college essay Archives

April 20, 2021by Mark Hofer Mark Hofer No Comments

I Did vs. I Can’t

One student wrote, “I couldn’t do anything.”

Another student said, “I did this,” and quickly outlined five things they made and did over the last year, enthusiastically adding details about what they learned in the process.

Which student do you think was accepted to more colleges and provided more financial aid?

The year of 2020 – 2021 was a year of challenges and hopefully many changes in perspective. I have worked with teens for over twenty-five years, and they are my continuous and highly vocal barometer of social trends, the incoming cultural perspective, parenting standards, and fervent offerings of the current “song of my generation” – Pursuit of Happiness by Kid Cudi, seriously? Teens are amazing, when they want to be. I have witnessed this often. However, this past year has provided teens (and parents) with a blatant choice to seize this odd period and seek out treasure—or gravitate towards the human default statement: “I can’t.”

I have seen more teens flush more time down the toilet in the past year because of one thing—apathy. While NetFlix and Forge of Empires are definitely part of the equation, apathy is the driving variable. In its most basic definition, apathy is the mental default to laziness and pessimism. Conversely, I have seen an equal number of students discover more about “learning more with less” than ever before. More than ever—and now buoyed by the evidence I have witnessed this past year—it is clear that the “apathy vs. intellectual resourcefulness” behavior is not genetic; it is learned.

While Carol Dweck opened the conversation about growth-mindset, I think there is much more value in helping students develop curiosity and gumption…and embrace a good failure now and again. Failure can be solid evidence for the pursuit of a worthy challenge, and gumption. One good failure is much better than a year of “I couldn’t.” Fail forward. Communicate learning and growth. Dare to look and be foolish.

I don’t like to frame everything for teens around college applications, or even education. That only diminishes self-driven and curious learners who later become thoughtful and intentional voters. However, I take great joy in helping students showcase their character, skills, interests, and talents in pursuit of higher education and financial support. And while colleges require evidence for academic challenge and metrics of success, good schools increasingly value and reward curiosity, gumption, and even failure.

Most college admissions representatives are authentically open about what they look for in applicants and applications. While they admit being held hostage to metrics such as GPA and test scores, the best of them will openly admit they are human. They want to find a diamond. They want to champion the underdog. And they admit, a student who “did something” gains more empathy than one who “couldn’t do anything” every time. A student who can clearly and convincingly communicate what they learned when failing to create a sourdough bake bread starter, building a loom, creating a YouTube channel, starting an Etsy business, taking the free Harvard CS50 class online, or toilet training their cat, is going to gain more empathy and support in the evaluation and admission process than a student who announces, unapologetically, “I couldn’t do anything.” Carpe diem.

For those who want to be a student who says “I did,” or help support one:

February 3, 2021by Mark Hofer Mark Hofer No Comments

Are You Curious?

Colleges want to know if you are curious. But what are they really looking for, and where can you provide evidence of your curiosity?

“I have no special talents. I am only passionately curious.”
-Albert Einstein

The Oxford English Dictionary defines CURIOSITY as “A strong desire to know or learn something.” However, current research provides a much more complex and multifaceted picture. There are different types of curiosity: epistemic, empathic, and diversive—and the motivation for each is quite different.

First, there is epistemic curiosity. This is the drive to know more about something. For example, you know that deep, dark rabbit hole you fall into on the internet when you become obsessed to eliminate gaps of information … just because it feels satisfying? That satisfaction is your brain being stimulated by a squirt of dopamine, quenching a chemically induced thirst in your brain. Google, Netflix, Snapchat, Instagram, YouTube, and all the other players know exactly how to stimulate and feed your epistemic curiosity, but fortunately colleges won’t be evaluating your Google search history. However, when you are driven to know more about “the right things” and feed that kind of specific curiosity (e.g. – when to use an SN2 reaction in organic chemistry, when Boolean logic is appropriate, or why the ideal gas law is so awesome)—that kind of curiosity is labeled as productive learning, and colleges want to see evidence of that behavior.

“Much of what I stumbled into by following my curiosity and intuition
turned out to be priceless later on.”
– Steve Jobs

The second type of curiosity, empathic, is the drive to know other people and understand how they think and feel. When you build relationships and are comfortable in your empathic ventures, it is psychologically and physically pleasurable. Again, research has found this empathetic state and the drive to reproduce the feeling is driven by high releases of dopamine. Colleges also look for evidence of this type of curiosity in applicants’ essays, letters of recommendation, and in the extracurriculars you choose to participate. Why? Because socially successful and empathetic-rich students are often more successful in college, in and out of the classroom.

“In business it’s about people. It’s about relationships.”
– Kathy Ireland

There is also a third type of “curiosity” that some researchers have suggested—diversive curiosity. This is when you search your phone looking for new messages just to keep from actually thinking or reflecting about something of value. But colleges aren’t concerned with your need for likes or your Twitter feed desires. My suggestion—derail that habit and evoke your epistemic curiosity instead.

“A few years ago, users of internet services began to realize that
when an online service is free, you’re not the customer.
You’re the product.”
– Tim Cook

Okay, so there are three kinds of curiosity, but what kind of curiosity are schools looking for, and why?

Colleges are struggling with a new era of applicant evaluations that does not include standardized testing metrics, most notably the SAT and ACT. Metrics are safe. Evaluations can be justified with reference to a number. This includes numbers that are known to provide spurious correlations—such as higher SAT scores = greater college success—that have buoyed inequitable evaluations for college admission and financial aid awards for decades. Moreover, The College Board and standardized tests are currently falling out of favor for many reasons, including access inequity during COVID. It is hard to take a test if your area doesn’t provide one and you can’t travel to take it. For that reason, colleges are anxiously looking for other indicators of future college success. Enter the search for natural, self-driven, curious students.

Colleges are looking for students who can provide evidence for being self-driven learners. Do you ask questions and does your curiosity drive you to learn on your own? Do you find opportunities outside the classroom such as internships, jobs, and opportunities to mentor? Most of our education system is based on responding to someone else’s questions and agenda, but that isn’t what many industries need or want. There is a growing need for those who can ask better questions and look for innovative solutions, on their own. College are looking to steward such students.

Schools are increasingly searching for students who take ownership of their education and apply their learning beyond the classroom. For example, a student that learns to code and then applies that knowledge to solve a community need or to share their new skills by teaching other students, has moved from Bloom’s taxonomy of merely understanding knowledge, to the application and synthesis levels of understanding. Colleges have observed that students with these curiosity-driven learning/application/synthesis behaviors become the most academically and socially successful at their schools.

Curiosity is surely embedded deep in the nature vs. nurture spectrum—partially inherited, and some learned. Like most behaviors, curiosity is likely a combination of many different factors including genetic predisposition, environment, practice, and encouragement. But no matter why a student exhibits curiosity, colleges are looking for evidence in essays, resumes, and letters of recommendation that show an applicant is exercising that muscle.

As an educator I strive to engage students and inspire their curiosity; however, you can lead a student to a good quandary, but you can’t make them think. Some students are naturally curious. Or are they? Nearly all the best scientists and engineers I have worked with ask questions and are driven to find answers. Almost to a person, they note this behavior was either practiced by their family, a family member, or a mentor/teacher who challenged them to ask questions and seek useful answers. While there may be a genetic predisposition to be curious, the habit is a learned—and often modeled—behavior.

Being curious is simply asking questions. The scientific method is, foundationally, asking questions in a systematic format. Questions can be inspired by the surrounding world, other people, or a new piece of information or experience. However, cognitive dissonance (when the brain is faced with a situation that does not match current understanding or expectation) there are two options: dismiss the misalignment, or seek to understand. Colleges have mounting evidence that suggest that students who naturally seek to understand and cannot allow cognitive dissonance to exist are academically more successful. They are looking for students who like to think.

All areas of STEM industry are founded on asking questions—being curious. Who? What? Where? When? Why? How? Good scientists continuously ask these questions about everything. The next step is developing a way to answer questions in a clear, concise, and cogent method. The scientific method is one systematic way to do just that. However, daily life is filled with questions and problems that successful people answer and solve. Students applying to college will be much more competitive if they just practice being more curious.

“Learning is by nature, curiosity.”
– Plato

For more information about curiosity and how to develop it, you might enjoy:
Britannica’s Curiosity Quiz

Astrophysicist and curiosity addict, Mario Livio’s book –
Why? What Makes Us Curious.

A formula for asking good questions: Warren Berger’s book –
A More Beautiful Question.

June 11, 2018by Mark Hofer Mark Hofer No Comments

College Applications: Secret Sauce Part II – Recommendations

College applications are evaluated on surprisingly few components: GPA, Standardized Test Scores, Essays, Recommendations, Extracurriculars, and FAFSA.

This can actually serve as a checklist for juniors as they tackle the college application process or a guide for freshmen and sophomores. I stress to students that they actually control many pieces of the college application process. Although maintaining high marks on some components – like GPA and the SAT/ACT scores – may not be easy, these metrics are actually a testament of making good choices, responsible time management, and understanding and communicating information effectively. These metrics also represent making good choices and seeking out support. Colleges know this and equate these numbers and habits with college readiness and potential, often using these metrics as the first major gatekeeper to admission. However, once this primary GPA/test scores gate opens, there are many equally – if not more important – pieces in gaining admission.

Essays are another important element of a competitive college application. Writing a good essay is equal parts formula, drafts, feedback, proofing and personal creativity. If enough time and resources are used appropriately, a student controls the success of his or her essay. Unsuccessful essays are most often the result of being rushed, undeveloped, and/or not proofed. Colleges know this.

Extracurricular activities are also a factor in providing an accurate and engaging illustration of character, interests, strengths, and potential. However, admissions evaluators mainly use this timeline and illustration of interests as supporting evidence of a student’s curiosity, passion, and commitment over time. But there is one piece of the application umbrella that is often ignored and left unattended and almost as an afterthought – recommendations.

In an increasingly competitive college admissions environment, recommendations are becoming more important than students can imagine. While many students come with high GPAs and test scores paired with impressive extracurriculars and compelling essays, recommendations are not controlled, created or submitted by the student. Or are they?

As a college admissions consultant and educational planner, I advise all students to practice building relationships with adults. Early! Although it may not be currently vogue among teens to seek out conversations with adults and ask for advice or help, the relationships built over time will be invaluable in life… and yes, possibly the source for references and recommendations. Colleges know that authentic recommendations provide evidence of a student’s long-term and genuine commitment to others over time. In addition, a good recommendation often gives insight regarding a student’s character, growth, maturity and even the applicant’s sense of humor.

While students often assume they have little control over recommendations written for their college applications, these application components often take the longest time to prepare and cultivate and are quickly becoming one of the most important. For this reason, one of the first things I teach students is an awesome four-step handshake… and challenge them to practice often. It’s just like Snapchat, but for real.

May 28, 2018by Mark Hofer Mark Hofer No Comments

The College Essay – Are You A Hero? Yep.

The Iliad. The Odyssey. The Wizard of OZ. The Princess Bride. Harry Potter. Star Wars. Most episodes of My Little Pony.

These are some of the most popular stories in history and they all follow a simple progression referred to as The Hero’s Journey. Why is this formula so popular? It works. Many discussions and dissertations have attempted to discern why. The blueprint may satisfy the natural levers connected to human empathy, it may simply be the optimal path to convey a story, or it could be a sequence that humans naturally enjoy. But for whatever reason, it is an extremely effective way to tell a story.

Currently, many High School juniors are seriously starting to think about college and college applications. One of the main components of that campaign is the notorious and infamous Personal Statement Essay. It is, simply, a 650 – word statement of who you are and what’s important to you. How hard can that be, right? Actually, this component can often be the Achilles’ heel for many college applications and a quick toss onto the “Thank you, no.” pile. Fortunately, this does not need to be the case.

With history as a guide, I encourage students to leverage a technique that has worked for millennia. Describe a meaningful event in your life using the Hero’s Journey as a template to describe who you are and what is important to you. It does not have to be an epic adventure, the cure for world hunger or musings about winning a Pulitzer Prize. It actually shouldn’t be. I suggest students start the essay development process by describing a time they were happy, sad, scared, embarrassed or inspired. If it was an important experience for them, it can usually be used to provide evidence of maturity and examples of character. Does the essay describe your character and what is important to you? These are things that college application evaluators really want to know.

I also provide some basic tenets to guide students as they approach their essay. Start early. No, start early, as in six months early. The Ugly First Draft is the hardest. Use simple language. Allow time for great ideas to surface. Have people of different ages, cultures, religions, and perspectives read it and provide feedback. Have someone proof the last three drafts and then let it sit for three days to make sure there isn’t anything to add. Done. And one more thing, please do yourself – and every college admissions reader – a huge favor. Unless you have an incredible and unique twist, don’t write about sports. Even if you choose to write about My Little Pony, it will make a more memorable impression on evaluators as they wade through a half-filled pool of essays about sports.

For more college essay information:

A great book about successfully grappling with college application essays is by Ethan Sawyer – College Essay Essentials. His website, The College Essay Guy, specifically addresses essays and is also a great resource.