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by Mark Hofer Mark Hofer No Comments

Recommendations Rule

Colleges are concerned. An increasing number of students provide amazing applications but arrive on campus unprepared for the challenges and stress of college life and rigorous academics. In addition, many students are also unable to make good social choices and lack many important foundational skills needed to independently navigate daily life.

On a recent tour of Georgia colleges and universities, an admissions representative told me, “We are very concerned about the number of admitted students who arrive broken. They are stressed and anxious even before classes start. We are looking for better indicators of college preparedness.” This is now a common—and pressing—quest for most colleges. Which parts of the college application can identify students who are prepared for the rigors of college and will ultimately graduate successfully? Increasingly, colleges are looking to recommendations for these indicators.

Recommendations and the personal statement essay have traditionally combined for as much as 30% – 40% of the overall application evaluation. In the last three to five years admissions representatives say these two components, especially recommendations, are being examined more closely for indicators of college preparedness, maturity, niceness, and most importantly, the ability to build close social relationship with others—an effective social support network.

How are colleges specifically using recommendations?

  • Recommendations are increasingly important in providing evidence of: personality and character (maturity, responsibility, humility, courage, executive functions)
  • Letters act as a platform of evidence (specific stories/examples) to support other parts of the application, especially essays and short answer questions.
  • References can provide evidence for relationship building and collegiality with peers and near-peers, teachers, administrators and the rest of the community.
  • Good recommendations provide examples of character that might not show up anywhere else in the application process, things such as: specificanecdotes of charisma, leadership, support of/from the community, humor, and niceness—the catchall category for practicing the social graces.

With this increased importance on recommendations, how should students select teachers to write college recommendations? First, they should identify two to four teachers—usually in core classes: math, science, language arts and history—who know themwell. Then, focus on three things: 1. the teacher should write well, 2. have written recommendations previously, and 3. can provide specific examples of your work ethic and character. In addition, I tell students that a good recommending teacher should be able to describe your sense of humor.

Freshman and sophomores should understand that learning to build rapport with teachers and other adults is an extremely important life-skill, and eventually, is an integral piece of the college application process. Admissions representatives commonly note that evidence for building meaningful relationships with adults and creating social support networks with others while in high school are valuable indicators that students can and will do the same in college. In addition, they note that good recommendations can often act as a tipping point between two equally impressive candidates. Unfortunately, an underwhelming recommendation can play this same role.

As a former high school teacher, I know that some teachers actually like to write recommendations in the summer. Students should ask teachers about recommendations early, before the end of junior year. If possible, provide each teacher with a “Brag Sheet” that outlines: “Why I want to go to college,” a list of target colleges and why each is specifically favored, what they hope to learn over the next four years, and specific examples of their high school experience they are proud of and highlight their growth. Even if teachers don’t write recommendations over the summer, they can read a student’s Brag Sheet and be thinking about what they will write, but more importantly they will and appreciate a student’s responsibility and thoughtful respect to ask with plenty of time to write a good recommendation. A rushed recommendation isn’t good for anyone.

While recommendations are an important part of a student’s college application campaign, they are also needed for academic and financial aid scholarships, specific programs, and even for internships in college. Building a strong relationship with those who write recommendation letters for college may also be one of the most valuable—and long-term—actions associated with completing your college application. Schools are quickly discerning that it isn’t just the information in the recommendation that is most valuable for their evaluation, it is the relationship-building skills, maturity, thoughtfulness and reflection that are developed to generate the recommendation that indicate college readiness… and niceness.

by Mark Hofer Mark Hofer No Comments

Earbuds, Isolation, and Relationships

I am concerned. Students tell me they are excited to go to college to make new friends and build relationships. However, when I visit campuses I quickly encounter barriers that squelch impromptu conversations, the basic foundation for making new friends and building relationships. These barriers are everywhere.

Beats by Dre and Apple Airpods

Although research provides substantive evidence that teens are increasingly isolated, depressed, and plagued by anxiety in high school and college, incentives to connect with others in person are decreasing. And while there is no definitive correlation between depression and screen time, social media, smartphones, Netflix binging, video games, or earbuds, the temptation exists to suggest that one of them—or a combination—is an 800 lb. gorilla. But that is not what this post is about.

I tell students (and parents) that the best way to really discover a school is to visit the campus and talk to students, professors, campus police, groundskeepers, and local police. Each of these unique groups provides invaluable and nuanced information about the school’s students and culture. Unfortunately, a quickly growing number of students—the best source of current school culture—walk across campus, through buildings, in bathrooms (I wish I was kidding), and even in classrooms with earphones or earbuds firmly in place. Students with earbuds are, by design, much less aware of their surroundings and other people and rarely take time to initiate a conversation. Consequently, earphones and earbuds dramatically decrease opportunities to meet people and build relationships, the very reasons students attend college. More importantly, earphones don’t just decrease socialization, they increase isolation, one of the most commonly referenced indicators of teen depression.

Sometimes, however, isolation is what earphone users are seeking. Research on earbuds/earphones and productivity is not conclusive; however, some intentionally use them as a very effective barrier to social interaction. While earphones may be used as a social shield to interaction, most people are polite and do not like to intrude, impose, or disturb others. This is especially true when someone indicates they are engaged, and headphones provide that indicator, intentionally or not. This creates an interesting social dilemma.

While the proliferation of personal music/content devices and earphones or earbuds is relatively new the social expectation surrounding their use is still evolving, but not as fast as sales. Increasing content and better technology are driving sales upward, rapidly. In the meantime, increasing social anxiety, depression, and suicide on college campuses suggest we are not socially, culturally, or psychologically prepared for the isolation students are experiencing.

The current digitally connected and socially unprepared generation of high school graduates is eagerly heading to college, ready to meet people, build relationships, and grow as individuals. But maybe they should leave the earbuds out for a bit. Be brave. Practice conversational skills to build the relationships they crave. Research shows strong, lasting relationships are directly linked to physical and mental health indicators like anxiety and depression. And if the Harvard Grant Study is right, if we want to increase happiness, health, and longevity, taking out the earbuds and learning to cultivate deep and meaningful relationships might be a great place to start.

For more on the recent behavioral and cultural trends among teens, I recommend iGen, by Dr. Jean M. Twenge.

by Mark Hofer Mark Hofer No Comments

Admissions Scandal vs. The Real Scandal

A salacious scandal can be so very captivating, and Operation Varsity Blues definitely qualifies as a good scandal. It highlights many unsavory human characteristics, such as greed, power, deceit, cheating, personal gain at all costs, vainglory, and incredulity… just because it’s fun to say. But the real scandal in college admissions isn’t the tiny percentage of fraudulent student applications. The real scandal is something much larger, covert, and devastating to students and families preparing for college honestly. The scandal is, access to information.

This post is about much-less-exciting issues associated with the college application and admissions process that has recently fallen from grace. These issues are, however, much more important than the high profile scandal currently distracting us from looking behind the curtain of the college applications and admissions process. Pay no attention to those levers, just keep your eyes on the big money and Hollywood glitter.

Here is a perspective from ten-thousand feet on this current issue and situation.

Admissions…the reality –

  • There are over 3,000 four-year colleges in the US, not just the 100 that US News and World Report would like us to believe.
  • Eighty percent of US colleges accept at least 50% of their applicants
  • There are only about 30 schools with an acceptance rate of less than 15%, with Stanford/Harvard hovering around 4.5%, but Curtis Institute of Music leading the pack at 4.3%.
  • Over 2 million students apply to college each year.
  • If the Varsity Blues “scandal” includes more than a 1,000 students—and it won’t—that would still only be a tiny fraction of 1% of students applying and getting accepted to college. It is a tiny fraction even if we only looked at 100 of the schools with the lowest acceptance rates.

Standardized Tests… the reality –

  • Over 1.6 million students take the SAT each year and about the same number take the ACT. (The College Board, the company that provides the SAT, is an incredibly profitable not-for-profit company with high-paid lobbyists and its not-for-profit status is regularly called into question.)
  • The scandal shouldn’t be that people can and did cheat on the SAT, the scandal should be that the SAT is not a predictor of future college success and yet it is one of the most important evaluation components at many universities and colleges.
  • Over 1000 US schools have dropped or don’t require the SAT/ACT admissions requirement. Even well-known schools such as: (U of Chicago, Wesleyan, George Washington, Brandeis, Pitzer, Bowdoin, etc.) don’t use the SAT for admissions evaluation. And there are many more schools following suit. The College Board is not pleased…and shouldn’t be given they make hundreds of millions of dollars from the SAT each year. I would be remiss not to mention that the ACT is run by a reputable not-for-profit organization and doesn’t employ lobbyists to promote their test like The College Board (SAT) does.
  • The number of incidents involving fraudulent ACT/SAT tests is a fraction of a fraction of a percent. Does bribery—or rather, debauchery, because it’s more fun to say—occur? Sure. Is it wide-spread? No. Is it statistically significant? Definitely, No. Is it salacious? Absolutely!

Coaches and Admissions Representatives… the reality –

  • To believe, or even assume, that there are more than a handful of fraudulent coaches and admissions representatives at colleges in the US is offensive to those thousands of coaches and college admissions representatives who are doing great work for students, families, and colleges/universities. Do cheaters exist in those professions? Yes. Would more than a handful be able to operate without being caught? Not a chance.

Then what should students and families focus on in order to make a college application as strong and competitive as possible? What are the best ways to develop appropriate, effective, and competitive applications (and test scores) through diligence, planning, and study… that are much more productive than focusing on the incredibly small number of bad actors?

Rather than focus on the titillating things, focus on positive things that all students and families can control, things like tenacity, integrity, perseverance, hard work, creativity, mission alignment, and most importantly, preparing a plan early. Research the college application process early and get advice on how to prepare. Again, rather than focus on debauchery, take a step back and acknowledge the much more important and positive ways to spend our time and energy.

Your Story –

Admissions representatives and application evaluators consistently identify a student’s story, academic record, and recommendations working together as a “cohesive and unified statement” as the most effective and influential part of a competitive college application.

Essay + Recommendations + EC’s = Your Story. All application components should strongly resonate the same story and build a clear picture of who you are, what is most important to you, your character, sense of humor, and yes…even those things you need to work on. Providing evidence of “Humble Swagger” is something that college admissions representatives will not only appreciate, but they will also champion.

Time and Preparation –

When I work with students, the most valuable commodity is… time. Time to prepare a student and time for a student to prepare.

An essay written over a weekend can never be as thoughtful and polished as an essay developed, re-worked, percolated, and refined over a few months and multiple drafts. Again, admissions representatives tell us that drafts and refinement are just as evident as having someone else “over-helping” the process. And yes, they can tell.

When writing a personal statement essay a reader/evaluator should see a clear picture of who you are, what is most important to you, your character, influences, ambitions, goals, and excitement for the future. That is a big burden for a 650-word statement. To do that well requires time, percolation, cogitation and time. Start early. Get feedback. Draft. Draft. Draft.

Consistently studying for the SAT over six months a little at a time will provide much greater results than cramming for a weekend. I know, that’s boring… but true. One of the best correlations to SAT/ACT improvement is the number of practice tests taken. Intentional study of unmastered content identified during practice tests also correlates to improved scores. With dozens of free, online, timed, full-length SAT tests w/answers… there is no excuse not to prepare. I personally know a student who raised their SAT score from 1080 to 1480 in six months using Khan Academy, taking a full-length practice test every other week, and studying for four-six hours on unmastered content between tests. I didn’t think that was possible. I also know many students who have scored 1500+ using only Khan Academy to prepare.

Okay, what SHOULD college-bound students and families be most concerned with? It isn’t Photoshop skills, paying someone to take your SAT, or worrying about cheaters. It is much less glamorous.

  • Know the Early Decision/Action process– unless you know about the different application periods (Early Decision, Early Action, General Admission, etc.,) the pros/cons of each, and have the support and knowledge to complete your application on time, you are at a significant disadvantage for admission. At some schools, the admissions rate it 100% higher during Early Admissions—schools like Stanford. At some schools, your chances are 200% higher applying Early Action – like U Penn. If you have the resources and support—as well as access to navigate and understand the application process— you are at an advantage. People with money often know about this admissions advantage, prepare their students earlier, and apply with a significant advantage.
  • Leverage free resources– If you know about them, they can help you prepare to be competitive. A few include Khan Academy – SAT prep and the podcast College Admissions with Mark and Anna– all things college applications/admissions. (A shameless plug indeed!)
  • Fly-In Programs– “There is no substitute for meeting face-to-face.” Research which colleges provide and pay for visits to their school. (Project Greenlight provides a compiled on-line list of participating schools)
  • Research schools—early and with intention—and know why you are going to college. For example, do you know your personal, academic and professional mission? Are they the same or are they different? The schools you apply to should have “mission alignment” with your mission. When mission alignment is showcased in your application as part of Your Story, schools know that you love them and mean it. That’s when schools not only admit you, they may give you money.
  • Get off the screen, social media, and Netflix. Once addicted, it is hard to fit in all the college preparation—including GPA maintenance—as well as building your “Brand” “Story” “Special Sauce.” Acknowledging the problem is the first step. Teens hate it when we say that. I recommend, iGen – Jean Tenge, and Irresistible – Adam Alter. These research-driven books will radically shift your perspective on our relationship with screens and who/what is turning on who/what.
  • Meet people and build relationships– These people will be your support system, your network, and your recommendations. (If you spend all your time in front of a screen you are not fostering these critical components of your college application…and your life.) I challenge teens with the same challenge I was sagely provided, “Meet a new person every day.” Priceless, but usually not very salacious.
by Mark Hofer Mark Hofer No Comments

How Much Is Too Much?

I recently spoke with a senior attending a prestigious film school in southern California about tuition and student loans. He told me, “My $109,000 college loan debt is just the price of a good education.” Then, I asked him if he knew what compound interest was; he wasn’t quite sure. Actually, he had no idea how his loans were structured, the relative impact this debt would have on his lifestyle after graduation, or why it was or was not a good investment. With a national student loan debt surpassing $1.6 Billion as evidence, I don’t think this knowledge gap is unusual for most students entering college.

There is a simple rule that many college admissions counselors suggest students and families us when considering student loan debt. Do not graduate with more debt than the average starting yearly salary of the occupation you pursue. If you pursue a computer science degree with an average (national) yearly salary of about $65,000 for new graduates, you can afford to take on some debt with some confidence you can pay it back without extraordinary or undue stress. Conversely, if you are getting your teaching degree, a new graduate can expect to earn about $38,500in the first year after graduation. Why is this important? If the boat is leaking faster than you can bail water, you don’t want to be the captain. This is also how compound interest can quickly drown new graduates and their future ambitions.

In addition, students must realize that all degrees—and later, jobs—within a discipline, such as “engineering” or “finance” are not the same. For example, some engineering degrees, such as aerospace, command a significantly higher starting salary ($72,000) than a civil engineering degree ($59,000). In addition, some degrees are worth more in some states than others. A teacher, for example, may have a starting salary of $51,000in New Jersey or Washington D.C., but only $30,000in Montana. That 40% difference is critical when trying to pay back student loans.

As students contemplate undergraduate education it is crucial they consider the amount of debt incurred relative to the earning potential of the skills they will obtain. This valuation is often referred to as the Return On Investment, or ROI. However, to fully establish the ROI for a specific school and specific student, other variables must also be considered. Is the student considering graduate school (and the associated loans/percentages) after receiving an undergraduate degree? Is a graduate degree in the specific area of work sought actually needed? How much will a graduate school degree in that area of study cost? All of these variables create a complex dance between debt, earning power, and time. However, choosing an undergraduate school before considering these questions can quickly create a loan burden that determines a lifestyle for decades.

The current average debt for a student graduating with an undergraduate degree is over $37,000. The average salary of a new graduate is just over $50,000. While this does not seem to present a national crisis, the current national college loan debt is over $1.5 Trillion and that is more than the national credit card or auto-loan debt. Much of this debt is driven by the pursuit of higher education at schools where the high costs of attendance require students to take out large loans to attend. According to the research collected by Frank Bruni, taking on inappropriate debt for undergraduate education has been shown to be a bad investment. Getting the best possible undergraduate education at a school you can afford (through personal finances or through grants and scholarship), getting high grades, and graduating with as little debt as possible is the smart decision and is supported by research and evidence. If you follow this path, graduate with little debt and with marketable skills, you have the choice to enter industry or taking on some debt for graduate school—and graduate school increasingly pays off in most, but not all, professions.

Do the preliminary work and reflection to identify the best college for you and your family and don’t be misled by unsubstantiated pressures to attend brand name, expensive schools. Your future will thank you.

by Mark Hofer Mark Hofer No Comments

New Day Northwest – Preparing for College Applications

Educating students and families about the college application and admissions process is my professional mission, and a good way to reach students and families is… on TV! Margaret Larson graciously invited me to her show, New Day Northwest, to talk about reducing the stress that students and parents experience during the college application process. Although there are only a handful of steps associated with applying to college, knowing those steps: GPA, SAT/ACT, essays, recommendations, extracurriculars, FAFSA/CSS, and developing an appropriate college list, one of the most critical parts in creating a competitive application is starting early! If you are a sophomore, or even a freshman, there are many things you can start doing now to prepare for college applications and to be much more competitive for admissions… and scholarships. Don’t delay, reach out to those who know the current application process, the culture and mission of individual colleges and universities, and can help guide you to the best possible college for you and your family.

by Mark Hofer Mark Hofer No Comments

Early Admission Applications: The Gap Widens

There it went, November 1st, 2019—The Early Decision & Early Action, Crazy Train.

Yes, the strong seem to get more
While the weak ones fade
Empty pockets don’t
Ever make the grade

Billie Holiday and Arthur Herzog. Jr. – God Bless the Child

As a certified educational consultant who serves students and families during the college admissions process with advice, counsel, and support… I am part of an education system that is actually widening the gap between classes. Conversely, I also spend much of my time and energy trying to level the field for students and families whose main barrier to competing for higher education opportunities is one thing: information. My hope is to provide information to all families and decrease the widening gap of equal college access. But the deck is increasingly stacked against a majority of high school students and families.

Stanford University recently published their findings on the most important indicators for college success, and they don’t focus on GPA and SAT/ACT test metrics. According to the university with the most selective admissions, “We encourage students and families to look beyond rankings in the college search process, and instead to seek a school where students can participate fully in academic, civic, and social life in order to thrive both during the college years and beyond.” Unfortunately, parents and students often fail to pay heed to such advice and even when they do, they often apply from a disadvantaged position.

While I can’t make a teen study, I can show them where the exam will be given, provide directions and resources to study, and highlight a calendar of important dates to target. Unfortunately, in my experience, there are a lot of talented students who don’t even know the importance of this high stakes exam until it is often too late, and others have already been preparing/prepared for many years. The remedy can be as simple as alerting students and families how to prepare early enough to be competitive in the testing and application process.

Stanford University is expected to have less than a 4.5% admission rate this year; however, based on historical trends, it will provide >9.5% admission to those brave—and more importantly, prepared—students who apply through Stanford’s Early Decision but non-binding application program on November 1st. Harvard University, on the other hand, will likely have an equally ridiculous (competitive?) general admission rate of ~4.5%; however, if you apply to Harvard through Restrictive Early Action, your chances for acceptance may dramatically increase to almost 15%. Unfortunately, only those students who: A. know about Early Action application process, and B. have the support to get application materials in on time, will be able to take advantage of those increased acceptance rates.

Other elite (ultra-low acceptance) schools provide an even more dramatic admissions picture. University of Pennsylvania fills approximately 55% of its freshman class with Early Action applicants who enjoy a 22% acceptance rate rather than the highly competitive General Admission rate of about 7%. Ultimately, this results in many more applicants who will be applying for fewer spots during the General Decision period. Again, if you know this Early Action opportunity exists, are supported in your application development and can apply on time, the admission rate is over 200% more favorable than in the General Decision application pool.

What could possibly be wrong with this system? Nothing, as long as all students have equal access to information, resources, and support. But they don’t. It isn’t even close.

The shrinking middle class leaves a large portion of students and families unable to afford full tuition for college, and the extraordinary and stifling costs associated with elite, low-admission schools places them beyond consideration. This new normal leaves a large population with increasing competition for financial aid and admission. While many families are willing to gamble finances, savings, and even retirement for their child’s education, many pieces of the admission and financial aid system are stacked against those who do not have access to appropriate, current, and timely information about applications, admissions and financial aid. Timeliness is incredibly important when saving for education, and knowing the importance of taking tests early and often, and why applying during the early admissions cycle can be critical to admission and scholarships.

Two metrics function as the primary filter for admission at many of the most prestigious (I did not say all and I did not say best) colleges and universities—GPA and SAT scores. These two qualifying numbers are the result of… what? What do they actually measure and indicate? They are cited by colleges and test companies as indicators of academic potential and future success in college, right? Unfortunately, while they are used for these evaluation purposes there is little data to support that SAT is a strong and valid indicator of future college success. Similarly, any teacher will acknowledge that grades are a poor and highly variable indication of academic potential. I was a classroom teacher for nearly a decade and there are far too many confounding variables that strongly influence a student’s GPA over time, including: school funding, teachers, class rigor, grade inflation, academic support, family expectations, psychosocial and emotional support, family finances, food insecurity, state funding differences, cultural differences, language fluency, travel, and many, many others. Colleges also know there is rampant grade inflation and variation between states, schools, and even classrooms and try to artificially norm those variables once they receive applications and transcripts. But what about the SAT?

SAT and ACT, the two powerhouses of standardized tests used by a majority of colleges and universities, play a critical role in admissions. One of the most important and correlative ways that students improve their SAT scores is by taking multiple practice tests and strategically studying those specific areas they have not mastered. In some cases, students take the SAT years in advance, identify those areas they need to study, take test prep courses, take many more practice tests, take more test prep classes, and may end up sitting for an official SAT four, five, or even more times—with only the six most recent scores remaining on record. Conversely, hundreds of thousands of other students, most of whom are unaware that such preparations are an option or even available, sit for the SAT once and often with little or no preparation. How can such a testing system possibly provide a valid measure of a student’s potential? How can such a testing system provide an equitable measure of future academic success?

If a student has a GPA of 3.0 at the end of their freshman year, they will not be truly competitive for any of the low acceptance rate schools (<15%) even if they maintain 4.0 GPA the following two – three years. The competition is far too high. These same students will also have a hard time competing for merit aid. As a high school teacher, I know the percentage of students who would have studied more, even if they had known about and understood the very real ramifications, is likely lower than we would hope. However, I have also witnessed that a supported, informed and incentivized student from any background can meet nearly any standard or expectation. High quality support and awareness are key, and more often than not that support and awareness of the system correlates to a family’s economic status.

The student to counselor ratio for US public schools is 482 to 1 (the suggested guideline is 250 to 1)students for every counselor. That number is an order of magnitude lower for those students in private schools. When public school counselors are completely overwhelmed by the psychosocial needs of a small percentage of students, there is little time to provide students with a long-view and detailed runway to successfully navigate college applications and admissions. That personal contact and service can mean everything in preparing for the SAT/ACT, identifying which colleges to apply to, and why. As Stanford’s report suggests, finding a true match between student’s needs and the opportunities provided by schools is more important than forcing GPA and test metrics to make the selection.

I hope by sharing this information with students and families who cannot afford individual counseling how the system works, the deadlines they should aim for (and why,) and how to prepare and compete in the application process, the balance can shift. While I may not be able to provide the individualized service for every student and family, I can illustrate the game, the rules, and how to best prepare. Now it’s time to promote those colleges that refuse to use SAT, GPA, and early action application programs as the primary gateway to admission and use alternative evaluations to identify and admit students.

by Mark Hofer Mark Hofer No Comments

A Funny Thing Happened on the Way to LA

I just presented at the IECA—International Educational Consultants Association—National Conference in Los Angeles. My session was titled “Critical Considerations in STEM Education.” Unfortunately, my presentation immediately followed “Grieving the Loss of Idealized Adolescence,” something I hoped was not a harbinger of things to come. In an attempt to lift the spirits in the room and support my views regarding science education, unicorn and rainbow emojis were showcased in my slide deck.

I opened the presentation with a statement of dissension against the acronyms STEM, STEAM, and even STREAM. One of my very smart friends wisely summed my own feelings about these unfortunate acronyms when she said, “When are they just going to call it ‘Good Education’?”

While we try to silo and compartmentalize science and distance it from language, the arts and other parts of a broader and enriching education, good educators know better. Good scientists know even better. The preeminent scientist, Edward O. Wilson, had a word for this, consilience. He valiantly and convincingly argued that those with the broadest, foundational knowledge who can see the connections between seemingly disparate pieces of information… often provide the most extraordinary insights and breakthroughs. And yet society feels the need to dissect information into nice, seemingly more comprehensible, little pieces. Silliness.

“Art without engineering is dreaming. Engineering without art is calculating.”
– Steven Roberts

However, that was not my main message for the presentation. After spending years teaching, hiring, mentoring and working with hundreds of incredible scientists, I wanted to provide other college admissions counselors with examples of underrepresented skills that would prepare their students to be more competitive in science schools, internships, jobs, and possibly life. Many of the skills have nothing to do with science but everything to do with being a good scientist and a likable person that people want to work with. These skills include seemingly mundane traditional practices such as a good handshake, capitalizing “i” in business/formal emails, holding the door, and saying please, thank you, and you’re welcome. Although these practices are not seminal for illustrating science knowledge and its practical use, they say a lot about being a considerate human being. And while these behaviors may not be important for solving math-based challenges, they have everything to do with the health, cohesiveness, and the productivity and lifespan of a group.

In closing my presentation, I suggested some resources for counselors to offer their students. There were academic sources such as Khan Academy and MIT OpenCourseWare as well as things to inspire building, such as Arduino and Raspberry Pi computer interface modules, but more importantly—in my opinion—I suggested counselors recommend a couple of books to their students: Seven Habits of Highly Successful People, and How to Win Friends and Influence People. My justification for these books is simple. If you don’t know the importance of “First Things First” or “Establish Empathy” then a student who knows the Ideal Gas Law and Euler’s Equation will not be nearly as successful as they could be.

by Mark Hofer Mark Hofer No Comments

University of British Columbia – International College of Mystery

Let’s talk about colleges, Canada, and poutine.

As a Washington State native, crossing the border to Canada has always been a bit of a non-event: passports are not stamped, there are no language challenges, and except for a change in currency – much prettier and 21stCentury than the drab US notes I might add – it feels the same. Yes, there are minor variations in the pronunciation of the words “about,” “water,” and “process,” but you would never know an international boundary had been crossed. I encounter many more language and cultural variations traveling from Seattle to Georgia than visiting our Canadian neighbors. So why is it so mysterious to consider attending a college in Canada?

I just toured the University of British Columbia. It sits on a gorgeous, large peninsula just on the edge of Vancouver B.C., a large and bustling city full of cultural and social activities. With over 44,000 undergraduate students, UBC is a large university by any measure. The campus is rarely quiet and between classes, it is a frenetic movement of people, bikes, skateboards, dogs, and demonstrators. I think I also saw a mime. But the campus, students and culture all feel just like being on campus at the University of Washington, University of Idaho, or the University of Oregon. There are lots of trees, green spaces, brick and concrete buildings, and many students pursuing their educational potential. But there is one major and pleasant difference: poutine. And no, the Disco Fries near Rutgers are not a substitute.

Canada has a number of other hidden college gems, at least they are to Americans who are overly obsessed with the US News and World Report Top 100 Colleges List. Unlike the United States, only ten percent of the colleges and universities are private, leaving ninety percent of their schools serving and funded by the public. Not only does this create a large system of rigorous higher education opportunities, it provides a chance for more students to attend because of a much more palatable (realistic?) price point. For example, the University of British Columbia is a notable bargain, as are the University of Toronto, McGill University and the University of Montreal, just to name a few. Add the current exchange rate and the bargain is compounded. Check them out; they are not mysterious. Just take it easy on the poutine.

by Mark Hofer Mark Hofer No Comments

Colleges in the East…of Washington…State.

I just returned from touring a few of the fine colleges and universities of Eastern Washington and Idaho. As usual, I made a point to look for the best grilled cheese sandwiches and ice cream offerings at each school. In addition, I found out that the University of Idaho’s sororities really are more about community service than social cliques, Washington State University’s campus continues to grow and get more beautiful, and Whitman College’s student body is comprised of nearly 10% international students and has a campus bike shop. A few other pieces of important information:

  • Washington State University’s campus is really hilly, especially when it is 90*! It takes close to 30 minutes to saunter from one end to the other, but it is a very pretty walk.
  • The University of Idaho participates in the  WICHE/WUE tuition relief program (- $13,651) with WA State students. The school also has great grilled cheese sandwiches at Joe’s Cheesy Grill, and bacon is less than a buck extra. However, be warned, the campus and Moscow, in general, is a desert when it comes to good ice cream.
  • Whitman College is offering a leadership scholarship (Paul Garrett & Claire Sherwood Scholarship) and is trying to get the word out. If you have the background and evidence to compete for this scholarship… apply soon! Whitman does offer an Early Decision application process.
by Mark Hofer Mark Hofer No Comments

Too Young to Think About College!

“An eighth-grader should not be thinking about college. They should be focused on being a kid.”

I have heard variations of this statement for years, and as an educator and developmental psychologist, I completely agree. Kids should have the opportunity to be kids. But what if we change this conversation?

What if the opportunities, experiences, and conversations that middle-school students engage in also prepare them, intentionally, for college… and beyond? What if college is approached as just one point along the continuum leading to adulthood? Then yes, developing students before high school becomes a natural and healthy part of that development spectrum.

As college admission becomes increasingly competitive schools recognize that the most successful applicants have actually been preparing and thinking about college for more than eighteen months. Admissions evaluations now include an assessment of “niceness” (no, I”m not kidding) and schools look for evidence of social awareness and respect, things like saying “please” and “thank you,” which are cultivated over years of practice, not learned in a weekend workshop. If the goal is to provide appropriate cognitive challenges and opportunities that celebrate the luxury of being a kid and having fun, then why not focus on a long-term goal… like college, and adulthood?

There is no instant path to successfully applying to college. There just isn’t. There are many steps in the college application process that are accomplished over time and require varying amounts of effort. There aren’t any silver bullets. There are no quick fixes. A student’s college application cannot be saved in a few days… even if parents pay an obscene amount of money. The best approach is a thoughtful, appropriate and intentional series of experiences – some academic, some social, some cognitive – that start even earlier than high school. Entertaining the mind of a third-grader with the right questions during a walk through the zoo can easily inspire a future biology major. But there are also non-academic skills and behaviors that build character and are equally, if not more, important for long-view education goals.

Reflection, goal-setting, empathy, and self-regulation are skills that can be practiced at any age. Colleges know these skills are also associated with self-driven and highly successful students. Subsequently, these same behaviors provide students with a foundation to be internally-driven/directed and seek out healthy challenges.

I have met a handful of eighth graders who are more prepared to discuss long-term goals like college than 90% of the junior high school students I work with. While such students are rare they provide overwhelming evidence that students who have intentionally been asked to reflect and think responsibly – while also enjoying the time before life becomes too serious – are much better prepared to address important choices like college… when the time comes.

For more about intentionally and respectfully preparing students for college and life, I highly recommend: Ready, Willing, and Able: A Developmental Approach to College Access and Success.  By Mandy Savitz-Romer and Suzanne Bouffard

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