Enhancing Career Readiness through Summer Jobs

With the end of every school year, there are more graduating students to miss. Whether they’ve come just for college prep, or if they’ve been with me for some time, there’s a good chance we’ve established a very strong bond. I am a better teacher and mentor from having had the pleasure of working with and learning from them.

Fortunately, those same students are always part of my life, even when their high school days are over. Sometimes at the request of their parents, or perhaps when I come across an interesting opportunity, I help the students find internships that make their summers during college more meaningful. Increasingly, there is the chance that the right summer opportunity can have a dramatic impact on a student’s career readiness.

For College Students

To college students, my advice is to start a spreadsheet of future possibilities now. Many organizations require a student intern to be a rising junior, for example. But if a rising sophomore really likes the idea of working for ______, he or she should keep a record of the entity, contact information and prerequisites. This can serve not only as a motivator for selecting courses, but it also enhances the possibility of getting a jump start on applying in the future. (What if, for one day during a student’s 2012-13 winter break, he or she were to e-mail these contacts, anticipating that they may have summer 2013 openings not yet advertised?)

Most parents, and understandably so, really see the summer as a time to earn money. This raises a sticky question: what about unpaid internships? I can address this concern from personal experience. When my son came home after his freshman year at GW, he did not yet have firm summer plans. Each of us looked diligently on the Internet (he welcomed my help, unlike during the high school years) and one day, I came across an ad from a boutique real estate company which was offering an unpaid internship. My son, always interested in urban planning, followed up, got an interview and, fortunately, an offer. This internship had countless benefits, allowing my son to see how his skills could be used on the job and how people in the “real world” lived. He loved it! He continued writing for the firm from his college dorm in the fall – this time for pay – and by the winter of 2012, he discovered and landed a salaried internship in Washington, DC, in part because of the skills and experience he picked up the previous summer! In addition to a paycheck, he earned college credit. What he learned in that internship laid the seeds for a paying summer job this summer and helped him gain the confidence needed to deal in the world outside the college campus.

For High School Students

It is not easy to be employed during the summer between years of high school. There is fierce competition for jobs with peers and college students. Often, the position goes to the most ambitious or the most willing to show initiative in caring for others (for example, house sitting, pet sitting, teaching peers your favorite subject). So what if other high school students used their talents to find summer opportunities? For example, I have a student who draws Manga characters and has taught herself sign language. I’m hoping she tries to get some of her Manga work published, offers sign workshops, or volunteers in some way. This is career readiness, communication skills development, job experience, and college “brag sheet” material all wrapped together!

For All Students

I do have advice for all my students, high school or college, which is to keep up their skills in social media. They should blog about subjects they like and get a company or an association to pick up their work. It will be helpful to learn about search engine optimization (SEO) and Internet commerce, which will so much be a part of their lives. (This is especially true for individuals who are aspiring entrepreneurs, academics or journalists.) If an individual is an athlete, he or she should consider volunteering at a sports camp and keeping up with listings for jobs in sports (maybe even signing up at http://www.jobsinsports.com/). Students should set up the skeleton of a resume on their computers and, before going back to school in the fall, stop by a prospective employer and inquire about next summer. All students should jump on any opportunities to interview; this is a life skill in the making.

Certainly, nothing about the job search process is entirely fair, especially when it comes to prospective workers who lack experience. Corporations cut staff and farm out projects to business school students. Internships that may have come with a salary attached no longer do. People with connections grab positions before a company can post a job. Yet those who overcome the odds and take risks have a chance to thrive. In a sense, that’s what career readiness is all about.

Sorting through Options for College

If you’re the parent of a high school senior, getting through March may be somewhat like stepping on eggshells. Soon enough, the fate of your son or daughter will be sealed with a click of the mouse – to be followed by feelings of elation, relief, despair or uncertainty.

Many students, especially those here in the competitive Northeast, learn in a heartbeat that their master plan for college won’t be happening after all. That, of course, is how the world sometimes works. Your student may have to make a choice between two options that weren’t at the top of the list. Barring financial issues, what will help your student make the big decision?

Take advantage of visitation days. These give your student the opportunity to mix with other accepted students while picking up the latest vibe on campus. When my son was weighing his options a few years ago, we ventured to see the only school he hadn’t visited, a last-minute addition to his target list. The journey through endless Upstate New York farms, along with the panel discussions on campus, convinced him to go with his gut and to attend a city school instead. These quick visits to campuses have similarly helped many of my students; in fact, they have eliminated options based on conversations with matriculated students and the “look and feel” of the dorms and campus buildings.

Encourage your student to join social networking groups for prospective students. In this case, be glad he or she can harness the power of the Internet to meet and greet. It’s the next best thing to a visit (and for some students, less nerve wracking).

Reassess access to internships at each college. Often internships are invaluable resume credentials; in some cases they are a source of inspiration and stimulation that classes may not able to provide. Some colleges, by virtue of their reputation or location, have greater reach into the marketplace than others (even though student accomplishments and initiatives help seal the deal).

(Re)consider the location. This is huge! Remember you get to pull away in August or September, leaving your student in a new environment. Before sending in a deposit, he or she may once again wish to weigh the need for a city, community or downtown. During my Upstate New York visit, my son and I sampled local pizza and a movie. While we felt safe and comfortable, we realized that the downtown had only a few streets – far fewer than he needed in a college town. (Snowflakes in April didn’t help either.) I recall a similar story from a neighborhood student who had been admitted to an Ivy college. He called his mother from the visit and said, “Send that deposit to _____. There’s nothing to do here!”

Don’t forget the elite factor, which often goes hand in hand with size. I can’t overemphasize the importance of this to many of my students who thrive at being around smart students. Does your student want to be one of many intellectuals, or does he or she want to be the star?

Consider the prevalence of Greek Life. The significance of fraternities and sororities is another deal breaker. Do they dominate the campus and weekend activities, or are they off to the side? I currently have a student evaluating this factor at a good school in a rural setting. If he’s not a frat man, will he be happy?

For Those Thinking About Waiting Lists and Future Transfers . . .
For my College Counseling practicum with UCLA, I researched elite-school transfers. I learned that in most cases, the chances of gaining admission as a transfer are even lower than those of freshman applicants (with a few notable exceptions). So be cautious when advising a disappointed student that he or she “can always transfer” to that sought after elite university. (The same is true of getting off wait lists, even though I have had students be successful in that regard.)

If you think you may have a prospective transfer applicant on your hands, note that colleges look at GPA first, so students who are thinking of transferring need to be proactive and upbeat with their academics. That means studying far in advance of exams, creating original and insightful written work, and really impressing professors (even if the school was not their first or second choice.)

Most importantly, remember that barring financial issues, the choice of colleges should be the student’s – not the parent’s. Most likely, your student will emerge from his or her freshman year more responsible and mature than even you thought possible.

Questions? Contact me: nberler@myuncommonapps.com.

When Choosing Courses, Do You Take the Road Less Traveled By?

It’s that time of year. Football season is almost over. It’s too cold to plant, but not too early to think about it. But there is one event that’s in season: course selection.

No matter where my families live and students go to school, I see many of the same issues relating to selecting next year’s courses. If you’re the parent of an underclassman – or someone who advises one – here are some tips that you might put to use when choosing courses for 2012-2013.

• Should my student pick the regular, honors or AP course? This is a function of the student’s ability, workload and target college list. Of course, when asked if it’s better to get an A in an easy course or a B in a harder one, admissions officers from most competitive colleges will say they want to see As in honors and AP courses. However, I have seen students hurt and overwhelmed by a hard course or a demanding teacher. The student starts to fall increasingly behind, and the parent spends time and resources to help that student recover. The student’s confidence is blown. Believe me; I have had this experience as a parent, and it’s not worth it. Consider the difficulty factor when signing off on your student’s choice of courses, and be understanding if he or she wants to “drop down” next year.

• How many AP courses do I need for college? There is no right answer to this question. College admissions officers trace courses from semester to semester and, when evaluating that all-important transcript, they want to see a natural progression in courses. Students should be aware of the nature of the AP course work and the teacher’s style when deciding whether to go the AP route. (By the way, it is possible to take AP exams even when a course isn’t offered, so that’s another option.) The College Board makes sample questions from past exams available, and that is a very good way for a prospective student to determine whether or not a particular course would be appropriate.

• How much should my student challenge himself or herself? A student should always be challenged. If all things were equal, I would advise having the most positive and most academic role models around your student. However, some of the same advice given above applies here. In addition, if your student is passionate about a nonacademic activity, he or she will sacrifice valuable study hours. Some of today’s courses are really difficult – far more than they were back when we went to high school. Moreover, colleges don’t want nerdy kids; they want kids who love what they do and use their hours productively.

• Does my student need more than three years of the same language? Language is cumulative, and knack for language is to a large extent innate. So some students will have an easier time than others. In today’s global marketplace, competitive colleges and universities expect applicants to have at least three years of the same language, and many prefer four. It would seem strange to see a candidate drop a language after two years and start a new one. At the same time, if a student had room in the schedule, it would be impressive to add a new language.

• How demanding a senior year does my student need? The (unfortunate) answer is that applicants to competitive colleges need to sport a very demanding senior year course load. College admissions officers scrutinize the first half of the senior year, looking both at course difficulty and grades. If a college applicant is deferred or rejected in an Early Decision round in the fall, that first semester will be huge. So the message to seniors: Choose your courses wisely, and don’t slack off!

• What courses are hot? I’ve noticed that AP Psychology is a very hot course selection among my rising juniors and seniors. There are a number of reasons why: some schools accept AP Psych as a history course; students like the idea of analyzing themselves and their friends; and AP Psych may provide placement credit so that a student doesn’t need to sit through Psych 101 in college. AP Psych requires extensive knowledge of theories and theorists, so if you’re student doesn’t find that appealing, he or she may opt for a different AP. Get a preview on the College Board website: http://apcentral.collegeboard.com/apc/public/repository/ap-psychology-course-description.pdf.

Contact me with questions. I’ll look forward to hearing what path your student decides to follow.



Nina
Aristotle Circle Expert Network
Unigo Expert
nberler@myuncommonapps.com

Calling All Students!

The Early Decision notifications are creeping in. A friend of mine was the first to check in with her daughter’s acceptance. I was so impressed when she told me that Muhlenberg actually calls its admitted students directly - but astonished to hear that the college leaves messages on students’ cell phones rather than their land lines! After all, how many students only respond to text messages?

If you're the parent of an ED senior, you will help set the tone over the next few days and weeks. Here are some suggestions:

If your student is accepted ED, celebrate! Short of an honor code violation or disciplinary matter, he or she can enjoy a well earned break from the stress of senior year.

If your student is denied, move quickly to activate the backup list. Forget trying to see any more schools. Your student needs to buckle down and author the most personal, thoughtful responses possible on the supplements of colleges on that backup list.

If your student is deferred, he or she should compose himself or herself, then write to the admissions officer(s) handling the ED I decision, bringing the college up to date on any recent accomplishments and asserting continued interest in the college. The letter should be on task and the tone upbeat.

If your student - deferred or denied - has an ED II option at a second-choice college, it's time to go for it! Don’t count on any deferrals coming through as acceptances in the spring. ED II candidates must submit first quarter grades, so that might be a consideration.

For more details, see my blog postings “The Early Bird Gets the Worm . . . But Should it Apply ED II?” and “After Hitting ‘Submit,’ is it Finally Over?”

Follow me on Unigo or Twitter, @nberler, or write to me, nberler@myuncommonapps.com.

After hitting “submit,” is it finally over?

This fall, nearly all the students with whom I worked applied Early Decision. Many of them hit the submit button with a sigh of relief, especially here in the Northeast where charging stations were at a premium. (Fortunately, many colleges extended their deadlines because of the power outages.) So now is the process essentially over, or is it just the beginning of the end?

It will be a while until we know how this year’s early application volumes compare to those of 2010. However, consider this advice to deferred students from Christoph Guttentag, Dean of Admission at Duke, published in Jacques Steinberg’s New York Times column:

“The hard truth is that if you applied early decision and were deferred, for most of you, unfortunately, the process is essentially over. Take a look at the defer letter — does it say what the admit percentage is for defers? If it does, take that number seriously. Keep that list of other colleges you’ve applied to close to your heart, because the odds say you’re going to be choosing from among one of them.” (New York Times, 2/9/10)

If your student has applied ED I, now is not the time to rest. He or she should get comfortable checking into an online account assigned by the ED I school. If the ED I college offers an alumni interview, the student should be ready when called. (See my blog “Answering Questions about the College Interview.”) Make sure your student stays out of trouble and keeps grades high between now and the mid-year report. These grades are critical for students who wind up in the Regular Admissions pool. Also, should there be a noteworthy accomplishment (e.g., being named a team captain or winning an academic award.), the student should contact the appropriate rep in the admissions office.

If your student plans to apply ED II, make sure that application is done and ready to go. ED II is a wonderful option, especially for students who do want to avoid competing with Regular Decision applicants. Most ED II applications are due in early January with a decision rendered in mid February. (See my blog “The Early Bird Gets the Worm, but Should It Apply ED II?”)

If your student has already been accepted to a rolling admission or nonbinding Early Action program, he or she is very fortunate indeed. There is still time to go “fishing” to see what else is out there. Whether it’s a better financial package or a better fit, choice can be a good thing.

The bottom line: no student should be left without a fallback plan. If a student is deferred or declined in mid-December, there will not be much time until Regular Decision applications are due. Make sure these apps receive as much care as an Early Decision I app. For those schools you’ve yet to visit, I would advise taking a virtual tour and checking on unigo.com in order to narrow down choices. Your student should be sure to load backup choices on the Common App and to draft essay questions for target colleges.

While I hope to hear all good news from parents in mid-December, I also understand that in many cases, parents and counselors may be the ones picking up the pieces after a child is deferred or declined. That’s why you need to urge students to be as productive as possible between now and January 2012. We all know how quickly time goes around the holidays. It seems to go by even faster when college applications are due. But remember that next year at this time, you'll be welcoming your student home for Thanksgiving, anxious to hear about freshman-year adventures and grateful that college applications are part of the past.


Any questions? Contact me at nberler@myuncommonapps.com.

The Early Bird Gets the Worm . . . But Should it Apply ED II?

It’s mid October, and chances are you or someone you know is in the throes of college applications. To clarify questions you might have about early options, particularly Early Decision II (ED II), I am providing some guidance. Early birds, take note!

What exactly is ED II, and how does it differ from other early options?
Early Decision II is an early application option initiated by some colleges over the last ten years. As opposed to Early Action, which is almost always non-binding, Early Decision II is a binding option, meaning students must attend the college if accepted under ED II. The difference between Early Decision I and Early Decision II is timing. This year, most colleges offering both options ask ED I students to apply by November 15, 2011, and they render a decision in mid-December. The deadline for ED II, on the other hand, is on or about January 1, 2012. Students have a decision in late January or early February at the latest.

Note that the application deadline for ED II is generally the same as Regular Decision. So what is the difference? Under ED II, students will have a decision about two months earlier than Regular Decision applicants (just as colleges will have deposits that much earlier). The college is happy to fill its next class with candidates who want to be on that particular campus.

There are some colleges that offer both Early Decision and Early Action, creating some very nice flexibility for students who aren’t sure of their preferences and financial aid options. At Bennington, for example, a student can opt for ED I, ED II or Early Action. Early Action candidates need to apply by December 1, 2011, and they hear back from Bennington by February 1, 2012.

Why would a student apply ED II to a first-choice college rather than ED I?
Some students – and their parents and counselors – may be concerned that a disappointing junior year transcript may have an unfavorable impact on a student’s candidacy. ED II allows a student to get some better grades and activities as well some late-year standardized testing. (For example, there is a December 3, 2011, SAT administration and a December 10, 2011, ACT.)

Is it ever a strategic risk to apply ED II?
Yes, that can definitely be the case. Transcripts for ED I are current through the end of the junior year. However, ED II candidates must submit first quarter senior year grades. So a student off to a rocky start in the senior year might look better as an ED I rather than an ED II candidate.

Can students apply both Early Action and Early Decision?
Usually, the answer is yes, but students should check the policy in each college to be certain. Also, a few colleges, notably Yale, Harvard and Princeton, have moved to an option known as single-choice early action. This non-binding policy forbids candidates from applying to any sort of early program at another private college, yet they may be able to apply to another college's rolling program. Here’s how Yale explains its option:

• You may apply to any college's non-binding rolling admission program.
• You may apply to any public institution in your home state at any time provided that admission is non-binding.
• You may apply to another college’s Early Decision II program, but only if the notification of admission occurs after January 1. If you are admitted through another college’s Early Decision II binding program, you must withdraw your application from Yale.
• You may apply to any institution outside of the United States at any time.
(Yale website)

Are there any circumstances under which a student is released from this binding agreement?
The answer is yes – for financial aid reasons. As NYU explains, “Students will only be released from the Early Decision agreement if they believe their estimated financial aid package does not enable them to attend. Students must be aware that applying Early Decision will not enable them to compare financial aid packages from other universities. If comparing financial aid packages will be necessary for a student, the student should apply under our Regular Decision program.” (NYU website)

Early candidates are generally treated the same as regular candidates for purposes of awarding financial aid. Admissions are considered by admissions departments, with aid decided by a separate office and using the same required forms and methodologies. Colleges notify accepted candidates of a preliminary financial aid package on or around the same time they are admitted under an early plan provided the students have submitted the required forms in a timely manner. A student needs to agree to the college's financial package when he or she accepts an ED I or ED II offer.

What if a student really loves his or her ED I school and gets deferred? Should that student then apply ED II to his second-choice school or risk going back in the regular pool in hopes of getting into that first-choice college?
This is the question colleges don’t dare answer on their websites! The fact is that colleges admit a larger percent of candidates applying ED I and ED II rather than Regular Decision. When students are deferred after applying early to an elite college, they are often denied admission in the regular round. So using ED II as an alternative admissions strategy with a second-choice college may be appealing. Yet it is a decision the student has to make with his or her family and counselor: the people who know that student best. It is a very emotional decision and not one to take lightly.

What else do I need to know?
Some colleges automatically consider candidates who do not receive a favorable early decision in the regular pool, but others, such as Tufts, do not. Students must check each college’s rules on this matter. A student may not apply ED I or ED II to more than one college.

By the way, a student must withdraw any applications to other colleges once admitted under an ED plan. Also, colleges can share the names of those admitted with other institutions.

Questions? Contact me at nberler@myuncommonapps.com. I have been awarded Unigo Expert status this fall, including Top Expert in many categories!

Answering Questions About the College Interview

Question: What’s one of the most valuable experiences of the college admissions process?

Answer: The interview, of course!

As if the college application season isn't full of enough uncertainty, the prospect of first interviews is enough to unnerve many a high school senior. These days, college interviews can happen in many places, a result of the sheer volume of applications facing admissions officers. Depending on the colleges your student selects, he or she may be interviewed by an admissions officer on the college campus, a rep in a nearby coffee shop, or an alumnus in a conference room. Some colleges are even using student volunteers or interns to conduct interviews.

No matter who is interviewing your son or daughter, certain rules apply, starting with what to wear. I advise candidates to go with a smooth, preppy look that’s sure to work in any venue: for guys, a polo and khakis, and for gals, a nice shirt and conservative skirt or slacks. The student should know the basics starting with a firm handshake and eye contact. But he or she should also practice with a parent, friend, counselor, webcam or mirror.

Certain classic interview questions are a great place to start. (What are your strengths and weaknesses? Describe a challenge you’ve faced and how you overcame it. What is your favorite book? What subjects do you do best at in school?) Every interviewer is different; some use set questions, while others go with the flow. Sometimes the best interviews are those where the applicant and interviewer find common ground, and that can really put the candidate at ease. Regardless of the interview dynamics, however, the student has to be careful with his or her opinions and meanderings. It is never a good idea to offend the interviewer.

Interviewers are always impressed when the student comes armed with a few good questions. Make sure your son or daughter does the same. The questions can be on anything from a tour guide’s comment to the interviewer’s own college experiences. The student shouldn’t hesitate to take out previously written questions or jot down notes. (I find that very impressive.) He or she should bring a copy of a resume (“brag sheet”) which will help the interviewer write up a report. Another professional touch is asking for the interviewer’s business card at the conclusion of the interview. Thanking the interviewer goes without saying.

The interview rarely makes or breaks the candidacy. There are just too many factors that make up an applicant’s profile, starting with the transcript and difficulty of courses. But believe me, if an interviewer sees a student who doesn’t seem to know about the school or indicates a preference for another college, it could cause some serious damage. Would you be impressed with an interview candidate who doesn’t seem well versed on your company's products and services or speaks glowingly of your competitor?

In my 20+ years as a Brown Alumni Schools Committee interviewer, I’ve seen it all. One student got into a car accident on his way to the interview. Another came across the room, sat down on the floor, and looked right up at me before she answered a question. I’ve had students bring paintings, sketches and recordings, all in the hopes of furthering their cause. Your student has to understand that there isn’t always a short-term gain from doing well in an interview and that not all interviews will go smoothly. But the ability to interview well is a skill your student will use forever. That is something to be pleased about.