Colleges of the greater Boston area

This is the first of what I hope to be many posts with interactive google maps that note the location of colleges and their admissions offices. I also will include information on public transportation and/or parking (depending on the location). I'll also include information about hotels, restaurants, and sights to see. These maps will grow and evolve as I receive feedback. I hope that these maps will come in handy as students and parents plan visits to colleges.
This map includes:

• Boston College
• Boston University
• Emerson College
• Tufts University
  
• Franklin W. Olin 
• Wellesley
• Harvard
• MIT
• Brandeis University
• Northeastern University
  

Boston is a great place to start your college visits.  There are so many colleges to explore in the Boston area, but I decided to start with 10 and build from there.  The city is small and walkable, and the Boston transit system (MBTA), also known as the "T", provides an easy way to get around the city.  Boston is full of historically significant sights to see and great restaurants.  I added a few of them to the map as well.

If you decide to stay in the city, I recommend taking the T to see BU, BC, Emerson, and Northeastern (Green line), and Harvard, MIT, and Tufts (Red line).  Reaching Tufts requires a short bus or taxi ride from the T station.  From the center of Boston, Olin, Wellesley, and Brandeis are only slightly more challenging to reach and require taking MBTA commuter rail lines and then walking a short distance to the campuses.  Details and links are provided on the map. 

If you prefer to stay outside of the city and you have a car, you can drive to see Olin, Wellesley, Brandeis, and Tufts.  To avoid driving around Boston's extremely confusing city center you could park at a commuter rail station (I chose Waltham as one example) and take the train into the city, reaching North Station.  North Station provides access to both the Green and Red T lines.   

Email me or post a comment if you would like to suggest something to be included on this map.  I'm looking for recommendations for sights to see, restaurants, hotels, and general tips.  If you have visited this college or are a student there, I'd like to hear about your experience.

View Colleges in the greater Boston area in a larger map

Check out some of my other posts on visiting colleges to help plan your trip:

• General visit planning information (long version)
  
• Visiting colleges (the short version)
  
• Questions to help you evaluate colleges
• Tips for parents (humorous)
  

College Student Services expenditures and rates of retention and graduation

There was an interesting article on the Inside Higher Ed website last month about the relationship between student services expenditures and graduation rates. An ongoing study by Cornell University graduate student and a Cornell professor has found that there is a positive relationship between the amount spent per student on student services and increasing graduation rates. The study found that increased spending on student services had even more impact at colleges with a high number of students with low SAT scores. Schools that increased spending by $500 per student per year could see a 1.7% increase in six-year graduation rates. Increased spending on student services also resulted in raising the graduation rates for first generation college students.

This may seem like common sense to many, but it comes at a time when colleges are decreasing spending on student services because of the current economic climate. The University of Toledo and South Carolina State University have both laid off significant percentages of their student services and student life staff.

The Inside Higher Ed article noted that a 1.7% increase may not be enough to convince colleges to spend the extra money. Instead, the article pointed out another study by the Delta Project stating that:

"As an industry, higher education still has not made the transition from cost accounting to cost accountability.... Despite numerous efforts to encourage voluntary adoption of common metrics, there has been little progress in translating cost data into information that can be used either to inform strategic decision making or to show the public how institutions spend their money."

Basically, most colleges don't necessarily make sure that they are spending money in ways that are guaranteed to have a positive impact on student learning and outcomes. Many colleges are getting new buildings and spending a lot of money on sports teams and coaches, but are they making sure that their most vulnerable students are getting the services they need to be successful?

Here is another news story from All Things Considered on NPR that talks about student retention and the need for counseling/student services.

As a high school counselor, I am naturally biased toward allocating more funding for student services. Students who feel connected to and supported by the adults they interact with at school tend to have better outcomes than those who don't have those same personal connections. Those connections come in the form of counseling, advisory groups, learning specialists, sports and other extracurricular activities, and of course teaching faculty and administrators. My favorite part about being a counselor is that I get to reach out to students and make sure that they feel supported. I get to form meaningful connections with students and advocate for their needs. I love that part of my job is just getting to know students and learning about their hopes and dreams so that I can figure out the best way to support them. I would imagine that student service providers in higher education feel the same way. Let's hope that public colleges and universities are able to increase student services, especially in schools with high numbers of first generation college students, despite the economic downturn.

An overview of standardized testing: the SAT, SAT Subject Tests, and the ACT

Most colleges and universities require applicants to take at least one standardized test in order to be considered for admission.  This usually means taking the SAT (administered by the College Board) or the ACT.   Many selective colleges also require  SAT Subject Tests (SAT II).  Most colleges accept the ACT and SAT interchangeably, and at many colleges the ACT is accepted in place of both SAT and SAT Subject Tests.  Most students should consider taking both the PLAN (offered for 10th grade students) and the PSAT (taken in 10th and/or 11th grade) at least once in order to gauge how comfortable they are with the content and structure of each test.  The PSAT in 11th grade is also the qualifying test for the National Merit Scholarship Competition (NMSC).  Talk to your counselor to find out when your school is offering these practice tests.

The ACT is offered by one company (ACT, Inc.), while the SAT and SAT subject tests are offered by another (College Board).  They are not connected, so please think of them as separate entities.  If you send your ACT score to a college through the ACT website, your SAT and/or SAT subject tests scores are not sent anywhere.  Many students will choose either the ACT or the SAT / SAT subject tests, and therefore will only deal with one testing company.  Further complicating things is that the Advanced Placement Program (APs) is also administered by the College Board, but this will be covered in future post.   Do not think of AP scores as required components of a college application. 

No matter which standardized test(s) you take, it will be your responsibility to send scores to colleges through either the ACT or College Board (for SAT/SATII) website.  Your high school does not send scores to colleges for you and most high schools do not include scores on your transcript.  In most cases, you are also responsible for registering yourself for each of the standardized tests you take. 

NOTE: Some colleges have reduced or eliminated the use of the SAT in the admissions process.  You can see a full list of these schools on the Fair Test website.

ABOUT THE SAT 

Registration materials for the SAT are available at www.collegeboard.com.  Always use the same first, middle and last names, birth date, social security number, etc. when you register online, or your scores could be delayed or lost.  If you are a student who has changed your name at some point in your life, be sure that the name you use for test registration, your high school, and on your college applications is exactly the same.  When registering, you do not need to complete the Student Descriptive Questionnaire, but about 90% of test-takers do.  The questionnaire asks you to provide information about your background, your school courses, your grades, your activities, and your college plans.  The information is sent to the schools to which you are reporting your scores, along with your scores.

When you register for the SAT, you may select up to four colleges, universities, scholarship programs (ROTC), or other programs to send your scores to.  If you want to send your scores to more than four recipients, you can do so in several ways by paying an additional fee.  Since you will probably take the SAT or SAT Subject Tests again at some point in the future, it is not necessary to finalize your score reporting plans.  In fact, it is wise for some students not to have their first SAT scores sent to any college.  Just be sure to allow 3-4 weeks for the College Board to send your scores to the colleges you apply to.  Most colleges will not begin to review your application until it is complete (including test scores and information from your school).  When you register for standardized tests, you will need your school's CEEB code.  The CEEB code for Hunter is 333705.

  

In February, the College Board returned to the “score choice” option for the SAT and SAT Subject Tests, which you can read about here.  Students will be able to choose which scores and test administrations to send to colleges.  The ACT has always allowed you to send scores from different test dates separately.  Some colleges have made some noise about this and may still require a full “score report” as they have in past years.  For example, Yale will be requiring students to send scores from every test they take, relying on applicants' integrity and honest to do so.  You can read an article about this here.  The College Board claims that the score choice option will reduce test taker anxiety.  Some colleges claim that score choice benefits students who can afford test prep and multiple tries at each test.  This is a topic that I will be discussing in future posts on this blog.

The best thing to do would be to be prepared for every test you take.  Taking the test twice is the common practice; to take it more than two times is excessive and unnecessary.  Some colleges consider your best total score from a single test date, most colleges will use your highest scores as a composite, even if they were earned at two different sittings(some call this a "super score").  Sometimes military academies and a few other schools will use an average of your scores; still other schools will use only your most recent scores (these are less common).

PREPARING FOR THE SAT

As is the case with any test, it is important that you prepare for the SAT before taking it.  The best type of preparation you can do for the SAT is to become familiar with the test.  Taking practice tests before you actually take the SAT is an excellent way to prepare for the exam.  Books of practice tests are published and are available at most book stores.

Preparation means something different to each person taking the SAT.  For many students, preparation means taking a coaching or test preparation course.  For others, it simply means taking many, many full-length, timed practice tests.  Deciding what the best course of action is for you means thoughtfully evaluating your learning style and self-discipline (can you make yourself take at least one full practice test per week in the months leading up to the test?).

Study the claims made by SAT test prep companies very carefully.  Remember that on average, all SAT scores increase on the second administration.  There are countless claims and countless reports regarding coaching and SAT preparation.  Before you decide on taking a course, ask some of these questions:  How much time do you have to devote to this course?  How much work will be required outside of class?  Are you disciplined enough to prepare for the exam on your own?

However you decide to prepare, remember that what will be most important will be the time you devote to preparation and the attitude with which you approach the test.  Remember that there is no course or any individual with a "secret" to success on the SAT.  One of the most important factors on how well you do is how comfortable you are with the pacing, structure, and content.

SAT SUBJECT TESTS (SAT II)

The SAT subject tests are administered by the College Board and are usually given on the same days as the SAT.  You cannot take both the SAT and SAT Subject Tests on the same day.  The tests are designed to measure your knowledge or skill in a particular subject area and to apply that knowledge or skill.  The tests are curriculum-based, so it can be much easier to study for them than it is for the SAT.  Many of the more selective colleges require their applicants to take one or two Subject Tests.  A few colleges require three Subject Tests and a few colleges even specify the tests you must take.  Tests are offered in:  

• Literature 
• US History
• World History
  
• Mathematics Level I 
• Mathematics Level II
  
• Biology E/M
  
• Chemistry
  
• Physics
• Chinese with Listening
  
• French 
• French with Listening
• German
• German with Listening
• Spanish
  
• Spanish with Listening
• Modern Hebrew
• Italian
• Latin
• Japanese Listening
  
• Korean Listening
  

It is good to take SAT subject tests in two or three different subject areas to show your strengths across various academic disciplines.  You will want to make sure that you take each subject test when you are ready for them.  Talk to your teachers and counselors to help you to figure out when this will be.  You want to take the subject tests after you have completed the highest course you plan to take in that subject.  For example many 9th grade students taking biology will want to take the SAT II in biology at the end of 9th grade.  Other students might be planning to take AP biology in 11th grade, so they will wait until the end of 11th grade to take the subject test in biology.  Talk to your teachers and counselor to help you make a plan. Many students use the spring of their 11th grade year to take the majority of their SAT and SAT II subject tests, although the timing can vary widely depending on the student.

To summarize, there are a lot of factors to consider when making decisions regarding which SAT II subject tests to take and when to take them.  Your decisions should be based on your academic strengths and the timing of the courses you will take that can best prepare you for your tests. There is no award for taking more than three subject tests!
 
PREPARING FOR SUBJECT TESTS

Many colleges prefer to see tests taken in 11th and 12th grade, but most will have no issue with tests taken in 9th grade.  Some students are seeing score choice as a reason to take tests multiple times.  I still think that you should only take tests after you have thoroughly prepared for them at home.  Keep in mind that it does not impress colleges to see that you took SAT II subject tests every year from 9th – 12th grade. Colleges really just want to see your best 2-3 scores, not an array of 4-5 scores that vary widely.   

You might be wondering about AP tests and their scores right about now.   AP test scores are not directly used in the college admissions process and are usually not requested on college applications. The main purpose of AP scores is to help students take advanced courses once they arrive at college (talk to your counselor or collegeboard.com for more information).  More information on AP courses, tests, scores, and their uses in future posts.

The language tests should be considered by students who have studied at least three years of that language. Good study books for all of the tests are available in bookstores or online (second hand test prep books are very inexpensive on amazon).  Even if you are fluent in a language, it is still a good idea to take several practice tests so you are familiar with content and structure.

Scores for the subject tests are similar to those on the sections of the SAT, on a scale of 200 to 800.   The tests you decide to take, when you take them, and the scores you receive can be very important factors in the admission formulas of the schools that require them.  Most schools list their test requirements on their admission website.  Here is a link to Carnegie Mellon University's test requirements.  Since schools have widely varying testing requirements, you must check the Subject Test requirements for each of the colleges to which you are applying.  Registration for the Subject Tests is the same as that for the SAT.  You may take up to three tests at one administration, but it is advisable to take one or two so as not to overload yourself.

ABOUT THE ACT

The ACT, administered by the American College Testing Program, is a college admission test that in the past has been more commonly used in the Midwest, parts of the South and the West, but now is being considered as often as the SAT in the Northeast.  Because the ACT is curriculum-based, some students see it as a better match for their testing style than the SAT.  It is a matter of personal preference and I suggest using the PSAT and the PLAN to help you decide what is going to be the right fit for you.

ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES

Each of the standardized tests described in this section can be taken with extended time by students with documented learning disabilities or other handicaps.  Information on testing conditions and qualifying for extended time can be found here for the College Board (SAT) and here for the ACT.  Students with identified learning difficulties and special needs who request special testing and proctoring arrangements usually must have a recent (within three years) psychological/educational evaluation on file with your high school learning specialist.  Applying for extended time can take weeks or even months, so plan ahead with your high school's learning specialist.  The guidelines for documentation are very specific, and it is the student's responsibility to provide that documentation to the learning specialist so they can file paperwork on your behalf.

PUTTING IT ALL TOGETHER

How important are your test scores? That depends on where you are applying. Test scores are just one component of a college application and schools use test scores to evaluate applicants in different ways.  Test scores may be very important to some schools and not as much to others while other schools have eliminated them all together or made them optional. Also, the value placed on scores may vary depending on the strength of the other qualities the student presents in their application.

College guidebooks and admission materials often indicate an average score for students accepted to particular colleges.  Keep in mind that this is an average, not a minimum.  More schools have moved to the reporting of their scores as ranges for the middle 50% of their students.  This information is usually more helpful and a lot less intimidating.  If your test scores are within the college's range, their relative importance decreases when compared to other parts of your application.  Of course it is also important to keep in mind that applicants are sometimes evaluated in "applicant pools" which might mean that your test score will be evaluated in the context of typical standardized test scores at your school.  This comes into play a lot at Hunter where the average test scores are very high due to the fact that we are a school that uses a test for admission. 
 
Finally, most college admission officers are fully aware that some students do not "test well."  Slow reading speed, unfamiliarity with the test format, or test anxiety may cause a student not to perform well on standardized tests.  For these reasons, test scores are usually reviewed in the context of all other parts of the student's application.  As one admission officer said, "We are much more interested in what the student has done in three and a half years than we are in what he has done in three and a half hours on a Saturday morning."

Beloit College's Annual "Mindset" List

Beloit College's annual Mindset List aims to "identify the worldview of 18-year olds in the fall of 2009." It is assembled by two professors who don't just list what happened in 1991, but help readers to understand the mindset of college freshman by listing " experiences and event horizons" of students.* It also isn't meant to make the reader feel old. It is a mix of both humorous and somber points of reference. A few of my favorites:

• They have never used a card catalog to find a book.
• Chocolate chip cookie dough ice cream has always been a flavor choice.
• Text has always been hyper.
• Bungee jumping has always been socially acceptable.
• American students have always lived anxiously with high-stakes educational testing. (not a favorite, but worth mentioning)
• The European Union has always existed
• The American health care system has always been in critical condition.
• Women have always outnumbered men in college.
• There has always been a Cartoon Network.
• They have never been Saved by the Bell.
• Official racial classifications in South Africa have always been outlawed.
• Nobody has ever responded to “Help, I’ve fallen and I can’t get up.”

And finally (although this wasn't on the list, it was mentioned in the Inside Higher Ed article) most college freshman have never lived in a world with Freddie Mercury, front man of the band Queen. I bet most college freshman are somewhat familiar with many of Queen's songs through ads their dominance as sports anthems. Or maybe college freshman would know Queen through their prominent role in the movie Wayne's World. Oh wait, Wayne's World came out in 1992. Wow, this article brings me back to my younger days!

ABOUT BELOIT COLLEGE

I had the opportunity to visit Beloit College this past April as a part of the wonderful Counselors Observing Wisconsin Schools (C.O.W.S) Tour, which also included visits to Marquette University, University of Wisconsin at Madison, Ripon College and Lawrence University. The tour allowed for in-depth visits at each of the five schools and gave me a great deal insight into the kinds of students that would be great matches for the schools. It was also my very first time to Wisconsin! My only complaint about the tour would be that I didn't get to experience any local Wisconsin cuisine.

I loved Beloit College! It had a beautiful campus and thoughtful students, and I can see it appealing to students applying to other smaller liberal arts colleges in the midwest like Lawrence, Oberlin, Kenyon, and Grinnell. A few quick things that really stood out to me about Beloit: their new Center for the Sciences building (LEED certified), the high percentage of international students, the ease with which students pursued their interests across numerous disciplines, and their amazing and funny director of admissions, Jim Zielinski.

*with the understanding that the students have widely varying backgrounds and the list is not meant to apply to all students and knowldege of these subjects is not meant to reflect upon students' preparatory education.

What do admissions officers learn by looking at your high school transcript and profile?

Your transcript is perhaps the single most important part of your college application. The following information can be found on your transcript:

Where you are attending high school. No big surprise here! But this is important information because many college admissions officers are very familiar with the schools in their territory (many colleges assign their admissions officers to specific geographic territories for just this reason, Vanderbilt University has a great graphic and map where you can find your admission counselor here).

The courses you have taken: The curriculum at many high schools is fairly set for your first several years. At Hunter, everyone takes a similar course load through junior year, with a couple of electives and some variation in math and language courses. One thing that makes Hunter unique is that our students take all electives in their senior year, and often include internships, independent studies, and courses at Hunter College and Columbia University. Colleges do take note of such accelerated schedules, but students should not feel pressure to accelerate.

Elective choices, especially in senior year: The courses you take in your senior year can play an important role in your possible admission to college. Your courses provide insight into the way you make choices when given the opportunity to go outside of your high school's prescribed curriculum.

In your senior year you often have the greatest flexibility in selecting your courses, and the college admission offices will be paying attention to your choices. Specifically, you are able to choose from courses of relatively greater or lesser academic challenge. The colleges like to see students who challenge themselves academically. They like to see that you are taking advantage of all that your school has to offer. The rule of thumb is this: challenge yourself as much as you can given the courses that your school has to offer; take senior year courses that are appropriate to your academic record, abilities and interest. Challenge but do not overwhelm yourself!

You will select your senior year courses in the second semester of your junior year. When the time comes, discuss your possibilities with your counselor, teachers, parents, and possibly students who have taken the course.

The grades you have earned: Yes, colleges want students who have done well in high school. It is often said that past performance predicts future performance. Colleges do look back to your freshman and sophomore years. Your junior year grades, however, being the most recent, receive a more careful review. When your first semester senior year grades are placed on your transcript and then sent to the colleges to which you are applying, those grades get an even more careful review.

In most cases, the grades you have earned and the courses you have taken will help you to form a framework for finding schools to which you have a reasonable chance of admission. You can see what kind of student you have been by reviewing your grades just like an admission officer can. Are you an average student, a poor student, an exceptional student? Late bloomers are not necessarily doomed. Admission offices notice trends, both up and down. Have your grades been getting better with each semester? Did you have a bad first semester sophomore year? Why? Are you stronger in the sciences and math than in the humanities? These are questions you should certainly think about addressing in your essay or during an interview. Unless you have applied early somewhere, colleges do not see your quarter grades or your exam grades, unless you request to have your first quarter senior year grades sent.

Your High School Profile: Many of the college admission offices will be familiar with your high school, as many will have been reading applications from your high school for many years. They will be reviewing your performance relative to your classmates and looking at your course load relative to the courses available. Even if the person reviewing your application is not familiar with your school, they receive a profile from your school with your transcript that is mailed to a college admission office. A typical profile could include: a brief history of the school, accreditation information, general information on the students and faculty, information on admission policies, a brief description of sports and activities available, a summary of academic procedures, grading scale and program of study, a description of our curriculum, a summary of our course offerings by department, a distribution chart of SAT I scores, a chart displaying the mean grade earned by course for junior year courses, and a listing of the colleges acceptances for the past academic year. The profile explains usually explains your school's ranking policy. HCHS does not rank its students (more on this in later posts). If you are ever asked about your rank in class, it is appropriate to say that your school does not rank. This is a very generic example of a high school profile from the College Board.

Tips for Parents on College Tours

There was a very straightforward and somewhat humorous article on the Huffington Post website by Ann Leary (wife of actor and comedian Dennis Leary, and parent of two teenagers) last week about the behavior of parents on college visits. Her tips are summarized as follows:

• Everything you'd like to know about the college you are visiting is most likely their website.
• Please do not ask questions that are meant to prove that your child is the most amazing child in the room. Also, don't ask questions that are overly specific to your child. You can always ask a question after the general information session or send an email to an admissions representative. But the answer is probably on the website.
  
• The bathrooms and dorm floors in many colleges are co-ed. This may come as a surprise the first time you hear it, but most people have heard it before. Information about the college's dorms can be found ...on the website.
• Let the tour guide do the talking, even if you are touring your alma mater.
  
• Your tour guide probably won't remember how kind and complimentary you were to them or the school, and ability to flatter isn't what your child is being evaluated on.

Even though Ann Leary's style is a little more blunt than mine, I did laugh a little when I read this part:

"Please, I beseech you, do not raise your hand and ask if the school offers programs abroad. YES! YES THEY ALL DO! It's on the website."

It's true. The vast majority of colleges offer some sort of opportunity to study abroad, no matter how small the college (I have yet to come across a college that does not offer study abroad). Many small colleges are part of larger networks that allow students to have their choice of countries in which to study. Vassar College, with 2,450 students, has a wide variety of study abroad opportunities during the school year and in the summer, in addition to opportunities to study at other campuses in the US and. Grinnell College, with 1,500 students also has a variety of study abroad opportunities.

What do colleges look for in applicants?

You have looked at the colleges. Now you want to know how they will be looking at you. Once again, it is important to see this process from the larger perspective.

The most selective colleges typically receive many, many more (sometimes thousands more) applications from qualified students than they can possibly accept. In the 2008 admissions cycle, Harvard accepted 7.1 percent, and the percentage acceptance rate gets lower every year. This means that these colleges are denying admission to students who would be great matches for their college, many with high SAT scores and near-perfect grade point averages.

Most admission offices think not in terms of a large applicant "pool," but in terms of many smaller applicant "puddles," all of which have their demanding constituencies. High grades and test scores mean better statistics in the next issue of U.S. News and World Report, and that makes the college president happy. The coaches are looking for good athletes. The band director needs a new clarinet player. The development office is reviewing the applicants for hidden fortunes. The college is looking to increase ethnic diversity. The college is looking for applicants from each and every state in the U.S. Perhaps you are applying to a college one of your parents attended. I always say that it is hard to know which of your qualities, talents, and attributes the college is going to hone in on to decide if you are the student they are looking for.

Although there are special factors in the process, the following elements in your application are considered at most colleges. More to come on these individual components in later posts.

• high school academic performance (most important)
• high school course selection
• academic rigor of high school and relative performance of students
• scores on standardized tests
• out-of-class activities
• application essay(s)
• recommendations
• interview
• additional skills and talents (for specialized colleges)
  

Making the Most of your Visits to College Campuses

Once you have completed some preliminary research on colleges, you will probably have a good idea of which ones merit further investigation – i.e. a visit. Visiting college campuses is crucial for two reasons:

• You are able to gain a feel for the campus, students, academic departments, and areas that interest you specifically, rather than those that interest the editor of the view book.
• You can demonstrate your interest in the school, and simultaneously apply the homework you have done prior to your visit.

When you’re visiting a school, your goal should be to balance the impressions you have gained from your preliminary research with your own personal instincts. In other words, don’t believe everything that you read or hear, but use the information to guide you towards asking the right questions in the limited time that you have on any given campus. Be tactful, but ask good questions of the right people at each school you visit. That might mean setting up a meeting with someone in the English Department, the Athletic Department, or with the editor of the college’s newspaper. You might be able to set up these meetings by doing research on the college's website and emailing any contacts you find.

When to Plan Your College Visits
The best way to learn about colleges is to visit it when the students are in session. Since you are also enrolled as a student, this is not always possible. Do your best to visit when you can see the students, sit in on a lecture, meet faculty members from the departments in which you are interested, etc. You should certainly check the admissions websites of the colleges on your list to determine their school calendar and to see if or when they offer interviews. If you are not able to visit when students are on campus, it still may be worth it to visit and take a tour and attend an information session.

Maximizing Your College Visits
While it is possible to have a successful college weekend with very little prior planning, the best way to make the most of your visit is to plan ahead. If you ‘re going to visit schools with your parent(s), make sure you sit down to plan a calendar of visits. Your parents most likely want to help you in this process in every way that they can. Ask them for advice about contacting schools, or ask them to help you set up appointments. Of course, it’s best if you do most of the legwork yourself, because you will appreciate the effort that went into your visit and learn more in the long run. Here are a few thoughts to get you going on planning your visit and setting up meetings with the appropriate people:

• Plan to spend at least half a day at the school.
• Look at the admissions website or call the admissions office to arrange an interview if they offer interviews on campus. If they don’t, see if it is possible to schedule an alumni interview in your hometown.
• Incorporate one of the school’s general information sessions into your day.
• Go on a campus tour.
• Remember, let the college know you are there by signing up for tours ahead of time, or signing in at the admissions office. The admissions office wants to know you are visiting.
  
• Try and eat in one of the dining halls. You might need permission or instructions from the admissions office to plan this. Ask the admissions office ahead of time if you plan to eat on campus, as many colleges have private dining halls.
  
• Niche interviews: If you haven't had any luck with your own research, ask the admissions office for the name(s) and phone numbers/email addresses of the athletic coaches, and/or the music/art/drama/dance professors who represent your interests. Contact them to let them know that you are coming and ask whether it might be possible meet with them or someone in their department.
• Academic interviews: Call or email the departments in which you are specifically interested. Remember, this is a time for you to continue your research into the academic departments and establish contact in case you have any questions in the future.
  
• Contact any friends/acquaintances/current students you know at the school and try to meet them for coffee or lunch. These are frequently the best sources for the inside scoop … but remember to maintain your objectivity and form your own opinion.

Etiquette During Your Visit
When you visit a school, remember that you are representing both yourself and your high school. In other words, act naturally but remember that what you do or say may ultimately impact your standing in the admissions office. You will never understand the complexities of each school’s network, so assume that everyone you meet is in some way connected to the admissions process and treat them with due respect. This means dressing appropriately (it doesn't need to be formal) for your visit and conducting yourself in a positive manner: from your initial handshake, to your undivided attention, to your parting thanks and gracious good-bye. Remember, you have requested to spend time with their staff, so make the most of the opportunity.

After Your Visit
It is always a good idea to send a thank you email if you met with anyone individually or had an interview. While this note may wind up in your admissions file, the best reason for doing so reverts to basic rules of courtesy. Especially with the ease of email, a brief note is an effortless way to show your appreciation for someone having spent time with you.

Make Every Piece of Communication Count
Whenever you contact the admissions offices at the schools to which you are applying, assume that your phone call, email, letter, or fax is recorded and added to your file. Make it concise, polished, and something that accurately conveys your character and persona. If you have questions about potentially meaningful addenda to your application, consult your college counselor.

Enough Is Enough!
Remember to keep your correspondence with a college at an appropriate level. Use your judgment or ask your counselor to help you determine what “appropriate” might be, in your case. Do not barrage an admissions office with daily letters, phone calls, or email. Doing so would lead to your name being uttered with dread in the office. Do make sure that your correspondence is meaningful, memorable, and well presented.

Getting Organized
After each visit, you ought to consider recording your impressions in either a journal or on a checklist.

• Write down the names of all the people you meet and anecdotes that will help you remember who they are and what they do.
• What sort of feeling did you get from the school?
• How was the music department?
• Was the campus appealing to you?
• Could you imagine yourself there for four years?
• Keep in mind that your visit gives you a one-snapshot impression; don’t overreact to a poor tour or bad weather.
• Keep copies of your correspondence with every school you are considering. The best way to do this is to start a file on each school as you begin your preliminary research and add to it as the process evolves. You never know when you might need to reference a postcard that you sent to a director of admissions!
• Keep track of everything that you send.

Final tips for campus visits:

• Wear comfortable shoes. Campuses are big.
• Ask in advance if it is possible for you to meet with a financial aid officer, or if there are other opportunities to learn about applying for financial aid.
• Seek out facilities that are of special interest to you but may not be on the tour. You may even find a professor willing to chat with you. Ask for a campus map in the admissions office.
• Read everything – bulletin boards, posters, flyers.
• Talk to students. This may seem like a daunting prospect, but the information and the sense of the school that you will gain are worth it. Strike up conversations in the dorms or common areas. Be ready with a few questions that are important to you.

Research: where can you find information about colleges?

There are many sources of information on colleges and the quality and types of information available from these different sources is as varied as the sources themselves. Below you will find a list of resources to tap when researching colleges.

Counselors: Your high school college counselor or guidance counselor should be available to help you weigh the pluses and minuses of different colleges and can help steer you in the direction of schools that might be good matches for you.

Current college students: Perhaps the best source of information on a college is someone who is a student there now. Check out the website UNIGO to see what current students are saying. To make the information even more relevant to you, see if you can get into contact with alumni of your high school who are attending colleges you are interested in. Using a social networking site like Facebook might enable you to get in touch with graduates of your high school.

Alumni: People who attended the college you are interested in can provide you with their experience at a given college. Keep in mind that colleges change over the years and recent graduates can provide you with information that will bear more resemblance to what your experience might be like than what the experience was like for your parents.

College admission publications: Colleges and universities spend millions of dollars each year on the production of literature designed to inform you and educate you about their institutions. Your own high school counseling office might have catalogs and view books from schools available for your perusal. College catalogs are not flashy, but they contain information you might find helpful, including academic and student life policies, requirements for degrees in all of the departments at that school, a listing and description of all of the courses offered, and a listing of the faculty members. The view books are slick, photo-filled marketing tools designed to show you what the campus is really like. The text is brief, but most view books list programs available at the school as well as its activities and organizations. They also contain practical information on the admission procedure, as well as financial aid information. Many view books have applications or instructions for applying to that particular college.

Writing for your own information: Most likely you have already received literature from many colleges and universities who have purchased your name and address from any one of a number of sources (including the College Board- remember that little box you could check on the PSAT?). Chances are, however, there are other schools about which you will want to learn more. More and more students are using email to communicate directly with colleges and universities and it is a great way to acquire information.

Guidebooks: There are many college guidebooks available at bookstores. Many people prefer to shop online where you can find bargains on second-hand guidebooks on sites like Amazon. The guidebooks fall into two main categories: objective or comparative guides, and subjective or ranking guides. The first type includes such books as those published by Peterson's, Barron's, and the College Handbook by the College Board (among others). Most of the information included in these guides was obtained directly by the publishers from the admission offices. They provide quick-reference information and a lot of statistics. Be careful! Statistics can be manipulated to suit the needs of the person or institution presenting them. The subjective guides include those by Fiske, the Yale Daily News, Rugg, William Buckley, Princeton Review, Kaplan and Students' Guide to Colleges edited by Jordan Goldman and Colleen Buyers. When reading these guides and reviewing the manner in which they rate various aspects of the institutions they are discussing, keep in mind that you are reading the opinions of only a few people. On the other hand, even though the information will be two or three years old, it is possible to read several such descriptions and put together a good idea of what life at the school might be like. In my own experience, I have found that the Fiske Guide provides a well-balanced approach.

Online: Every college has a website where you can find a wealth of information about the school. The depth and breadth of information will vary greatly from college to college, but typically you will find up to date information about the school's programs, policies, activities, events, and its application procedures. Some sites include "virtual" tours, and others allow you to apply electronically to the institution. Most sites will provide an email address for you to use to ask questions and communicate directly with the admission office.

Videos and DVDs: Although most colleges are now offering videos and virtual tours on their websites, many have produced videos and DVDs for admission office use. Check out this example from Hamilton College to see a very nice virtual tour of their campus.
Some schools will automatically send you a CD if you are on their mailing list; others will send you one if you request it. Some may charge for their videos, and a few companies specialize in producing college videos and selling them to prospective applicants.

Your high school's admission statistics: If you like numbers, you will probably enjoy looking through a website which contains the admissions history of recent graduates from your high school at popular colleges and universities. Usually, the information is presented by students' grade point averages and SAT/ACT scores (not by name of students). The information can allow you to gain some insight into how realistic a school might be for you when considering numbers. Keep in mind that numbers are just part of the application process and there are many other factors considered by admissions officers as they evaluate applications. My high school uses Naviance to track the admissions histories of our students and I am a huge fan!

College fairs: Many high schools plan college fairs for students and their parents at some point in the school year (ours is always in the spring). Representatives from many colleges in the United States, Canada and Europe attend the college fair, providing an excellent opportunity for students and their parents to gain first-hand information about colleges of interest to them.

The National Association of College Admission Counselors also sponsors larger college fairs around the country which bring together representatives from a few hundred colleges. Information on the fair in Manhattan, held in April, can be found on the NACAC website here. Another great fair is the Colleges That Change Lives Fair (information here), which is a grouping of colleges celebrated in Loren Pope's amazing book by the same name. These fairs can be good forums for you to talk briefly with the representatives, pick up literature, and put your name on their mailing lists.

College representative visits at your high school: Each fall, many colleges and universities send admission representatives to high schools all over the country to speak with students and answer their questions. The presentations are a convenient way for students to establish contact with an admission office and to learn more about the school and its application procedures from someone working there. The meetings are also a good chance for you to learn more about schools about which you might know very little. You should attend at least a couple of the meetings just to find out what they are like and to hear what an admission officer has to say to prospective applicants.

One added benefit to the meetings is that (in many cases) the representative will be one of the people who will be reading the applications from your high school and contributing to the decisions made by the admission office. It is definitely to your advantage if that person gets to know you as a person, rather than as just another application. Arrive at the meetings on time and with at least some knowledge of the school so that you can ask informed, intelligent questions and make a good impression.

If you are even considering a college, and that college is visiting your school, I strongly suggest attending the information session. These admissions representatives travel all over the country to meet in small groups with students. The least you can do is spend your lunch period meeting with them. I am always shocked when students at my school choose not to attend the on-campus information sessions. When students choose not to attend, it sends the message that students do not place a high value on the time of the admissions officers and on the application process in general.

Interested in a particular college? Just about every college will keep track of how much interest you are showing in their school. They know how many times you have requested information in writing or by phone, they know if you spoke with a representative at a college fair or at a meeting at your high school, and they know if you have been on campus and had an interview. Regardless of how many times you have been asked to complete information cards for an admission office–on that campus or elsewhere–do it again. Also, remember that the more personal you can make the process, the better it can work in your favor. Get to know someone in the admission office–that person could be an important advocate for you later.

The Visit: Questions to help you evaluate the colleges you visit and research.

You may want to create a list of questions to answer for each college that you investigate. Such questions could include:

Admission

• How selective is the college?
• Realistically, what are your chances of getting in?
• Difficulty: Will the work be challenging or too easy? Is it a school where every student works hard? A school where parties are a top priority?
• Financial Aid – what kind is offered?
• What will it cost, including tuition, fees, room and board, transportation, travel to and from campus, pocket money?

Physical Environment

• Is the location rural, suburban or urban?
• How many students does it have?
• How far is it from home?
• Are the students mostly commuters or resident?
• Is campus housing available and guaranteed for all four years? Can you choose co-ed or single sex dorms?
• Safety: Are the dorms secure? Is there an escort service at night?
• Facilities: Are there adequate sports and recreational facilities? Music, art, drama? Where do students eat? What meal plans are offered?

Academic Environment

• Quality of programs: What are the strengths and weaknesses?
• Does the college offer academic programs in which you are interested?
• Faculty: Do students have access to faculty? Do all professors teach undergraduates? How many classes are taught by teaching assistants?
• Curriculum: Is there are core curriculum? How much freedom do you have in course selection? What courses must you take to satisfy requirements?
• Library: How many books are in the library? Is it fully computerized? Is the campus tied to a larger network?
• Computers: Are computers required of freshmen? What kind of computer facilities exist on campus?
• Advanced Placement: Does the school accept AP credits? For what scores?
• Honors Programs: Are they available? Who is eligible?
• Study Abroad: Is it offered?
• Internships: What is available? Do any of them pay a salary or stipend?
• Graduation Rates: What percentage of students graduate? How long does it take most students to graduate?
• Graduate School: What percentage of students go on to graduate or professional schools? What percentage are accepted to the school of their choice?
• Career Opportunities: How many graduates go directly into the marketplace? Is there a helpful career services office?

Student Environment

• Student Body: How would you describe a “typical” student? What is the male/female ratio?
• Geographical Diversity: Is the college regional, or does it attract students from all over the US? Are there international students?
• Ethnic Diversity: What percentage of students are considered students of color? How well does the institution address issues that concern students of color?
• Athletic Programs: In which division does the college compete? Are there equally strong programs for men and women? Does the school offer a variety of intercollegiate and intramural sports programs?
• Social Life: Is there a wide range of social activities? What do students do on a typical Saturday night? Or Wednesday night? How important are fraternities and sororities?

NOTE: This list of questions was adapted from “The Boston Latin School College Handbook” for inclusion into the Hunter College High School "College Counseling Handbook" by permission of the Counseling Office at Boston Latin School.

Myths About the College Application Process

I need to decide on my career before I can choose a college.

College is your time to explore. Except in a few specific situations, you can choose a major in your sophomore year and still complete the degree in four years. A surprising number of students discover their ideal field while taking a course they didn’t expect to like. If you're not ready, don’t let well-meaning friends pressure you into deciding on a major field or a career before you choose a college. Take your time.

If I haven’t heard of a college or university, it can’t be very good.
You may not hear about many of the nation’s finest colleges until you are well into your adult life. Athletics on television is how most colleges get to be known, but many great colleges do not get that kind of exposure. Some of the nation's finest colleges don’t play big-time athletics. Judge a college on its own merits. Don’t let name recognition determine a good or bad college.

A lot of out-of-class activities will compensate for poor grades.
Admittedly, colleges consider out-of-class activities such as athletics, student government, and music when they review an application. But colleges look at your academic performance first. Lots of out-of-class activities help only if the college already believes you can do the work. "The thicker the file, the thicker the child" is an expression admissions counselors use when a prospective student submits materials on all that he or she has done, but the student still has poor high-school grades.

Big colleges are best if you haven’t decided on a major field.
Many students think that because there are more courses to choose from, a large college offers greater options for undecided students. However, choices alone should not be the deciding factor. If you are undecided, the best college is one that has core requirements or distribution requirements that ensure you will explore new areas and fields.

Also, look for colleges with the strongest academic advising and career counseling programs regardless of their size. Good advising can help you choose an academic and career path you will enjoy rather than one you think you might like right now.

The quality of the academic program in which I am interested is the most important characteristic of a college.
About two of five students change their major fields of interest before they actually enroll in college, and about one of two changes the major field once enrolled. Look for a college that has your current field of interest but is also strong in all its areas.

It’s worth noting that the research on success in graduate school and in employment after college suggests that the best way to master a major field is a combination of learning theory and active, hands-on-learning by doing. What's more valuable is having the opportunity to do research on your own or to work side by side with a professor on a project rather than simply taking more courses in the field.

The best time to visit colleges is after you have been admitted.
Many students have fallen for this myth only to find that none of the colleges to which they were admitted "felt" right when they visited. If possible, visit before you apply and again after you have been admitted. If you can visit only once, make it before you apply.

College is for only four years.
This is wrong on two fronts: 1) You can’t trade in your degree for another one if you didn’t go to the best college for you the first time. Your college is with you for life. 2) Only about one of five students completes college in four years. In fact, only two of five students complete college in six years. If you plan to be out of college in four years, learn what each college’s four-year graduation rate is.

Your life will be ruined if you don’t get admitted to your first choice college.
Thousands of students each year do not get admitted to their first choice college and most are happy, healthy individuals today. Yes, rejection is hard on your ego, but you will not be alone. Additionally, the vast majority of students who settle for their second choice end up happy at that institution anyway. Remember, college admission, especially at the more selective colleges, has to be subjective. With thousands of applications and only a small staff, it is impossible to assess each applicant objectively. Some applications stand out. Some don’t.

You will have a better chance of getting into professional or graduate school if you go to a university that offers these graduate programs.
Many students and parents mistakenly think that attending a university with a law school, medical school, or graduate school guarantees admission into that program at graduation. Very few universities give their students special preference for graduate study, and those that do reserve it for only the very best students. Many small colleges and universities have excellent records in placing students in professional schools and graduate programs. The key to admission is succeeding in a strong major program at a challenging college, not where you go. Regardless of where you attend, there are no guarantees.

Liberal arts colleges do not have good science programs.
The "liberal" in liberal arts means "broadening" and "freeing" – as in freeing one’s mind from narrow thinking. The term "liberal arts" is a shortened version of the full title: liberal arts and sciences. Most liberal arts colleges have been emphasizing science for all students for a century or more. Since the best way to learn science is by doing science, small colleges with small classes and fewer students in the laboratories often have an advantage. Proportionally, far more physicians and Ph.D.s have earned their undergraduate degrees from small liberal arts colleges than from large universities.

Residence Halls are simply places in which to sleep.
This is true at many large institutions, but it is not at smaller colleges. At "residential colleges" the staff takes advantage of the 24-hour learning experience. Many small colleges have regular activities in the residence halls ranging from those focusing on wellness and personal growth to film festivals and Super Bowl parties. A residential college offers a unique time in your life to blend your academic, social, personal, and recreational life. The famous college tradition, the late night "bull session", often deals in subject matter from academic courses, personal beliefs, and arguments over the views of famous philosophers. Residential life can add a great deal to your college experience.

Large universities have greater diversity.
This is true if "diversity" simply means having greater numbers of African Americans, Hispanic Americans, Asian Americans, Native Americans, and international students. Unfortunately, the size and nature of a large university often mean that there is little interaction among those of various ethnic and racial backgrounds. At large universities, groups of students can often choose to live and learn together and separately from other students. At small schools, however, the student population is small enough that you will get to know well, or in passing, virtually all students. If the value of diversity is to learn to understand and appreciate other cultures and groups, then small colleges often offer greater diversity.

Colleges are concerned only with my intellectual and academic development.
Many colleges and smaller universities pride themselves on their ability to "develop the whole person". Some of this personal development comes from requiring a broad-based general education that contributes to your understanding of the world and society. Some of the personal growth takes place in the residence halls where you learn things like tolerance and how to get along with different kinds of people. In some cases, personal and professional development is intentional. At these colleges, there are workshops open to students on time management, developing relationships, handling yourself at a job interview, and your responsibilities as a citizen.

Only the very best students receive financial aid from colleges.
If you are admitted and have financial need, colleges generally want to make it possible for you to attend. In fact, the greatest proportion of financial assistance at private colleges tends to go to students in the middle of the class. High-ability students or students with special talents may receive "merit-based scholarships".

State-supported institutions offer more financial aid than private colleges do.
State-supported colleges and universities offer very little of their own resources for financial assistance. As the name suggests, state-supported institutions are subsidized by their respective states and that allows them to charge less. However, state institutions are also more likely to offer only loans to students who do not have a high need.

The federal government provides most of the financial aid.
Government funds comprise only a very small proportion of the financial aid available. In fact, the government continually reduces the amount of grant money – money that does not need to be paid back. Private colleges, especially, supply the largest portion of financial aid.

Some secret strategy can get me admitted to a college. In our society and neighborhood, where money can buy almost anything, it is easy to believe this. Impressive letters of recommendation from famous people and gimmicky application or essay approaches will not get you into a school. YOU and your record will get YOU into a college – perhaps with a lot of guidance, assistance and support – but it will be YOU, and there is no secret strategy for any school.

Resources

ABOUT COLLEGES

http://nces.ed.gov/collegenavigator/
The National Center for Education Statistics

http://www.utexas.edu/world/univ/state/
Links to university websites organized by state.

http://www.ctcl.com/
Colleges that change lives from the book by Loren Pope.

http://www.collegeview.com/
College information and search engine.

ABOUT THE COLLEGE SEARCH AND APPLICATION PROCESS

http://www.educationconservancy.org/
A non-profit organization committed to improving college admission processes for students, colleges and high schools.

http://www.commonapp.org/
An online application used by many private and public colleges.

http://www.universalcollegeapp.com/
An online application used by many private and public colleges.

ABOUT FINANCIAL AID AND SCHOLARSHIPS

http://www.finaid.org/
General information about financial aid.

http://www.fafsa.com/
Free Application for Federal Student Aid.

http://fastweb.com/
A free scholarship search service.

http://www.collegegold.com/
A division of FastWeb containing information and cost calculators.

http://www.hesc.com/
New York State Higher Education Services Corporation.

http://www.ed.gov/students
Financial aid information from the federal government.

http://www.profileonline.collegeboard.com/
A supplement to the FAFSA created by the College Board.

ABOUT STANDARDIZED TESTING

http://www.collegeboard.com/
Information on the SAT, SAT II, and AP exams.

http://www.actstudent.org/
Information on the ACT test, which can provide an alternative to the SAT.

http://www.fairtest.org/
The National Center for Fair and Open Testing.

Visiting Colleges (the short version)

Before you become too serious about attending any school, it is very important that you try and visit to get a feel for the campus and student experience. Spring break, summer vacation, and weekends are good times for you to visit campuses. All admission offices offer campus tours and information sessions for prospective students. Call in advance or check the website to find out when they are scheduled. Many colleges allow you to register for information sessions and tours on their website.

If you become serious about a school, many college admission offices will arrange for you to spend a night in a dorm, attend classes, and eat in the cafeteria. If you'd like to do an initial visit, plan to spend at least half of a day on campus. This should be enough time to do the following:

• attend an information session
• go on a campus tour
• eat on campus
• walk around on your own
  

When visiting a college, try to think about what life there will be like. Try and answer the following questions:

• How large are the freshman classes?
• Do you like the food?
• Do you like the dorms?
• What information can you learn from flyers posted around campus?
• What are the hot issues in the school newspaper?
• Can you see yourself among the students?
• How far do you have to walk to get to classes?
• Do the people walking around look happy?

Do your homework on the school before you go. Does it measure up to the way you imagined it? How does it compare to the way the school presents itself on its website and other advertising you have encountered?