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Interview with Holly Bennetts, President of the Michigan Association for College Admission Counseling

Have your juniors been dreaming about attending the biggest brand name college in your state? Are they considering some of the Ivies, small, liberal arts colleges nearby or far away from home? Do they have the information they need to make an informed choice about where to apply to college?

As you may already know, your students can get a front-row seat to the world of college – with accurate information about admissions – at one of the many National College Fairs throughout the country, sponsored by NACAC. Your students can often attend additional workshops on paying for college, selecting colleges, or how to fill out an application.

I caught up with Holly Bennetts, President of the Michigan Association for College Admission Counseling, to get some best tips for working a college fair so your students can get what they need. Please share these tips with your students.

Why should a student attend the National College Fair?

“College Fairs are an excellent way for students to learn more about schools within a particular state and out of state. It’s great practice to ask questions and interact with college admission staff in a low-risk environment.  Colleges love to speak to prospective students and help them find their post-secondary path.”

What should students do when they arrive at the college fair?  

“Go outside of your comfort zone.  College fairs are a great opportunity to learn about different types of schools and figure out where you belong! Plan to visit 2 to 3 schools from each school type.  That means, visit with a small liberal arts college, visit with a large institution, visit with an in-state school and an out-of-state school and check out a community college. “

What type of questions would you recommend a student ask college reps? 

Ask about financial aid, academic interests and favorite activities. You can start by asking college reps how colleges award scholarships and financial aid.  Typically, the price that is advertised for a college is not what most students pay, so ask what the average net price is for a school.  If you have a specific interest academically, ask about the program.  The most popular major for a student entering college is undecided, so ask colleges how they help students figure out what they want to do.  If you have a favorite activity like MUN, Robotics, Ulitmate Frisbee, ask if the college has a club similar that you can join!  You might also ask what a typical student does on weekends and consider talking about how you can arrange a campus visit to learn more.    

What should your parent do at the college fair?

Parents should sit back and let their students take the lead!  If, as a parent, you want to learn more about a school your child is looking at, check it out online, or ask a question with your student’s permission.  Talk about this with your child ahead of time.  Your student will likely stumble over their words and forget to ask a question or two, but this is an excellent opportunity for them to learn self-advocacy skills.   When I speak with college representatives, few tell me about a great conversation they have had with a parent; most will share about great conversations (even if they are awkward) they have had with a student! 

The college fair can be overwhelming. What should a student do with all the information collected at the college fair to make it useful?

After the fair, go through your materials and look to see if there is a school you would like to learn more about.  Go to the school website and sign up for more information.  If there were colleges you particularly liked ,and you have a contact person from the fair, send a follow-up email thanking them for their time.  When you send the email, make sure you include a greeting, and write your name at the end.   Visit with your school counselor or school college advisor to learn about the application process for the schools you are interested in.

There are so many booths and just a little bit of time. Which ones should a student visit? 

Visit schools that don’t typically come to your high school; use this time to reach outside of who you would normally see.  If you are not sure who comes to your school, ask your school counselor.  This is an excellent time to expand what you know.  Visit schools you have never heard of. With over 4000 schools in the United States, there are bound to be schools that you have never heard of that may be perfect for you.

What are your 3 best tips for making a college fair work for any student?

  1. If you always thought about a big school, pick one or two small school booths to visit. Look at the list of schools participating before you arrive.  Select the schools you definitely want to visit. Look outside the schools you normally would think about.  Pick schools from different size and location categories – you might surprise yourself!
  2. Talk to your counselor before you go to the college fair. Have your questions written down and bring something to take notes.
  3. Follow-up with schools you were interested in by speaking to your school counselor, joining the mailing list on the college website or sending an email to the representative that was there!

About the Author

Kim Lifton is President of Wow Writing Workshop, a strategic communication and writing services, specializing in teaching writing for college and graduate school admissions, and teaching and writing for businesses and nonprofits. The Wow Method has been used by students to write application essays and resumes; by business owners to create blogs, websites and other communication materials; and by English teachers to improve student writing skills. Wow can even help you write a great poem or short story. If it involves words, Wow can help! Email your questions to Kim@wowwritingworkshop.com.

3 Things High School Students Should Think About When Searching for Summer Jobs

3 Things High School Students Should Think About When Searching for Summer Jobs

Spending your summer working is a valuable use of your time. You will make money, friends and contacts that may assist you in the future. You will learn important skills such as time management, money handling, responsibility and how to deal effectively with disgruntled customers. A summer job can also boost your self-esteem, introduce you to a potential future career and help you get into college. Before you run out and take the first job you can find, here are some things to consider when choosing your summer job.

1. The Job You Choose Sends a Message to Colleges.

Simply by listing a particular job on a college application, you are highlighting specific personal attributes, interests and skills. College admission counselors are always impressed by students who have consistently maintained summer jobs because they can infer that these students are responsible, mature and committed to something beyond video games, YouTube, and hanging out with friends. Although all jobs will enhance a college application, students should be conscious that any job they list on their college application sends a message about who they are. Each job suggests a different set of personal attributes, areas of interest and soft and hard skills which will differentiate one applicant from another. An admission counselor may reasonably assume that a student who has spent a summer waiting tables has topnotch interpersonal skills and the ability to multitask. A student who spends the summer coding is likely to be self-reliant with the ability to think logically and abstractly. Working for a charitable organization may demonstrate a student’s values and sense of community. All of these summer jobs bode well for a student’s college application but each sends a distinctly different message about the student. Be aware of the message you want to send and choose your summer job accordingly.

2. The Most Valuable Job is Not Necessarily the One that Pays the Most.

Value your summer job based on the paycheck, but also a means of laying the groundwork for a future career. Although the amount of income a student earns during the summer is important in meeting college and personal expenses, there are other benefits of summer jobs that might prove to be more important and lucrative in the long run. A job which sends a strong message about a student’s skills, interests or values may help the student get into the college of his or her choice. The contacts made at a summer job, whether with the other employees, the manager or owners of the business or the customers, can prove instrumental in creating a network that opens up future job opportunities. For example, an endorsement from a summer employer might lead to an internship during college, which then can lead to a career. The transferable skills one learns or hones at a summer job can also be very important. The ability to handle time pressure and interact with all sorts of people that one might gain in food service or retail will likely be very important as one inevitably encounters similar dynamics in a future career. As you search for a summer job prioritize those jobs that will give you more than just a paycheck.

3. Some Jobs Won’t Hurt Your College Prospects, But They Won’t Help Much Either.

Choose variety over consistency and consider pursuing new opportunities even if a job it readily available at your family’s business or by returning the same job you had last summer. All jobs will add some value to a college application. But, some jobs carry more weight than others. College admission counselors are looking for standout students to fill their classes. Let the jobs listed on your application help them understand how you stand out. Students should avoid repeating the same job summer after summer. A variety of jobs will necessarily expand the student’s range of experience and skills and maximize networking opportunities. Also, seeing the same job listed summer after summer without apparent advancement could lead a college admissions counselor to conclude that the student lacks motivation or is unwilling to seek new challenges. Changing jobs to explore a field of interest or to stretch horizons beyond the familiar will be more impressive to admissions counselors. Although working for Mom or Dad can be a valuable experience, it also can be interpreted in a negative light. Simply put, when Mom hires you, it doesn’t say much about how impressive you were in the interview. It’s easy to get hired at the family business. If you already have the family business on your resume, it’s time to try something new.

The key to getting the most out of a summer job is to think ahead about what the job will do for you aside from providing you with spending money. Go in with eyes open, make an affirmative choice, stretch outside your comfort zone and then bring your best self to the job every day. Don’t think of this experience as “just a summer job.” It is an opportunity that could launch you into future successes.

Michelle McAnaney is the founder of  The College Spy, a full service independent educational consulting firm that assists students and families across the US and internationally with the college selection and application process. Prior to founding The College Spy, Michelle was a guidance counselor and educator for more than 15 years, including serving as the Director of Guidance at two high schools, an adjunct college professor and a GED tutor. Michelle holds a master’s degree in school counseling and a bachelor’s degree in human development. She recently completed UC Irvine’s certificate program in educational consulting and is a MBTI (Myers-Briggs Type Indicator) Certified Practitioner and a NLP (Neuro-Linguistic Programming) Master Practitioner. Michelle visits over 40 colleges each year so that she has first-hand knowledge of the colleges and universities her clients will be considering. You can find her on Facebook, Twitter, Instagram and LinkedIn.

National Six-Year Completion Rate Reaches Highest Level, 58.3 Percent, Since the National Student Clearinghouse Research Center Began Tracking

The overall national six-year completion rate reached 58.3 percent for the fall 2012 cohort, an increase of 1.5 percentage points from the fall 2011 cohort, according to the newly released National Student Clearinghouse Research Center report, Completing College: A National View of Student Completion Rates – Fall 2012 Cohort. This is the highest percentage rate in the six years that the Research Center has been tracking the data.

This is the third year in a row that the overall completion rate has grown. The comprehensive rate includes both full-time and part-time students attending two-year and four-year institutions combined. The completion rate grew across the board, for all students regardless of gender, race and ethnicity, age, or enrollment intensity.

“Coming on top of last year’s gains, these across-the-board improvements are some of the most encouraging data on student success that we’ve seen in a long time,” said Doug Shapiro, Executive Director of the Research Center. “Retention and completion rates have increased because students have access to more of the programs, tools and support they need to succeed.”

Six-Year Outcomes for All Students, Students Who Started at Four-Year Institutions, and Students who Started at Two-Year Institutions (N=2,264,759)

The completion rate for two-year starters increased 1.7 percentage points to 39.4 percent whereas the rate for four-year starters increased 1.1 percentage points to 67.8 percent. The longitudinal trend for four-year publics was especially noteworthy, where there was a 5 percentage point increase in overall completion rate, from 60.6 percent for the 2006 cohort to 65.7 percent for the 2012 cohort.

Some of the most notable increases were observed in the rate for black and Hispanic students who started at four-year public institutions. The total completion rate increased by 1.6 percentage points to 47.6 percent for black students, and 1.7 percentage points to 57.4 percent for Hispanic students. These increases surpassed the growth observed for Asian and white students, whose completion rate grew approximately one percentage point from the fall 2011 to fall 2012 cohort. Although these gains are promising, Asian and white students continue to graduate at much higher rates (76.7 percent and 72.1 percent, respectively) than black and Hispanic students.

Similar gains were observed for black students who started at two-year public institutions. Although black students continue to have the lowest two-year completion rate at 27.5 percent, their overall completion rate grew by 1.6 percentage points. The increase in the completion rate for Hispanic students who started at two-year public institutions was smaller, less than 1 percentage point (35.7 percent).

“The rise in completion rates for black and Hispanic students is encouraging,” said Lorelle Espinosa, vice president for research at the American Council on Education. “To close equity gaps, it will continue to be important to focus attention on strengthening those institutions that enroll the most black and Hispanic students, including the nation’s minority serving institutions.”

Six-Year Outcomes by Race and Ethnicity (N=1,661,399)

Unlike most federal and state numbers, this comprehensive completion rate includes all students: full-time and part-time, of all ages, at two-year, four-year, public and private institutions, as well as those who graduated after transferring to a new college or university. The National Student Clearinghouse data covers 96.8 percent of college enrollments across all postsecondary institutions nationwide.

Report Highlights

  • The national completion rate for the fall 2012 cohort of first-time post-secondary students is 58 percent.
  • Black and Hispanic student total completion rate increased considerably, to 48 and 57 percent, respectively, for four-year starters.
  • Completions at four-year institutions for students who started at two-year schools rose to 15.8 percent, an increase of 1.1 percentage points

Here is a link to the complete study which is available for download: https://nscresearchcenter.org/signaturereport16/

NACAC Survey about Community College & Transfer Students

High school counselors generally feel prepared to advise students about community colleges and believe these institutions offer relatively easy application and enrollment processes. However, results of a national survey conducted by NACAC showed that many counselors feel less knowledgeable about transfer policies at area four-year colleges and about comparisons of community colleges to for-profit colleges.

Other key findings include:

Counselor Preparation

  • In general, counselors felt at least “moderately prepared” to advise students about community colleges, and they were the most prepared to discuss the process of applying to/enrolling in community college. However, fewer than 40 percent felt very prepared about important topics such as local community college transfer policies and for-profit college comparisons.
  • Slightly more than half of counselors (55 percent) had received professional development on advising students for community college enrollment in the past three years.

Attitudes/Stigma

  • A large majority of counselors strongly agreed that community colleges offer relatively easy application and enrollment processes (82 percent), strong vocational/technical programs (72 percent), and cost savings for a bachelor’s degree (80 percent). However, most counselors reported less positive attitudes about the academic rigor of community college coursework and the ease of transfer to four-year colleges.
  • Counselors at public schools were much more likely to strongly agree that community colleges offer rigorous academic coursework when compared to their private school counterparts (42 percent compared to 23 percent).
  • The highest levels of stigma were reported at private, non-parochial schools. Counselors at more than half of private, non-parochial schools indicated that community college transfer was very stigmatized among parents/families (61 percent) and students (53 percent). Nearly one-quarter (24 percent) of survey respondents from private, non-parochial schools reported that community college transfer was very stigmatized among the administration, compared to only 10 percent of private, parochial schools and four percent of public schools.

Download the research brief. 

Five Recommendations on How to Become a Stand Out School Counselor

1. Promote a Safe School Climate

Safe, inclusive, and positive school climates provide students with supports (i.e. social and emotional learning).  How can school counselors do this effectively?

Some suggestions include…

  • Listen. People need to feel heard. Students, parents, teachers, secretaries, even the principals.
  • Assist students in developing social and emotional competencies like self management, resilience, and decision making. 
  • Refer students with complex social, emotional, and behavioral needs for psychological testing, mental health services, and other educational services.
  • Assist your administrator in addressing the root causes of disciplinary incidents;  preventing future disciplinary concerns;  reintegrating students returning from suspensions,alternate schools, or incarceration, and maintaining a safe, inclusive, and positive educational environment. 
  • Involve students and student advocates in maintaining a safe, inclusive, and positive educational environment through such programs as peer mediation or restorative justice.

2.  Get Involved in Staff Development and Training

Some suggestions include…

  • Provide school staff with ongoing training in evidence based techniques such as conflict resolution and de-escalation strategies to decrease classroom disruptions.
  •  Provide cultural awareness training to all school personnel.
  • Train school resource officers in cultural competence, child development, conflict resolution, privacy issues, and mentoring.
  • Train students to become peer helpers to extend your services in the school.

Start a Peer Listening Program in Your School

  • Connect with the other counselors in your district, not just your department. Start a PLC/PLN (Professional Learning Community/Network), meet on a regular basis to discuss common challenges/solutions/ community resources, share ideas, materials and encourage each other. This is beneficial at  every level but even more at the elementary where counselors are often on their own. It takes leadership and initiative to start one and keep it going.
  • Grow as a professional and submit a session proposal to speak at a conference. (Can’t afford to go?  Check out the School Community Counselor Scholarship on the Counseling Geek’s blog!)
  • Collaborate, collaborate, collaborate!!! With teachers, counselors outside your school, community members, students. Also consider moving up to admin, counselors have great insight that is missing in administration.
  • You see a need and you fill it. It doesn’t matter if it’s a counseling group, a parent workshop, a newsletter home, or a holiday help program.

3.  Become a Advocate for Yourself and All Students

Some suggestions include…

  • Provide clear, appropriate, and consistent expectations for all students, not just a few.
  • Advocate for providing positive interventions in the school discipline policy over student removal.
  • Promote equity and continuous improvement among the student body.
  • Be consistent in collecting data to prove your interventions are working.
  • Collect data to track progress in creating and maintaining a safe and inclusive educational environment.
  • Recognize that it is the best profession in the world and you are fortunate to serve students everyday sometimes never knowing the impact you have made. You have the opportunity every single day to make a difference in the life of a child. It doesn’t get any better than that.
  • Talk to local politicians about what your role looks like.
  • Get involved in social media PLNs (twitter is a great place to start, look up #scchat #hscchat #escchat) 
  • Get involved in your local branch of your association and your state association.
  • Find your “why”! There are going to be horrible, tough days you may even feel like quitting but know your why will make those hard days manageable! Plus give you a goal to work towards. Have a celebration folder for the rough days too! Self-care is essential. Plan it into your life! We can only help others if we help ourselves first! We must put the oxygen mask on us before others!!
  • Take care of yourself so you can be “present” with your students and help them navigate their mental health.
  • Get out of your office. Walk the halls at lunch. Get to know the kids and make yourself visible and approachable.

4.  Teach Students Needed Skills for Success in Life  (2018 resources added here)

Some suggestions include…

  • Consider teaching your students survival skills needed for the 21st Century.  Consider such events as an Adulting Day Event.  Want to know more?  Check out my post on creating an Adulting Day Event.

Create Your Own Adulting Day Event

Career and Technical Letter of Intent Signing Day

 Many student are not recognized at award nights, college signing days, or honor ceremonies. Consider creating a Career and Technical Letter-of-Intent Signing Day.” At this ceremony, students and company representatives sign letters of intent regarding conditions of the students’ employment, training, and compensation. 

AND

College Signing Day

 For students who want to move to a college or university, consider a College Signing Day Event. Follow this guide to create your own College Signing Day to celebrate future success.


College Decision Day Ideas

5.  Meet Regularly With Your Administration and Offer Your Expertise and Support 

Some suggestions include…

  • Make an effort to get to know your principal as a person.
  • Give support to your principal on decisions he or she makes.  The support you give will come back your way!
  • Build trust by keeping your word, being student-centered, and keeping your principal informed. 

See more about your relationship with your principal…it’s pretty important.
You Matter in Your School: Evaluating the Counselor-Principal Relationship

This post was made by Cynthia Morton on her great blog – For High School Counselors. Check it out at – http://forhighschoolcounselors.blogspot.com/

How to Appeal a Financial Aid Letter

How do you appeal a financial aid letter?

Should you appeal a financial aid award?

What kind of college awards can you appeal?

I directed these financial aid questions to Mark Kantrowitz, a nationally recognized financial aid expert, who has just published a book entitled, How to Appeal for More Financial Aid Awards. Mark is publisher and VP of research at SavingforCollege.com, who has been quoted in roughly 10,000 media articles.

I was pleased to have an opportunity to conduct a Q&A with him on appealing financial aid awards. Here are my questions and his answers:

Are parents underutilizing the ability to appeal financial aid awards?

Many parents think of the financial aid award letter as a done deal, with no opportunity for an appeal. Others think they can bluff their way to a better deal using their skill at bargaining. Neither is correct.

Only about one percent of students receive adjustments to their financial aid packages because not enough families appeal for more financial aid, and of those that do, many approach the process incorrectly.

Successfully appealing for more financial aid requires an understanding of the financial aid process. College financial aid administrators have the authority to make adjustments to the data elements on the Free Application for Federal Student Aid (FAFSA) or to the cost of attendance when there are special circumstances that affect the family’s ability to pay and their cash flow.

Special circumstances include financial circumstances that have changed since the year upon which the FAFSA is based and anything that differentiates the family from the typical family.

Financial aid administrators are not mind readers. They will not know about a change in income or unusual expenses unless you tell them. But, if you do tell them, they can make adjustments that can lead to a better financial aid package.

A key benefit of the switch from prior-year income to prior-prior year income on the FAFSA is that it sensitized families to changes in income, causing more of them to appeal.

That one-percent figure is discouraging! How did you get it?

There have been some surveys of financial aid administrators and students that suggest a 1% rate (albeit higher at higher cost colleges). I also analyzed data from the federal National Postsecondary Student Aid Study.

Very selective private institutions often claim a very high appeal and professional judgment rate. While I believe that they are higher, due to the higher cost, the numbers I’ve heard are just not believable.

What is the first step parents should take if they want to appeal a financial aid award?

If a family wants to appeal a financial aid award, their first step should be to call the college’s financial aid office to ask about the process.

Some colleges have a form for the family to complete. This form collects information about the most common special circumstances. It helps the college perform a holistic review of the family’s financial circumstances.

Other colleges will ask the family to write a letter to the financial aid office. This letter should summarize the special circumstances and the financial impact of each special circumstance on the family’s ability to pay for college.

The family should also gather documentation of the special circumstances. The best documentation is independent, third party documentation that provides information about the special circumstance and the financial impact on the family. Bills, receipts, and letters from people who are familiar with the family’s situation are especially helpful. The appeals process is driven by documentation.

Who should parents contact? The financial aid office or the admission office?

The financial aid office is responsible for need-based financial aid. Thus, an appeal based on the family’s inability to pay should be directed to the financial aid office.

Merit scholarships are usually managed by the admissions office.

What are the essential elements of a successful financial aid appeal?

A financial aid appeal is more likely to be successful when the special circumstances are due to factors beyond the family’s control. One-time events that are not reflective of the family’s ability to pay during the award year are also likely to result in a successful appeal.

The success or failure of a financial aid appeal depends on the special circumstances and the documentation. The purpose of the appeal is to inform the college financial aid administrator about financial circumstances of which they were not aware. The appeals process is based on information provided by the family. If you provide the financial aid administrator with information about financial circumstances that affect your ability to pay for college, you are more likely to have a successful outcome.

If the family is honest and the special circumstances genuinely affect the family’s ability to pay for college, the college financial aid administrator will try to find a way to help the family, even if the special circumstance is one for which the college does not normally make an adjustment.

With most schools not meeting the full demonstrated financial need of a student, what will prompt a school to offer more assistance?

The financial aid appeals process is formulaic. If special circumstances affect the family’s ability to pay, the college can make adjustments to the data elements that are used by the financial aid formula to calculate the expected family contribution (EFC). The EFC is then used to calculate the family’s demonstrated financial need. The financial aid package is then based on the demonstrated financial need.

A change in the inputs leads to a change in the outputs.

A college that does not meet the student’s full demonstrated financial need will still leave the family with unmet need. But, an increase in demonstrated financial need will lead to an increase in financial aid. The unmet need may therefore be smaller than it was before the adjustment.

With preferential packaging a reality – students whom colleges want receive better financial aid – will the decision be heavily colored by how academically attractive a student is?

The decision to make an adjustment does not depend on the student’s academic performance, nor does the amount of need-based financial aid.

The amount of financial aid is based on the student’s demonstrated financial need. A successful financial aid appeal will lead to an increase in the amount of financial aid.

How the financial aid is allocated among the different types of aid, such as grants and scholarships, student employment and student loans, will depend on the college’s packaging philosophy. Depending on the college, an increase in financial need might lead to an increase in grants or an increase in student loans or student employment, or a mix.

Generally, a college’s packaging philosophy has a baseline approach to allocating funding among the different types of financial aid. Preferential packaging may tweak the amount of gift aid relative to this baseline.

Who makes the ultimate decision about more financial aid? The financial aid office, the admission office or a combination?

Congress delegated the authority to make adjustments to the FAFSA and the annual cost of attendance to the college’s financial aid administrator. Neither the admissions office, the college president nor the U.S. Department of Education can override the decision of the college financial aid administrator. There is no appeal beyond the college financial aid administrator. The college financial aid administrator is the final authority with regard to need-based financial aid.

With many schools struggling to fill their freshmen slots, how would you advise appealing a merit scholarships award?

Decisions regarding merit aid may fall within the purview of the admissions office. But, often these decisions are formulaic, even automated, with very little discretion. The admissions office might be able to award merit aid to a student who fell short of the standards for merit aid, but subsequently improved their academic performance. But, unless there’s a spectacular development, like the student wins a prestigious award, the admissions office is unlikely to pull much additional money out of a hat.

So, the best approach to appealing for more merit aid is to let the college admissions office know if the college is genuinely your first choice and to provide the admissions office with information about any new developments that affect the student’s desirability. Also, provide the admissions office with information about colleges of similar quality with which the college competes for students and which have offered you a better financial aid package. Arm yourself with information about the typical amount of aid offered by each college. Know your net price at each college. The net price, which is the difference between the college’s annual cost of attendance and the gift aid (grants and scholarships), is the true bottom line cost of each college. And, if you don’t get what you want, be prepared to walk away.

Wouldn’t a major factor in upping merit awards be how a school’s freshmen deposits are doing? Wouldn’t higher competing awards be a major factor in getting a better merit award from a particular college? 

Colleges do a significant amount of budgeting and predictive analytics to understand their numbers. Just as students worry about whether they are going to get in, colleges worry about their yield and summer melt. But, if the college’s numbers are off significantly, they are not going to be able to fix the problem by making big swings in the amount of aid they offer. You might be able to get a few thousand dollars more, but not a few tens of thousands of dollars more. If the college offers too many students too much money, they will blow their budget, which can be just as bad as having too few students enroll.

The college will have done a lot of analysis to understand why their numbers are off. If you are waffling on accepting the offer of admission for one of these reasons, you might get more aid.

If you have a better aid offer from a competing college, it can sometimes lead to a better aid offer from your first choice college. But, the competing college must be of similar quality to your first choice college and one with which your first choice college successfully competes for students.

If the other college is of lower quality, they may be using money to attract academically talented students. If so, your first choice college will not try to match their offer.

If the other college is of much greater quality, you’re likely to end up there, especially if they offer a lower net price.

So, it is only in the middle where you have a chance of getting more financial aid from a college, if you are likely to enroll if they improve the aid offer.

What suggestions do you have for appealing an Early Decision award?

The main reason why a college will release a student from the early decision commitment is if the family is unable to afford the college. So, first appeal for more need-based financial the same as you would with any other college. If the revised financial aid offer is still not enough, explain why to the college.

But, you should really never apply early decision to any college. Early action is ok, but not early decision. Early decision involves a commitment to attend if admitted. This prevents you from shopping around for a more affordable college.

Lynn O’Shaughnessy is a nationally recognized higher education expert and financial journalist, who helps high school counselors and parents of teenagers understand how families can find good schools and cut college costs. Lynn, a former Los Angeles Times reporter, shares her knowledge through her blog (TheCollegeSolution.com), her Amazon bestseller (The College Solution) and her online course for parents and counselors (The College Cost Lab). 

You can sign up here for her newsletter and receive a free guide on finding generous colleges. 

College grads expect to earn $60,000 in their first job—here’s how much they actually make

Each year, enthusiastic university commencement speakers tell students that the hard work they did in college will pay off if they simply continue to persevere.

But a recent survey from LendEdu highlights how some of graduates’ expectations are not being met.

LendEdu analyzed a College Pulse survey of 7,000 college students from nearly 1,000 colleges and universities and found that students, on average, expect to earn $60,000 in their first job out of college.

Most will earn closer to $50,000.

PayScale estimates the typical graduate with zero to five years experience makes $48,400. The National Association of Colleges and Employers (NACE) calculates that the preliminary average starting salary for graduates from the class of 2018 is about $50,004.

Each year, enthusiastic university commencement speakers tell students that the hard work they did in college will pay off if they simply continue to persevere.

But a recent survey from LendEdu highlights how some of graduates’ expectations are not being met.

LendEdu analyzed a College Pulse survey of 7,000 college students from nearly 1,000 colleges and universities and found that students, on average, expect to earn $60,000 in their first job out of college.

Most will earn closer to $50,000.

PayScale estimates the typical graduate with zero to five years experience makes $48,400. The National Association of Colleges and Employers (NACE) calculates that the preliminary average starting salary for graduates from the class of 2018 is about $50,004.

NACE data also indicates that college graduate starting salaries have recently seen a subtle dip. The organization estimates that the starting salaries of the class of 2018 were actually 2 percent lower than the average starting of the class of 2017 ($51,022).

Despite this statistic, there are many good reasons for college graduates to be optimistic. Wages are finally beginning to budge after years of sluggish growth and recent figures from NACE indicate that employers plan to hire 16.6 percent more members of the Class of 2019 than the previous year’s graduating class. That’s the biggest increase among recent graduates since 2007.

“If you’re graduating from college now, you’ve timed it perfectly,” Brian Kropp, vice president at research firm Gartner tells CNBC Make It. “It’s hard to think of a better labor market that you could go into.”

Historically low unemployment rates are forcing companies to hire more recent graduates. The unemployment rate for all U.S. workers is roughly 3.9 percent, but the unemployment for college educated workers is just 2.1 percent.

Kropp says this dynamic gives recent graduates considerable leverage when interviewing for jobs and negotiating for starting salary.

“The reality is, most companies will not hit goals in terms of the number of campus hires they want to hire this year,” explains Kropp. “What that means is as a campus hire, you have the ability to shop offers more than ever before.”

He continues, “A lot of companies will come in and say ‘This is the standard offer for new campus hires, associates, analysts,’ whatever it may be. But given how competitive the market is, they actually have a lot more flexibility in terms of signing bonus, in terms of bonus potential and so on.”

Additionally, research suggests college still pays off in the long run. In 2018, college graduates earned weekly wages that were 80 percent higher than those of high school graduates. The Bureau of Labor Statistics (BLS) reports that Americans with a bachelor’s degree have median weekly earnings of $1,173, compared to just $712 a week for those who have a high school diploma.

The United States Social Security Administration calculates that men with bachelor’s degrees earn roughly $900,000 more over the course of their lifetime than high school graduates, and women with bachelor’s degrees earn $630,000 more.

This story was posted on CNBC by Abigail Hess

Free SAT/ACT Resources Available

With so much information coming from so many sources, it’s easy to lose track of important ACT- and SAT-related details, and to be skeptical about whether to trust the material being presented. Knowing the content of the exams is important, but it’s not everything; it’s also crucial for students to learn about logical testing timelines, best practices for prep, services that will allow them to see their exam questions, and more.


We understand the importance of providing clear, concise information to school counselors, who are often the only resource for students with questions about these exams. That’s why we’ve created this short guide, which summarizes key facts that go beyond basic test structure, and which can help you provide timely, valuable ACT- and SAT-related advice to your students and their parents. We encourage you to print and display these pointers for easy access, and hope that this guide helps make the testing process less intimidating and more constructive.

What you need to know about the SAT

What you need to know about the ACT

Top 10 Things Counselors Should Know About the Tests

Evan Wessler is the VP of Education at Method Test Prep. He can answer any questions you have about the SAT or ACT by e-mailing him at evan@methodtestprep.com or visiting the Method Test Prep website at www.methodtestprep.com

The College Search Process: An Unexpected Avenue Into Your Student’s Mind and Heart.

People often characterize the college search process as stressful for both parents and students. While I agree that waiting to hear from schools is terribly stressful since there is nothing you can do to make the decisions come any faster, I have to say that I really enjoyed all the car trips, hotel stays, essay editing, application strategizing, and overall quality time that the college search process gave me with my daughter. We shared private jokes, had great conversations, practiced driving, and learned more about each other.

We visited over 20 schools, and although the particulars of most of the schools blurred together, we still giggle at the memories of the woman who made a weird face at us when we walked into the library, the kid who was trying to impress the student tour guide, or the ornery woman who yelled at our tour guide for not letting us see a ceramics classroom. We stayed in a funky old hotel one night and spent half an hour walking through the halls and reading the artifacts in the display cases. We still listen to funny podcasts we discovered on these road trips, such as My Brother, My Brother, and Me and Mortified.

I always let her give her opinion of the schools first, and I was amazed at how similarly we viewed most of them. We had conversations about what was important to her, and my usually reserved daughter would tell me more about what she values and what she finds interesting and what she thinks she might like to do in the future.

I know she would not say she enjoyed writing her application, but for me, it was a chance to reflect on all that she has accomplished. We talked about the challenges she has overcome and what all of her activities reflect about her personality. These conversations would probably not have come up were it not for the necessity of writing college essays.

It’s hard to get teenagers to open up, but the college search process was an unexpected avenue into my daughter’s mind and heart. By the end of it, I knew that wherever she ended up, she’d be okay.

This piece was written by Diane Murray, a parent, who’s daughter was recently accepted to her first choice college.

It was shared from a blog posted on the The College Spy, a full service independent educational consulting firm that assists students and families across the US and internationally with the college selection and application process.

12 College Interview Questions You Must Prepare For

It is tough to get into college these days. With stiff competition from thousands of applicants, one place to set yourself apart is during your interview. Not all colleges require (or even offer) an interview component to their application process, but many do, so check the school’s website or contact the admission office to find out if interviews are offered and how to schedule one. Interviews may be conducted by an admissions officer or a representative of the school, such as a current student or a graduate, who has agreed to help interview candidates to see if they are a good fit for the school. Interviews may be conducted in person or by phone or video.

There are literally hundreds of interview questions that colleges might ask of their applicants. It is impossible to prepare for all the questions you might face, but it is easy to practice and prepare for some of the most common ones. There is actually a lot of psychology that goes into the types of questions admission officers ask and what they are looking for in your responses. Remember that what you say is sometimes just as important as what you don’t say, and your body language speaks to the audience as well. By knowing the types of questions admission boards may ask you and understanding what they are really looking for when they ask these questions (or any number of their variants), you can be prepared with some solid and impressive answers to wow your interviewer!

 General Interview Tips:

  • Don’t be nervous. Yeah, yeah, easier said than done. And admissions officers or their representatives understand that nerves are natural and to be expected. But try to keep them under control. Take deep breaths, maintain eye contact, and try to stay calm. Remember that questions don’t need an immediate answer – it’s okay to pause (briefly), gather your thoughts, and formulate an answer. If you don’t understand the question or aren’t sure what they are looking for in your answer, ask for clarification or for them to reword the question, or repeat it in your own words to make sure you’ve understood what they are asking.
  • It’s a conversation, not an audition – really! The purpose of the interview in a college application is twofold: It allows the admissions officer an opportunity to get to know who you are and to gauge whether you will be a good fit for their school, but it is also an opportunity for you to ensure that the school will meet your needs and expectations. If you go in with a “script” and are playing a part you think will impress them, the interview will come across as stiff, and they may misunderstand or misread the real you. Really listen to what the interviewer is asking, give yourself a moment to compose yourself and your answer, and then give it your best and most honest response. Definitely, have some talking points tucked away, but don’t be afraid to answer “off the cuff” with whatever comes to mind at the time – filtered for audience and purpose, of course. It’s also okay to admit you don’t know or aren’t sure but talk through your reasoning a little bit so they can see your thought process at work.
  • Honesty is the best policy. Being honest is the best way to be impressive – don’t tell the panel what you think they want to hear. Speak the truth, from your heart, to ensure that the panel gets to understand the “real” you and can assess how you will fit in on their campus and can appreciate the contributions you can make to their campus community. Be creative and show your personality, but don’t lie or pretend to be someone you’re really not.
  • Ask questions of your questioner. One of the easiest ways to show a school’s representative that you are interested in attending is by having a few questions prepared that you can ask at the end of your interview. They will usually conclude by asking if you have any questions, and it’s a good idea to have one or two to show that you have done your research on this school and you are eager to learn more about specific aspects of it. Don’t ask questions where the answers could be found easily on the school’s website; but if something comes up in the interview that you want to ask a follow-up question about or you have a question where the answer will give you valuable information to help you make your decision, ask it!

 Whatever You Do, DON’T:

  • Show up late, unprepared, or without having done your research on the school. You are not doing them a favor by participating in this interview, so be sure to be respectful and attentive. Put your cell phone away (after making sure it’s on Do Not Disturb) and shake hands firmly while making eye contact with the interviewer.
  • Forget your audience. While you want to try to keep to a natural conversation tone and tempo, this interviewer is not your friend and you’re not hanging out over coffee. Dress appropriately and use elevated (but natural) vocabulary – no slang and avoid fillers (“um”, “like”, “you know”, etc.). Keep it natural and try not to sound rehearsed.
  • Be too shy or too boastful. It’s Important to try to find the middle ground – share about yourself, who you are, and what has brought you to this point in your life, but show humility. Admit to your failures or short-comings and focus on explaining what you learned as a result of those experiences.

TOP 12 INTERVIEW QUESTIONS AND WHAT THEY’RE REALLY ASKING:

***

1. Tell us something about yourself

2. What adjectives best describe you?

3. How do you plan to get involved in our campus community?

4. How do you spend your time when you are not in school?

5. What are your academic strengths and weaknesses?

6. Describe an obstacle you have faced

7. What is your opinion on [topic]?

8. What book would you recommend everyone should read?

9. Who in your life has been most influential on you, and why?

10. What do you hope to gain from attending this college or university?

11. What experiences have you had with people who are different from you?

12. Do you have any questions for us?

***

Question 1: Tell us something about yourself.

What they’re looking for:

Often couched as more of a request or statement rather than a question, what the representative is looking for is to get a general understanding of who you are and what you’re all about.

How to answer:

This question does NOT mean start with your birth and chronologically account for every major milestone in your life, from learning to walk to your high school graduation. Instead, give a succinct explanation of who you are and what you potentially have to offer the school. What makes you special or a stand out among the other applicants? Why would this school be proud to call you an alumnus after you graduate? They know your age, hometown, grades, etc. from your application, so try to give information or details not included in the paperwork part. In answering this question, it can feel like you are rambling, so be sure to practice this one ahead of time so that it is telling, without all of the details, and gives an accurate representation of who you are and why you are important without boasting.

Question 2: What adjectives best describe you?  Or How would your best friend describe you?

What they’re looking for:

This question might include a set number (What 3 adjectives best describe you? Or What adjective would your best friend use to describe you?) Pay attention if they give you a specific number – they want to make sure that you are really listening and paying attention, in addition to seeing how you assess yourself. It is a test of both your humility and your creativity, so try to avoid general adjectives (nice, funny, smart), and pick some that really capture the essence of you.

How to answer:

Bragging can be the worst! We’ve all been told not to do it, to be humble, but this is your opportunity to balance humility with some creative adjectives that give a sense of who you really are and what is important to you. Really spend some time on this one, brainstorming specific and creative adjectives to describe you and your personality. If possible, provide justification for why you’ve chosen the ones you have.

“I would say one adjective that describes me is determined. Although my determination can sometimes come across as ‘pushy’, I am goal-oriented and I feel most satisfied when I achieve what I have set out to do, so I am willing to work hard and encourage those around me to work hard, too, so that we can achieve a goal together.”

Sometimes the way the question is asked will allow you to justify and explain your answers. Though if you get the sense that the interviewer just wants a list of 5 adjectives, give them the list of 5 adjectives and wait to see if they ask follow-up questions or seek more details.

Question 3: How do you plan to get involved in our campus community?

What they’re looking for:

Schools want to know that you have something to offer them for everything they’re going to offer you. It’s students who make campus life engaging, inviting, and inclusive, so they want to know how you are going to engage with the community around you and help to make positive contributions to the school and campus, not just sit in your dorm room all the time. It’s also a test of your personality (what do you like to do in your free time) and whether or not you have researched the school and can mention or inquire more about certain activities or opportunities.

How to answer:

This is a great opportunity for you to talk about bridging your activities from high school to the opportunities this college or university provides on campus. They give insight into your values and passions and show that you enjoy being a part of a community.

“I was really involved in our International Club at my high school, and I saw on your website that you have several Cultural Houses as part of your campus life. I would like to learn more about those.”

“I volunteer helping elementary school students with their homework after school. I’d like to continue serving the community by finding some volunteer opportunities at your school.”

The idea is to show that you want to be engaged and interact with the campus community, but college is also a great time to try new things! So you might want to mention some clubs or organizations associated with the school that you think would be interesting to check out and learn more about. A great follow-up question to your interviewer is to inquire about any sort of Club Rush or Club Fair the school offers (they usually happen in the fall), where the school’s different clubs and organizations showcase what they do and look for new recruits for their program. You want to give the sense that you will be actively participating and will make their school even better with your contributions.

Question 4: How do you spend your time when you’re not in school?  Or, If you had an afternoon to spend any way you’d like, what would you do with the time and why?  Or, What do you like to do for fun?

What they’re looking for:

As suspect as it might sound, this is not a “gotcha” question where the representative is looking for a “right” answer. Instead, your honest response gives a sense of your values, passions, and hobbies, and indicates your ability to create balance in your life. They’re wanting to hear, honestly, what matters to you and how you spend your “off” time in a meaningful or fulfilling way. This is an especially important question to answer genuinely and not just with the answer you think they want to hear.

How to answer:

This is not a trick question. Though you probably don’t want to discuss the weekend parties you enjoy attending, this is an opportunity to share some of your passions or activities that are important to you and to indicate what gives your life a sense of meaning and value. Are you involved in family, community, or society in a meaningful way? If you had an entire afternoon free, would you spend it on social media or lost in cyberspace somewhere? Would you cloister yourself away in your room playing video games? Would you offer to mow the neighbor’s lawn? Take your dog for a walk? Ideally, your answer to this question presents a balanced person who is able to appreciate doing for others but also realizes the importance of focusing and rebalancing the self. But if you’re not into yoga on the beach or sitting cross-legged in deep meditation, explain how playing those video games relaxes you or how hours spent on social media helps you feel engaged with people you may not get to see in person very often, and therefore why you value those types of activities.

Question 5: What are your academic strengths and weaknesses?  Or, How do you learn best?

What they’re looking for:

Also not a trick question, this inquiry allows the representative to get a sense of your level of self-awareness when it comes to your academic strengths and weaknesses or your learning style. They want to make sure that your strengths will be an asset to the school and that your weaknesses are areas in which they can provide support and work with you to strengthen based on your identification of them and willingness to work through them.

How to answer:

This can be a tricky question because it’s sometimes hard to brag about what we do well or to admit to where we struggle. But this is a great question if there are any anomalies in your transcript or anything in the academic portion of your application that you feel you need to explain to the representative. For example, if you failed Spanish in high school and only earned a C the second time around, you might explain that one of your weaknesses is language acquisition – you have discovered that learning a language is a challenge for you because of the auditory processing it requires, but your strength in acing all of your science classes, including AP Biology, comes as a result of your hands-on learning style.

Being able to conduct lab experiments and having that hands-on interaction with the material helped you learn and understand it better. Academic strengths and weaknesses can go beyond the particular subject. For example, you may be very organized, so strength is that you never lose an assignment or forget to turn anything in because you keep good track of your work, but you are a procrastinator so that work is often being done last minute, which sometimes results in less than your best.

Be sure not only to acknowledge your weaknesses but also to acknowledge your awareness of them and the coping skills you apply to counter their negative effects.

“I am a procrastinator, but I am working on improving that by using calendar reminders on my phone to remind me about upcoming deadlines so I can start on the task before the last minute.”

Question 6: Tell us about a time when you didn’t get what you wanted or when things didn’t go your way. How did you respond to that experience?  Or, Describe an obstacle you have faced. How did you overcome the challenge that it presented?

What they’re looking for:

There’s so much psychology in this question. How easily do you admit to mistakes? What kind of mistakes do you choose to admit to? How thoroughly do you explain the impact of the mistake and its long-lasting effect? Remembering when you didn’t get the color balloons you wanted for your six-year-old birthday party may have bummed you out at the time, but why are you still holding onto that disappointment? How do you relate it to current disappointments? Your answer to this question speaks to your resiliency, your ability to recognize an obstacle as such, and your capacity to process that obstacle and figure out alternative approaches to the problem. There is a lot of self-reflection associated with this question: How easily do you admit to not getting your way or facing an obstacle? Your answer indicates how well you problem solve and deal with frustration or disappointment.  

How to answer:

This one’s a tough one. Not only do most people have an awful lot of examples to choose from, but how do you determine the “right” one to share? The right one is the one that sticks with you to this day. It is the experience that you remember and use as inspiration to push you through current tough times. We face obstacles every day, but how we approach them today comes as a result of what we’ve learned from the past. It’s okay to choose an example where you didn’t handle the disappointment or obstacle well at the time, but with continued self-reflection and some maturation, you realize you would handle things differently today. Remember that in any of these “Tell us about…” questions, you want to keep your story-telling succinct. They need enough details to appreciate the situation, but not so many that your story is long and drawn-out. This is another good question type to practice ahead of time and pass by some people to get feedback about whether it seemed rambling or if it lacked details that would help explain the impact.

Question 7: What is your opinion on [insert any debatably current event or topic here]?

What they’re looking for:

This question assesses your level of global citizenship. While you may not need to know all the details about Greece’s banking system and why their debt-crisis is critical to all of Europe, it is a good idea to know something about something so that it doesn’t seem like you’ve been living under a rock or are so caught up in your own world that you lose sight of the big picture. Representatives are looking to see how much you know about the world around you and how knowledgeable you are about current events. Your opinion also gives insight into your values and perceptions of the world.

How to answer:

Don’t be shocked or alarmed by this question, prepare for it by doing some reading online or watching some news broadcasts ahead of your interview to get a sense of some of the challenging debates taking place across the nation and around the world. You may not have the answers to the problem they ask about but show that you have heard of it, have a basic understanding of it, or have considered it enough to have some questions about it (“So I have heard of xyz, and I don’t understand how…”). An opinion is just that – there’s no right or wrong answer, but they are looking to see what topic you pick to discuss, which side of the argument you seem to be on, and how you approach the problem. If worse comes to worse and you really have no idea what they are talking about, it’s okay to say, “I’m not sure,” or “I’m not familiar with that issue,” but chances are they will ask your opinion about a topic that is broad enough that you should have some knowledge and some opinion about it. As this is an opinion and it may be about a sensitive topic, be aware of any bias or prejudice that may be present in your response and practice ahead of time so that your opinion uses neutral, non-stereotypical, and non-prejudicial language.

Question 8: What book would you recommend everyone should read?

What they’re looking for:

First, are you literate? Second, the answer to this question also speaks to your interests and what you find important or valuable in life. People recommend books because they feel somehow connected to text, its story, its characters, or its theme. Representatives are interested in hearing what kind of writing you’re connecting with and what important message you found that resonates with you.

How to answer:

Chances are (hopefully!) that you have a wide range of texts from which to choose an answer. Some people like to get nostalgic and select a book from their childhood that taught them a valuable lesson or cemented their love for reading, or was just the right book at the right time. Others select a book from their high school years, something they’ve read more recently or studied more in-depth with class discussion and analytical assignments. Still others select a text they may have read on their own, such as an independent reading book. Regardless of your selection, select with a purpose. WHY should everyone read this book? WHY is it important? What lesson(s) does it have to offer? Have you applied that lesson to your own life in any way? With what results? Consider, also, the question – what book should everyone read? Which means you need to select a book that most people can relate to on some level and not one that most won’t be able to relate to or find meaning in.

Question 9: Who in your life has been most influential on you, and why?  Or, Tell me about an influential person in your life. How has this person influenced you and what have you taken away from your interactions with him or her?

What they’re looking for:

George Washington is credited with sharing the idea that “It is better to be alone than in bad company,” and the idea that you are only as good as the company you keep means that the people you look to for guidance or inspiration says a lot about who you are. This question seeks to determine what kinds of people you associate with and look up to as role models or sources for inspiration.

How to answer:

Your choice may be personal, like a grandmother, coach, piano teacher, or someone no one else has necessarily heard of; or, you may pick a more well-known source of inspiration, like a famous musician, artist, or politician. No matter who you pick, make sure you have a succinct story to tell about how this person has affected you in a positive way. While people tend to select influential people based on the positive things those individuals have modeled in their own life, it is possible to choose bad influences to talk about what you have learned about life from these people and their struggles and how they inspire you to be or achieve more than they have. Think about the justification for why you select an individual to be your “most influential” person. It doesn’t have to be someone you know personally or be someone you’ve spent much time with, as long as they have left some kind of lasting impact on you for the better.   

Question 10: What do you hope to gain from attending this college or university?

What they’re looking for:

Understanding what your motivation and expectations are with regard to college or university help admission officers determine whether or not their school will meet your expectations and whether you would be a good fit. They may also be looking to see if you have formulated clear goals for yourself, both short-term and long-term, to be sure that you’re attending college for all of the “right” reasons.

How to answer:

Although the answer might boil down to “I want to get a good job, make a lot of money, and live a comfortable life,” this question requires both short-term and long-term consideration. In the short-term, you are about to spend at least four years of your life at this school and in this community. Why do you want to be there? How do you envision the next four to six years of your life? What role does this school play in that vision? Then expand to long-term and the knowledge and learning you hope to gain that will serve you for a lifetime. Also, some people aren’t really sure why they’re headed off to college, other than that’s just the expectation of the next step placed on them by family or society. So really think about his one before you answer. What are YOU hoping to gain from this experience? What does THIS school have to offer you that another college or university doesn’t? Why would you be a good fit here? It’s a valid question and needs an honest, thoughtful answer.

Question 11: What experiences have you had with people who are different from you?

What they’re looking for:

College is a melting pot of all different people from all different backgrounds. Admission officers want to know your experience with diversity and assess your interactions with others. College can be an opportunity to experience and learn about different people and cultures and your prior experiences with doing so may speak to the success you’ll have in acclimating to college life.

How to answer:

We’ve all been there – in a situation with someone who is different from ourselves, wondering how to interact, what common ground may be found. Sometimes these interactions are brief and inconsequential, but sometimes they shape who we are and how we view the world. Your answer to this question explains your level of acceptance when differences are easier to identify than similarities. As you prepare for this question, think about several of these experiences and consider: was the experience positive or negative? Were you the “instigator” or the “victim” in the experience? What did you learn as a result of the interaction? Your answers to these kinds of sub-questions help the admission officer determine your probable success as part of a diverse campus and what you will do to help bring people together in a spirit of understanding.

Question 12: Do you have any questions for us?

What they’re looking for:

Interviewers generally end the session with this generic question. Don’t ever answer, “No, I’m good, thanks.” Having questions to ask in return shows that you are thoughtfully engaged in this school selection process. You are inquisitive and eager to learn more. Your questions also allow them to assess the research you’ve already done about their school and the seriousness with which you are approaching this decision.

How to answer:

The answer to this question should always be an enthusiastic “YES!” followed by a thoughtful question or two that will provide you information that will help solidify your selection of this school as the perfect place for you. Don’t pepper the interviewer with 30 different questions, but have two or three to ask, understanding that there may not be time for the representative to answer a lot of questions from you. Make sure the questions you ask are not basic information questions that you could find the answers to online. The best questions to ask are ones you have formed as a result of the conversation you’ve just had. Questions that follow-up to comments made during your interview show that you were paying attention and are already reflecting back on the experience. At the very least, have a few questions prepared to ask about campus life or academics. If you are concerned about anything, ask a question about it. For example, you may ask about student support for incoming freshmen – are there counselors to talk with, is tutoring available if you feel like you’re struggling? Questions like these indicate you are interested in your success and are already envisioning yourself as part of their school family.

This post provided by USA Test Prep. Check them out at : https://www.usatestprep.com/home

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