Admissions Blog

A Primer for College Admissions Decisions

Posted on March 2, 2022 by Patrick O'Connor

We’re about three weeks away from the height of the release of college admissions decisions, the time of year when students pull their hair out either waiting to hear or musing over what they’ve heard. Along with trying to ease student angst, college admissions veterans know they can expect an inbox full of articles featuring the following content:

Record High Applications at Highly Selective Schools
Highly Selective Schools Report New Lows in Admit Rates (yes, these two are related, but most Americans don’t understand this, thanks to the way we teach math in this country, so…)
Calls for Equity in Admissions Follow Record Application Year

We can expect these articles because they are written every year, partly to make an official record of what actually has happened, partly to supply some kind of solace to students who didn’t get the admissions news they had hoped (“See Son? It was harder than ever to get in”) or to fatten the praise of those who did (“Wow! I beat the odds in the Most. Competitive. Year. Ever!”)

To balance these “the sky is falling” articles, I write one that tries to keep everyone on an even keel, so they can provide some stability to the students and parents who are new at this, or who are doing it again, and forgot what it felt like the first time. Hardly anyone notices the piece I write—it’s apparently more fun to be out there on rocky seas than to be safe in the harbor—but in the interest of trying to offer some support, here we go:

Not all applications are created equal. A college that reports a 5 percent admission rate doesn’t mean a particular student’s odds of getting in are 5 percent; it means the college admits 5 out of every 100 applications it receives. Put another way, a student with a C average applying to Swarthmore doesn’t have the same “chance” of being admitted as a student with a 3.9. Juniors should keep this in mind.
Much of the college experience depends far more on what the student puts into the experience than where they experience it. A former student was admitted to a Seven Sisters college, which then proceeded to gap her in financial aid. She ended up at a public university, where she basically ran the Global Studies program where she earned a degree. This included fulfilling her desire to do a semester abroad in South Africa, even though her college didn’t offer study abroad there. She simply registered as a guest student at another college that did. Tell me she would have had any of those opportunities at the Seven Sisters school. Go ahead.
Notions of the need for change in the college admission process are overblown. It takes about 20 minutes to apply to most colleges, since they require neither essays nor teacher letters. Since that’s about the same amount of time it takes to get to another level in Mario Brothers 812, it’s pretty safe to say most students can complete this task without life-altering stress.
Notions of change in the college admission process are simplistic, Part I. Admissions observers had a field day when COVID drove many competitive colleges to go test optional, a change that was gaining steam even before 2019. Two years later, we now find a rise in “test optional strategies” from test prep advisors who will advise students on which tests to take, and which scores to send—all for a fee. Similarly, we see some competitive colleges admitting fewer—far fewer—test optional students than those who submit scores, but deciding not to report that to the major public, since the “test optional” moniker is so highly valued. The result? A change that was supposed to make applying to college easier has made it harder in many cases, except at colleges where the admit rates were generous to begin with—and those are the schools where applying takes 20 minutes, and application reform wasn’t necessary.
Notions of change in the college admissions process are simplistic, Part II. Undeterred by the lack of real parity brought by many test optional policies, many reform advocates are now turning to essays and teacher letters of recommendation as the next parts to go in the current process. This leads to two questions:
- If you take out all parts of the current application process (some are even saying grades shouldn’t have to be reported), what do you replace them with?
- Do you honestly think whatever you answered in the last question can’t also be gamed to favor the rich? Interviews? Community Service? Cake Baking? Put any life experience or skill in the mix of college applications, and in a year, a horde of tutors will crop up that will give an edge to students who can afford their services. That will be very hard to beat.
My annual plea for more counselor training in college counseling. If it’s safe to conclude that any admissions process will favor students who understand it, it’s reasonable to conclude it will favor any student who works with a counselor who understands it. So, instead of changing the admissions process, how about leveling the playing field by making sure all counselors receive deep training in college counseling? Less than 5 percent of all school counselor training programs devote any time to instruction in college counseling, and that sometimes only consists of how to register for the SAT. Private school college counselors have greater access to professional development that keeps their already keen college counseling skills sharp. Most public school counselors got their counselor training in a program that gave them no college counseling skills at all. Which group needs to be better trained in the first place?

That should be all you need to make it through the media madness of the next month. Release the hounds.

How to Avoid Bad Pre-College Programs

Posted on December 6, 2021 by Craig

Not all summer opportunities for high school students are created equal! Learn how to select pre-college programs or other summer activities that will help your chances of college admission.

5 Smart Summer Tips for Wise Rising Seniors

Posted on June 30, 2021 by admissions.blog

It’s summertime, which means that many rising high school seniors are pondering the best way to spend a couple of months away from schoolwork.

For some answers, we turn to college admissions expert and college application coach Craig Meister – on location on the beach – for five important oceanside advice videos for rising high school seniors to ensure that they make the best personal choices for how to make the most of summer break.

1. Best Summer College Application Completion Advice

2. Summer Job vs. Summer Internship

3. Pre College Programs vs. Local Options

4. Is Summer SAT or ACT Prep a Smart Use of Time?

5. Don’t Forget to…

Craig is a college admissions coach and founder of CollegeMeister. He previously held university admissions and high school college and career counseling positions in Baltimore, West Palm Beach, and Rio de Janeiro.

What Needs to Change in College Admissions

Posted on June 3, 2021 by Patrick O'Connor

The ups and downs of the quarantine gave college admissions officers and school counselors a taste of application life to come, as the birth rate for high school graduates continues to slide, and the need to develop new approaches to recruit students increases. As the profession continues to try and improve college access, and knowing that small differences can make a big difference, here are some considerations for both sides of the desk to ponder this summer over a well-deserved glass of lemonade:

Colleges—move your deadline dates. November 1 (early applications), January 1 (regular applications), and May 1 (many deposits) are all big dates in the college application world—and they all fell on a Sunday or a holiday this year. I don’t understand this, since the admissions offices weren’t open, and the vast majority of high school seniors had no access to counselors or other application helpers the day of and before the deadlines.

This needs to change. Yes, students need to be responsible, and should learn to plan ahead—but perhaps that lesson is better applied to deadlines for things they’ve done before (like papers), not with things they are doing for the first time (like applying to college). The first Tuesday in November, the second Tuesday in January, and the first Tuesday in May would solve this problem nicely, increasing the quality and quantity of applications to boot. Georgia Tech made the move, and they get kaboodles of applications. It’s an easy, but important, change.

High Schools—stop working holidays. Moving the January 1 deadline to a date when high schools are in session is also overdue for school counselors, who have taken a serious shellacking this year with all the student mental health issues arising from COVID. School counselors have always been overworked, but never able to use the December holidays to recover, since they were expected to help their students make January 1 college deadlines.

It’s time to take a stand. Assuming the colleges move their deadlines, counselors need to learn to let go. Send a note to all senior families early in November, letting them know your vacation is—well, a vacation. If you really can’t let go of your students for that long—or if the colleges unwisely cling to January 1– set two days of vacation for online office hours, and take a breath all the other days. You have mastered online office hours this year. Let them be your friend.

Colleges—keep innovating. One (and perhaps the only) upside of the quarantine was the ability of college admissions offices to adapt major chunks of their traditional approach to recruitment. Test optional, drive-thru tours, and online high school visits suggested it might be OK for everyone to get their hopes up, that some real college admissions reform was in the air.

Yes. Well.

In a post-vaccine world, we see more signs of returning to “normal” than creating new normal. Reinventing the entire admissions process is no easy feat, to be sure, but how hard might it be for admissions offices to spend half a day this summer doing “What ifs” to one part of the application process? Do that for five years, and you have a new admissions paradigm, and a more accessible one—the thing you say you keep wanting.

High schools— mental health and college access aren’t either/or. I will legitimately blow my top if I read one more post from a high school counselor insisting that the increase in COVID-related mental health needs makes it impossible to do any effective college counseling.

School counseling as a profession has long been showing a mental health bias at the expense of quality college counseling, and this year just seems to have widened the gap. Counselor training programs plant the seeds of this bias— training programs devote about 7 classes to mental health training, and none to college counseling—and all of this must stop, if only because the dichotomy is a false one.

Discouraged, depressed high school students light up like a hilltop church on Christmas Eve when I tell them college gives them a fresh start to life and learning, proof enough that college counseling affects mental health. That, plus the American School Counselor Association says college counseling is part of the job. Counselors truly are overworked, so they can’t do everything they want in any part of counseling. That said, college can still be part of a key to a better self. More counselors need to see that, and act on it.

Everyone—stop beating up on the Ivies. The Ivies and their equally tough-to-get-into institutions largely decided to go test optional this year. For some reason, this gave a lot of students with B averages the hope that they too could pahk the cah in the yahd, now that they didn’t have to reveal their test scores.

So—more students applied to the Ivies this year than last year. The Ivies didn’t admit more students this year than last year. That means their admit rate had to go down, and more students were denied.

That isn’t news—it’s math. And if you want to blame the Ivies for encouraging students to apply who didn’t really stand a chance of getting in, you’re going to need to make a thousand more jackets for that club. If you think the Ivies take too few Pell-eligible students, say that. If you think they admit too many legacies, stay that. But don’t beat them up for proving the laws of basic ratios. Any other college in their shoes would have to do the same thing. (Besides, it’s the national media who has left our society with the impression that there are only 25 colleges in America.)

Everyone—about Kiddos. It’s no secret that college is largely a time of youth, especially with the expansion of adolescence into the early twenties and beyond. But college is also a time to help young people embrace the opportunities of adulthood, skills and attitudes that sometimes require setting the desires of self to one side.

This goal would be more easily achieved if we saw students—and if they saw themselves– as capable of embracing a larger sense of self by referring to them as students, not Kiddos. They don’t need to grow up in a hurry or, with the right kind of help, succumb to the media images of college choice as a high stakes pressure cooker. But they also need something more than just a pat on the head and a verbal affirmation that’s the equivalent of a lollipop. Let’s try calling them students.

The 3 Dos and Dont’s to get Accepted into America’s Most Selective Colleges

Posted on August 16, 2020 by Max

There is so much misinformation out there regarding how to get into America’s most selective colleges, and sadly, a lot of it comes from high school counselors themselves.

Luckily, by reading on, you will get some of the best advice that many high school-based counselors are unable or unwilling to give their students.

Here are the 3 Dos and 3 Don’ts to help you get accepted into America’s most selective colleges:

1. Don’t be well-rounded. Do be well-lopsided.

Why well-rounded students get skipped

It almost doesn’t seem fair. You work hard throughout high school, joining clubs and sports teams, focusing on getting good grades, trying to be the most well-rounded student you can possibly be – and then comes time to start applying to colleges.

For years, you have dreamed of attending some of the more selective colleges in the nation: Duke, UC Berkeley, Michigan, perhaps some of the Ivies, like Harvard, Yale, or Princeton. You have put in the work, built the resume.

Applying to college can be an exciting yet stressful time in a high-schooler’s life. After all, this is what all the hard work was about. This is why you packed your schedule with extracurriculars. This is why you stayed up late studying for those exams.

But before you begin submitting those applications, there is something important you should know: college admissions officers are not looking for well-rounded students.

On the surface, that might not make much sense.

Let’s take a deeper dive into why well-rounded students get passed over and what admissions officers are really looking for in high school applicants.

Well-rounded student vs. well-rounded class

If you are a well-rounded student, don’t take this personally. But consider this a fair warning: college admissions officers are not looking for well-rounded students.

If you’re going down the path of well-roundedness and you have your eyes set on a top college, you need a change of course – before it’s too late.

Many students might find this confusing. After all, you’ve been told time and time again by teachers, parents, and counselors that you need to join a wide variety of clubs, try out for some sports teams, volunteer, get involved however possible.

“If I can show colleges that I can do a little bit of everything, then surely, I’ll set myself apart from the rest of the competition.”

Unfortunately, this sort of thinking couldn’t be further from the truth.

The reality is that admissions officers are not looking for well-rounded students. They are trying to put together a well-rounded class. The mistake that so many college applicants make is trying to be a jack of all trades, which inevitably leads to being a master of none.

With this in mind, you likely only have one question to ask: then what does it take to get accepted to highly selective colleges?

What admissions officers are looking for

The simple truth is that if you want to go to a top college, you can’t just blend in with the crowd—you have to stand out among the other applicants. That may seem like straightforward advice, but it’s far more difficult to put into practice.

Virtually everyone applying to the Ivy League has good grades. Many played sports. Many were involved with the same types of activities and organizations: choir, National Honor Society, and Student Council. On their own, none of these activities will make your application stand out to top colleges.

To college admissions officers, you must be able to prove that you are an applicant who deserves their attention, interest, and ultimately, consideration.

And with many top colleges only spending eight minutes or fewer on any given application, you need to spark their interest – fast.

Brainstorm what sets you apart, what differentiates you from the mounds of well-rounded students who also want one of the select few spots in the upcoming freshman class.

In one of his popular blog posts, Allen Cheng, a Harvard alumnus and co-founder of a college test prep company, notes that there are two things that elite college admissions officers are looking for from applicants; they seek those “who are going to accomplish world-changing things” and those “who are going to contribute positively to their communities while in college and help other students accomplish great things as well.”

Understandably, neither one of those traits are a walk in the park. But with your application, it is your job not to demonstrate how much of a well-rounded student you are, but rather to demonstrate how you are the right applicant to accomplish such remarkable things in the future.

At the end of the day, being a well-rounded student may lead to modest successes in high school, but when it comes to applying to the nation’s most sought-after colleges, be sure you are demonstrating what sets you apart. The members of the next generation who will change the world are almost certainly not well-rounded – they are masters of their trades.

2. Don’t dabble. Do focus.

Why the best college applicants are the most focused

Focus is key.

You’ve already learned that the first key to acceptance into schools like Harvard, MIT, and Stanford is abandoning the image of a well-rounded student, and instead highlighting what sets you apart, and what makes you the type of student who will go on to change the world someday.

We know that alumni of many top colleges are often well-known for their astonishing contributions to the world – Nobel laureates, Pulitzer Prize winners, Olympic medalists…But long before that, while they’re still back in high school, working hard with their minds set on attending one of those schools, how do admissions officers pick them out? What is it that sets these future leaders apart in high school – and on their applications – that so clearly speaks to what their long-term success will look like?

The secret is that the best college applicants are also the most focused candidates. Let’s dive a little deeper into what it means to be hyper-focused and what sets those students apart from the rest of the crowd.

The best college applicants don’t dabble

Being a well-rounded student is usually just another way of saying that the student dabbles in a multitude of activities, often without mastering any of them.

Students who find they have strived their entire high school careers to get involved with as many activities as possible to “round out their resume” should heed this advice. The truth is that if you are preparing to send a competitive application to top colleges, you need to hone in on a select few skills or pursuits. That’s where you should be focusing from here on out.

All those other activities, the ones you are doing half-heartedly or just for a participation trophy – those are simply time-wasters. Take some time to identify those activities now and abandon them.

This is not to say that there was no value in dabbling at a younger age. After all, you need some time to develop your skill sets and identify where your talents lie. But as you progress through high school, and especially as you prepare for college, you should be narrowing your focus and eliminating the activities that simply serve as distractions.

The best college applicants are hyper-focused

Take a moment to think about the people who are the best at what they do in the world. Think about Facebook founder Mark Zuckerberg and NBA superstar LeBron James. No one talks about Zuckerberg’s ability to play basketball, and no one discusses James’s web development skills. You know why? Because those things don’t matter. It’s not what makes them great. What matters are the skill sets each of them uniquely garners that make them truly great.

It’s a safe bet to say that these top-performers cultivated their skills through focused attention and work.

That’s the same type of hyper-focus high school students should use to become the most competitive college applicants.

Focus, as defined in a Psychology Today article, “involves the ability to pay attention to things that will help avoid distractions that will hurt your work efforts.”

It’s really as simple as that.

Discard the activities that are time-wasters and spend your time and energy on your true strengths. Some might call this your “spike,” “pointiness,” personal brand, or elevator pitch – whatever the term, it’s the overall theme that you’re trying to convey to admissions officers.

So what does it look like to harness the type of hyper-focus that will lead to admissions success? There are several tangible steps you can take.

One of the most significant leaps you can make is to eliminate unhelpful extracurriculars and instead focus on the ones that highlight your best skills. So many high schoolers are encouraged to take up as many extracurriculars as they can – sports, music, clubs, volunteer work. But, admissions officers are going to look at this list and judge you based on whether or not they require any special knowledge or skills to succeed, or whether or not you are a leader or just another run-of-the-mill teammate or club member.

If anyone could do it just by dedicating some time, it doesn’t stand out on applications.

Consider also auditing your free time outside of schoolwork and extracurriculars, and determine if you’re truly spending it wisely. We live fast-paced lives, and, of course, high school students have social lives to live. The advice here is not to completely disregard your social life or the small pleasures of everyday life.

Instead, it’s to be conscious of where you’re spending your time, and to refocus when you find yourselves straying from your long-term goals.

This type of hyper-focus is what differentiates average applicants from the “must-admits.”

3. Don’t give up. Do be gritty.

If you want to successfully compete for a seat at a top college, you need a certain mindset. After all, years of dedication, hard work and high performance culminate with these college applications.

The college application process, and all the work that leads up to it, is enough to burn out many students. But the most successful college applicants have one other thing in common: they are gritty.

Why gritty students have the best chance for admission

Angela Duckworth is a leading researcher who, literally, wrote the book on grit and its impact on success, called Grit: The Power of Passion and Perseverance. She defines the trait as “passion and perseverance of very long-term goals.”

According to Duckworth’s research, the most successful students are not necessarily those with the highest IQ or exam scores. Rather, she notes in her book, “the highly successful had a kind of ferocious determination that played out in two ways. First, these exemplars were unusually resilient and hardworking. Second, they knew in a very, very deep way what it was they wanted. They not only had determination, but they also had direction.”

Duckworth is someone worth listening to when it comes to grit’s role in being accepted into elite colleges, herself having earned degrees from Harvard, the University of Pennsylvania, and the University of Oxford. Her research uses grit as the greatest predictor of long-term success, rather than talent.

Becoming a grittier person will not happen overnight. It’s a trait that you develop in the long run, with benefits that you reap lifelong.

This is to say, students who are gritty and can clearly demonstrate that grit on their applications have the best chance for admission to top colleges. There is a long list of talented applicants on the desks of Ivy League admissions officers. But those whose story is one of grittiness — a relentless pursuit of a select few strengths and overcoming of obstacles — those applicants consistently dominate the admissions game.

Yale Young Global Scholars app now open for Summer 2020

Posted on October 7, 2019 by Craig

The Yale Young Global Scholars (YYGS) application is now open, and YYGS is now actively recruiting interested students in grades ten and eleven (or the international equivalent) from all around the world.

Scholars taking part in YYGS experience life as a university student at Yale’s Old Campus while attending an academic session of their choosing. YYGS offers sessions in the humanities, social sciences, STEM, and a new cross-disciplinary track that incorporates all of the above.

Students taking part are able to meet peers from over 125 countries around the world (including all 50 U.S. states), and join discussions where students offer global perspectives.

YYGS also provides over $3.4 million USD in need-based financial aid equally to both domestic and international students, offered as discounts covering up to 100% of tuition costs. Those students who apply by the YYGS early action deadline receive a reduced application fee. If the fee poses a financial burden, students are able to submit a fee waiver.

The Yale Young Global Scholars Early Action Deadline is November 12, 2019 at 11:59PM ET; the Regular Decision Deadline is January 15, 2020 at 11:59PM ET. Students interested are able to apply at https://globalscholars.yale.edu/how-to-apply. Those with questions are encouraged to contact YYGS.

Don’t call me a Director of College Counseling ever again

Posted on June 13, 2019 by Craig

There is no doubt that something is very broken in American secondary and tertiary education. Over each of the last fourteen admissions cycles, I have helped students from around the corner and around the world navigate the college admissions process and tackle the full time of job of applying to American colleges and universities.

During this time, I have witnessed a dramatic increase in the number of students who are unaware of what makes them unique, what their goals are beyond getting into a ‘good college,’ and what actual options even exist for students graduating high school. What feels like an outbreak of complete lack of self-reflection and time dedicated to research and analysis is occurring at the same time as students are more programmed, stressed, miserable, and incapable of demonstrating what was once considered ‘college level’ verbal and written communication skills than I’ve ever witnessed before.

I can’t be a part of this madness anymore without speaking out. As I see it, three major changes need to be made in the way we educate children in this country, only one of which I have true control over as a person tasked with helping students transition from secondary education to what comes next.

Starting in elementary school and continuing right through college, most students are not being taught the basics of writing, reading, and speaking English – whether these students attend public, private, or parochial schools. Students are taught to ape the style or priorities of their English teachers in order to earn an A instead of being taught how to think or communicate in an articulate, agile, and dynamic manner. I am not an English educator, but I can say after seeing thousands of essays produced by high school juniors and seniors and speaking to thousands of high school juniors and seniors that writing, reading, and speaking instruction is not being properly carried out in this country if we are to have any hope of sustaining – let alone building upon – the knowledge and attainment of previous generations.
Students have little to no sense of who they are in relation to the generations of people who came before them and thus they have an increasing inability to put themselves in proper context; the result is that their college essays, whether well-written or not, read like narcissistic one-man plays, and from the admissions results I’ve seen up-close, colleges like it this way! We are doing a generation of our fellow citizens a great disservice when they can’t see beyond their own feelings and experiences, when they don’t know anything about their state’s history, and when they know appallingly little about their country’s history or the history of Western Civilization. Again, very few people in either secondary education or tertiary education seem too concerned about this, which brings me to what I can control…
College is not the end all be all. In fact, for many students a four-year college experience can only lead to a lifetime sentence of debt and ignorance. Who appointed four-year colleges and universities to lord over us as non-negotiables of our human experience? All those who benefit from the higher education-government complex, that’s who. I’m done promoting this perverted ideology. Today, one can learn more valuable and applicable information on YouTube than one can learn by completing many four-year curricula on offer at America’s top-ranked colleges. Career, technical, and experiential education in all of their many forms – trade schools, apprenticeships, gap years, a paying job doing just about anything – are the best fit for many individuals who’ve just graduated high school. We are doing a disserve to students if we provide only college counseling. We are doing a disservice to students if we only provide college and career counseling. We must educate our students to pursue their own individuality and we must expose our students to the diverse options that exist after high school graduation – from the armed forces and community colleges to gap years and apprenticeship programs. I no longer have any desire to work in a school that trumpets its college admissions statistics, name drops the elite colleges and universities its students have matriculated into, or even slaps the name “College and Career” before the words “Counseling Office” or “Guidance Office.” In all of these scenarios, schools are giving colleges, universities, and employers far too much control of our youth. Students need to be empowered to think big and dream big. That requires not anchoring high school counseling, guidance, or advising to college or career at all.

At a time when long-standing traditions and institutions are actively attacked in our country on a daily basis – mainly from those who’ve been indoctrinated by or are employed by higher education institutions – I’m going to join all those in favor of tearing asunder the part of the past that I don’t like; don’t call me a “Director of College Counseling” or “College Counselor” anymore. It’s giving four-year colleges and universities, corporations, and governments – all of which are in business and are big business – way too much power over all of us. For as long as I continue to help students and families transition from high school to what comes next, from this point forward, if you are going to refer to me as a “Director” of anything, please refer to me as “Director of What Comes Next.” “What Comes Next Counselor” also has a nice ring to it. In return, I promise to provide you a “What Comes Next” guidance experience that exposes you to the full diversity of post-secondary options. Even if 100% of my students continue to enroll in four-year colleges and universities, if my recalibrated approach to post-secondary guidance gives even one student or family pause to consider the benefits of attending a community college while working a full-time job, or pursuing an apprenticeship, or taking a gap-year, or joining the military, or getting a job as a waiter, or earning a degree abroad, or starting a business I will have earned my title as “Director of What Comes Next” and I will feel so much better about myself knowing that I am no longer a cog in the wheel of the American higher education-government complex that has for far too long entranced far too many Americans.

Yet, most of all, I will feel great for the young men and women I work with every day because once they see a four-year college or university is not the be all end all, maybe some of them will calm down, drop out of a few of their extracurricular activities, and use their spare time to pick up and read a book like Great Expectations or Candide or go on YouTube and watch for free the full thirteen installments of Civilisation: A Personal View by Kenneth Clark. There is no doubt that after doing so students will be closer to gaining a healthy perspective on life than they ever could playing America’s obscene college admissions game.

I may still be the CollegeMeister, but I will remind all with whom I work that where one goes to college (if they do at all) or where one works 40+ hours each week (if they do at all) does not define a person. If anything, the sobriquet CollegeMeister is more apt than ever because I have not just mastered the Byzantine art of getting into the world’s “top colleges;” I have freed my clients, my colleagues, and myself from colleges’ former power over all of us, and I look forward to helping others see the light. No longer will colleges be the masters and the rest of us their slaves.

Washington D.C. Internships Distinguish American University’s Gap Program

Posted on April 2, 2019 by Sandy Clingman

American University Gap Program, also known as AU Gap

Not all college-bound students begin their journey into higher education a few months after high school graduation. Some may be eager for a new, non-classroom experience, or want to explore the working world before settling in for years of study. Others may not have planned to take time off, but were admitted to their top-choice college not for the upcoming fall, but for the following spring; and want to spend their break, or gap semester, productively.

One distinctive possibility for any student interested in a productive gap experience is American University’s School of Professional and Extended Studies Gap Program in Washington, D.C., also known as AU Gap. Leveraging the resources and relationships of its unique location, AU Gap Program offers high school graduates an internship experience in the capital city for one or two semesters, as desired, with up to seven credits per semester.

“One semester can be a great option for students spending part of the year overseas,” says Terrell Austin, AU’s GAP Program Advisor. “It can also be ideal for students admitted to college for spring term.”

Alternatively, students who want to spend the full academic year with AU’s Program can either intern at two distinct sites, or continue with their first semester site. “Most students who choose to stay a second semester — about 20 percent of participants — choose a different internship experience,” says Austin, “just to try another field and gain some different experience and insight.”

AU’s deep and growing database of more than 3000 potential internship sites, actively managed by Amy Morrill Bijeau, Director of Experiential Education, offers job experiences in a student’s career field interest — including business, communications, international affairs, journalism, justice, politics, psychology, and the arts and sciences.

It is important to note that students are not placed into an internship; instead, just like in the real world, they must secure their position themselves, with guidance and support from the AU Gap team, who work closely with the student to get them prepared. “We focus,” says Austin, “on giving students professional development right from the start.”

The process requires some introspection and self-knowledge. “Students first need to articulate who they are and what type of job experience they are looking for,” says Austin. They also get help with their resumes and cover letters, as well as interview preparation and assistance with navigating the internship database.

Once students have selected 10-15 potential sites from the database, they begin the job-hunting process — sending out their resumes, making contacts, scheduling interviews. “In almost all cases,” says Austin, “students find their internship position within two weeks.”

Students work at their job site three days a week, mentored by their site coordinator, and earn up to four college credits. In a few cases, they may also be paid. “It happens occasionally,” says Austin, “as an unexpected bonus.”

Gap Program students also participate in an interactive weekly seminar led by an AU professor, with graded assignments and class presentations; prominent guest speakers; and field visits that could only be possible in D.C. — to embassies, congressional hearings, the Supreme Court, government agencies, non-profit organizations, conferences on a topic they have been studying, and more.

Besides enhancing the internship experience by helping students build communication skills, develop their network, and gain insight on world issues, the three-credit seminar keeps study skills fresh. It is also an exclusive offering that participants share only with their fellow interns (approximately 10-20 students).

“We think it’s important to foster a cohort experience for the AU Gap Program students,” says Austin, “where they are getting encouragement from each other and can also talk out any challenges they may be facing.”

To further facilitate the cohort relationship, AU Gap students live in the same residential hall (among full-time AU students), making it easier to build social relationships. As with all AU students, they have a meal plan, metro pass, and access to all campus facilities. Expenses are estimated at $18,000 per semester.

Who is a good candidate for AU Gap? “High-achievers looking for a real-world work experience before college,” says Austin. Students also need to be enthusiastic about the program, because although there is a lot of support, it requires a lot of initiative, too.

The application is rolling, so students may apply any time during their senior year of high school. A 3.0 GPA is required (exceptions may be made in unusual circumstances), as well as two letters of recommendation, two essays, and a phone interview Austin conducts with both the student and parents.

One further point for any student considering a gap experience with college credit: if you will be applying to college later, you may be regarded as a transfer student at some colleges (rather than as an incoming freshman), depending upon the number of credits you have earned, so it would be wise to inquire about this ahead of time at the specific institutions you are targeting. If you have already been admitted and either plan to ask for a deferral or are starting in the spring, make sure to receive permission for your specific gap program to avoid jeopardizing the original admission decision.

Best Summer Programs in Europe for High School Students

Posted on February 23, 2019 by Craig

High school students in Barcelona with Columbia University

For many high school students, summer is a time to disconnect from school year stress. For many parents of high school students, summer is a time fraught with anxiety over whether their teens are “making the most” of their time away from school. How sad! Whether your are a student or a parent, please don’t sweat summer.

Even if you are a student or parent who has no money to your name, there are plenty of ways high school students can stay active and engaged over the summer while developing their interests and building important life skills.

Yet, if you do have some dollars to spare, there are some wonderfully enriching summer programs for high school students out there – and I mean way out there – in Europe. My five favorites are detailed below.

These programs will give curious, adventurous, intellectual, and inquisitive high school students the chance to burst out of the often-banal high school classroom and into the “old world” in order to engage in an amazing experiential learning opportunity that will be both perspective-expanding and a chance to take a deep dive into preexisting interests. This is so important because no matter what a student does over the summer, it should present value added to both the student and to colleges the student may want to apply to later.

Before we start the countdown, an important disclaimer: exploring pre-existing interests deeply over the summer in Europe seems like a win-win to me; however, the following list won’t be for everyone, and it shouldn’t be. The most important thing for students and parents to remember is that students should pursue their passions deeply over the summer. If they can’t afford to take part in the programs below, that’s fine! They still should develop skills and knowledge over the summer that can only come through some sort of immersive summer experience. Again, I detail some closer to home and dirt-cheap options here.

But, without further ado, for the purposes of why we are here today, let’s hop on the plane to Europe!

#5. TASIS: The American School in Switzerland Summer Programs

Student taking part in TASIS summer program in Lugano, Switzerland

In 1956, M. Crist Fleming founded The American School in Switzerland, the first American boarding school in Europe, in order to apply the American independent school tradition to Europe. All these years later, the school has grown leaps and bounds, and other TASIS schools operate in England and Puerto Rico. TASIS’ summer course options in Switzerland really wow me.

Students pick one class from a diversity of options, which means that a diversity of students will be intermingling on this lovely southern Swiss campus for the duration of your stay. Class options offered in 2019 include English as an Additional Language (EAL), EAL Academic Writing (1st session only), Intensive Italian (1st session only), Intensive French, International Baccalaureate Preparation Course (2nd session only), Fine Art Portfolio (new for 2019, 1st session only), Lean Startup Masterclass (1st session only), Musical Theater, Digital Photography, Architecture & Design (1st session only), and Fashion & Textile Design (2nd session only). My favorite option, however, is La Cucina Italiana: Italian Cooking (2nd session only), in which students learn to cook authentic Italian food after choosing ingredients at local Italian markets, touring Italian cheese and meat factories, practicing knife skills, and learning how to perfectly balance spices.

Why I love this program: As a former “undecided” student as I began my college career, TASIS’ diverse offerings speak to the undecided teen in all of us, and the overall program certainlys attract a diverse mix of summer students from all over the world. Students need more opportunities to simply try something new and meet peers with diverse interests, and TASIS’ Switzerland summer program certainly allows for that in a location that can’t be beat. If you can’t get inspired to learn more about yourself and the world around you while on TASIS’ Lugano campus, you can’t get inspired anywhere. Another upshot of this program is that all high school students, no matter their grade level, are able to take part.

Who it’s perfect for: Students taking part in this program should have the desire to immerse themselves in one course and maybe one sport (sports cost extra but include Milan Academy Scuola Calcio, Olimpia Milano Basketball, and Crossfit) in the unsurpassed setting that is Lugano, Switzerland, which is also a wonderful jumping off point for educational European excursions near and far. Students who are undecided on their path in college and beyond will find something to try at TASIS over the summer and have the chance to do so in an environment that seems almost too perfect and made for life-long memories. Students whose interests align with one of the course offerings are in the unique position to build upon this preexisting interest in the company of peers who may have very different academic and personal interests but who share an interest in spending time in the pre-Alps over the summer.

Cost (in 2019): Payment is quoted in Swiss Francs, but for 2019 the exchange rate with the dollar is roughly 1:1; therefore, depending on the session, standard costs range from $6,700 to $8,200, and participants should expect costly add-ons including flights and special bonus programming.

Learn More: Click here.

Alternative worth considering: TASIS also has intriguing summer options for high school students in England, France (see more below), and possibly in the future again in Puerto Rico (recent hurricanes have led to the suspension of those summer programs for the time being).

#4. University of Notre Dame: Pre-College Program in Ireland

High school students taking part in Notre Dame’s pre-college program

It shouldn’t be so surprising that the Fighting Irish run a summer travel tour seminar worth one college credit for rising high school seniors in Ireland. Notre Dame’s Pre-College Program in Ireland allows rising high school seniors to explore “bustling Dublin,” “bucolic Connemara,” edgy Belfast, and so much more during a twelve-day jaunt through the Emerald Isle.

“Guided by Notre Dame faculty and local scholars, students will embark on an exploration of Irish culture, history, and landscape through what Notre Dame’s O’Connell House calls ‘learning through the soles of your feet.'”

Why I love this program: It’s pretty immersive in terms of ground covered and it’s pretty cool that students live and learn at the Kylemore Abbey Global Center, which is right next to a castle, during the last leg of the program.

Who it’s perfect for: Students taking part in this program should have demonstrated academic achievement in high school and some sort of preexisting interest in Ireland, Irish Heritage, Irish History, Catholicism, Protestantism, place-based learning, European culture and/or History, 20th Century History, European History, the British Isles, castles, and/or the Northern Ireland Peace Process in order to get the most out of this experience and in order to have it align with other activities they’ve pursued in the past.

Cost (in 2019): $7,075 (including application fee cost; does not include cost of passport)

Learn More: Overview and More Details

Alternative worth considering: Notre Dame also has a summer program for rising high school seniors in Rome.

#3. The New School: Parsons Paris Pre-College Studies

Sunset in Paris, France

If you are an artist, there are few better places to visit for inspiration than Paris, France. Did you know that Parsons School of Design, part of The New School in New York City, has a campus in Paris where rising high school juniors and seniors – they must be sixteen by the time the program begins – have a variety of summer art course options from which to choose? The immersive courses of study at Parsons Paris last just over three weeks in July and cover topics ranging from “Explorations in Drawing,” “Fashion Design Process,” and “Fashion Photography: History and Process” to “Graphic Design Workshop,” “Introduction to Design and Management,” and “Fashion Illustration.”

Why I love this program: This program is for serious artists; each class meets daily from 9:00 a.m. to 4:00 p.m., so it’s for those who are energized by developing their craft. All Parsons Paris Summer Intensive Studies courses are not only educational in their own right; each course counts for three college credits and may also be used by students to develop a portfolio for their upcoming college admissions process. Students also have the chance to take part in excursions, including crepe tastings.

Who it’s perfect for: Students taking part in this program should have demonstrated artistic achievement in high school and some sort of preexisting interest in Art generally or specifically fashion, fashion merchandising, drawing, graphic design, photography, and/or art history in order to get the most out of this experience and in order to have it align with other activities they’ve pursued in the past.

Cost (in 2019): $7,650 (including application fee cost; does not include cost of flights or passport, but does include Metro pass for getting around Paris)

Learn More: Overview and More Details

Alternatives worth considering: If you don’t need to be in France, but want a lot of what Parsons Paris’ summer courses offer, Parsons also has a pre-college/intensive summer programs for high school students at its main campus in New York City. Meanwhile, if you would love to spend several weeks intensely pursuing your passion for art in France but don’t need to be in cosmopolitan Paris, TASIS (mentioned more above) has an intimate one-of-a-kind at program in the south of France called Les Taipes, which accepts an extremely limited number of students each summer.

#2. Columbia University: Summer Immersion in Barcelona

Students exploring Barcelona, Catalonia

While this three-week Columbia University pre-college program run in partnership with the venerable University of Barcelona won’t earn you any official college credits (only a Columbia University Statement of Completion and evaluation letters from University of Barcelona teachers), it will still immerse you into a kaleidoscope of knowledge pertaining to Barcelona, Spain, and Europe and allow you to gather this knowledge in the company of earnest and thoughtful peers as eager as you hopefully are (if you choose to apply) to explore Barcelona and its slice of European culture. All student participants take all four of the following courses:

~Barcelona in Historical Context: Roman Origins to the Spanish Civil War
~Barcelona, Catalonia, Spain, and the European Union
~Modern Architecture, Urban Development, Art, and Design in Barcelona
~Spanish Language Workshop

This ain’t no teen tour; open to rising high school juniors, rising high school seniors, and rising college freshmen, all those attending will take part in rigorous study while doing some serious place-based learning. Students live at the University of Barcelona’s modern Sant Jordi residence hall, which is located in Sarrià and only one block from Avenida Diagonal, a major thoroughfare that runs right through the city.

Why I love this program: Side trips to Figueres and Tarragona are nice, as are the variety of extracurricular activities available to students in and around Barcelona, but the biggest reason I promote this program is because my students who have taken part in it all come back appreciably more thoughtful, worldly, and mature individuals.

Who it’s perfect for: Students taking part in this program should have demonstrated academic achievement in high school and some sort of preexisting interest in Europe, European History, Spain, Spanish History, Catalonia, Catalonian History, Latin cultures/heritage, Mediterranean History, the European Union, Architecture, Urban Design/Development/Planning, Art, and/or Spanish language in order to get the most out of this experience and in order to have it align with other activities they’ve pursued in the past.

Cost (in 2019): $11,208 (this does not cover flights or passport, but does cover the application fee); and Columbia recommends that students bring $900 in spending money to boot!

Learn More: Click here.

Alternatives worth considering: Brown University offers short “On-Location” pre-college programs for high school students in Segovia, Spain and Rome, Italy.

#1. University of Dallas: Study Abroad for High School Students in Rome

University of Dallas summer high school students on a excursion to Capri

Simply put, the most college-esqe of the courses you will find available to high school students in Europe over the summer are offered by none other than University of Dallas (go figure!). No matter which of the three course options you complete, you will earn three college credits, and the course content is pitch-perfect to study while in Rome. Italian cooking (see TASIS above) is fun, if not a bit trite and short on academic heft; nobody who takes one of UD’s courses can be accused of being unoriginal or an academic push-over.

Why I love this program: I love Italy, I love Rome, and I’m all about ROI (return on investment). If you are interested in the content of one of these courses, this pre-college program represents a really great deal and a once-in-a-lifetime opportunity to study on location – though the formal campus is just outside of town – with passionate University of Dallas professors doing what they love. The three course options are “Shakespeare In Italy” (did you know a full third of his plays were based in Italy? It wasn’t by accident), “Latin in Rome” (learn about Roman history, politics, art, and architecture while engaged in advanced study of Latin and the people who spoke it), and “Rome and the Catholic Church” (again, this is not fluff course by any means, as it “explores the truth, goodness, and beauty of Catholicism as manifested in great theological texts, lives of saints, artistic masterpieces, historical landmarks, and miracles connected with the Eternal City”).

Who it’s perfect for: Students taking part in this program should have demonstrated academic achievement in high school and notable preexisting interest in at least one of the subjects covered in one of the courses on offer in order to get the most out of this experience and in order to have it align with other activities they’ve pursued in the past.

Cost (in 2019): $3,500-$3,900 depending on exact course (there is no application fee, participants will need to budget roughly $2,000 more for a round-trip flight, and a bit more for a passport if not already in possession of one)

Learn More: Click here.