| tly, colleges are reviewing too many applications | | | | committed to one activity for 2-4 years show a |
| where student are addicted to getting good grades, | | | | much stronger commitment and level of motivation |
| but sacrificing the time to figure out what makes | | | | compared to the student with 20 for short periods |
| them “tick” becoming somewhat | | | | of time. And still, students involved with more two or |
| robotic in an increasing competitive atmosphere. | | | | more activities for 2-4 years shows even potential. |
| Although the academic criteria remains the driving | | | | When I was an admission counselor for a University |
| force of college admissions, the problem lies with | | | | of California campus, I questioned the college |
| what to do when you have too many applicants | | | | application that listed a slew of activities, which |
| have the GPA between 3.80-4.0. Many of us have | | | | seemed to have no connection or correlation to one |
| heard the stories of the students with the 4.0 not | | | | another. The applicant would squeeze activities on |
| getting in, while students with less academic numbers | | | | the sides of the pages “1 month volunteering |
| are. Sure, colleges want students who will do well | | | | at the hospital, 2 times going to the homeless shelter, |
| academically at their campus, but also they want | | | | 2 months interning at the pet adoption center, 6 |
| their students to come in with ideas and energy | | | | months taking piano lessons, etc.” Although |
| towards developing innovation, contributing creativity, | | | | the page was “full,” my first |
| and eventually receiving recognition. With this in mind, | | | | assumption was full of questionable motivation and |
| colleges need students who can go beyond the | | | | lack of commitment. I questioned if the student only |
| expectation, who has a love in life whether its | | | | participated in these things for the sole purpose of |
| sports, volunteer work, a talent, traveling, the list | | | | filling out this page, and hoped to have an explanation |
| goes on. Most importantly, students need to | | | | in the student’s essay. Many times I |
| articulate this “difference” in a 4-8 | | | | don’t get the explanation and my assumption |
| page application. | | | | continues on. |
| Ok, now how to do this. It is important that students | | | | Always keep in mind that colleges want student who |
| do two things at all times while maintaining a good | | | | can think critically and pursue an idea, not student |
| academic record: 1) Have the personal time to | | | | who can follow rules and meet expected criteria |
| breathe and relax, and 2) Commit to something that | | | | – it’s about thinking outside the box. |
| they love (or at least like). Students who are | | | | |