does not give back any materials. Certainly, a talented student should try to submit materials but only following the instructions of the particular college. He or she has nothing to lose and perhaps something to gain. There are even independent counselors who advise students in the arts and might change his or her advice depending on the talent and profile of the candidate.

I always like to see my students finish their applications ahead of schedule. That leaves ample time for proofreading and changes. However, submitting an application early is no guarantee that a school will look at it any sooner. After all, admissions reps are often out of the office traveling, especially during the fall. Depending on the college, there are specific times during which they read the numerous applications submitted by students. That said, students should be very aware of rolling admissions and early deadlines and pay close attention to the college's stated policies. Early acceptance or notification can be - but isn't necessarily - a competitive advantage for the candidate.

Yes, I do encourage students to create a professional-looking resume prior to their senior year. Often the Common App does not provide enough space for students who have a number of activities to share or those who want to provide in-depth information. The resume may be uploaded to the Common App.

In addition, the students can bring the resume with them when going on interviews. It may prompt questions by the interviewer and also serve to help the interviewer while he or she is writing a report.

Along with the transcript, standardized test scores, essays and the counselor recommendation, teacher recommendations are an important component of the application. Most colleges request two recommendations, and they prefer that these recommendations come from junior-year teachers. The selection of the teacher is left to the student. So how does a student know which teachers to ask and when to do that asking? Students should be mindful of the need for recommendations before the senior year, and they should ask teachers with whom the student has a good relationship (not to mention good grades earned in that teacher's class). Some teachers are very popular with students, and teachers have regular lesson planning and grades. That's why students are advised to ask the teacher at the end of the junior year or even during the summer. Why have a recommendation form sitting in a stack, perhaps with the forms from the peers of the student? Sometimes, I suggest that students ask their counselors for advice on which teachers to select; the counselors may have insight on the relationship or writing style of the teacher.

Getting great teacher recommendations is hugely important . . . and getting them is in your hands as a responsible and enthusiastic student. Professors are impressed with students who are on top of their assignments and curious about the material presented in class. When a professor schedules a paper, map out a proposal or draft for how you'd address the topic and see him or her after class or during office hours. Chances are that your professor will be only too happy to help. With the professor's comments as a guide, there won't be any surprises (except a good grade) when you get the paper back. If you have some unique insight or perspective on a topic, see the professor. Perhaps you will eventually gain a role as a member of a research team sponsored by the particular professor. The great recommendation should be an outgrowth of that involvement and attitude.

At certain times of year, professors - especially popular profs - are bound to be flooded with requests for recommendation letters. After all, students apply for internships, research positions, study abroad programs, transfers and grad school. There is no better way of getting a recommendation early than getting to know the professor early in the semester; do this by stopping by at office hours or adding insightful comments during class. If you think you'll need a recommendation from a professor from a previous semester, get that request in early. Don't get stuck in the pile! Remember, writing recommendations is part of a professor's job. The professor will remember you if you have shown that professor that you care about his or her subject and are responsible about getting your own submissions in on time.

Yes, there are ways to waive college application fees. The College Board points this out to students on the website and even provides a link for students to check their choices of schools. Students who are having difficulty getting the money together with fees should not hesitate to see their guidance counselors, who may be willing to put in a call on their behalf. Also, many websites have information online for students in need. After all, part of most colleges' missions is to offer opportunities to a diverse body of candidates, including those who are in the first generation to go to college.

According to source, pre-taxed contributions are not considered assets but are counted as untaxed income. If a contribution is made possible with post-tax dollars, it is not included on the FASFA worksheets. (Source: FinAid).

Most schools like to see their applicants take AP or IB courses. Success in these courses indicates that the students are capable of success in college level courses. However, students should not expect that taking AP courses necessarily reduces their financial burden. Increasingly, colleges are using the AP courses for placement credit but not in place of paying for a set number of credit hours in order to graduate. Moreover, the student's score on an AP exam many determine the policy, with many colleges desiring their students to attain scores of 4 or 5. Students who approach college with AP credit should find out a prospective college's policy vis a vis AP or IB credit as early as possible.

When colleges make early decision offers, they include a package containing an estimated offer of financial aid. Students are bound to the early decision offer. However, should students have financial need circumstances that arise after agreeing to matriculate at a particular college, they might not be obligated to that college. They should read offers and policies carefully before signing.

When a student seeks need-based financial assistance, that students SAT is not considered. Rather, the required forms seek information on parent's financials and family obligations. However, SAT could be a factor in some merit-based aid. There are many types of merit aid, so depending on the criteria selected by the sponsoring group, school or organization, SAT scores could possibly come into play. Also, remember that the PSAT acts as a National Merit Scholarship qualifier. Students and parents should speak to guidance counselors or go online to find out more about National Merit (which is awarded to a very small slice of the total students taking the PSAT).

When a student completes the FASFA, the custodial parent must complete the appropriate section. Should that parent remarry, the stepparent's finances are also included and considered in the determination of financial aid. According to FinAid, prenuptial agreements are not adhered to even if they relinquish a parent from financial responsibility for college. Of course, there are other students who do not qualify for financial aid and the situation becomes more difficult. I have read on the FinAid site that children of divorce are not as well supported in terms of their expenses for college. Students should not feel that they are alone when dealing with this issue. There are great websites and counselors who can help them out, even volunteers in some cases.

The recession has hit college investments as well as students' and parents' wallets. Colleges, for the most part, are very open about the many options available to students, keeping need-blind policies in place and encouraging families who might qualify for need to apply early so that they can receive the best package possible. Deadlines are extremely important in this regard, and students should note them early on in the process. At the same time, grants and other scholarships may not be as prevalent as this recession drags on. The burden falls on the student to research all options and apply. Certainly he or she shouldn't assume that just because the economy is uncertain that there are no sources of funding.

The students who are helped by their grandparents are very fortunate indeed. The Wall Street Journal published an article this past spring called "Mixing it Up: Advice for Grandparents" which would be helpful for those having the means to set up 529 plans or trusts for their grandchildren which are exempt from taxes. The Journal points out that there are other ways to save, but the use of the funds is sometimes left to the discretion of the grandchildren. Grandparents can also contribute to a 529 plan held by the parents. Of course, there are other ways grandparents can help: legacy influence or scholarships in civic groups may provide sources of funds that would otherwise be unavailable to their grandchildren.

There are a variety of ways families can reposition their assets and income in order to receive a more favorable financial award, but they should not make those decisions without detailed knowledge. I have found the Wall Street Journal article "Financial Aid 101: How to Get More" most helpful as I have had to learn more about this as a parent and adviser. For example, I remember hearing about families saving in the student's name in the past, but this is not recommended; students' assets are weighed more heavily than parents' in the determination of need-based aid. At the same time, families might choose to accelerate purchases and reduce savings balances for the years which will be scrutinized. In this economy, there are unfortunate circumstances which may happen after the deadlines for aid have passed. In this case, families should check in with the financial aid office at a student's college for help.

Severance is a special circumstance. It is a one-time financial boost, but it is one which will artificially inflate income. The best way to handle this, according to Mark Kantrowitz, the authority on financial aid, is to contact the college's financial aid office and ask for a special review. In some cases, the college will make what's known as an adjustment, recognizing that your family's income will not be that high in the year ahead.

There are a variety of ways to finance an education. Along with scholarships, grants, work-study programs and other merit aid, student loans are commonly used. The best source of information on student loans is the government site itself: https://studentloans.gov. Student loans may provide the needed amounts so that student can pay finance his or her way through school. Student loans cover not only tuition but also expenses such as supplies, transportation and computer equipment.. However, like all loans, they must be paid back once a short grace period ends following graduation. Therefore, a student should be very aware of this obligation and understand that payback of those loans will negatively affect cash flow. Student loans are also available through non-government sources; however, higher interest rates will apply.

While it is possible for students and their families to work with loan companies, that is not usually the recommended route to securing financing. The reason is that loan companies come with a price, and that is high interest costs. Students are much more frequently advised to get government grants and loans instead. Considerable information is available online and through guidance counselors so that students understand the options available to them. Obviously, they want as little debt as possible before and after graduation. Working with loan companies would not be the way to go.

Students and adults should always be aware of the importance of maintaining a favorable credit score, that is, one as high as possible. Filling out several applications, making late payments and defaulting on loans all serve to lower a credit score. A student, just like any applicant for a private loan, will be negatively affected by a low credit score. According to adviser FinAid, low credit scores do not have a negative impact on Perkins and Stafford Loans; however a negative credit history is a factor for aid from PLUS.

Merit scholarships come in many sizes and varieties. Fortunately, with the Internet, it is easy for students to research scholarships and to apply them whenever appropriate. Decisions are made in a variety of ways. In some cases, merit awards are based on an applicant's academic promise; in others the award is a matter of achievement in a particular subject area. A recent Wall Street Journal article encourages students to apply early to many smaller and local scholarships rather than counting on one or two larger ones. More information is available on sites such as fastweb.com or SallieMae.com.

There are some colleges that use the essay as a means of evaluating students for scholarships. If it is a Common Application Personal Essay, you will not be able to customize the essay for a particular institution. That means that your essay has to stand on its own merit. I like essays that are light, upbeat and absolutely memorable. That means that your essay should strike the reader as one which he or she has never seen; that is, it is uniquely you! It does not have to be about community service or about how you changed - or would like to change - the world.

If the essay is for a college that uses its own essay rather than the Common App Personal Essay, you may have some more flexibility in selecting a topic that you know is particularly valued by that institution. However, it still must meet the criteria as described above.

Fortunately, so much scholarship information is made public these days. Students can look on websites and see their guidance counselors to get a jump start on finding out about scholarships. There was an excellent article in the October 2, 2011, The Wall Street Journal on the merits of finding several small scholarships rather than pinning one's hopes on a large one. Many community organizations make their own scholarships available, and once again the particular high school should be full of good information on those scholarships and who has received them. Parents should check with their employers to see whether they have scholarships for parents of employees. Again, a good researcher is well on the way to finding scholarships and seeing those eligibility requirements.

So many small scholarships are available from such a variety of community organizations and employers. Students should be very careful to read about constraints and deadlines, so the best answer is to do research very early! If the student is interested in a particular scholarship, a recommendation by a faculty member or someone connected with that organization can go a long way. Also, there is no harm in a student lobbying his or her cause.

There was a time when going to college meant a first checking account for students. Today there are so many flexible options for students. The year before my son went off to college, he set up an account at the same bank I use so that I could readily - and for no fee - transfer funds to him to cover expenses. A student is wise to check the websites at at least a few of the major banks to see the many options available, since the student will want to minimize fees yet have the flexibility to access cash while at college. If a student is attending college in a major city, he or she will likely find a major bank there; this is important because the student does not want to initiate fees for ATM use. If going to a more rural location, the student may want an account locally, again to not incur fees. Banks also appear at college fairs during orientation to explain options to students, and students can always check online to compare plans of various banks.

In the old days of college admissions, costs could add up. Students had to travel in order to see campuses and meet admissions reps. However, for students in the generation of social networking, it really is possible to manage costs.

While I always say that nothing replaces setting foot on campus, sometimes that just isn't possible. Numerous colleges offer virtual tours to give students at least the look of the campus. Reps have very busy travel schedules. Rather than a student traveling a great distance, he or she may meet the rep at a school session, college night or perhaps a local restaurant. This saves the student money and allows him or her precious face time with the individual who will probably be reading the application.

Overall, it's cheaper and more efficient to communicate online rather than in the mail. Students can usually access the admissions officer by e-mail or phone in lieu of the U.S. mail. The only time I advise students to not use online communication is when sending a response to a deferral or wait list.

With the cost of college very high, the last thing a student needs is to spend unnecessarily on the college search. Travel is likely to be the most expensive part of a search. Some travel is recommended because, as I tell all my students, nothing takes the place of setting foot on campus. However, students and their families should carefully plan trips, organizing visits to maximize the numbers of (target) schools visited if traveling some distance. In some cases, students can travel with their friends and share costs rather than going on trips. Before initiating any travel, however, students should use the Internet wisely. Numerous colleges provide a wealth of information, pictures and virtual tours so that students can narrow down their lists of schools and not visit some unnecessarily. Students should also scout for college fairs and pay attention to visits at their schools or nearby schools. Admission reps often travel in the fall, and the students can garner considerable information during those visits. Sometimes, admissions reps will meet students in their own local areas so that students don't necessarily have to travel a second time to a campus for an interview. Students should also check in to see if interviews are offered on campus, another way of avoiding a second trip. (Just be prepared!)

In the old days of buying textbooks, college students went to the bookstore, waited on long lines and paid big prices. That has changed. There are online book providers that deliver to students' homes or college addresses. There are discounters such as Barnes & Noble, who not only offer a better rate but can deliver quite quickly. There are many outlets for students to purchase used books or sell them back at the end of the semester.

I often recommend to students that they look online for sites linked to their textbooks. Sometimes these sites offer chapter reviews and related exercises to reinforce learning.

In this turbulent economy students need to save all the cash they can. A major area of savings is in tuition, and there are a few ways to make that happen. For starters, students who come in with AP credits should find out whether they might be able to reduce the number of credits required for graduation, perhaps graduating early. (Even if they just get placement credit, that's not a bad deal.) Students should diligently watch for grants and prizes available through their colleges. Some colleges, though not all, offer merit aid of some sort. Students should contact their financial aid offices for more details. Should family finances change, colleges will work hard to keep their existing students on target to receive their degrees on time and without high levels of debt. (The best kinds of scholarships are actually reductions in tuition.) Finally, students should look whether alternative programs offered during summer and winter breaks cost less than a standard course.

Regarding day-to-day costs, there are other possibilities for savings. Students may find that they can reduce the amount of their meal plans. They may be able to find housing off campus or for less than their existing dorms.

If students want to not only make money but gain valuable experience, they should try to get a job with a group sharing that student's goals. Job experience is cumulative, and it might be worth taking less money for a job that will pay off in the long term. On campus, a student might be able to land a job with the admissions office or the development office, which would strengthen that student's communications skills. If a student goes to college in a busy town or city, there might be some very promising jobs off campus. Sometimes it pays to work as an intern in an area of interest and use that experience to gain a position.

Another area seeing job growth is website development and writing for the web. Students spend a good deal of time on social networking, so why not make it count?

From my experience talking to freshmen, the most unexpected costs are incidentals - the costs that come with fixing up a room and making the most of the new environment while getting a start on the social scene. Freshmen may have set aside money for food not covered on dining plans, but they may not have realized the amount of money needed when bulbs burn out, a colds sets in, or a keyboard wears out. Those things all add up! Often, new found friends plan day trips or nights out, and freshmen quickly find out that they need to plan for those expenses, or else forgo some fun. Expenses can also mount of freshmen want to visit family or friends from high school.

Learning how much things can cost, and how to plan for the unexpected, is an important part of life. It's one of ways that the freshman experience is so valuable.

Money goes quickly - especially in a college setting. Meals out, entertainment and travel to a nearby town or city can eat quickly into your budget. It is a very good idea to track your expenses; it's as easy as putting them into a Word document or Excel spreadsheet. If you use a debit card often, you can get monitor your spending online. As for the most expensive items, books remain high on the list, even in this era of online learning. Some students buy used books, and there are many sources. For necessary items, you may want to buy a gift card and use that for pharmacy expenses so you're not trying to find cash when your well is getting dry.

Today, you have more options than ever! Where you should shop is a function of budget, location and convenience, as well as the item(s) you seek. Many colleges have set up discounts with area vendors, which is a win-win for both vendor and student. Internet shopping is always a great way to compare prices and find just what you want. If you're in or near a lively college town, shopping (within reason, of course) is a fun escape and a good way to support local businesses.

This is a subject close to me, as I've often provided SAT prep and SAT advice to my students. The best way to prepare for the SAT is by doing tons of real questions, so students are advised to use no other prep materials but those marketed by the College Board (i.e., the big blue books). Why? The College Board repeats the same types of questions over and over again, and it definitely has pet words, topics and geometric shapes!

Not every type of SAT prep works for every student, and there are many providers out there. The person or company hired should first examine your PSAT or previous SAT scores to establish a baseline and set goals. Group sessions can be worthwhile, but what they lack is a focus on the particular needs of the student - both subject matter and learning issues. Whoever delivers the training must really understand the mindset of the test maker and deliver value in terms of an ability to explain how to eliminate unreasonable answer choices, for that's at the heart of a strong performance on the SATs as well as the SAT Subject Tests. Students mature as test takers during a high school, and their scores should naturally improve. However, no test prep provider should promise astronomical gains.

The degree to which standardized test scores are important varies with the college or university. If there is any overall trend, it is that the scores are declining in importance and are looked at as one piece of the pie. There are many colleges which are SAT/ACT optional, and these schools have decided that they get a very accurate picture of the candidate using the high school transcript, essays and recommendations. I have on occasion steered families toward SAT/ACT optional colleges when the student is not a solid test-taker. In contrast, I have recommended that some students submit their scores even when they're not required because they portray the student in a favorable light.

Another item worth mentioning is the ability to test well on subject tests. This also can look very good for a candidate, and there are plenty of candidates out there who feel far more comfortable with this type of test. NYU, for example, recently instituted a change and will allow three SAT Subject Tests in lieu of the SAT or ACT.

I tell my students to try both the SAT and ACT but only retake the test with which he or she is really most comfortable. Some students are fortunate enough to do well on the first try, but that isn't the norm. Depending on the timing and preparation, student performance varies. Also, I've found that high school seniors taking standardized tests in the fall often do very well; they are relaxed and know what to expect. Certainly, a student should take the SAT or ACT no more than three times. Regarding SAT Subject Tests, a student should take the test when the material is freshest in his or her mind, usually in June of that academic year (sometimes in May). Hopefully, the timing of the test won't interfere with AP tests (if in May) or finals (if in June). The student can take up to three at one sitting; he or she should take advantage of that and just report the top scores.

I have had this conversation with admissions professionals, and they tend to think that the SAT isn't as important as it used to be. There is so much information on each candidate that the SAT is but one piece of data. Most colleges look at the transcript first and look for a progression of difficulty from year to year. Course selection and success in courses really matters most. Some colleges (e.g., NYU) are now SAT optional because they have so much information on a given student. I want to make sure that students know what to expect on the SAT but that they can show a target school that they have a strong transcript and a few activities about which they are passionate. Between those items, recommendations and essays, colleges are armed with information.

There are so many ways to prepare for the SAT and ACT, from studying on one's own to working one-on-one to taking a prep course. Some of these methods can be quite costly, and the most expensive ways to prepare may not be the best for a particular student. I recommend one-on-one prep if available (I have done this with students via Skype) because the professional can really customize the material and teaching method to the particular student. Some students are reluctant to ask questions in a larger setting. I also recommend that the prep teacher or organization use authentic College Board of ACT materials; nothing beats the real deal! While software is available and cheaper than prep classes, some students have not found it very effective. There is too much temptation to wander online for some; for others the feel of the pencil and paper is invaluable in preparing for these tests.

There are great ways to manage time effectively while taking standardized tests. I caution my students to not ever get too caught up on any one question; that tends to cause the student to over-think and perhaps make a mistake. After all, no question is worth more credit than another. The management of time is crucial in Critical Reading sections. Students can learn ways to garner the main idea of the passage and assign a higher priority to some questions over others (if they are taking the SAT with its guessing penalty). With math, students know their stronger areas from their weaker areas. For the SAT's Critical Writing and ACT's English section, students can often tell the answer by looking at the choices first. Finally, for the essay, students should have their thesis and examples on paper before writing longhand.

Yes: the best way to do well in math is to take as many practice questions as possible with original College Board or ACT materials. Students learn to recognize the pet areas of the test makers (e.g., functions and certain geometric shapes). There so often is more than one way to come to the correct answer, and students who prep well know that way before taking the actual test. If the student has his or her actual PSAT or earlier SAT book or report, he can identify which types of questions tend to be troublesome and seek help on how to tackle those questions when the time comes. I always recommend to students to practice for quality over time and, on the actual test, check work carefully if time allows. Sometimes the brightest math students make the silliest errors by doing work in their heads or misreading the questions.

This is a huge area these days. Students who are fortunate enough to have internships during college can test out work life, make important contacts for their days after college, get stellar references for graduate and summer work, and can test out some of theory of class with practical applications.

Students should regularly check in at the offices of their major. Most colleges post internship opportunities on boards. They should get to know professors who will have great suggestions and know what internships have worked well for students in the past.

Once a student has an internship, it's time to soar! Be enthusiastic but not pushy. Take on all sorts of tasks, even those with which you may not be comfortable. Volunteer when it's least expected. Help the organization out by using your skills for their benefit.

Internships aren't about money. They're about experience.

I have conducted college interviews for my alma mater, Brown University, for over 20 years, I can say with conviction that the interview is not the main criterion used by colleges to assess candidates. However, every student should come to his or her interview armed with questions for the interviewer and give every indication during the interview that he or she knows a bundle of information about that target school. Interviewers can tell right away whether the student knows about the school and has genuine interest. If I interview for Brown and the student brings up other colleges and does not know about Brown's unique curriculum, I am sometimes doubtful of his or her interest. I have all my students answer a number of questions before they go on interviews an always carry a short list of questions for the interviewer. Fewer and fewer admissions officers give interviews on site now, but that does not mean a student should not put his or her best foot forward with alums.

Absolutely! I am well aware of this happening to my students. Sometimes student interviewers are volunteers or interns at admissions offices, and the student interview can be a wonderful opportunity for the applicant to be comfortable answering and asking questions. Sometimes students are used because of the soaring volume of applications facing admissions officers. Just because a student interviewer is conducting the interview is no excuse for not being prepared and respectful. Nearly all interviewers will share their results orally or in writing, and those notes could become part of the applicant's file.

I have a hot list of interview questions on my computer, and I run through these questions with students before they go on interviews. By practicing in front of a mirror or with another person, a student can prepare him or herself for the real deal. There are some classic interview questions: strengths and weaknesses; challenges overcome; favorite subjects in school; goals and objectives. All students should know their answers to those questions before that meeting with the interviewer. I also have students - even young students applying to private schools - carry in their questions on an index card or sheet of paper. Interviewers often allot time for such questions, and they reflect well on the particular student and serve to reinforce his interest in the school.

The student should probably address this question as the sum of his or her passions and strengths. After a brief introduction of the student to the interviewer (as this question is likely to come up early in the interview), the student should be prepared with which passions and strengths he or she is going to relay to the interviewer. By emphasizing these items, the student will improve his or her comfort level with the interview process and project positively to the interviewer. The student will be more relaxed the more he talks about himself or herself. Once relaxed, the real personality of that candidate is able to shine through. I cannot emphasize enough how important it is for the student to have at least a few passions and interests ready to speak about before setting foot in the interview. Interviewers may not ask a question as open ended as "Tell me about yourself?" Still, they want to get to know a student and verify his or her suitability to the particular college.

As someone who has conducted countless interviews for my alma mater, Brown University, I can say that there are a few items a student should not say. One is to talk in excess about the virtues of attending a university other than Brown! It's amazing how easy it is to tell if a student's interest is genuine! I would also be rather offended if a student spoke negatively of his or her schools or family. Some joking is okay, but outright badmouthing is absolutely something to avoid. I always like when students come prepared with questions for me. It shows that they thought about the interview (and hopefully the school) beforehand and might reveal something about the student's personality. That said, students should avoid any questions that are overly personal. As important as what not to say is to act polite, upbeat and respectful in the interview.

I tell all my students that mastering the interview is a very important life skill. Students should know the answers to certain standard questions cold; these include strengths and weaknesses, special interests and why the school is right for him or her. That's no different from interviewing for a particular scholarship or job, is it? The student should come armed with knowledge about the prospective opportunity and have questions ready to ask the interviewer himself or herself. In these days of Internet research, it's inexcusable to not be prepared. Moreover, scholarship and job candidates have to be mature because they are being considered for a special opportunity. I tell all students to be polite, take notes, offer a firm handshake and ask for a business card. From college to career, interview skills are essential for today's rising professionals.

One time, I had a student cross the room, sit on the floor, and look up at my face to answer an interview question - really! I wouldn't recommend that to anyone! It's easy for me to say, but of course body language and body positioning are important. It's good advice for any prospective college student to sit with shoulders back and try to smile, relaxing the body, but to stay on task and full of energy at the same time. I do cut some students more slack than I would a prospective employee; after all some students who interview are still rather young. However, with the resources readily available to prep for interviews - for example, there are great mock interviews on YouTube - a student should know how to act in the interview before experiencing it firsthand. That said, a student will improve with every interview.

I have never been aware of an applicant having a theme song. I'm actually not that sure how receptive I would be if a student were to sing me a song unless it were so clever and not in the least bit offensive. That does not mean, however, that another interviewer wouldn't think it a clever tactic or conversation starter! The way a candidate does extraordinarily well with me - and I have conducted so many interviews - is to show respect and exceptional preparation. I want to know that the student really knows and cares about Brown, for example. If he or she conveys that in words and not in song, I am going to be pleased. If a student displays excellent critical thinking in the interview, I will be even impressed.

There is no one answer to this question, as different colleges handle admissions differently. There are often spaces set aside for athletes who will commit to playing at the intercollegiate level. Students must meet academic criteria as established by the NCAA: http://www.ncaastudent.org/NCAA_Guide.pdf. Some student athletes find themselves courted for several months by colleges but later dropped because of the degree of competition of academic thresholds set by the university. The lesson here is not to be wed to any one school in advance of the admissions decision but rather to keep your options open. Even for students who are not recruited, participation in athletics is often viewed favorably by the admissions office. After all, it shows a high level of talent, leadership, commitment and time management.

Participating in intercollegiate sports is serious business. It affects not only your college list but also your schedule at whatever college you choose to attend. You should do your homework about what is involved in being a college athlete and also be sure you'll qualify. It's best to start with the NCAA rules: http://www.ncaastudent.org/NCAA_Guide.pdf. Once you're sure you'll be able to play - and that you really are that dedicated - communicate with coaches, visit prospective schools, and talk to student athletes to get the scoop. If after that you're still ready to play, put together a reasonable list with the help of your guidance counselor and seek outside sources if needed (for example, to get a video to send to prospective coaches).

I often advise athletes, and I am always impressed with them. Somehow, with their studies and nonacademic obligations, these athletes manage practice, game and playoff schedules. Many of the students I see don't go on to play their sports at the college level, but a few have. Here's what I see of the process and what I advise . . .

First of all, don't attempt to go at this alone. I recommend a third party such as a recruiter, and if funds don't permit, engaging the support of your coaches and training staff. First of all, prospective athletes need a resume or brag sheet that they can post and forward to interested coaches. They also need to make a video. There are many schools of thought regarding the video, including what to contain and how long it should be, but again, I would advise consulting an expert. There are companies who make videos. One that I know is Pro Dynamix; you can find contact information on the Internet.

With a resume and video, and the support of your advisory team, you will be able to reach out to coaches or be there should coaches be watching you. This is an exhausting and time-consuming process for all involved. You may have some very appealing colleges show interest, but beware; they may not be there over the long-term. Recruited athletes have their rewards; the lucky ones know where they'll be for college months ahead of their peers.

Are you interested in majoring in the arts? Fortunately, there are abundant resources to help you. Start with people you know, such as a theater teacher, drama coach and guidance counselor. They know you and might already have ideas regarding a college of best fit. There are wonderful online and book resources. Use collegeboard.com, and follow the instructions: http://collegesearch.collegeboard.com/search/index.jsp. You can search this database in a number of different ways. My favorite search tool is Fiske's Guide to Colleges, which is updated regularly and widely available. You can use the front matter to find recommendations of colleges of different sizes and locations; then read up and see what you think! I really like the overlap section in Fiske's; this enables you to find schools that are similar to those you already prefer.

The choice of college and conservatory dance departments should relate to a dancer's interest in liberal arts or dance as a profession after graduation. There are many fine dance programs at liberal arts institutions such as Barnard, Duke, Wash U, Williams and Vassar, to name a few. Students who attend these schools will come with a more broad background than those attending conservatories, and in theory would be better prepared for a career in dance management or in the world outside the stage, should their lives take them down such paths. This is a serious and very expensive decision, so candidates are strongly advised to visit both and ask many questions in the process. Speaking to ballet teachers and dance company members would also be advisable.

I was delighted to see this question, as I had researched it last year for a student. There are a number of schools with ballet, and the choice of which depends on how important ballet is to you (versus the other things you plan to study). There are wonderful liberal arts schools with ballet programs. Washington University in St. Louis comes to mind, as do Duke and Princeton. Smaller schools such as Vassar, Williams, Wake Forest and Middlebury, also very academically demanding, have ballet programs. There are very strong ballet programs at Florida State, UC Irvine and Indiana University.

As you go on in life, you'll continue to meet people who didn't necessarily major in a subject related to their careers. It's true of all sorts of people with all sorts of majors. When I went to college many students who wanted to be doctors didn't major in the sciences! So there are many things you can do with a major in the arts. You have the critical thinking skills for a number of professions. You can teach middle school or high school, instilling a love of performance in the next generation of actors. You can put your skills to work as a critic or blogger. You can open a retail store featuring theater-items or perhaps consider a career in arts management or stage management. The possibilities are wide open!

Social media has had a dramatic effect on how colleges communicate with students. Blogging is one of the first major changes. Students expect many of their target schools to have blogs, either by admissions professionals or students, so they can keep up with the latest admissions or campus happenings. In this age of new media, colleges are turning to Facebook and Twitter as well. Brown, for example, sends out tweets on classes, alumni and articles of interest to prospective applicants. All in all, social media provides a very flexible and less expensive means of communication, a dramatic shift from the days of fat envelopes and visits to the mailbox. At the same time, social media can help or hinder a candidate's chances of admission. Students at some schools are now permitted to submit videos. At the same time, colleges are sometimes checking out students' Facebook pages. In this age of social media, anything is fair game.

Yes, colleges certainly can revoke offers of admissions. I remember hearing Brown's Dean of Admission Jim Miller telling students that, once admitted, they should not go wild on band trips - meaning that behavioral violations could mean a decision could be revoked. Students should know what constitutes reasonable - not to mention legal - behavior. Criminal actions, underage drinking and involvement with narcotics won't be tolerated. Also on the list are honor code infractions. Students can protect themselves by watching what groups they choose to be part of and keeping a pleasant distance away from trouble.

The strongest advice I have for parents - and I am a parent who presently has a child in college - is to try to save from the very beginning. When my son was born, we had a financial adviser who helped us project the cost of college so that we would be able to save an adequate amount over time. That is particularly important with the lack of a middle class in our society today. Many parents would like to see their children awarded aid of some sort, but that doesn't always happen. Outside of tuition, if it's possible for one parent to work to help pay for tuition or incidentals, that's important as well. I have a transfer capability online between my account and my son's to help him manage his expenses (rather than giving him a set amount).

It is always amusing to me that parents often pay the tuition, but students have to grant permission for certain records - in my case my son's tuition bill - to be forwarded. Some colleges may post on their websites that parents may request grades, but only if their son or daughter signs off on such a request! The reason is FERPA (the Family Educational Rights and Privacy Act),which allows college students to determine who sees their records.

Parents should be there in a support role. This may be as driver, tour partner or editor, but rarely mastermind. I hear of too many parents who book their child's interviews or talk to the interviewer - not a good idea!

The college application process may affect the dynamics of the relationship within families. Depending on the type of student and parent involved, the parent may be involved with the application to a certain extent. For example, college apps include important data such as dates, addresses and the student's social security number. Parents may be a reliable storehouse of this information. Some applications such as the Common App ask about parents' schooling. Another area where parents can help is in the proofreading of the application, including the essays. Even the best authors benefit from the services of good proofreaders, and they might include parents. Also, if a student is applying to the same college attended by his or her parent, that student is known as a legacy. Legacy status could provide a competitive edge in the admissions process, although the degree to which it does depends on the particular college.

Parents should be a help rather than a hindrance on college visits. I went on numerous visits with my son, and I was quiet and respectful during information sessions and always showed my appreciation to tour guides. (I remember that special request, "Now Mom, don't embarrass me!") Parents are often good note takers as well, so perhaps that can be the parent's assigned job. This is especially true if you are seeing a number of schools. A parent should prompt the student about a particular question or issue and can remind the student to sign a guest book or ask for a business card in the admissions office. When the visit is over, the parent should wait to be asked for his or her opinion to have healthy dialogue with the prospective applicant.

There is no one answer for every student or family. Some students seek out the advice and expertise of the parent, but others don't. Parents will find their role in much the same way as they did for other aspects of raising that particular child. That involves initiating conversation, putting forth reasonable expectations and providing guidance and insight during the sensitive application season. Hopefully, there is always healthy dialogue between parent and prospective applicant. If there are concerns about financial aid, parents have to be sure to talk to the student so that the appropriate forms are filed on a timely basis. Also, parents can often, but not always, serve as good proofreaders of college apps. Parents should beware of dictating college options and hindering the creative process of application essays, as that is sure to backfire. However, they should not hesitate to contact guidance or other college counselors when they have questions about any aspect of the process.

Throughout the child's upbringing, the parent has hopefully been there to manage stress, whether the source is school, peers or family matters. The application process is no different. The parent should be involved, yet not overly involved, providing counsel and insight when appropriate. I used to combine college visits with pleasure trips to alleviate stress while on the road. If a parent senses that a student needs a counselor's assistance, they should calmly recommend that the student seek help. (Sometimes a parent may need to initiate a call or meeting.) Most importantly, a parent needs to reassure the student that whatever the outcome of the process, he or she will still be there to provide love and advice. After all, the parent will be there before, during and after the student's tenure as a college student.

Even for quiet, responsible students, the college application process may induce considerable stress. The last thing a student needs is to have to manage the parent in addition to mounds of schoolwork, lists of target schools, college visits and applications. If your parent is overly involved in the college process, you should remind your him or her that you are trying to plan your future - not that of your parent! I always remind my students how hard it is for a parent to get through this process, but at the same time I insist that the student set reasonable objectives and time frames. A parent will be more likely to back off if you show that your are mature and capable of earning his or her respect by staying on top of the process in an organized and timely manner. For very emotional parents who tend to be too involved, find a role for your parent, such as proofreader of your application.

Every family's financial situation is different, so there is no one answer to how to help a pay for college. In some cases, a parent is able to set up a college account early in the child's life so that money is available for college at the right time. If financial aid is a possibility or necessity, a parent should fill out and help file forms in a timely manner, so the parent must be aware of deadlines. Colleges are very good about posting the expected cost of attendance, and both parent and student need to be aware of those amounts. In some cases where a family is able to provide some financial assistance, there may be loans made, but repayment terms and conditions need to be clear. Sometimes, working parents set up a transfer mechanism to a student's bank account when it is time to pay for expenses for books, food or other expenses. The parent should be clear about budgets up front.

This is a huge area in my region of the country where so many high caliber students are deferred and waitlisted. I try to prepare students and families for this possibility upfront. When a student really wants to attend a school, and this happens, he or she should carefully compose a letter to the director of admissions and rep expressing interest in the college and a very strong desire to attend if admitted. During the deferral or waitlist period, the student should continue to be diligent with studies and activities about which he or she is passionate, communicating significant developments with the admissions office. At the same time, the student has to be careful not to overwhelm the rep with submissions or information. Numbers will show that it can be very hard to be accepted once deferred or waitlisted, so the student should have a ready backup plan and not take any rejection personally.

This is a topic which is near to me, having affected my family and my students in the last few years. The first thing a student and his or her family need to know is that while getting in off a wait list is possible, it is not likely. Colleges have been known to maintain very large wait lists because it is sometimes difficult to estimate actual yield.

That said, I always want my students to shoot high, and that includes not giving up hope if they really want to attend a school at which they are wait listed. The first thing the student needs to do is return the wait list card or form and, at the same time, write a heartfelt note explaining how much they love the college and would attend if accepted. (Sometimes it's not possible to say this if financial aid is uncertain.) This should be addressed to the dean of admission and the admissions rep from the geographic area. If there are any notable circumstances that occur during the wait list period such as honors and awards, the student needs to notify the admissions office.

People talk about colleges' secret formulas for assigning various priorities to the wait list. The student will rarely know those details if that is indeed the case. Students should always make sure that they've left a deposit at their second-choice school. Hopefully, all these situations will have a happy ending.

Getting in off the waitlist is difficult, but not impossible. I have seen it happen with my students. Here's how they were successful:

First of all, make sure that the college knows that if accepted, you will attend. The way to do this is to write to them as soon as you have been waitlisted. Make it a nice communication piece and address it to both the admissions director and the rep assigned to your geographical region. (This person is easy to find; when in doubt, call the admissions office.) During the waitlist period, you may want to inform the college if there has been a significant development such as winning an academic award, getting a lead part in the play, or being named captain of a team. Do not overburden the admissions office, however.

A few years ago, one of my students was waitlisted in a top school out of town. During spring break, the student and his mom flew out to the school, toured around, and made an appearance in the admissions office. The officer with whom they spoke took notes, and a few weeks later, he was in! Not all colleges work this way; some wouldn't know what to say if you just showed up.

Situations vary, especially if a student is a candidate for financial aid and the waitlisted school does not offer as strong a package as the student has received from somewhere else. The student should weight the various factors that led to applying to that school and assess for certain if he or she would happy there. Sometimes, it's a good idea to visit the school in question and compare that school to others which have offered a spot to the student. Nothing beats the feel of walking the campus! Also, so many schools have set up websites and Facebook pages for accepted students, and that is another way to feel good about a selection of schools.

It's easy to be disappointed during college admissions session. With the volume of applications, colleges are turning down qualified applicants in record numbers. Sometimes, that causes pain, especially if a student has his or her heart set on one college.

Fortunately, there are enormous benefits to going to any school, and it's up to that (disappointed?) student to make the most of his or her college experience. To do that, the student should get to know professors and reach out to fellow students. He or she should continue with extracurricular activities which will be a way of escaping the academic grind and meeting new people. Sometimes a student who is not at his or her top-choice school can really be an academic star at one of the back-ups. This is good for the transcript and the ego!

Finally, no decision is permanent. Transferring is always an option. But students should always give the second-choice school every chance.

Many parents ask me how many schools their students should apply to. Of course, there's no one answer to that question. The number of schools a student applies to is a function of his or her interests, strength of candidacy, financial situation and geographic area.

I live in the Northeast, no doubt the toughest area for college admissions. Why? We have so many wonderful students from education-minded families and wonderful secondary schools. The competition for admission to top-tier schools is fierce, particularly for those schools in our own region as well as others such as Stanford. In many cases, students compete with their friends and peers. For a good student in this area, I often like to see the student apply to between eight and 10 colleges. Again, that's not a hard and fast rule, but rather a function of many variables.

For students outside the Northeast, except perhaps California, there is no going number such as 12 colleges. Rather, the important thing for any student, counselor or parent is to understand the student's goals and strengths and put together a list with a variety of colleges having various levels of difficulty both in terms of academics and admissions.

I checked the latest information from many top schools related to early decision for international students. Apparently, some colleges had restricted this in the past because of concerns about understanding the legality of the binding process. This is no longer the case. International students requiring aid should be cautious about applying early. Like U.S. students, they will not have a basis for comparing packages if they only use the early decision (versus early action) option. Also, international students required to submit tests such as TOEFL have to be careful to adhere to all deadlines and have all documentation in on time. That said, international students should only apply early if the college is really their first choice. If they do not require aid, statistics may bear out the early application.

These are two very different tests put together and administered by two very different organizations. We often hear of TOEFL here in the United States because it is the product of the ETS, based in Princeton NJ. The TOEFL is a good test for individuals who like the challenge of multiple-choice questions and essays which are scored holistically (similar to the way the SAT essay is scored). The test has a speaking and writing component, but the student does not have to face anyone live. Most importantly, the test-taker listens to an American speaking English on tape.

The IELTS features British English and is administered by an organization associated with British universities. This test would be preferable to a student who has learned or heard English spoken by someone with a British accent. Rather than responding to a listening section by speaking into a microphone, the test-taker speaks with a person on many broad topics.

Both tests are accepted by U.S. colleges. Consult the target college's website for more details and expected score ranges.

TOEFL is a test of English proficiency administered by the Educational Testing Service. It is given online as the TOEFL iBT, but there is also a version called the TOEFL PBT. Prospective test takers need to check with their location to see which version is available.

You may test an unlimited amount of times without penalty, and there is no passing or failing score. Students should look into what score their target colleges are looking for in order to make a sound decision about retaking the test.

Regarding fees, there is a fee reduction service, but that is intended for students residing in the United States who plan to take the test. These students receive vouchers, but they must be seniors in high school and can only use the voucher one time.

Some students are natural writers and welcome the challenge of the college admissions essay. For so many, however, the process can be filled with uncertainty or even anxiety. International students have the benefit of some very interesting experiences and motivation that can add spark to their essays; however, they also face some of the same challenges as writers from any location.

Here's what I advise students as they develop their essays. First of all, be yourself. Don't try to write in any type of tone that could be a turnoff to the reader. If you have a topic or experience that is uniquely yours, you have the potential for an interesting and memorable essay. Use active rather than passive language. Grab the reader's interest in the beginning, and leave him or her thinking about you at the close. During your school years, you may have had teachers who discouraged you from writing in the first person; this essay is the absolute exception.

As an international students may have had powerful influences and role models in your life who drove you to apply to college in the United States. However, the college essay, known as the Personal Essay on the Common Application, is about you. Colleges don't need to hear too much about someone or something else; what they want to know is the effect on you. One thing I always tell students is that there is no need to have a serious essay; in fact, many admissions officers say how much they welcome something light and fun. If you are are a very strong student, stay away from writing about school.

The ability to interview is a skill that will be useful throughout your precollege, college and professional life. But is it necessary for your candidacy at a U.S. college?

Those interviews help students learn more about the college and help the college form a more solid picture of you as a candidate. If you plan to be visiting the college, contact the admissions office to see whether you can be interviewed on campus during your visit. Some schools do this, even using student interns if an admissions rep is not available. Alternatively, many top universities use alumni networks in order to interview students in their home countries. Whether or not this is possible depends on the college. If you apply but don't hear from anyone about an interview, send an e-mail and see if an interview is possible.

The same interview advice applies to all students: be prepared! Show the college how much you have researched its opportunities. Come armed with questions. The interview may not be the most important factor in evaluating your candidacy, but it is still helpful.

Only some colleges and universities provide financial aid for international students. There is only so much aid to go around, and thousands of U.S. citizens are applying. Even the most elite schools in the United States explain that aid is limited and that a financial award is generally a reduction in tuition, not an outright award of cash. In addition, check The Association of International Educators, Association of International Educators, http://www.aieaworld.org.

There is much discussion as to whether it is advantageous to not ask for aid in order to be at a competitive advantage versus U.S. students who need the aid. However, there are few guarantees. Application decisions as such should be made upon consulting the policy of the target school and talking it over with counselors and family.

The Chinese entrance exam, known as gaokao, is administered each June. The exam contains includes Chinese, math, and English along with history, geography, biology and chemistry and lasts nine hours over two days. It is the only criterion used for entrance to Chinese universities, generating much anxiety.

In contrast, the SAT and ACT are shorter exams that, while important, are looked at along with many other requirements such as the transcript, recommendations and essays. While in a sense the SAT and ACT are similar with their emphasis on English and Math, U.S. applicants can select which SAT Subject Tests they want to take, allowing them to shine in their favorite subject areas.

The best advice for any student: don't go into college wed to any particular major. College is a time to experiment with many academic areas. Typically students don't stick with their majors, so there certainly isn't any one major that is "correct." Even for students who are looking to work in the United States upon graduation, there are no guarantees for visas, nor are there any foolproof majors. One trend receiving a great deal of attention, and justifiably so, is STEM, which means Science, Technology, Engineering and Math. That is one area that the United States has to strengthen. Still, you should only select a STEM discipline if you really want it, not because you think it might be a way to stay in the United States. Moreover, indicating a major such as engineering on your college application might prompt an additional review by engineering faculty, so be sure you're serious about it.

It's always important to pay attention to rules and policies from your college. In the case of online registration, students should be on their guard for deadlines for registration. You don't want to be closed out of courses you need for your program or major. That means you need to be well versed in your requirements long before registration so you can research courses, check to see who is teaching, and make up a reasonable schedule.

In the case of ESL students, however, the matter is more complex. Fortunately, most colleges are very clear about what courses ESL students should take and when they should take them. Many have online registration times specifically for ESL students, and some require placement tests before online registration is permitted.

Evaluation of international students is a sensitive issue, especially since it's seems shrouded in secrecy. A few things are not debatable: colleges want international students because they add to geographic and cultural diversity . . . and also that they often can pay full fare! This has bound to have many U.S. students concerned about losing out in college admissions. At the same time, many universities are expanding their outreach efforts more than ever. This includes seeking students who are the first in their generation to go to college, prospective engineers and scientists, and underrepresented students. Students in these groups are certainly not all international students. International students apply just like others. In many cases, they must attain proficiency on the TOEFL test which assesses their abilities in speaking and writing. Generally, international applicants need to submit the regular application forms, required standardized test scores (e.g., SAT or ACT), recommendations and necessary fees.

The College Board points out that homeschooled students not only have to complete the same requirements as other students, but they may be scrutinzed more carefully. For example, depending on the college, they may need to demonstrate proficiency through scores on SAT Subject Tests. Recommendations are another item that a homeschooled student needs to submit. This means that they should be sure to engage in activities outside the home so that they have a source of such recommendations. Homeschooled students may try to enter competitions in debate or sciences which will allow them to shine versus students who attend traditional schools. Moreover, essays of homeschooled students should be stellar, especially if that student is hoping for a spot at a very competitive public or private university. Admissions officers will hold them to a high standard.

There is no formula for how colleges view learning disabilities in formulating an admissions decision about a candidate. Sometimes, students are very out front in terms of disabilities, or their transcripts show a course such as Study Skills or Extra Help which could be indicative of any of a number of disabilities. Some students address their disabilities on the last section of the Common Application, but those answers are totally optional. Depending on the school and the admissions officer responsible for that student, overcoming a learning disability can be viewed as an asset and rewarded. I have worked with students who choose to not draw attention to their disabilities in any way and want to be judged like any other student. That is a matter of choice.

The answer is absolutely yes! Many of my students have been awarded extra time on the SAT, typically 1.5 times as much as the standard amount of time. The College Board doesn't award this haphazardly, however. You will need to provide documentation supporting your disability. Sometimes that takes time, so read up first on the College Board website: http://professionals.collegeboard.com/testing/ssd/application/guide/guidelines. Also check in with your guidance counselor. Remember to bring snacks the day of your SAT: you may be at the test center for some time!

Harness the power of the Internet before making any trips to colleges. Disabilities take many forms, or course, so you will want to read information from the specific college of your choice to see what accommodations are available for you. Most have made quite an effort to enable you to discover their services online. Another way is to speak with your secondary school's guidance department about feedback they have received from previous grads with disabilities. You should make a target list of schools just as any candidate would. Depending on what you find out about its accommodations, you will wind up adjusting that list. Remember, so much of your initial research can be conducted without going onto a particular campus. But don't deny yourself that pleasure - and it should be a pleasurable experience.

Dorm life is one of the most wonderful aspects of college life, so what do you do to maximize the experience? You don't need to be best buddies with everyone on the dorm or everyone on your floor, but get to know a few people well. To that end, be friendly in the bathrooms, kitchens, lounge areas and laundry rooms of your dorm. If you're in a freshman dorm, it's easy to get to know people because so many students are trying to meet others. Some dorms hold elections early in the school year, and running for office is a great way to meet people as well find out what issues are on students' minds. Be mindful of others in your dorm, and be sure to follow rather than violate regulations. Most schools have dorm proctors or resident assistants in place. Remember that he or she is there to help your dorm life be as fulfilling as possible.

Dorm life is a major component of a college student's existence. If you are fortunate enough to be living on campus, you'll want to make the most of it. Sometimes, that's hard. There are bad roommates and noisy people down the hall. There are loud parties and annoying visitors.To enjoy dorm life, extend yourself and meet a few people with whom you have things in common or can get along with. Take snack breaks and walk to meals together. Run for "office" if that's possible. It's a great way to meet people and start off the school year on the right foot.

Most dorms have resident assistants or house proctors. Should you feel like you're not getting enough out of dorm life - or if you have a great idea for your dorm - stop by and see that person. He or she is an excellent resource.