Category: First Steps

When I was applying to colleges, there was no internet, much less Google. There, now you have a sense of how old I am. My access to college-specific information was limited, to say the least. I relied on hearsay. Today’s high school applicants have had the internet their whole lives and know how to maximize its potential, so researching colleges should be second nature to them—right? Well, not always. How to research, maybe, but what to research is a different story.

When I ask students to research schools, they often come back with the faculty:student ratio, the median ACT range of enrolled freshmen and something vague about the location. High school students can get a bit lost figuring out what else they should know. There is much to consider and what to look at will be different for everyone, but thorough research is essential not only for students starting to formulate a college list, but also for seniors who are in the process of deciding.

Know the Curriculum and Academic Outcomes

One thing that will not vary from person to person is the need to look closely at the academic programs they are contemplating. Go to the department websites and learn their focuses and expectations of what their students will learn. Also look at the required classes for the major. Is it more math than expected? More writing? Are there practical or experiential opportunities? A major will differ significantly from college to college so applicants should know the particulars and evaluate which are in line with their expectations. While discovering the nuances of each major, it might be informative to look at the college’s core curriculum requirements. What classes do everyone have to take? Is there a foreign language requirement? Religion class? P.E.? Did you know some schools have a mandatory swim test? The number and scope of requirements can vary so don’t assume anything.

The calendar is another academic consideration. A school on quarters is going to be faster paced than a school on semesters. Typically on the quarter system, students take fewer classes for a shorter time than they would at semester schools. The result is the ability to take more classes over their time in college allowing more time to add a second major or a minor. Semesters, however, are good in that students have more time to absorb the knowledge or to participate in experiential learning such as having an internship. Neither system is better than the other, but it is helpful for students to think about their learning styles and what would be comfortable for them. There are even block calendar colleges which have one intensive class at a time.

If a student is looking at a college that offers co-ops, they should see if they can still graduate in four years if they participate. Schools such as Northeastern and Drexel offer more than one co-op opportunity, but it’s important to find out how participation in that type of program might affect the number of years it takes to graduate and the overall cost. Experiential learning is great but it may affect your graduation timeline.

Grading: Does the college grade on the curve? If so, how will that affect you? High school students used to getting all A’s might have a difficult time adjusting. How does this affect the environment on campus? Will it affect graduate school admissions? Students in classes graded on a curve might be more competitive making students less likely to collaborate or study together. Some schools don’t calculate GPAs and some share written evaluations of their work instead of sharing a grade. Regardless of the grading structure, applicants should evaluate if the grading system is a good fit for them.

As a side note, pressure at some colleges can be intense. The availability of good support systems can be crucial. This means academic support in the form of tutoring and advice as well as responsive mental health services. The percentage of college students suffering from mental health issues is on the rise. Prospective students should learn how long it takes to get an appointment and how many they are allowed. Tragically, they should also know the number of recent suicides.

Life Outside of the Classroom

Those with food allergies or Celiac Disease need to take a close look at food services. Most if not all colleges have gluten-free choices and food that does not contain any of the nine most common allergens. On the surface, it seems like it does not need to be a concern. But dig deeper and they might find out that there is little variation in the meals they are offered or other inconveniences. Availability of a kitchen if living in a dorm might be a question to ask as well. Navigating dietary needs living away from home is going to be challenging, so students should know how manageable it is going to be.

Campus safety has been a hot topic lately. In addition to the campus protests, students should know if their prospective campus is safe. A look at the surrounding area does not tell the whole story. If a college is located in a city, what additional layers of security do they have. I have never been on a college campus that does not have a Blue Light system, but what else do they have? Is it enough?

Lastly, students with their families need to look at affordability. Run the Net Price Calculators to estimate total cost. If applying for financial aid and applying Early Decision, find out if a school will do a pre-read of your financial aid application so that you know before you sign the ED agreement that the price for that college is manageable. Availability of merit aid is another searchable data point.

These questions are only a few of the things students and families can seek answers to. Looking beyond the obvious, is an important step to landing at the college with the best fit so you can thrive.

So far, the seniors I work with have been been accepted to 32 different colleges! Additionally, an incredible amount of scholarship dollars are on the table. All-together they have applied to 120 unique colleges. As I reflect on their achievements, I am particularly awed by their willingness to explore and step out of their comfortable and familiar California environment. They are exploring colleges as far away as Dublin (Ireland-not California or Ohio!). They are seeing possibilities in large SEC schools in the South and Big 10 schools in the Midwest. The frigid, lake-effect weather in the Midwest does not seem to intimidate them. More importantly, their college lists include a large variety of types of schools from small, faith-based colleges to sports powerhouses. They applied to urban schools, traditional campuses in traditional college towns, tech schools and liberal arts colleges. Their college lists are as individual as they are, and they evolved after much introspection and prioritizing.

Here are three things they did to get to this place.

1. They paid attention on college visits.

“Too many of the guys were wearing collared shirts.”
“I don’t want to get hit by a train.”
“People weren’t walking in groups, and they all had ear buds in.”
“The campus is too spread out which might make me late for class.”
“No one seems happy.”
“I think it’s creepy that there is a graveyard on campus.”

“Everyone seems happy.”
“They have their own place to ski.”
“The class I sat in on was very interesting, and the professor was really respectful of all the students.”
“They use Handshake.” (Spoiler alert: 1500 colleges use Handshake)
“There is a bakery in town that sells delicious ¼ lb cookies.”

2. They researched

These seniors investigated available majors, and if their first choice wasn’t available, they found alternatives that would still get them to their goals. Many embraced being undecided, if they were unsure and didn’t want to commit. They also learned how a major could be taught differently at different schools. They also wanted to know if their major choice was going to hurt their chances of admission, and, if so, they adjusted accordingly. In all cases, they were in touch with their priorities.

Additionally, they looked into clubs and organizations that they would like to try such as club sports or sororities and fraternities or career-focused clubs. Also campus safety and study abroad opportunities were both important to members of this class. Finding a good fit is about a lot more than academics.

Sometimes their research led them to decisions to take schools off their list. That is an indicator that they are in touch with what will really work for them.

3. They looked for Value

They learned what WUE is and which colleges participate. Return on investment was important, so they asked how they might leverage scholarship opportunities. They became aware of total cost of attendance and if their colleges were “need-blind” or need-aware.” Lastly, they filed their FAFSA’s in a timely basis.

Importantly, they filtered out what others think and stuck to what they want exercising their independence and individuality. By making their own ranking system, instead of chasing trophies, they focused on schools where they could thrive and be totally happy. Many have not heard back yet from dream schools, and some are already struggling with disappointment, but none will be left without fantastic options all because they put in the work when making their college lists. They did their homework.