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Summer is Primetime for Writing College Application Essays

As the school year winds down, it’s important for incoming high school seniors and their parents to understand why summer – besides being a great time to hang out at the pool! — is a great opportunity to start writing that all-important college application essay.  Tackling this crucial task early on can lead to a smoother application process and increase a student’s chances of standing out among their competitors.

Beat the fall rush

Many students wait until the busy time of fall to start their essays, which is a recipe for stress and mediocre work. When the school year sets in, they become consumed by homework, extracurricular activities and outside jobs and are unable to dedicate the time needed to write an excellent essay.

Of course, parents want them to be able to focus on their academics when they need to, but their essay should not have to fall by the wayside because of that. By starting early,  your student will have ample time to pick a prompt that resonates with them, brainstorm ideas, conduct research and craft a compelling essay without feeling that crunch.

Unleashing creativity

The slower paced nature of summer provides an ideal environment for unleashing a student’s creativity, too.   With fewer academic pressures and time constraints, they can let their imagination run free and explore unique perspectives.

Encourage them to take a deep dive and see where their thoughts lead, reflecting on experiences, values and goals. This will result in a more authentic and engaging essay that captures the attention of admissions officers.

Gathering material

Summer activities, internships, employment and travel can help a student create experiences that enrich their essay. Whether it’s participating in an internship or job-shadowing, volunteering, traveling or pursuing personal projects, these experiences provide valuable material to incorporate into an essay.

When looking for material, advise your student to avoid using cliches and rehashing their  extracurriculars — admissions officers will already see that on their application.  By sharing specific anecdotes and lessons learned through these other experiences, they will make their essay more vivid and memorable to admissions officers.

Developing a unique narrative

During summer break, time is on your student’s side, and they have the luxury of intentionally taking time to engage in introspection and discover their own compelling personal stories.

You can help them reflect on moments that have shaped them, challenges they’ve overcome, ways that they have grown and lessons they have learned. The college essay is the one opportunity a student has to use their voice and stand out from who they are “on paper.”  Developing a unique narrative that showcases character and resilience will make the student’s  essay memorable and distinct.

Time for revisions

Students  can use the summer months to share their drafts with mentors or teachers as well as you, their parent, for valuable feedback.  After receiving this feedback, it’s time to edit, edit, edit and then edit some more. This revise/review/revise cycle is critical for refining the essay.

Lighten the burden of applying to college

By completing their essay early, the student will have more time in the fall to focus on other application components: standardized tests, recommendation letters and extracurricular involvement. This proactive approach reduces stress and allows them to manage their time effectively throughout the application process.

All students applying to college want to give themselves an edge over everyone else in the application pool. By choosing to write their college application essay during the summer months, they’re gaining a significant advantage over those who wait until the fall.

The relaxed atmosphere, ample time for reflection, ability to seek feedback and the opportunity to engage in meaningful experiences all contribute to the creation of a compelling essay that truly reflects their unique qualities and experiences.

So, encourage your child to take advantage of the lazy, hazy days of summer break to get a head start on this crucial part of the college application process.

Elizabeth Lough is a high school guidance counselor with North Middlesex Regional School District in Massachusetts and advisor with My College Planning Team, based in the Chicago area.  www.collegeplanningteam.com . Please contact her at:  MyCollegePlanningTeam@gmail.com

How to Get Parents Involved in Helping Students Kick Bad Habits

Family life is at the heart of child development. Parents certainly are not to blame when a child goes down the wrong path, but they can play a significant role in helping them get their lives back on track. While most parents would be more than thrilled for the opportunity to offer their child support, sometimes they don’t know how.

As a guidance counselor, part of your job is to give students, and their families the help they need but can’t get themselves. In this article, we talk about how you can get parents involved to start helping students kick bad habits. Read on to learn more!

Step 1: (Try to) Identify the Problem Clearly

You’ve determined that a student has developed a bad habit. Maybe their grades are slipping. Maybe they smell like cigarette smoke, or their eyes seem unfocused, or—well. You know what a bad habit looks like, right?

Before you call the parents— particularly hard-to-reach parents— it’s good to have a clear understanding of what is going on. Why? Well, because they are probably hard to reach for a reason. Maybe they work really punishing hours. Maybe they don’t have a car and even getting to the school is very difficult for them.

The point is, you shouldn’t assume that they have the time or the means to come up to the school to discuss an issue you aren’t even sure of.

Ahem. You said, “Try to.”

Well, yes. You’re a guidance counselor, so you know better than anyone that identifying an issue in a student’s life isn’t always as simple as asking. Great when it is, but you don’t read online articles about social work to help you with the easy cases, right?

If you’ve tried your best and can’t quite get to the bottom of what’s going on, it can still be appropriate to contact the parents. Just note that you’ll get farther with many families when you can point to the exact issue.

Step 2: Meet Them Where They Are At

It’s easy for educators to get frustrated with uninvolved parents, but that frustration often fails to take into consideration all of the many factors at work. There are many very valid reasons why parents may struggle to stay involved with their child’s education.

Your job isn’t to judge. It’s to meet families where they are at. Be open to various forms of communication. Phone calls, email conversations, Zoom. If these methods are not working, speak with supervisors about other appropriate forms of communication, or outreach ideas.

Schools have had success with holding nighttime meetings, implementing home visits, and other communication techniques that stray somewhat from convention.

Step 3: Keep the Lines of Communication Open

Schools operating in low-income areas found that when educators achieved regular communication with parents, scores went up by as much as 50%. Why? When parents know what is going on,  they will usually encourage their children in the right direction. This goes for harder-to-reach parents just as it does for helicopter PTA moms and dads.

Once you’ve established a line of communication, keep it going. Update them as needed, or on a schedule to make sure that they remain aware of what is going on in their child’s life. Keep it going, even if you aren’t reaching an actual human. Voicemails, emails, etc. still have the potential to keep the parents in the loop.

Step 4: Reconsider Your School’s Parent Outreach Programs

Most schools overwhelmingly favor middle-class families with a parent who is available at the drop of a hat for participation. It’s no one’s fault. School events take place during school hours. Families that lack the career flexibility to participate (usually, but not always, lower income) are excluded by default.

Schools should make sure that they can reach and communicate with all kinds of families. You can do this by:

  • Increasing your social media presence: Social media is a great way to keep parents informed about what is going on at school without manually contacting hundreds of people.
  • Try multiple methods of communication: Some states legally require multiple methods of outreach when it comes to scheduling parent meetings. This is simply because what works for one family might not work for others. Blend your outreach approach amongst various outlets to cast a wider net.
  • Chat with the PTA: Parent/Teacher Associations or Organizations are a powerful outlet in which parents are given a chance to discuss school issues and have an influence. While participation is usually modest, there are ways to make it more accessible to families who would like to get involved but find it difficult. Chat with the PTA president about what they are doing to make their events more accessible. Recorded meetings, e-participation, and other considerations can be a great gateway for families without stable access to transportation.
  • Collect data: If you want to recalibrate your outreach efforts, an honest conversation is a good place to start. Collect data from parents at your school to find out how they prefer to communicate and what the best ways to reach them are. You may be surprised by all of the ways this feedback can be implemented to change your school’s culture.

Despite your best efforts, you will never be able to reach everyone. However, by keeping an open attitude you will vastly increase your capacity to help parents who want to be involved but are currently finding it hard to participate.

Conclusion

Schools all across the country see a handful of dedicated parents over and over. The PTA dads and moms that volunteer for everything, get their kids to school on time and probably don’t even complain when they have to eat green vegetables.

That’s great—really. But life is messy. Not always conducive to constant participation in school life. There are loads of well-meaning parents who want to help their children achieve the best outcomes, but simply don’t know how.

It’s easy to question the dedication of a parent who hasn’t darkened the school’s doorways in three years, even as their child spirals academically or personally. But judgment never gets anyone anywhere. If parental involvement truly is important to you, you’ll need to meet your parents where they are. Financial or personal barriers shouldn’t have to keep parents away from school participation.

Reach out. Follow up. Do what you can. It will be what’s best for the student and their family in the long run.

Why summer campus visits are worthwhile

As summer arrives, many college-bound high school students and their parents are wondering if it’s worth visiting campuses while college students are on summer break.

Families have taken the time to thoroughly research colleges, so understandably, they want a productive college visit. In this article, we will highlight why summer college visits hold immense value, despite campuses being relatively empty.

Embrace the tranquility

Visiting college campuses during the summer allows parents and students to experience a different side of campus life. While the absence of hustle-bustle may create a quieter ambiance, it provides an opportunity for students to connect with the campus environment on their own terms. They can explore at a leisurely pace, take in the natural beauty, and gain a deeper appreciation for the physical surroundings. This tranquil atmosphere allows them to envision their future as a student and better understand how the campus aligns with their  preferences.

Personalized attention

During the summer, admissions officers and staff members are often more accessible and willing to engage in meaningful conversations. This presents a golden opportunity for the parents and student  to have in-depth discussions, ask specific questions, and receive personalized insights about the college’s programs, opportunities and support systems.

They should seize this chance to gather valuable information that may not be as easily accessible during the busy academic year when the pace picks up and staff’s regular responsibilities resume. Additionally, connecting with admissions staff will help them associate a face with a student’s name when they see their application materials come through.

Uninterrupted exploration

With fewer students on campus, they have the advantage of uninterrupted exploration of college facilities and resources. They can visit libraries, laboratories, athletic facilities and other key areas of interest. They can take their time to examine the state-of-the-art equipment, study spaces and research opportunities available. By immersing themselves in these environments, they can gain a comprehensive understanding of the resources that will contribute to academic and extracurricular experiences.  Tell them not to forget to read bulletin boards!

Engage with faculty

Professors may have more availability to meet with prospective students during summer. They can take advantage of this time to connect with professors in their intended field of study. They can discuss academic interests and research opportunities and seek guidance on potential career paths. Engaging with faculty during the summer can provide deeper insights into the college’s academic environment and the level of support available.

Document the experience

During summer college visits, make sure your students take comprehensive notes and photos. During this more tranquil period, it becomes easier to focus on observations, impressions and any questions that arise. Detailed notes will be invaluable when comparing colleges later on and making informed decisions based on firsthand experiences.  Have them make sure to take down any names and contact information of people they spoke to in case they have follow up questions.

With summer visits behind them, your students can narrow down their choices and then return to those campuses when classes resume. And there’ll be a bonus: They’ll already know their way around!

Happy exploring, and may their summer college visits lead your students to the perfect college match!

Elizabeth Lough is an advisor with Illinois based My College Planning Team

She is also a high school guidance counselor in Massachusetts. She can be contacted via email at elizabeth.lough@collegeplanningteam.com

Test Optional and Test Free Colleges

Many Colleges and Universities no longer require students to submit SAT or ACT scores with their applications. The list continues to grow. Which schools are in this group, and which still require test scores to be submitted? FairTest has put together a great online resource that lists the 1,800+ Test-Optional schools and the 80+schools that are entirely Test-Free. As the restrictions column indicates, some schools only exempt applicants who meet minimum grade or class rank criteria; others use ACT/SAT scores solely for course placement. Please check with individual schools for details. Here is the link: https://fairtest.org/test-optional-list/

The 30 Most Asked Interview Questions

All of your students will be partaking in interviews in the near future so it behooves them to plan ahead and anticipate what questions they may be asked. Here is a list of the 30 most asked interview questions:

1. Can you tell me more about yourself?

2. What do you think your greatest weakness is?

3. What do you feel your greatest strength is?

4. Why are you interested in this role?

5. Where do you see yourself in five years?

6. Why are you looking for a new role?

7. What motivates you on a daily basis?

8. Why are you the best candidate for this role?

9. What three words would your most recent teammates use to describe you?

10. Describe your ideal company culture.

11. What would you do in your first 90 days in this role?

12. Give an example of when you received negative feedback and how you responded.

13. Describe a problem you solved in a creative way.

14. Describe a time when you had to make a decision without time to research.

15. Why are you leaving your current job?

16. Describe a time when you went above and beyond for a customer or client.

17. Why do you want to work remotely?

18. How will you handle or minimize distractions when you work remotely?

19. How do you stay connected to your teammates when you don’t work in the same location?

20. How do you set boundaries between your home life and your work tasks while working remotely?

21. Do you consider yourself a self-starter?

22. What does a typical day look like for you? What is your daily routine when you work remotely?

23. How have you managed to stay productive while working from home?

24. What is your expected salary?

25. Can you talk me through your career gap, the reasons you left the workforce, and how you feel it’s affected you professionally?

26. Can you share a time you had a conflict with a teammate and how you handled it?

27. What skills from your previous industry do you feel translate to this position?

28. Why are you looking to leave your current industry?

29. Describe your ideal work environment.

30. What questions do you have for me?

An exercise might be to ask some of your students how they would answer some of these questions. Here are suggestions on how to answer them from FlexJobs: https://www.flexjobs.com/blog/post/common-job-interview-questions-tips-answering/

Careers in Print Journalism (Free Webinar)

Have any students that are interested in a career in Journalism? Here is an archived webinar Estrela Consulting Founder, Kristina Dooley and New York Times Deputy Editor for Live Coverage, Melissa Hoppert, hosted which is a 30-minute conversation about pathways to a career in journalism. Melissa joined The Times in 2006 and helped create the horse racing blog The Rail. She has directed coverage of the N.F.L. and college sports and has won a Newswomen’s Club of New York Front Page Award and two honorable mention Eclipse Awards for outstanding coverage of thoroughbred racing. Students, parents, teachers, school counselors and independent counselors should find this of interest. There is a Q & A at the end. Here is a link to watch the webinar: https://us02web.zoom.us/webinar/register/rec/WN_EyxuQXF-SOegAwvXQfsdeA?meetingId=1L9nOu7WM8oNqqig4O3R1stsPnhkhnprw70glFH2qkU3B9Kf6DkjNrXtu5UW_cwk.Tf5ZfRQa0_BBrFXp&playId=xUlURKpAIx4yOi2BbZtmdNeDr8WivEwfw1aRVpUF9qP1P8tlAse6XByTk9-FoIALE6wCq_-4YEL35hKT.bO8AK4SLfPP0uHeG&action=play?hasValidToken=false&originRequestUrl=https%3A%2F%2Fus02web.zoom.us%2Frec%2Fplay%2FkWHojmrtNqLbEZ5sXgLWGK4ODy_G6Yyj5LVz-lqZyvH0bIIJvJbMcdxjs6MVTW3GK0-DY0xsoNrjKVVr.H5X_0U_R7RnjX3oL#/registration

Study: Career Counseling and the Genetic Counseling Profession

If you are a practicing high school counselor or high school career counselor, you are invited to participate in a study exploring career counseling and the genetic counseling profession. Responses to this survey will help us understand if there is a need to provide education and information about the genetic counseling profession to high school and career counselors.

This study involves the completion of a 15 – minute online survey. Responses to this survey will be anonymous and stored in a secure database. As this is an online survey, there is a small risk for loss of confidentiality, but our team is taking precautions to minimize this risk to participants.

There is no cost associated with this survey. Participation in this study is voluntary. You may stop and leave the survey at any point. Participants must be English-speaking, practicing in the United States, and be over the age of 18.

At the end of the survey, you have the option to enter a drawing to win one of three $100 Amazon gift cards. If you choose to enter the drawing, your email address will be collected in a separate survey immediately following the completion of this one to keep your responses independent from your email. Your email will not be used for any other purpose. Gift card winners will be randomly selected and the gift cards will be distributed by email after the survey is closed. You are not required to participate in the drawing.

If you have any questions or concerns, please contact Claire Helmen at cehelmen@iu.edu. Please only take this survey once.

By selecting “Accept” below, you are consenting to participating in this study.

Thank you for your time. Please use the “Next Page” and “Previous Page” buttons to move forwards and backwards on the survey pages. Click here to take the survey: https://redcap.uits.iu.edu/surveys/?s=8EPPATDXF94A97EK

Local Scholarship Committee Suggestions

Numerous organizations raise funds to provide high school seniors with scholarship money. A lot of hard work, dedication, and a sincere desire to support the students is involved. Students are encouraged to keep a list of potential scholarships, apply on time, follow all directions, and make sure all required documents are submitted. This is taking place at the same time as students are applying to college and completing senior year coursework.

As a financial aid administrator, I have thousands of pages of federal rules and regulations to rely upon to keep things moving along in a systematic manner. If a question or extenuating circumstance comes up as a student’s application is being evaluated, years of experience managing and overseeing million of dollars in federal and state government funds and best practices guidance are available as a reference point to make a decision. 

This eliminates starting a discussion from scratch about looking at the way to make a final decision related to awarding a student funding. Below are some suggestions related to how a local scholarship committee can design their application, and additional things to consider when making award decisions.

Role of the Grade Point Average (GPA) – Students with a percent 4.0 Grade Point Average (GPA) or higher depending upon how honors, dual enrollment, etc. classes are calculated, deserve recognition for all of their hard work. At the same time, if a scholarship award is going to come down to who has the highest GPA, this should be clear from the application materials. No need is in place to expand the GPA range from a minimum of 3.0 being required. Students with a 3.0 to 3.5 GPA can spend their time applying for awards they do not solely or mainly come down to the highest GPA among the applicant pool.

Group Participation Impact – Parents and their students have to decide which outside of school activities would mostly benefit them. If you have a college preparation or mentoring group, please be clear if being in the program is required to apply for scholarship funding or if the entire local community will also be eligible to apply for your funding. When this is not clear it can lead to false expectations and misunderstandings. For example, if an after-school college prep group meets with teachers once a month on the weekend, and scholarships with the group’s name are awarded to ten students who are not in the group it’s a potential public relations situation with students and their families.

Community Service versus Career Exploration – Community service is important and a long-standing scholarship application question. At the same time dual enrollment and career and technical education programs have been expanded. Two examples could involve a future nurse and auto mechanic who both want to earn a college degree. Numerous hours of free labor for the community can be involved in repairing cars for free, as part of the auto class at school, and training hours for students in health care high school classes. Since these hours are during the school day, they would not typically be seen as community service. Your scholarship committee might want to consider a way to give these students equal consideration as those also doing great and traditional volunteer work for local charities and faith organizations.

Financial Need Definition and Weight – Some organizations define financial need based upon if the student’s family qualifies for a Federal Pell Grant, the overall income for the family determined by their tax return, if the family will have more than one student in college at the same time and other criteria they have in mind. With the rising cost of college, even a student with a maximum Federal Pell Grant can be short of having all expenses covered. College costs also impact middle class families paying for all the costs of a public university, not just private college expenses. Applicants need to know if non-Federal Grant applicants will be given full consideration for funding or if they should spend time applying for other potential awards.

Unwritten Evaluation Criteria – What questions are you regularly having when trying to make final scholarship decisions? Talking to a financial aid administrator that works for a college or university might be helpful for some input. Three good questions to consider asking are:

  1. What are some best practices when making traditional need-based scholarship awards?
  2. What are some best practices when making non need based awards?
  3. If we are trying to make both need based and non-need-based awards, what suggestions would you recommend?

Your local scholarship committee is doing a great job serving the community and continuing the history of private citizens supporting others. The funding you provide goes along with government monies to help students. Please see the below statement, from the late President Johnson when signing the Higher Education Act of 1965, who agreed that this approach would help more students afford a college education.

Higher Education Act of 1965 – Some of President Lyndon B. Johnson’s Comments

“This bill, which we will shortly make into law, will provide scholarships and loans and work opportunities to 1 million of that 1.3 million that did not get to go on to college. And when you, the first year, with the first bill, take care of 1 million of that 1.3 million through this legislation, we are hopeful that the State and the local governments, and the local employers and the local loan funds, can somehow take care of the other 300,000. It means that a high school senior anywhere in this great land of ours can apply to any college or any university in any of the 50 States and not be turned away because his family is poor.  And in my judgment, this Nation can never make a wiser or a more profitable investment anywhere.”

President Johnson made these comments at the signing ceremony on November 8, 1965, at Southwest Texas State College.

Kenneth McGhee is a financial aid and enrollment management consultant.

SOCIAL MEDIA – THINK BEFORE YOU SNAP – SLEEP ON IT BEFORE YOU POST!

Stories abound of students and even teachers sharing inappropriate items on social media. You would think students who are about to apply to colleges and be evaluated by admissions officers would know better. The truth is that obviously, the vast majority of high school students are very responsible about their social media presence but we only hear about the foolish ones whose mistakes live on as lessons for others.

The big question most parents ask me is whether or not colleges are fishing in the social media waters. Are colleges and universities proactively seeking out information on prospective applicants or not? Do they research the social media accounts of their applicants? Are the results factored into the evaluation of applicants, i.e., how bad does it need to be before it negatively impacts a student’s chance of being accepted? What’s harmless and what’s harmful?

I worked with a family whose high school senior son was visiting a neighborhood friend who was a freshman at college. They went to a party and someone took several pictures of the student drinking and then posted them on FaceBook and Instagram. Someone at his private school tipped off the administration and many of the colleges to which he was applying. The student was expelled from his school and his college acceptances were severely impacted.

Recent research from Kaplan Test Prep, whose survey of nearly 400 admissions officers, demonstrates that “the percentage of admissions officers who visit applicants’ social media pages to learn more about them has hit a record high of 40% — quadruple the percentage who did so in 2008,” when Kaplan first explored this issue. Further research also identified that only 11 percent of admissions officers do it “often.” Googling an applicant to learn more about them has remained relatively stable over the past two years, at 29 percent.

Why are colleges looking?

It’s interesting to note that what triggers admissions officers to look beyond the traditional elements of the application (GPA, standardized test scores, extracurriculars) and turn to Google, Instagram and Facebook are both positive and negative factors.

  • Special talents -Students who are musicians, writers, models, or poets will often invite admissions officers to view their social media presence in their applications. According to Kaplan’s research, 42 percent of admissions officers reported an increase in such invitations compared to two years ago.
  • Award verification – There is no formal “fact-checking” process when students submit their applications. Colleges generally take at face value whatever honors students list and the time commitments and leadership roles students state in their extracurricular activities and work experiences. However, a mention of a particularly distinguished award will sometimes trigger a search.
  • Negative stuff – Some admissions officers say that if an applicant mentions they have a criminal background or a record of disciplinary action, they will do some online digging to get more details.
  • Scholarship applications – Students applying for special scholarships can come under greater scrutiny, as schools want to ensure those receiving the scholarships are fully deserving; extra due diligence can come in the form of online checking.

The worst reason a student’s social media presence may be viewed is referred to as “Admissions Sabotage.” The ugly truth is that college admissions officers are occasionally anonymously alerted to social media postings by students or parents who are trying to sabotage another student’s chance of being accepted; presumably with the hope that they will instead be accepted. Admissions officers will typically follow up to verify any accusations.

Lee Bierer is an independent college adviser based in Charlotte. Send questions to: lee@bierercollegeconsulting.com; www.bierercollegeconsulting.com 

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