Welcome to May in college admissions! This is the time of year when our email in-boxes are filled with communications from the broadest spectrum of constituencies in comparison to other points in the calendar. We hear from seniors who have indicated they will matriculate to the Class of 2014, juniors who are prospective students for the Class of 2015, and other seniors who have accepted our offer to remain on a Wait List in the event that we have spaces to offer in the coming weeks.
If you belong to that last group, we recognize that you are very eager for information about Wait List activity. At this point, it is not yet clear whether we will be in a position to make any further offers of admission. We have had a strong response to the offers we made on April 1, and we will be monitoring the situation over the next few weeks to see if an opportunity to make further offers emerges.
There are several items we'll be watching: One big variable that we do not yet know is whether or not Wait List activity at any of our peer institutions will lead some students to cancel their plans to matriculate at Dartmouth. A second variable is students who may postpone their enrollment for a year to take a "gap" year between high school and college. Each year, these two variables impact whether and to what extent we make additional offers of admission and each year the situation at Dartmouth evolves from week to week as we get more information.
If you are active on the Wait List, it is not important for you to contact our office at this time unless you would like to update your file in the manner described here.
If you have decided that you no longer wish to be considered for admission from the Wait List, please update your status online.
Keep in mind that all essential Wait List correspondence and updates will come via email from the Dartmouth Admissions Office. We always make every effort to close the class as early in the summer as possible so that Wait List students can move forward with a final decision from Dartmouth, but it may take several weeks or longer before we have any further news for you.
We hope that these next several weeks go well for you.
Showing posts with label Advice. Show all posts
Showing posts with label Advice. Show all posts
Thursday, May 6, 2010
Thursday, April 15, 2010
"Getting up things to say for yourself"
April is an interesting month. It's one of the peak visit periods on campus, and I am reminded of this daily as I battle my way up the stairs in McNutt Hall. Hundreds of admitted students come to campus in April - right now it's '14s who are coming to campus for another (or first) look before the May 1 reply deadline. (Over 600 '14s will be on campus next week for Dimensions of Dartmouth!) Many juniors and their families, who are entering the next phase of the college search, are on campus, too. Transfer students and students who are on our waitlist are also in the mix. Lots of visitors, lots of different questions, and lots of different perspectives.
What I find particularly interesting about this time of year is the contact between admitted students and those who are thinking about applying. I recently overheard a junior parent ask an admitted student, "So, how did you do it?" This is the only time of year when our tours and sessions are filled to the brim with both those who have an offer of admission on the table and those who hope to be in that position in the future. It creates an interesting dynamic and dialogue.
A great deal of this talk centers on the "How did you do it?" question. I've heard and read a lot lately about "expressing passion" and standing out. Admitted students, parents, counselors, admissions officers - we've all given this advice, "Write about something you're passionate about." What does that mean? And (as my brother-in-law recently pointed out to me) what if you don't know what you're passionate about? Good questions. Here are some thoughts for the juniors and will-be-applying-soon students, as well as the students looking for waitlist advice who are thinking about what kind of update to send in.
Here's what you don't need to be armed with to stand out in the college admissions process...
A defined career path or course of study.
Your life calling.
Clear passions.
A cure for cancer.
Here's what you should consider articulating in your essays, interviews, conversations...
You. A clear, honest picture of who you are and what matters to you. (All subject to growth and change, I hope.)
What you find interesting and intriguing.
What you enjoy reading about and discussing.
What choices you've made.
What (and how) you've learned.
If you do have some clear passions, great. We want to hear about them. But if you don't have any capital-P 'Passions,' that's okay. Don't make them up. Pursue what does interest you and keep yourself open to new experiences and ideas. We are very interested in your potential.
I think what we actually mean by 'passion' is "getting up something to say for yourself." Robert Frost (a Dartmouth alum!) offered this advice in a Great Issues course at Dartmouth on April 11, 1949. Frost is widely-known as a poet, and some (including many Dartmouth students and community members) were fortunate enough to experience his in-person "talks" and visits back to campus in the '40s through '60s. In this particular talk he goes on to say: "The first thing to say is that you've got to start getting up things to say for yourself, if you want to hold your own. And the pre-first thing to say is that you gotta have an own to hold." (I'm quoting from page 3 of Edward Connery Lathem's 2009 book, "Robert Frost Speaking On Campus." Check it out if you're looking for some summer reading.)
We are interested in learning about what you have to say - what things you "get up about." This is not just how you see the world, it is how you see yourself in the world. What are your opinions? What are your interests?
Who knows, Passion might just sneak up and grab you along the way, but don't worry about creating it as much as being open to it.
What I find particularly interesting about this time of year is the contact between admitted students and those who are thinking about applying. I recently overheard a junior parent ask an admitted student, "So, how did you do it?" This is the only time of year when our tours and sessions are filled to the brim with both those who have an offer of admission on the table and those who hope to be in that position in the future. It creates an interesting dynamic and dialogue.
A great deal of this talk centers on the "How did you do it?" question. I've heard and read a lot lately about "expressing passion" and standing out. Admitted students, parents, counselors, admissions officers - we've all given this advice, "Write about something you're passionate about." What does that mean? And (as my brother-in-law recently pointed out to me) what if you don't know what you're passionate about? Good questions. Here are some thoughts for the juniors and will-be-applying-soon students, as well as the students looking for waitlist advice who are thinking about what kind of update to send in.
Here's what you don't need to be armed with to stand out in the college admissions process...
A defined career path or course of study.
Your life calling.
Clear passions.
A cure for cancer.
Here's what you should consider articulating in your essays, interviews, conversations...
You. A clear, honest picture of who you are and what matters to you. (All subject to growth and change, I hope.)
What you find interesting and intriguing.
What you enjoy reading about and discussing.
What choices you've made.
What (and how) you've learned.
If you do have some clear passions, great. We want to hear about them. But if you don't have any capital-P 'Passions,' that's okay. Don't make them up. Pursue what does interest you and keep yourself open to new experiences and ideas. We are very interested in your potential.
I think what we actually mean by 'passion' is "getting up something to say for yourself." Robert Frost (a Dartmouth alum!) offered this advice in a Great Issues course at Dartmouth on April 11, 1949. Frost is widely-known as a poet, and some (including many Dartmouth students and community members) were fortunate enough to experience his in-person "talks" and visits back to campus in the '40s through '60s. In this particular talk he goes on to say: "The first thing to say is that you've got to start getting up things to say for yourself, if you want to hold your own. And the pre-first thing to say is that you gotta have an own to hold." (I'm quoting from page 3 of Edward Connery Lathem's 2009 book, "Robert Frost Speaking On Campus." Check it out if you're looking for some summer reading.)
We are interested in learning about what you have to say - what things you "get up about." This is not just how you see the world, it is how you see yourself in the world. What are your opinions? What are your interests?
Who knows, Passion might just sneak up and grab you along the way, but don't worry about creating it as much as being open to it.
Monday, March 22, 2010
Here Comes April 1...
It's starting to feel a bit like spring. Yes, we have seen some beautiful weather over the last few days, but what really makes it feel like spring is that we are getting close to releasing decisions on April 1! (Admissions officers live by admissions "seasons" - not the weather.) Decision letters will be posted online at 5:00PM Eastern Time on Thursday, April 1. We are in the midst of our final stages of review right now: reading, re-reading, checking updated info, and engaging in our version of "committee" conversations this week.
I had the chance to participate in a different decision release process last week, as my partner is graduating from Dartmouth Medical School this year and just received her residency "match." For those who have family or friends who have gone through "The Match" you have an idea about what this annual day in March is like; for those who are unfamiliar with the process, here is a quick overview.
In your fourth year of medical school you decide what you would like to specialize in. You complete your applications and send them off to residency programs (maybe this is 10 programs, maybe if it's a highly selective specialty, you apply to 100.) The programs then extend interview offers to candidates. You interview with programs and then develop your rank list (programs you would be willing to attend, in order of preference.) The programs also rank candidates, and everyone sends these rank lists to a central system that creates a match for each candidate. (One match.) For the 2010 Match, fourth-year medical students gathered at different events and ceremonies on March 18 and received envelopes. At Dartmouth, this was a gathering at Dartmouth-Hitchcock Medical Center, which kicked off with a slide show of pictures compiled by the fourth-year class, and then each member of the class was called up in random order and handed an envelope, which many opened on the spot - in front of classmates, faculty, family and friends - and read aloud their match.
Two things stood out in my mind as I watched this process unfold. First, I'm glad college admissions decisions aren't released this way; and second, there are so many people invested in the decision and path of each individual receiving an envelope. Classmates, friends, partners, parents, kids, family, mentors, faculty - all were invested in the contents of each envelope.
To all applicants awaiting decisions: I hope you will take some time to reflect again on what your hopes are for your college years (regardless of where you ultimately matriculate and before many of those admissions decisions come rolling in.) I also hope you will take a moment to think about all of the people in your life who are invested in your college process (and maybe take a moment to thank some of them, if you haven't already!) As with college admissions decisions, Match Day saw a wide range of emotions. Unlike college admissions, Match Day is the unveiling of one final match. Prospective '14s, the choice is ultimately yours at the end of this process. You decide, from among your options, where you will be headed next. I am very excited that for some of you, that will be Dartmouth.
I'm curious, what are your plans for opening and sharing that decision on April 1?
I had the chance to participate in a different decision release process last week, as my partner is graduating from Dartmouth Medical School this year and just received her residency "match." For those who have family or friends who have gone through "The Match" you have an idea about what this annual day in March is like; for those who are unfamiliar with the process, here is a quick overview.
In your fourth year of medical school you decide what you would like to specialize in. You complete your applications and send them off to residency programs (maybe this is 10 programs, maybe if it's a highly selective specialty, you apply to 100.) The programs then extend interview offers to candidates. You interview with programs and then develop your rank list (programs you would be willing to attend, in order of preference.) The programs also rank candidates, and everyone sends these rank lists to a central system that creates a match for each candidate. (One match.) For the 2010 Match, fourth-year medical students gathered at different events and ceremonies on March 18 and received envelopes. At Dartmouth, this was a gathering at Dartmouth-Hitchcock Medical Center, which kicked off with a slide show of pictures compiled by the fourth-year class, and then each member of the class was called up in random order and handed an envelope, which many opened on the spot - in front of classmates, faculty, family and friends - and read aloud their match.
Two things stood out in my mind as I watched this process unfold. First, I'm glad college admissions decisions aren't released this way; and second, there are so many people invested in the decision and path of each individual receiving an envelope. Classmates, friends, partners, parents, kids, family, mentors, faculty - all were invested in the contents of each envelope.
To all applicants awaiting decisions: I hope you will take some time to reflect again on what your hopes are for your college years (regardless of where you ultimately matriculate and before many of those admissions decisions come rolling in.) I also hope you will take a moment to think about all of the people in your life who are invested in your college process (and maybe take a moment to thank some of them, if you haven't already!) As with college admissions decisions, Match Day saw a wide range of emotions. Unlike college admissions, Match Day is the unveiling of one final match. Prospective '14s, the choice is ultimately yours at the end of this process. You decide, from among your options, where you will be headed next. I am very excited that for some of you, that will be Dartmouth.
I'm curious, what are your plans for opening and sharing that decision on April 1?
Thursday, January 28, 2010
A Capacity for Self-Renewal
I didn’t make any resolutions at the start of 2010. It’s been a year of big changes and events for me – getting married tops the list – and I decided against trying to add anything else, but I’ve been thinking about my own capacity for self-renewal.
As a teacher and college counselor at Greenhills School, I found myself returning to the school’s mission statement frequently, particularly the last part: “[students]… whose lives have meaning, balance, and a capacity for self-renewal.” What an important thing for a school to aspire to nurture in its students (the more daunting part being, how do you do that?)
I find myself searching for signs of this in the applications I read, too. Driven, motivated individuals strive to pack their days. We squeeze ever last moment out of hour-23 and minute-52. There is pressure to adjust schedules to make room for just one more AP course. If you’re already president of two organizations (and captain of a team) how much difference could one more vice president post really make? (And it will look so good to those colleges and admissions officers, right?!)
Don’t get me wrong, we want to see students who seize opportunities and have an impact on their communities. We want to see that an applicant has elected an appropriately challenging set of courses and is willing to push some of his or her own intellectual boundaries and comfort zones. In my November 20 post, I listed five basic questions we ask when reviewing applications, one of them being, what choices has this student made?
Your choices are important to us. Your ability to balance that rigorous load is important, not simply with the aim of moving forward and adding more and more, but so that you can grow, impact others, and appreciate your accomplishments and activities. That capacity for self-renewal is critical, in my mind, but students don’t often let us know what that looks like for them.
This time of year – and this year in particular with Dartmouth’s new president, the events in Haiti, the economy and current political scene – I find the Dartmouth community examining its own capacity for self-renewal. We’ve been named one of the most enduring institutions in the world, and I also believe Dartmouth is a place that can realize tremendous growth over relatively brief periods of time, much of which is student initiated. Our MLK Day celebrations are an annual opportunity to take stock of where we are and where we aspire to be in the coming years (Dartmouth will turn 250 in 2019!)
The capacity for self-renewal allows for moments of reflection and renewed sense of purpose, and it can also provide the opportunity to re-commit ourselves to the values we hold most dear.
At its best, the application and admissions process can provide an opportunity to reflect back on your accomplishments, growth, and plans for the future. I hope you protect time in your busy schedules to actively reflect on your many endeavors and sustain and grow your own capacity for self-renewal. It will serve you well in college, and beyond. And I hope you will feel confident in sharing your decision-making process through your application materials and, perhaps, an interview. We value what you have chosen to take on, but we also value the process by which you arrived at a decision not to add something else to your plate.
I am interested to read how you maintain your own capacity for self-renewal (seriously, I’m taking suggestions.) Students, counselors, teachers, parents (and admissions colleagues) – what do you do?
My top seven from the last week or so:
I took my first run down the Dartmouth Skiway on Saturday at about 4PM. It was clear, crisp, and the light was beautiful on the trees and hills.
I re-discovered the great trail system that runs through the woods surrounding the Dartmouth-Hitchcock Medical Center.
I was thoroughly impressed by the MLK Celebration keynote speaker, Kimberle Williams Crenshaw, and the comments of Dartmouth’s own, Jessica Guthrie ’10.
I read a bit more about my grandfather’s vision for the role of university presses in the mid-twentieth century.
I cleaned my kitchen (truth be told, we ran out of both dishes and counter space).
I am inspired by The Rev. Nancy A. G. Vogele, Dartmouth Class of 1985, of St. Paul’s Episcopal Church in White River Junction, VT. You can check out some of her sermons here.
I am enjoying Richard Russo’s “Bridge of Sighs”.
I had a great dinner with a couple of friends and colleagues.
As a teacher and college counselor at Greenhills School, I found myself returning to the school’s mission statement frequently, particularly the last part: “[students]… whose lives have meaning, balance, and a capacity for self-renewal.” What an important thing for a school to aspire to nurture in its students (the more daunting part being, how do you do that?)
I find myself searching for signs of this in the applications I read, too. Driven, motivated individuals strive to pack their days. We squeeze ever last moment out of hour-23 and minute-52. There is pressure to adjust schedules to make room for just one more AP course. If you’re already president of two organizations (and captain of a team) how much difference could one more vice president post really make? (And it will look so good to those colleges and admissions officers, right?!)
Don’t get me wrong, we want to see students who seize opportunities and have an impact on their communities. We want to see that an applicant has elected an appropriately challenging set of courses and is willing to push some of his or her own intellectual boundaries and comfort zones. In my November 20 post, I listed five basic questions we ask when reviewing applications, one of them being, what choices has this student made?
Your choices are important to us. Your ability to balance that rigorous load is important, not simply with the aim of moving forward and adding more and more, but so that you can grow, impact others, and appreciate your accomplishments and activities. That capacity for self-renewal is critical, in my mind, but students don’t often let us know what that looks like for them.
This time of year – and this year in particular with Dartmouth’s new president, the events in Haiti, the economy and current political scene – I find the Dartmouth community examining its own capacity for self-renewal. We’ve been named one of the most enduring institutions in the world, and I also believe Dartmouth is a place that can realize tremendous growth over relatively brief periods of time, much of which is student initiated. Our MLK Day celebrations are an annual opportunity to take stock of where we are and where we aspire to be in the coming years (Dartmouth will turn 250 in 2019!)
The capacity for self-renewal allows for moments of reflection and renewed sense of purpose, and it can also provide the opportunity to re-commit ourselves to the values we hold most dear.
At its best, the application and admissions process can provide an opportunity to reflect back on your accomplishments, growth, and plans for the future. I hope you protect time in your busy schedules to actively reflect on your many endeavors and sustain and grow your own capacity for self-renewal. It will serve you well in college, and beyond. And I hope you will feel confident in sharing your decision-making process through your application materials and, perhaps, an interview. We value what you have chosen to take on, but we also value the process by which you arrived at a decision not to add something else to your plate.
I am interested to read how you maintain your own capacity for self-renewal (seriously, I’m taking suggestions.) Students, counselors, teachers, parents (and admissions colleagues) – what do you do?
My top seven from the last week or so:
I took my first run down the Dartmouth Skiway on Saturday at about 4PM. It was clear, crisp, and the light was beautiful on the trees and hills.
I re-discovered the great trail system that runs through the woods surrounding the Dartmouth-Hitchcock Medical Center.
I was thoroughly impressed by the MLK Celebration keynote speaker, Kimberle Williams Crenshaw, and the comments of Dartmouth’s own, Jessica Guthrie ’10.
I read a bit more about my grandfather’s vision for the role of university presses in the mid-twentieth century.
I cleaned my kitchen (truth be told, we ran out of both dishes and counter space).
I am inspired by The Rev. Nancy A. G. Vogele, Dartmouth Class of 1985, of St. Paul’s Episcopal Church in White River Junction, VT. You can check out some of her sermons here.
I am enjoying Richard Russo’s “Bridge of Sighs”.
I had a great dinner with a couple of friends and colleagues.
Tuesday, December 22, 2009
Admissions Video Chat: Last Minute Application Tips
On December 21, our Dean of Admissions Maria Laskaris and Assistant Director of Admissions Colleen Wearn hosted a video chat called "Last Minute Application Tips." In case you missed it or wish to watch it again, we have it archived here.
This afternoon (December 22) we will be hosting a video chat with Joseph Helble, Dean of Dartmouth's Thayer School of Engineering. The chat will begin at 4:00pm EST. Click here to participate in the chat.
The Office of Admissions will be closed for the winter holidays beginning on December 24 and will re-open on January 4.
Happy holidays and good luck to everyone working on college applications!
This afternoon (December 22) we will be hosting a video chat with Joseph Helble, Dean of Dartmouth's Thayer School of Engineering. The chat will begin at 4:00pm EST. Click here to participate in the chat.
The Office of Admissions will be closed for the winter holidays beginning on December 24 and will re-open on January 4.
Happy holidays and good luck to everyone working on college applications!
Thursday, December 17, 2009
How to Ace the Alumni Interview
During the upcoming months, Dartmouth alumni across the country will reach out to students in their hometowns that have applied to the College, and invite them to an alumni interview.
Looking for advice on how to prepare for interviews? Check out this inside look at one interviewer's perspective. Blog post How to Ace the College Alumni Interview offers salient advice and lists questions that interviewers love to ask.
More information on Dartmouth's alumni interview process is available here. Please note that applicants do not need to request an interview; alumni will contact students directly sometime after they have applied to Dartmouth (usually Dec - Feb for Regular Decision). The interview is optional, and if you are unable to interview, or are not contacted due to a shortage of alumni in your region, please don't worry--it will not have an adverse impact on your admissions decision.
Finally, I must add a quick personal thank you to all the alumni and students that will spend time interviewing this winter. We on the Admissions Committee really appreciate it!
Looking for advice on how to prepare for interviews? Check out this inside look at one interviewer's perspective. Blog post How to Ace the College Alumni Interview offers salient advice and lists questions that interviewers love to ask.
More information on Dartmouth's alumni interview process is available here. Please note that applicants do not need to request an interview; alumni will contact students directly sometime after they have applied to Dartmouth (usually Dec - Feb for Regular Decision). The interview is optional, and if you are unable to interview, or are not contacted due to a shortage of alumni in your region, please don't worry--it will not have an adverse impact on your admissions decision.
Finally, I must add a quick personal thank you to all the alumni and students that will spend time interviewing this winter. We on the Admissions Committee really appreciate it!
Thursday, December 3, 2009
Pre-Med Video Chat with Dean Laskaris and Frances Vernon '10
Additional references and resources:
- More about the Dartmouth Hitchcock Medical Center
- Dickey Center for International Understanding
- Research grants at Dartmouth
- Credit/placement you can get from AP/IB/A-Level/SAT Subject Tests
- We offer many placement exams during First Year orientation to help make sure you're taking the classes that are best for you
- Either SAT or ACT are considered equally. Take whichever is best for you. In addition, you will need to take 2 SAT Subject Tests
- Dartmouth-run Study Abroad programs
- For those less familiar with Dartmouth and its surrounds, the Upper Valley is the region surrounding Dartmouth (the Connecticut River Valley)
- Students can get funding from a number of offices and departments across Dartmouth
- A tribute to President Jim Kim
Wednesday, December 2, 2009
Facebook and Applying to College
I've heard many admissions "conspiracy theories" out there about all types of things. One that many seem to believe is that Admission Officers inspect Facebook to learn more about you when making our decisions. One major purpose of this perspectives blog is to debunk the myths and misconceptions out there about Dartmouth admissions. So let's debunk this one (at least as it relates to Dartmouth admissions. I don't and can't speak for other schools.)
Never would we use Facebook to learn more about you for making an admissions decision. Honestly, if I was on Facebook while reading applications I would be hard pressed to get through even a single file given how easily I'm amused by what my friends are doing.
Also, you should definitely set your privacy settings so only your friends can view your profile. Although Dartmouth was one of the very first schools to become part of Facebook (back when it was thefacebook.com), we don't have any special connection that would allow us to see anything more than anyone else. We take privacy and confidentiality very seriously.
Also, the reliability of information on Facebook is questionable. We don't want to see the photos your friends tagged you in. Nor do we want to hear what your friends have to say about your status update at 3am.
How we do use Facebook: Discover Dartmouth
Currently the one way Facebook may be used in the college search process is through our Discover Dartmouth Facebook group. There's a wonderful group of current students who are available in the group to answer your questions and offer information about Dartmouth. If you have a question a student can't answer, they'll contact me or another admissions officer and we'll reply as soon as we can. It's the people who make Dartmouth special and we hope you'll use Discover Dartmouth to meet these people and hear directly from them.
Facebook is Your Space
We know the college admissions process is stressful enough. Please don't get yourself worked up about your Facebook profile. That's your space and we do not look at it for admissions. In fact we have a policy not to befriend applicants so that we respect your space in this process. If you're going to be concerned about what's on Facebook, be concerned because your mother, teacher, or possible employer could be watching (but I don't mean to start any more conspiracy theories). Relax. We're not.
I'm afraid to ask, but what other admissions theories have you heard? I'd love to provide the real story behind the myths and misconceptions.
Never would we use Facebook to learn more about you for making an admissions decision. Honestly, if I was on Facebook while reading applications I would be hard pressed to get through even a single file given how easily I'm amused by what my friends are doing.
Also, you should definitely set your privacy settings so only your friends can view your profile. Although Dartmouth was one of the very first schools to become part of Facebook (back when it was thefacebook.com), we don't have any special connection that would allow us to see anything more than anyone else. We take privacy and confidentiality very seriously.
Also, the reliability of information on Facebook is questionable. We don't want to see the photos your friends tagged you in. Nor do we want to hear what your friends have to say about your status update at 3am.
How we do use Facebook: Discover Dartmouth
Currently the one way Facebook may be used in the college search process is through our Discover Dartmouth Facebook group. There's a wonderful group of current students who are available in the group to answer your questions and offer information about Dartmouth. If you have a question a student can't answer, they'll contact me or another admissions officer and we'll reply as soon as we can. It's the people who make Dartmouth special and we hope you'll use Discover Dartmouth to meet these people and hear directly from them.
Facebook is Your Space
We know the college admissions process is stressful enough. Please don't get yourself worked up about your Facebook profile. That's your space and we do not look at it for admissions. In fact we have a policy not to befriend applicants so that we respect your space in this process. If you're going to be concerned about what's on Facebook, be concerned because your mother, teacher, or possible employer could be watching (but I don't mean to start any more conspiracy theories). Relax. We're not.
I'm afraid to ask, but what other admissions theories have you heard? I'd love to provide the real story behind the myths and misconceptions.
Wednesday, November 25, 2009
Thoughts on AO Contact
Like many of my colleagues, I follow the treatment of the college admissions process in the media, and an article in The NYTimes "The Choice" column caught my attention this morning. Jacques Steinberg poses the question: "Is there a danger in pestering an Admissions Officer?" As touched on in his response to this question, there are a few different issues at play here:
1) Does it make a difference whether a student or parent is contacting an Admissions Officer?
2) Will calling or e-mailing an Admissions staff member help your chances of admission?
3) Is there a tipping point at which some contact becomes too much contact?
I think the confusion surrounding the topic of student (or parent) contact stems from the fact that colleges and universities approach this matter in very different ways. As Mr. Steinberg notes, "many (Admissions)offices will keep track of the number of queries they receive, particularly from the applicants themselves, as a possible measure of interest." In the Admissions world, we sometimes refer to this type of contact as "demonstrated interest," the idea being that students who visit campus, call, and e-mail are more interested in attending your institution, and are therefore more likely to matriculate if admitted.
The Admissions Office at Dartmouth College DOES NOT consider demonstrated interest as a factor in our admissions process. I recognize that this is difficult for some students, parents, and guidance counselors to believe, but it's true. If you take the time to apply to our College, we consider that to be the only necessary demonstration of your interest in attending our institution. Our job is to carefully review each application that comes into our office and thoughtfully select a great mix of students for each incoming class. Once we decide to admit you, it is our responsibility to convince you that Dartmouth is the best place for you to spend the next four years.
So what happens if you call or e-mail our office? Unless you are contacting us with an update to your application (please e-mail these in, instead of calling!), nothing. I will do my best to answer your questions in a thoughtful manner, and then I will hang up or delete your e-mail and go back to what I was doing.
Does it matter to me whether a parent or child is contacting our office? Not really. I think it's important for students to feel like they are in control of this process, but I also understand that there are many different family dynamics out there, and to be honest, people call our office for a variety of reasons.
I often field calls from parents who are simply concerned - they love their children and want the best for them, but there are so many myths and competing sources of information about the admissions process that they just want to make sure they are doing everything they can to help their child succeed. I often don't get the name of the parents placing these calls, and I don't mind having these conversations. This can be a confusing, frustrating, and tremendously disappointing process for families, and if a short phone call can help to relieve some of this tension I am happy to help. That being said, I do think that parents should encourage their children to take responsibility for their own college search and application processes.
(I was lucky to have parents who encouraged me to take charge of the process, but also understood that, as a 17-year-old high school student who had never been to the east coast before, college was still in many ways an abstract concept for me. I needed my independence and their support, and I was fortunate to have both.)
Finally, when does some contact become too much contact? I think common sense and common courtesy should be the rule here. Unless you don't have regular internet access, my colleagues and I would appreciate it if you avoided calling or emailing our office with questions that can be easily answered by our website. If you have done your research and still have questions, we are happy to hear from you. Similarly, I would avoid sending in constant updates to your application. As I mentioned above, we are not looking at demonstrated interest, so it is the quality of the materials in your application and not the quantity that matters.
Think about it this way - our process requires me to file each update to your application in your electronic file. If you send in approximately one update a week between January and March, you could easily have 10 additional pieces of information in your file by the time we enter the final stages of our decision-making process. When readers open electronic applications, especially as we move towards the final stages of our process, they are encouraged to look at new information first. So one of our readers is going to open your application, and the first thing they will have to do is dig through 10 short e-mails with minor updates that you were only really sending in because you thought you were supposed to in order to show us how badly you wanted to attend our school. Is this going to change the outcome of your application? Probably not. But I know that if it were me, I would want a reader to see the big picture first, and I wouldn't want to dilute the impact of my personal statement and recommendations with a bunch of emails about how I was named student-of-the-week for the 3rd week in a row. If you have important information that you want to add to your application, by all means send it in. But be thoughtful about what you are sending, and try to create a single, well-written, comprehensive update instead of allowing your message to get lost in the sheer volume of material your are adding to your application.
1) Does it make a difference whether a student or parent is contacting an Admissions Officer?
2) Will calling or e-mailing an Admissions staff member help your chances of admission?
3) Is there a tipping point at which some contact becomes too much contact?
I think the confusion surrounding the topic of student (or parent) contact stems from the fact that colleges and universities approach this matter in very different ways. As Mr. Steinberg notes, "many (Admissions)offices will keep track of the number of queries they receive, particularly from the applicants themselves, as a possible measure of interest." In the Admissions world, we sometimes refer to this type of contact as "demonstrated interest," the idea being that students who visit campus, call, and e-mail are more interested in attending your institution, and are therefore more likely to matriculate if admitted.
The Admissions Office at Dartmouth College DOES NOT consider demonstrated interest as a factor in our admissions process. I recognize that this is difficult for some students, parents, and guidance counselors to believe, but it's true. If you take the time to apply to our College, we consider that to be the only necessary demonstration of your interest in attending our institution. Our job is to carefully review each application that comes into our office and thoughtfully select a great mix of students for each incoming class. Once we decide to admit you, it is our responsibility to convince you that Dartmouth is the best place for you to spend the next four years.
So what happens if you call or e-mail our office? Unless you are contacting us with an update to your application (please e-mail these in, instead of calling!), nothing. I will do my best to answer your questions in a thoughtful manner, and then I will hang up or delete your e-mail and go back to what I was doing.
Does it matter to me whether a parent or child is contacting our office? Not really. I think it's important for students to feel like they are in control of this process, but I also understand that there are many different family dynamics out there, and to be honest, people call our office for a variety of reasons.
I often field calls from parents who are simply concerned - they love their children and want the best for them, but there are so many myths and competing sources of information about the admissions process that they just want to make sure they are doing everything they can to help their child succeed. I often don't get the name of the parents placing these calls, and I don't mind having these conversations. This can be a confusing, frustrating, and tremendously disappointing process for families, and if a short phone call can help to relieve some of this tension I am happy to help. That being said, I do think that parents should encourage their children to take responsibility for their own college search and application processes.
(I was lucky to have parents who encouraged me to take charge of the process, but also understood that, as a 17-year-old high school student who had never been to the east coast before, college was still in many ways an abstract concept for me. I needed my independence and their support, and I was fortunate to have both.)
Finally, when does some contact become too much contact? I think common sense and common courtesy should be the rule here. Unless you don't have regular internet access, my colleagues and I would appreciate it if you avoided calling or emailing our office with questions that can be easily answered by our website. If you have done your research and still have questions, we are happy to hear from you. Similarly, I would avoid sending in constant updates to your application. As I mentioned above, we are not looking at demonstrated interest, so it is the quality of the materials in your application and not the quantity that matters.
Think about it this way - our process requires me to file each update to your application in your electronic file. If you send in approximately one update a week between January and March, you could easily have 10 additional pieces of information in your file by the time we enter the final stages of our decision-making process. When readers open electronic applications, especially as we move towards the final stages of our process, they are encouraged to look at new information first. So one of our readers is going to open your application, and the first thing they will have to do is dig through 10 short e-mails with minor updates that you were only really sending in because you thought you were supposed to in order to show us how badly you wanted to attend our school. Is this going to change the outcome of your application? Probably not. But I know that if it were me, I would want a reader to see the big picture first, and I wouldn't want to dilute the impact of my personal statement and recommendations with a bunch of emails about how I was named student-of-the-week for the 3rd week in a row. If you have important information that you want to add to your application, by all means send it in. But be thoughtful about what you are sending, and try to create a single, well-written, comprehensive update instead of allowing your message to get lost in the sheer volume of material your are adding to your application.
Friday, November 20, 2009
You hit 'submit'...
You've done your research. You've visited some campuses (or lots of campuses). You've made your list (and changed your list). You've asked your teachers for recommendations (or that's on your to-do list). You've completed your Common Application (or that's on your to-do list right after "ask teachers for recommendations"). You've narrowed your list of potential friends to write your Peer Recommendation and decided to go with the friend who just knows you the best, despite the fact that English (and writing) aren't her greatest strengths. You've taken the SAT (or ACT) and two SAT Subject Tests (they went well - not quite as well as that last practice test, but you're okay with the scores). You've given your college counselor the Secondary School Report to send with your transcript and recommendation. You're getting ready to hit the submit button (or you hit the submit button as an Early Decision applicant several weeks ago and you're waiting anxiously for your decision). But what happens to all of this stuff - and all of that time and effort - on the other end?!
A very important question! And perhaps one that many Early Decision applicants are wondering about as they imagine what their applications are up to right now - and a question that many Regular Decision applicants are considering as the January 1 deadline draws near.
So what do we do with all of those applications and application materials? We read them (carefully). And we think about them (a lot). We read your application individually and holistically. There is no magic formula (see Colleen's post) but perhaps the following will give you a better sense of what goes on as an admissions reader engages with your application...
I usually read in my office (sometimes I read at home, too; it depends on how persistent my dog is in her attempts to engage me in games of fetch). We have a paperless reading system, so all application materials are reviewed online. The materials that are submitted electronically are loaded into our system, and the paper pieces we receive are scanned in (think about this when are you are considering sending in a funky shaped newspaper clipping... will it run through our scanner?) One of the first things you'd probably notice in my office is the 24-inch monitor that is flipped vertically and affords me a great full-page view of your application materials. I get my coffee (or tea) and settle in to read...
What kind of applicant is Dartmouth looking for?
In the most basic terms, students who are:
intellectually engaged,
actively committed to their personal interests,
and reaching beyond their current circumstances.
(Think about how you show us these things throughout your application.)
As I read your application, I am thinking about five basic questions:
1. What opportunities have been available to this applicant?
2. What are the things that matter most to him/her?
3. Given these two, what choices has he/she made?
4. What are the applicant's successes?
5. How has he/she had an impact on others?
I consider your application, thinking about these questions and how the pieces of your application come together to answer these questions. I take some notes and I write a summary of my thoughts, along with a recommendation for a decision. Your application then makes its way on to a colleague, who engages in the same process (without looking at my notes or recommendation). We begin to reach decisions based on these individual reads.
But Dartmouth receives so many more outstanding, qualified, talented applicants than it has space for in its First-Year Class, you say? How can we possibly distinguish between such strong candidates? There either must be a magic formula or we just close our eyes and pick randomly at the end.
It is very true that Dartmouth's applicant pool has continued to grow and grow over the years, and the number of talented, interesting, well-qualified students in our applicant pool greatly exceeds the number of spaces in our entering class. But we don't plug in numbers and generate a decision (there are so many aspects of your candidacy and who you are that can't be captured in numbers). We consider the questions I listed above, and we consider your application materials as a mutually supportive set of parts. Just before I get ready to write my summary and recommendation, I ask myself: what will this student add? What kind of impact might he/she have at Dartmouth? And I think about how all of those individual voices and contributions will come together and form an interesting, diverse First-Year Class (perhaps the greatest class Dartmouth has ever seen?).
Think of it this way - I heard a fellow admissions officer use this metaphor recently, so I'm stealing it. You're hosting a party, maybe a dinner party. You're cute and funny, so you have lots of friends. You can't possibly feed (or fit) all of your many, many friends at your party, so you think about what group you are going to ask. You think about who might make for some lively conversation and a great party, and you invite that group. It's not that you don't like your other friends, but for this particular party, you decide to go with the group that you think will be interesting and engaging for one another. (And my guess is you would probably base this on a number of different factors, not just your friends' standardized test scores.)
How can you improve your chances? Check out Ben's post. I have to get back to reading applications for the Class of 2014.
A very important question! And perhaps one that many Early Decision applicants are wondering about as they imagine what their applications are up to right now - and a question that many Regular Decision applicants are considering as the January 1 deadline draws near.
So what do we do with all of those applications and application materials? We read them (carefully). And we think about them (a lot). We read your application individually and holistically. There is no magic formula (see Colleen's post) but perhaps the following will give you a better sense of what goes on as an admissions reader engages with your application...
I usually read in my office (sometimes I read at home, too; it depends on how persistent my dog is in her attempts to engage me in games of fetch). We have a paperless reading system, so all application materials are reviewed online. The materials that are submitted electronically are loaded into our system, and the paper pieces we receive are scanned in (think about this when are you are considering sending in a funky shaped newspaper clipping... will it run through our scanner?) One of the first things you'd probably notice in my office is the 24-inch monitor that is flipped vertically and affords me a great full-page view of your application materials. I get my coffee (or tea) and settle in to read...
What kind of applicant is Dartmouth looking for?
In the most basic terms, students who are:
intellectually engaged,
actively committed to their personal interests,
and reaching beyond their current circumstances.
(Think about how you show us these things throughout your application.)
As I read your application, I am thinking about five basic questions:
1. What opportunities have been available to this applicant?
2. What are the things that matter most to him/her?
3. Given these two, what choices has he/she made?
4. What are the applicant's successes?
5. How has he/she had an impact on others?
I consider your application, thinking about these questions and how the pieces of your application come together to answer these questions. I take some notes and I write a summary of my thoughts, along with a recommendation for a decision. Your application then makes its way on to a colleague, who engages in the same process (without looking at my notes or recommendation). We begin to reach decisions based on these individual reads.
But Dartmouth receives so many more outstanding, qualified, talented applicants than it has space for in its First-Year Class, you say? How can we possibly distinguish between such strong candidates? There either must be a magic formula or we just close our eyes and pick randomly at the end.
It is very true that Dartmouth's applicant pool has continued to grow and grow over the years, and the number of talented, interesting, well-qualified students in our applicant pool greatly exceeds the number of spaces in our entering class. But we don't plug in numbers and generate a decision (there are so many aspects of your candidacy and who you are that can't be captured in numbers). We consider the questions I listed above, and we consider your application materials as a mutually supportive set of parts. Just before I get ready to write my summary and recommendation, I ask myself: what will this student add? What kind of impact might he/she have at Dartmouth? And I think about how all of those individual voices and contributions will come together and form an interesting, diverse First-Year Class (perhaps the greatest class Dartmouth has ever seen?).
Think of it this way - I heard a fellow admissions officer use this metaphor recently, so I'm stealing it. You're hosting a party, maybe a dinner party. You're cute and funny, so you have lots of friends. You can't possibly feed (or fit) all of your many, many friends at your party, so you think about what group you are going to ask. You think about who might make for some lively conversation and a great party, and you invite that group. It's not that you don't like your other friends, but for this particular party, you decide to go with the group that you think will be interesting and engaging for one another. (And my guess is you would probably base this on a number of different factors, not just your friends' standardized test scores.)
How can you improve your chances? Check out Ben's post. I have to get back to reading applications for the Class of 2014.
Friday, October 23, 2009
What's the deal with testing?
I give Information Sessions at least once a week and it seems the most common questions I get are related to testing, typically from the parents. Clearly, families put a great deal of emphasis on testing. We do require that students submit SAT or ACT scores and we certainly look at them, but I always wish families (especially the prospective students themselves) would ask more about non-test, non-GPA, non-number based parts of the application.
Testing is just one piece of the application and I'd guess it's the best understood part (you can find pretty much everything you need to know online). Why is it that families come all the way to Hanover, NH to ask me about the SAT? Remember, testing is just one of many things we consider.
If you're going to stress about your college application, stress about how you can positively contribute to your community, not about how you can improve your test scores. At least then others will benefit from your stress. I hope that future posts to this blog will help prospective students, families, and their counselors better understand what's happening in the minds of the people reading these applications.
What do you think about testing? Really...I would love to hear your thoughts! Comment away!
Testing is just one piece of the application and I'd guess it's the best understood part (you can find pretty much everything you need to know online). Why is it that families come all the way to Hanover, NH to ask me about the SAT? Remember, testing is just one of many things we consider.
If you're going to stress about your college application, stress about how you can positively contribute to your community, not about how you can improve your test scores. At least then others will benefit from your stress. I hope that future posts to this blog will help prospective students, families, and their counselors better understand what's happening in the minds of the people reading these applications.
What do you think about testing? Really...I would love to hear your thoughts! Comment away!
Sunday, October 4, 2009
There is no formula
I had another one of those Admissions-and-life-collide moments tonight during a conversation with one of my housemates this evening. We discussed how there is no formula for most of the important decisions we make… relationships, friendships, choosing a major, starting – or leaving – a career, etc. The best we can do is use the information we have at the time, and follow our heart.
It is reassuring to me to realize that the way we make decisions in a holistic individualized admissions process is exactly the same way we make the toughest decisions in our personal lives. There is no magic formula, no checklist, no clear instructions “if x, then y.” Instead, we collect information (transcripts, recommendations, essays, etc.), thoughtfully analyze these components and the whole that they form, and make the best decision we can with the information we have, and our intuition.
This process may be nebulous, imperfect, frustrating at times, and yet, it is the system we rely on for the decisions that matter most. Often times – in life and in admissions – I wish that decisions could be more clear-cut. But if a simple formula cannot do justice to the complexity of my life decisions, how could I trust it to determine admissions decisions?
It is reassuring to me to realize that the way we make decisions in a holistic individualized admissions process is exactly the same way we make the toughest decisions in our personal lives. There is no magic formula, no checklist, no clear instructions “if x, then y.” Instead, we collect information (transcripts, recommendations, essays, etc.), thoughtfully analyze these components and the whole that they form, and make the best decision we can with the information we have, and our intuition.
This process may be nebulous, imperfect, frustrating at times, and yet, it is the system we rely on for the decisions that matter most. Often times – in life and in admissions – I wish that decisions could be more clear-cut. But if a simple formula cannot do justice to the complexity of my life decisions, how could I trust it to determine admissions decisions?
Thursday, September 3, 2009
“There are many ways to be smart.”
“What has been your greatest life lesson?” My aunt proposed this question during a recent family dinner. Kind of a tough question for a light-hearted dinner, I thought. While I pondered, my mom piped up without hesitation, “There are many ways to be smart.”
This has been my mom’s mantra as long as I can remember. Mom, an elementary school librarian, consistently reminds us that everyone has an incredible set of strengths and talents, but they come in varied forms.
I have been hearing this axiom--“Now remember, Colleen, there are many ways to be smart”--since age 6. This time, however, it carried new meaning. I realized this phrase is not only at the core of my family’s values, but also at the core of the principles we embrace in the holistic admissions.
When reviewing an application, I am constantly thinking about the myriad of ways that a student shows their “smarts”: through how they interact with others; in the way they balance competing priorities; on the sports field; during a research project; in how they handle difficult family situations; through artistic expression; via intellectual discussions (in & out of the classroom); though writing; by inspirational leadership or building bridges in their communities… there are so many ways to be smart.
So how do standardized measures of achievement fit into this picture? I see them as a practicality necessitated by the volume of applications in the college admissions process today. The number of places in each class at Dartmouth is finite, yet the number of applicants and the diverse array of talents they bring seem boundless. As we struggle with the inherent difficulties of this conundrum, conventional methods of assessing achievement (eg. transcripts or testing) can serve as one grounded metric. But one among many.
I believe the core of our process relies on understanding the multiple ways students display their smarts--in the broadest sense of the word. For me, discovering those diverse expressions of intelligence is the joy in reading each application, and in building each class of Dartmouth students.
This has been my mom’s mantra as long as I can remember. Mom, an elementary school librarian, consistently reminds us that everyone has an incredible set of strengths and talents, but they come in varied forms.
I have been hearing this axiom--“Now remember, Colleen, there are many ways to be smart”--since age 6. This time, however, it carried new meaning. I realized this phrase is not only at the core of my family’s values, but also at the core of the principles we embrace in the holistic admissions.
When reviewing an application, I am constantly thinking about the myriad of ways that a student shows their “smarts”: through how they interact with others; in the way they balance competing priorities; on the sports field; during a research project; in how they handle difficult family situations; through artistic expression; via intellectual discussions (in & out of the classroom); though writing; by inspirational leadership or building bridges in their communities… there are so many ways to be smart.
So how do standardized measures of achievement fit into this picture? I see them as a practicality necessitated by the volume of applications in the college admissions process today. The number of places in each class at Dartmouth is finite, yet the number of applicants and the diverse array of talents they bring seem boundless. As we struggle with the inherent difficulties of this conundrum, conventional methods of assessing achievement (eg. transcripts or testing) can serve as one grounded metric. But one among many.
I believe the core of our process relies on understanding the multiple ways students display their smarts--in the broadest sense of the word. For me, discovering those diverse expressions of intelligence is the joy in reading each application, and in building each class of Dartmouth students.
"How can I improve my chance of admission?"
A reflection on this common question
In case you have not yet picked up on my style of post, you will likely not find an answer below to the question "How can I improve my chances?" Instead, I hope the perspective I share will help you consider how YOU can answer this question for yourself.
When people ask me, "How can I improve my chance of admission?" I have to take a deep breath, compose myself, and think about what I can do to practically help the inquiring applicant (typically in a short email or the 30 seconds I have with him or her). For some reason this question reminds me of the joke, "How do I get to Carnegie Hall?" (A: "Practice, practice, practice.") I have a hunch the questioner wants me to give explicit directions on how to get into Dartmouth College. Instead, I can typically only answer in broad strokes.
Thankfully, today most applicants and students know there's no "formula" for admission, but yet somehow a notion persists that there are particular things applicants should all do to get in. Unfortunately, the list of particular things applicants should do really doesn't get them in, it only ensures they're at least a realistic applicant. Such things would include getting good grades, being active in and/or out of school, taking rigorous courses, making a difference through your endeavors, and challenging yourself in and out of the classroom. This answer seems akin to saying "Practice, practice, practice."
So how do we move beyond this trite answer? Well, I like to think of an applicant on three levels.
1. The authentic person
2. The person who does things to get into college
3. The person we meet through the application
The first level is the ideal. When I read an application, what I really care about is the real person with all their strengths and weaknesses, successes and failures, talents and curiosities, pursuits and frustrations, personal qualities and quirks. We work very hard to recruit and admit the authentic students who will add to Dartmouth in diverse ways and have already demonstrated an ability to make a positive difference in their communities--whether on the field or on the stage; in a class or in an organization.
You need to complete your application in a way that reveals the primary layer, "The authentic person." In short, make sure your application reflects the breadth and depth of who you are. Understand that everything you fill out means something in this process. For instance, when you complete the background information section about your family, academic programs you have attended, and other info, you may think you're simply filling in blanks--but the words you fill in truly mean something because your family and your schools have influenced who you are. Furthermore, if you think something in your family history or background needs a little more explanation, give us a few sentences about that under additional information. It's these details that make you a unique human being.
Similarly, take advantage of the extracurricular section and make sure it shows more than names, titles, and awards--it must show commitment, so share with us in a brief sentence exactly what you're doing in your extracurriculars! Show us how you've been committed to your extracurricular pursuits, how you've made a difference, and how you've pushed yourself beyond the classroom. The extracurricular section should show us what you do with your time beyond academics--whatever that may be. Then there's the personal statement. In short--Make it PERSONAL! Tell us what we need to know to understand the authentic person behind the application. Reflect on who you are, the family and community you live in, and the opportunities and challenges you've had. Write well, make it interesting, and most importantly, make it personal.
As for the academic record, testing, recommendations, and everything else--well, I'll leave all that to another post.
For now, my advice for "How can I improve my chances?" is to ask yourself, "Who am I?" and consider how to make sure your application answers this question.
This isn't the whole of my advice--but start here: Who are you?
In case you have not yet picked up on my style of post, you will likely not find an answer below to the question "How can I improve my chances?" Instead, I hope the perspective I share will help you consider how YOU can answer this question for yourself.
When people ask me, "How can I improve my chance of admission?" I have to take a deep breath, compose myself, and think about what I can do to practically help the inquiring applicant (typically in a short email or the 30 seconds I have with him or her). For some reason this question reminds me of the joke, "How do I get to Carnegie Hall?" (A: "Practice, practice, practice.") I have a hunch the questioner wants me to give explicit directions on how to get into Dartmouth College. Instead, I can typically only answer in broad strokes.
Thankfully, today most applicants and students know there's no "formula" for admission, but yet somehow a notion persists that there are particular things applicants should all do to get in. Unfortunately, the list of particular things applicants should do really doesn't get them in, it only ensures they're at least a realistic applicant. Such things would include getting good grades, being active in and/or out of school, taking rigorous courses, making a difference through your endeavors, and challenging yourself in and out of the classroom. This answer seems akin to saying "Practice, practice, practice."
So how do we move beyond this trite answer? Well, I like to think of an applicant on three levels.
1. The authentic person
2. The person who does things to get into college
3. The person we meet through the application
About Level 1: The authentic person
The first level is the ideal. When I read an application, what I really care about is the real person with all their strengths and weaknesses, successes and failures, talents and curiosities, pursuits and frustrations, personal qualities and quirks. We work very hard to recruit and admit the authentic students who will add to Dartmouth in diverse ways and have already demonstrated an ability to make a positive difference in their communities--whether on the field or on the stage; in a class or in an organization.
About Level 2: The person who does things to get into college
I hope that the second layer of an applicant becomes a part of the authentic person. The things a person does to get into college should be done out of a natural love of learning and passion for his or her pursuits. Speaking personally, I remember when I was in high school I was motivated in some part by the college admissions process, but the things I chose to do were authentically me. Although I had people in my life who said I should run track because the admissions office wants to see that; or I should take AP Physics because the admissions office wants to see that--I followed my own interests (and I never ran track and I never took AP Physics). I was myself and Dartmouth admitted me for being myself.
The things you should do to "improve your chances" are the things YOU WANT to do for yourself--and that can be anything! If you want to play football, that's what you should do to "improve your chances"; if you want to act in plays, that's what you should do to "improve your chances"; if you want to join the military, that's what you should do to "improve your chances"; or if you want to design and program a website to help your mom with her job, that's what you should do to "improve your chances." If you find some of your motivation for doing these things in the college admission process, that's fine--but do the things that are authentically you. Never choose to do something because someone says that's what Dartmouth is looking for. When I read an application, I'm looking for the genuine you.
The things you should do to "improve your chances" are the things YOU WANT to do for yourself--and that can be anything! If you want to play football, that's what you should do to "improve your chances"; if you want to act in plays, that's what you should do to "improve your chances"; if you want to join the military, that's what you should do to "improve your chances"; or if you want to design and program a website to help your mom with her job, that's what you should do to "improve your chances." If you find some of your motivation for doing these things in the college admission process, that's fine--but do the things that are authentically you. Never choose to do something because someone says that's what Dartmouth is looking for. When I read an application, I'm looking for the genuine you.
About Level 3: The person we meet through the application
You need to complete your application in a way that reveals the primary layer, "The authentic person." In short, make sure your application reflects the breadth and depth of who you are. Understand that everything you fill out means something in this process. For instance, when you complete the background information section about your family, academic programs you have attended, and other info, you may think you're simply filling in blanks--but the words you fill in truly mean something because your family and your schools have influenced who you are. Furthermore, if you think something in your family history or background needs a little more explanation, give us a few sentences about that under additional information. It's these details that make you a unique human being.
Similarly, take advantage of the extracurricular section and make sure it shows more than names, titles, and awards--it must show commitment, so share with us in a brief sentence exactly what you're doing in your extracurriculars! Show us how you've been committed to your extracurricular pursuits, how you've made a difference, and how you've pushed yourself beyond the classroom. The extracurricular section should show us what you do with your time beyond academics--whatever that may be. Then there's the personal statement. In short--Make it PERSONAL! Tell us what we need to know to understand the authentic person behind the application. Reflect on who you are, the family and community you live in, and the opportunities and challenges you've had. Write well, make it interesting, and most importantly, make it personal.
As for the academic record, testing, recommendations, and everything else--well, I'll leave all that to another post.
For now, my advice for "How can I improve my chances?" is to ask yourself, "Who am I?" and consider how to make sure your application answers this question.
This isn't the whole of my advice--but start here: Who are you?
Wednesday, August 26, 2009
How do we know who might change the world?
To follow up on my previous post on how Dartmouth students change the world, I want to share with you some thoughts on how we know which of our over 18,000 applicants have that special combination of intellect and passion. We take very seriously our mission to bring to Dartmouth those students whom we believe will truly make a difference in communities small and large, across the country and around the world.
All of you who are applying will demonstrate to us that you are smart in the classroom. But, how do you take what you have learned and apply to bigger questions and ideas? What do you hope to do with a Dartmouth education? Part of the "art" of completing your application is helping us to see beyond your scores and grades to understand who you really are.
Having gone through the admissions process as a parent, I know the feelings of inadequacy that creep into the process -- "I haven't saved the world before bedtime" (to paraphrase the PowderPuff Girls). As I read an application, I always look for potential. I find that potential in what you say about yourself and what others say about you. Through your personal statements, counselor, teacher, and peer recommendations, and your interview, I get a better sense of your curiosity, creativity, initiative, energy, and motivation and begin to imagine you as a student at Dartmouth.
You all have it in you -- don't be afraid to let us see it.
All of you who are applying will demonstrate to us that you are smart in the classroom. But, how do you take what you have learned and apply to bigger questions and ideas? What do you hope to do with a Dartmouth education? Part of the "art" of completing your application is helping us to see beyond your scores and grades to understand who you really are.
Having gone through the admissions process as a parent, I know the feelings of inadequacy that creep into the process -- "I haven't saved the world before bedtime" (to paraphrase the PowderPuff Girls). As I read an application, I always look for potential. I find that potential in what you say about yourself and what others say about you. Through your personal statements, counselor, teacher, and peer recommendations, and your interview, I get a better sense of your curiosity, creativity, initiative, energy, and motivation and begin to imagine you as a student at Dartmouth.
You all have it in you -- don't be afraid to let us see it.
Friday, August 14, 2009
How to take advantage of college fairs
Very few officers I know like going to college fairs, and there's a good reason. College fairs are a pretty poor way to distinguish your school among all the schools scattered across the hall. I will say, however, that if students come prepared, the fair can really be helpful to the student and they may make a great connection with a few Admissions Officers at the fair.Too often students come up to the table, grab materials, maybe ask a generic question, and walk away. The hall is loud, crowded, and often hot. I find that most students are unprepared for the fair which means they ask basic questions that could have been answered with a quick Google search and I wind up repeating the same answer every time a new student comes up to the table.
So, what's my advice? It's simple--please do your research before coming to a fair. Here are 10 steps to a productive college fair:
1. Find out which colleges will be at the fair
2. Find out the basics on each college and determine if it's worth more investigation before the fair
3. Do some in depth investigation about a dozen or so schools of real interest to you. Find out about...
- the application process and deadlines
- the school's philosophy and community
- academic opportunities
- community opportunities (extracurriculars, community service, advising, athletics, arts, etc.)
- specific programs of interest to you (study abroad, pre-med/law/business, internship opportunities, etc.)
- Try to uncover some unique aspects about the school (like the D-plan for Dartmouth)
- What do you think distinguishes Dartmouth [or wherever] most from the other schools?
- If I'm interested in Astronomy [or whatever], what opportunities will I have at Dartmouth? (Please do NOT ask, "Do you have this major?")
- What advice do you have for completing my application? (only ask this to Admissions Officers; alumni may have ideas but they'll probably caution you that they don't read applications)
- I'm concerned about [whatever] at your school [after hearing it from a friend, reading it online, or whatever]. What's your perspective on this?
6. At the fair, visit the booths for the colleges you've done your in depth research on and start off by saying you're interested in the school and a few reasons why (so we get to know a little about you) and then ask your question.
7. Engage in a conversation with the Admissions Officer or Alumni but please also try to include other students in the conversation or be open to allowing others to listen in. There are typically lots of students who have no clue what to ask, so if you set an example and allow others to be part of your conversation, it'll be more productive for everyone
8. If the conversation is going on a little long and others are waiting, say, "Thank you for your time. I want to give others a chance, but would it be okay if I email you with any additional questions?"
9. As you look for your next college, note any colleges that catch your eye and use what you know of the other schools to ask informed questions about any new school.
10. Have fun, be patient, and don't be rude to other fair-goers.
I know that college fairs have traditionally been a time just to collect brochures--but if you do your research beforehand you'll make many college reps happy and quite possibly improve your chances of admission with your new-found knowledge. I imagine some colleagues may disagree with some of my advice or have other advice.
Do you have stories of how you made the most of a college fair?
Wednesday, July 22, 2009
Don't choose your college by the majors they offer (at least that's my advice)
Very often I hear students asking "Do you have...such and such...major?" I almost always say yes because Dartmouth has majors in seemingly ever field and then some. However, I always follow up with a quick explanation of the liberal arts because I want to emphasize to prospective students that at Dartmouth they're doing much more than completing a major (or a double major, or a triple major, or a major and minor, or a double major and minor). Students are learning how to think and solve problems the cut across any particular discipline.
I caution students from deciding on a college based on the availability (or perceived unavailability) or a major. I make this caution for several reasons, including:
I caution students from deciding on a college based on the availability (or perceived unavailability) or a major. I make this caution for several reasons, including:
- New concentrations, majors, and programs may come about while you're on campus and you may decide that's what you want to focus on (like Dartmouth's new courses in International Studies--not to be confused with International Relations--and business, though not a major)
- You may find yourself loving a topic you never considered previously. High schools don't offer the breadth of classes you'll find at schools like Dartmouth, so how is it you know what you want to major in when you've never tried anything besides math, science, english, history, art, and PE? My opinion--come to college to try something new and then decide what you want to major in (and it may be what you liked all along or might be something completely different).
- A major does not determine your career! An economics major is not required for business nor is a government major required for law school. One Dartmouth friend of mine now at medical school was a music major; another friend now in law school was an english major; I was a government major and now I work in admissions as well as run an education non-profit that works in Africa. You should major in the subject or subjects you enjoy--that will allow you to be the most successful both in the short term and later on down the road.
- At Dartmouth our majors fall along disciplinary lines, not professional ones--this is true of most liberal arts colleges. Don't expect to find a very particular major that's overly focused (business, accounting, journalism are examples of majors we don't have; but certainly many Dartmouth graduates go into business, accounting, and journalism). Your major does not make you an expert in that field; that's what graduate school is for. For instance, you're not going to be an Animation Major at Dartmouth, you'd probably be a Film and New Media Major; or you're not going to be an Architecture Major, you'd probably be a Studio Art major modified with Engineering.
- Names of majors can be deceiving. Don't ask if a college has this or that major, ask "How can I study this particular thing, whatever this thing is that you're passionate about?" For example, if you want to study International Relations, you'll be a Government Major with a focus on international relations; technically speaking you're not an IR major accordingly to your transcript but you'll have learned all about international relations. This goes back to the naming more by discipline than specific topics.
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