November 1st doesn’t have to be scary

As the real witching hour for many--midnight on Sunday, November 1st--approaches, nearly all of my students have submitted their applications due at that time. Most submitted them closer to my October 15th submissions deadline. Still, there’s been a bit of seasonally-appropriate fright, mostly a refrain about one topic:

“My teacher hasn’t submitted his/her letters! Should I not submit my application?”

The answer, of course, is “yes!” It behooves you to get that application in as soon as it is complete. While the application isn’t reviewed until every required part is in, the college still downloads it when you push the button. Colleges get an onslaught of last-minute submissions--why not separate yours from the pack? Show your ability to manage your time as well as your enthusiasm about each college by submitting as soon as you are satisfied with the application.

A second topic:

“I can’t send in my application because I’m waiting for my scores from my October test!”

While there are a few colleges in the most-competitive category that need those scores either self-reported or sent from the testing agency by the November deadline, these schools are in the minority.

For most students, this situation gives you a great excuse to make contact with your admissions rep and ask if it’s ok to let them know your scores (which may include a superscore from earlier dates) as soon as you get the most recent scores. Most will tell you to add your scores to your portal, which you will have access to after you apply. If your earlier scores are not up to the college’s 50-75% percentile and you are praying for a miracle October score, check “not submitting scores” on your application. You can always submit scores that way; however, if you check that you do want your scores considered as part of your application, you must submit them.

Remember that you are in control of this part of the college process! I’m so proud of my students for working ahead of deadlines. Happy Halloween to all!

The LCS Process Prepares Students for College Success

Colleges tell us that today’s students arrive less prepared to handle tasks independently. Whether that's because of helicopter parenting (I get it-we all want our kids to be successful), teachers offering 2nd and 3rd chances to raise a grade, or using AI to do work that requires thinking, students count on the safety net for their responsibilities. At Less College Stress Consulting, we help students grow by:

Teaching proactivity: When I advise a student to reach out to admissions reps, make appointments, schedule interviews, and they do this on their own (that’s what colleges want to see…when I email reps, they ask for the student to contact them), it proves maturity and readiness to be successful if admitted. 

Approaching essays honestly: Writing demonstrates a logical thought process, so it is a major indicator of future college success. Can a student write a first draft after we draw them out and give them all the details and structure they need? Cohesive writing is considered a basic skill at college--regardless of major. AI essays are (at least at this point) generally detectable because they are polished, but impersonal and vague. College standards are higher and plagiarism often has more severe consequences than it does in high school. 

Brainstorming extracurricular activity ideas: When we brainstorm, I ask “What are you curious about?” “Why?” Students who continue that conversation will found/join organizations, compete academically, or create opportunities for others to learn and grow. At college, they become leaders/creators, engage with their professors and peers, and earn opportunities for research and internships before thoughtfully considering careers. 

At every level, skills start with independent critical thinking. While some students need more support, that’s fine. In the college counseling process, we encourage all students to work independently and dig deeper to help them build skills for college and career success. 

The Activities Harvest

I heard a great analogy today from a colleague.

He thinks of the activities students begin early in high school as crops. You “plant” activities/ideas, maybe even starting in the 9th grade. Only continue doing extracurriculars that are meaningful–you’re not just doing them for the hours earned, but your enjoyment. Except perhaps for scrolling on your phone, every activity has value. Don’t start thinking about what recipe you’ll make in four years, also known as “what you think colleges want to see.” Instead, 9th and 10th graders should sample a range of activities and engage with those for as long as that interest remains.

What will you choose to cultivate for 2, 3, or 4 years?

Parents and students ask about research and internships. It’s not easy for a 14 year old to have the opportunity to work in a lab on a professor’s research project, but that student could begin their own research by using credible sources to study any area of interest. One of my students who pursued aerospace engineering constantly watched videos on NASA’s website, and discovered other sources there. He may not have “published research,” which generally costs a good deal of money, but he proved his intellectual curiosity to colleges and wrote some compelling essays. Regarding internships, all are not equal. Some “official internships” offer students gruntwork with little opportunity to actually learn. Helping out in any kind of business for free can lead to a paying job, and even if it doesn’t, the experience gained is worth it. 

Be open-minded about jobs: nearly every type of employment gives students the chance to learn leadership and problem-solving skills, collaboration, and serving others. Some of the best essays come out of these experiences.

That brings us back to the activities garden. By senior year, take stock. Which activities did you dig into most deeply, and which will you harvest into your Common Application?