The Freshmen College Learning Experience

Many of you will be doing some college visiting this fall and I wanted to say a few words about one of the most important aspects of investigating a college during your trip  --  The Learning Experience for Freshmen.

It's easy to get caught up by the surface appearances when visiting a college, and it is very true that the admission office at every college and university uses expert "marketing strategies" when setting up their college tours. You might be "sold" on every college you visit, so it's important to go into this process with a specific perspective.  

Imagine that you're a freshman about to move into your dorm.  What would provide you with the best chance of success this year and what do you need to be in place to make a successful transition to your college experience?

There are some great strategies used by colleges and universities who have the highest retention rates for Freshman.Find out if the colleges you're visiting help freshmen to adjust and succeed by asking these questions:

  1.  Does this school have a 'freshman experience," a seminar that everyone takes, or an intensive first-year advising program?

 2.  What percent of faculty teach freshmen?

 3.  What percent of classes are taught by teaching assistants?

4.  What is the average size of freshmen classes? or What are your largest freshmen classes?

5.  What percentage of freshmen get the courses they want the most?

6.  Are freshmen required to take a writing course?

7.  Do the RAs (Residence Assistants) run special programs for freshmen to help with dorm and campus adjustment?  Are they available for social concerns?

You've invested alot to get to this point, don't you want to make sure the college you choose is willing to invest in you?

If you're just beginning the College Search and Selection Process, here's a piece that I've written to help guide you along the way.

ESTABLISHING A FOUNDATION FOR THE SEARCH 

Imagine that it is a year or so from now and you are attending the college of your choice.  You are on your way back to the dorm from a late-night talk with a friend.  You keep replaying your friend’s words:  “I hate it here.  I can’t imagine why I decided to come here in the first place.  I never really looked into it.  Everyone told me it was a good place for me.  Lots of kids from my high school applied here.  They all knew the name.  The first time I saw the place was when I pulled my suitcase out of the car to move in.  What was I thinking?”

It’s sad that your friend feels like this, but you don’t feel the same way.  You like it here.  Sure, there are times when you miss your friends from high school, your room at home, and a home-cooked meal, but the decision you made about choosing this college feels more right to you every day.  What made the difference? You ask yourself.

 Maybe it was the way I approached looking at colleges in the first place and the questions I asked myself.  I remember my sophomore year English Teacher saying, “The reason I am so intent on the amount of reading I ask you to do for this class is to prepare you for the expectations that college will place on you.  You’re all heading in that direction, and we have a responsibility to give you the kind of foundation you’ll need to succeed.”  I began to think:  Am I headed in that direction?

It was obvious to my English teacher that I was going to college, it seemed obvious to most of the kids in the class with me, and, of course, it was obvious to my parents.  But was that what I wanted to do with my life? I spent time figuring this one out.  I looked at alternatives, went to guidance with a couple of friends, and did an interest inventory and a career search.

The decision was coming down to me—no one else could make it for me.  I asked myself some hard questions.  What did I want to achieve with a college diploma?  Would I go to college to broaden my knowledge or to get specific training?  Was I smart enough to handle college? How hard did I want to work? What did I do well?  What were my strengths?  And my weaknesses?  How did I feel about learning?  Were there things I really liked learning about?  What mattered to me?  What were my values? What kind of place would reflect my values? Could I be self-directed enough to accomplish four years of college?  Would I be ready to go to college right after high school?  Was I thinking about college for the financial rewards or to gain a profession?  The self-evaluation wasn’t easy.  I envied those kids around me who seemed to know from birth what they wanted to do.

Sometime during that self-exploration, I decided that yes, college really was my choice, too.  Once I had made the decision, it felt right.

1.  Academics come first           4.  Form a Team: Parents, Counselor, Teachers 

2.  Watch your deadlines           5.  Use Your Resources:  Guidance, Career Center

3.  Stay organized                       6.  Narrow your college choices to:  25 and final to 6-8

You're Paying for More Than the Mascot  -- 
What's in THEIR BRAND?

We ask college bound students to wrack their brains to market themselves and "brand" their application. "After all most colleges will only see you on paper , shouldn't you try to transmit who you are and separate yourself from the crowd using a branding strategy?  The colleges and universities on your list are "very selective" and you will need to clearly present what it is that you'll be adding to the mix when you join their next freshman class."

But what are we expecting from the colleges to which most of students in the US are appling? Unless you're a student and  family exploring the Ives, name recognition and more importantly a "real and meaningful" identity that differentiates one institution from another is almost non-existent.  At the cost of $55 to $58,000, shouldn't those colleges whose names don't flow right off the tip of our tongue do more to define their brand? 

In today's marketplace, a college education that contributes to the resume is a sought after commodity.  As a counselor for over 27 years, I have made it a point to visit colleges and universities all over the country.  My impression, in the majority of cases, is that our "institutions of higher learning" have much to offer and most have clearly defined zones of excellence.   But are they articulated and have they managed to clearly "spread their word" to the public?  Even more importantly, do their graduates know how to market their "Alma Mater's" brand in an interview?

The bar is being raised every year to enter colleges and universities in this country and competition for a seat has allowed the costs of attendance to skyrocket.  Isn't it time for college graduates to come out of their college experience with more than $25,000 in loans to pay back? 

The college selection and application process is a difficult landscape for students and their parents to navigate, clearly defined "road signs" that distinguish one institution from another could only help to make a "best-fit" decision, improve graduation rates and enhance employability.

New to the 2012/13 Common Application  --  Can Counselor "Opt-Out" Hurt Students Chances?

 On August 1st, the Common Application (Common App or CA) will offer guidance counselors the option of not submitting recommendations or evaluations on behalf of students applying to CA member colleges and universities.


A check box on the School Report Form will read, I will not be submitting an evaluation for a particular student because either “The demands of my counseling load do not afford me sufficient time” or “I do not have sufficient personal knowledge of this student.” 


It is not surprising that a number of colleges that do require a counselor recommendation as part of their decision-making process are concerned about this "new" option. The counselor recommendation has always been considered an important aspect of the student application, providing insight into the student's qualifications and personality on a more global and "progress over time" perspective. The  more selective CA member colleges require both the submission of a completed “School Report,” containing a written evaluation provided by the counseling office (or other designated official) as well as one or more academic recommendations from teachers.


Students and parents need to be concerned about the new "opt-out" policy because it may place them at a disadvantage.  In those public and private high schools, where counselor caseloads are smaller, counselors will be submitting their letters of recommendation, adding additional information and weight to that application.  Presently, there is no feedback loop to let students know that their counselor did not submit a recommendation for them. There is no option built into CA this year for a student to request an additional recommendation if their counselor chooses to "opt-out" leaving these students to compete against other candidates that may have three completed recommendations.


At a recent seminar on the "Latest Changes to the Common Application" provided by representatives from CA, when asked if CA had plans to monitor the use of the "opt-out" option, they indicated that CA would be maintaining statistics on how often counselors would be opting out and disclose that number for next year, which doesn't help this year's candidate.

So what steps should be taken by students and their parents to better ensure that college and universities have received all three letters of recommendation?

• Explore what your high school's policy is for requiring school counselors to write for their students.
• Set up an appointment to meet with your guidance counselor to request that they write your recommendation, provide them with a copy of your resume and additional student informational sheets, along with any forms for your colleges and your "Calendar for Applying" with your deadlines.  Ask if they feel confident and knowledgeable to write for you.
• Before your deadlines, follow up with your colleges to determine whether they've received all three recommendations and if the counselor has opted-out, what their procedure is for submitting an additional recommendation online or on paper.