Not too long ago I read an article titled "33 Things High School Seniors Wish They Knew As Freshmen." Rather than share those comments with you, I decided to ask my seniors for their advice. To be honest, I wasn't sure they would take it seriously, but I should not have been surprised that they took it to heart and came up with some personal and insightful recommendations of their own. Over the next few days I will share their comments with you. Quite honestly, their advice is great for sophomores and juniors as well.
1. Take it one day at a time. Grades matter, but you need to remember to take care of yourself. Your sanity is more important than your GPA. (Amen.)
2. Disregard the status quo.
3. Do the best that you can do but never feel like you're less than someone in all AP classes.
4. Freshman year is meant to be a transition year - just because you got all A's in middle school doesn't necessarily mean that will happen in ninth grade, and that's okay.
5. Put yourself out there more. Move. Get involved in activities and take on the challenge of harder courses.
6. Be social. Find that group of friends that you want to be around. Study hard and don't think that it doesn't count for anything, because it does. And don't ever forget all the people around you that are there to help!
7. Don't over commit yourself: join clubs and teams that you know you can devote a lot of your time to and be an active member.
8. One good friend is better than five fake ones. Talk to your mom. She will help you through it all.
9. Try to get good grades but make your own definition of good. Not everybody is supposed to make all A's - B's are good grades too!!
10. Don't wait to do things. Nothing is permanent (friends, grades, etc.), so don't get hung up things.
11. "Modest is hottest".
Stay tuned in the days ahead for more sensational advice from the Class of 2014.
Friday, February 28, 2014
Tuesday, February 25, 2014
Teacher Recommendations
Selecting a teacher to write your college recommendation can be stressful. In almost all cases, you'll never get to read it, so you want to be certain that the person you ask will said good things about you, and because you will primarily choose from your junior year teachers, you have a limited list to choose from. So how should you approach your decision?
Begin by considering a class where your most positive attributes are on display, things like your classroom leadership or contributions to class discussions. You will want teachers to write about your initiative, problem solving ability, creativity, or your ability to work in groups. You'll want them to address your writing ability, your critical thinking skills. You might also want to give the teacher some ideas for your recommendation. Remind them of a project, story, or topic that particularly sparked your interest. Mention that paper you wrote...the one you poured your heart into writing. Of course if your teacher is also your advisor or coach, she can write about you in that capacity, but the teacher recommendation is mostly a story about you in the classroom.
Contrary to what you might think, a good teacher recommendation doesn't always come from the class in which you make the highest grades. Some of the very best letters I've ever read were written by teachers who watched a student struggle mightily, and they were able to address those struggles in their letters. They wrote about a student's willingness to take a risk, her insistence that she could do it if someone would give her a chance. They wrote about her willingness to come back again and again for help and her ability to take constructive criticism and use it to her advantage. They wrote about the look on her face when she had that "aha moment," and it all finally made sense. Of course, you don't have to choose that teacher, but you also don't have to avoid it for fear he or she will say something negative.
The teacher recommendation is an important part of your college application, so spend some time thinking about who knows you best. If you're worried that no one does, then this might be a wake-up call for you. You still have time to display some of those outstanding qualities you possess.
Begin by considering a class where your most positive attributes are on display, things like your classroom leadership or contributions to class discussions. You will want teachers to write about your initiative, problem solving ability, creativity, or your ability to work in groups. You'll want them to address your writing ability, your critical thinking skills. You might also want to give the teacher some ideas for your recommendation. Remind them of a project, story, or topic that particularly sparked your interest. Mention that paper you wrote...the one you poured your heart into writing. Of course if your teacher is also your advisor or coach, she can write about you in that capacity, but the teacher recommendation is mostly a story about you in the classroom.
Contrary to what you might think, a good teacher recommendation doesn't always come from the class in which you make the highest grades. Some of the very best letters I've ever read were written by teachers who watched a student struggle mightily, and they were able to address those struggles in their letters. They wrote about a student's willingness to take a risk, her insistence that she could do it if someone would give her a chance. They wrote about her willingness to come back again and again for help and her ability to take constructive criticism and use it to her advantage. They wrote about the look on her face when she had that "aha moment," and it all finally made sense. Of course, you don't have to choose that teacher, but you also don't have to avoid it for fear he or she will say something negative.
The teacher recommendation is an important part of your college application, so spend some time thinking about who knows you best. If you're worried that no one does, then this might be a wake-up call for you. You still have time to display some of those outstanding qualities you possess.
Wednesday, February 19, 2014
The Way Girls Talk
If you work in a girls school like I do, you get accustomed to some of your students ending every sentence as if they are asking a question. Perhaps that's why this article from The Atlantic - "Why Middle-School Girls Sometimes Talk Like Babies" - stood out to me as I perused my Twitter feed this morning.
I followed up on the article, speaking to a member of our own theater department about the issue. As I thought, even a girl with a high-pitched voice can be coached to use it more effectively and authoritatively. She also agreed that many times there are other issues behind the baby-voice, things like a lack of self-confidence or timidity. Furthermore, she agreed with the article's author that some girls/women have learned to use that voice to get what they want. Even our office assistant admitted that when she was much, much younger, she knew that using that sweet little voice might work to her advantage. Fortunately, her mother quickly told her to stop it. However, my colleague also reminded me that "the voice" is not always a bad thing. Sometimes it can convey a sense of friendliness or approachability that puts some people at ease (especially when speaking to large groups).
For the most part however, I agree with the author that girls need to take control of their own voice and learn to convey confidence and expertise. Some may think that's unfair, but in most cases, I believe it's hard to be taken seriously when every sentence you utter ends on a high note.
I followed up on the article, speaking to a member of our own theater department about the issue. As I thought, even a girl with a high-pitched voice can be coached to use it more effectively and authoritatively. She also agreed that many times there are other issues behind the baby-voice, things like a lack of self-confidence or timidity. Furthermore, she agreed with the article's author that some girls/women have learned to use that voice to get what they want. Even our office assistant admitted that when she was much, much younger, she knew that using that sweet little voice might work to her advantage. Fortunately, her mother quickly told her to stop it. However, my colleague also reminded me that "the voice" is not always a bad thing. Sometimes it can convey a sense of friendliness or approachability that puts some people at ease (especially when speaking to large groups).
For the most part however, I agree with the author that girls need to take control of their own voice and learn to convey confidence and expertise. Some may think that's unfair, but in most cases, I believe it's hard to be taken seriously when every sentence you utter ends on a high note.
Self-Reporting Discipline Violations
One of the many things I love about my job is the fact that I don't live in a high-stress environment, and in the world of college admissions, not every high school college counselor can say that. Yes, my students get overwhelmed by the process, and yes, some of their parents do too. Of course they want their daughters to get into the best college they can - and they'd love a big scholarship to go along with it - but by and large, they understand the competitive nature of college admissions, and they understand the concept of "a good fit." So while name recognition is important to some, I think their openness to new ideas is partly why our college list is so diverse and interesting. Our families are looking for the best place for their daughters and a good financial fit, no matter the "name" of the school.
Consequently, the issue of reporting disciplinary violations in this article from the LA Times has never ruffled too many feathers here either. First of all, GPS has a very strong honor code, and I believe, in fact I know, that most of our students take it very seriously. "A girl's honor," as the Blue Book says, "is a girl's most valuable possession," and my girls get that. Second, our students (again for the most part) own up to their mistakes. I've had several girls write letters to college admissions offices explaining their transgressions, and they write eloquently about what they've learned from their lapses in judgment. This makes it easy for us to write letters in support of their candidacy, and I can honestly say I don't believe their admission of guilt has ever cost one of them a college acceptance.
I don't live in a utopia; I do live in a world of teenage girls, and they make mistakes. I believe colleges understand that, and if students are honest about those mistakes, if they learn from them, I think most colleges will understand. And if a school is not forgiving of a teenage girl, then perhaps it wasn't the right fit for her in the first place.
Consequently, the issue of reporting disciplinary violations in this article from the LA Times has never ruffled too many feathers here either. First of all, GPS has a very strong honor code, and I believe, in fact I know, that most of our students take it very seriously. "A girl's honor," as the Blue Book says, "is a girl's most valuable possession," and my girls get that. Second, our students (again for the most part) own up to their mistakes. I've had several girls write letters to college admissions offices explaining their transgressions, and they write eloquently about what they've learned from their lapses in judgment. This makes it easy for us to write letters in support of their candidacy, and I can honestly say I don't believe their admission of guilt has ever cost one of them a college acceptance.
I don't live in a utopia; I do live in a world of teenage girls, and they make mistakes. I believe colleges understand that, and if students are honest about those mistakes, if they learn from them, I think most colleges will understand. And if a school is not forgiving of a teenage girl, then perhaps it wasn't the right fit for her in the first place.
Tuesday, February 18, 2014
On Grades and the Gen Y Workplace
We began our winter break with seven or eight inches of snow, but as we return from the extended vacation, the weather outside is simply beautiful! What a difference a few days makes this time of year.
The seniors are rather quiet right now. Although many of them have heard from their colleges, many of them can only sit and wait until spring decisions are released. In the meantime, there is some college news to consider.
The first - Grades Still Matter Most in College Admissions - is hardly groundbreaking, but it is a good reminder for underclassmen that what you do in the classroom is the most important part of your profile. For me, one other comment in the article deserves to be underscored. "Yet, on average, four year institutions accept nearly two-thirds of their applicants." In other words, while we focus (some would say obsess) about the very small number of colleges with a single digit admit rate, most schools are not that competitive, and yes, they are still excellent academic institutions.
On a totally different subject, I was intrigued by this article on the Gen Y workplace. According to a new study, there is a huge difference in what employers expect from Gen Y employees and what the employees think is expected of them. Among a few of the things that employers think this new crop of employees is missing are the soft skills we've mentioned before: the ability to prioritize, the ability to keep a positive attitude, and the ability to work in teams. The skills are especially hard for millennials to master because of their reliance on and constant interaction with technology," states Dan Schawbel, founder of Millennial Branding. "It's hard to build soft skills and real relationships through technology."
Millennials are not totally to blame however. Many older employers have a hard time striking the right balance with their younger employees, either micromanaging them or leaving them too much to their own devices. Neither approach works well, and both sides need to try to understand and work with the other. If you are a millennial (or a manager, like me), the article and the study might well be worth your time. You may still be a high school senior, but it is always good to think ahead.
The seniors are rather quiet right now. Although many of them have heard from their colleges, many of them can only sit and wait until spring decisions are released. In the meantime, there is some college news to consider.
The first - Grades Still Matter Most in College Admissions - is hardly groundbreaking, but it is a good reminder for underclassmen that what you do in the classroom is the most important part of your profile. For me, one other comment in the article deserves to be underscored. "Yet, on average, four year institutions accept nearly two-thirds of their applicants." In other words, while we focus (some would say obsess) about the very small number of colleges with a single digit admit rate, most schools are not that competitive, and yes, they are still excellent academic institutions.
On a totally different subject, I was intrigued by this article on the Gen Y workplace. According to a new study, there is a huge difference in what employers expect from Gen Y employees and what the employees think is expected of them. Among a few of the things that employers think this new crop of employees is missing are the soft skills we've mentioned before: the ability to prioritize, the ability to keep a positive attitude, and the ability to work in teams. The skills are especially hard for millennials to master because of their reliance on and constant interaction with technology," states Dan Schawbel, founder of Millennial Branding. "It's hard to build soft skills and real relationships through technology."
Millennials are not totally to blame however. Many older employers have a hard time striking the right balance with their younger employees, either micromanaging them or leaving them too much to their own devices. Neither approach works well, and both sides need to try to understand and work with the other. If you are a millennial (or a manager, like me), the article and the study might well be worth your time. You may still be a high school senior, but it is always good to think ahead.
Tuesday, February 11, 2014
Stopping Sexual Assault on Campus
Sexual assault on college campuses isn't a topic most parents or students want to think about, yet the more likely scenario is that both have thought about the subject but still have a hard time believing it could happen to them. However, as the recent New York Times article points out, "A study by United Educators, an insurance company owned by more than 1,200 member colleges and universities, found that 63 percent of accusers in sexual assault cases are first-year students."
As uncomfortable as it may be to discuss, sexual assault is a critically important subject for young women and men as well. Not only can it emotional and physically scar a young women, "getting arrested for sexual assault can mark a young man for life," states the article's author. Neither party thinks about that when they've had too much to drink.
Until I read the article, I had not heard of "bystander intervention programs," but they make sense! In fact, this approach might be more effective because students share the responsibility for taking care of each other. The premise is rather simple. If a student sees a friend being targeted at a party, he or she steps in, distracting one of them in one creative way or another. It's the buddy system at its best.
With several high profile college assault cases in the news and increased attention from the Obama administration, colleges are having to figure out new ways to educate students and handle the reported cases. Much like the designated driver campaign, colleges hope the bystander program will take hold in the students' conscience, and so far it does seem to be working.
Parents: please read the article and share it with your daughter. Then discuss. This issue is too important to ignore. Students: you should always have a designated bystander or buddy to come to your rescue. It's the least you can do for each other.
*Another good website to explore is the Clery Center for Security on Campus http://clerycenter.org/
As uncomfortable as it may be to discuss, sexual assault is a critically important subject for young women and men as well. Not only can it emotional and physically scar a young women, "getting arrested for sexual assault can mark a young man for life," states the article's author. Neither party thinks about that when they've had too much to drink.
Until I read the article, I had not heard of "bystander intervention programs," but they make sense! In fact, this approach might be more effective because students share the responsibility for taking care of each other. The premise is rather simple. If a student sees a friend being targeted at a party, he or she steps in, distracting one of them in one creative way or another. It's the buddy system at its best.
With several high profile college assault cases in the news and increased attention from the Obama administration, colleges are having to figure out new ways to educate students and handle the reported cases. Much like the designated driver campaign, colleges hope the bystander program will take hold in the students' conscience, and so far it does seem to be working.
Parents: please read the article and share it with your daughter. Then discuss. This issue is too important to ignore. Students: you should always have a designated bystander or buddy to come to your rescue. It's the least you can do for each other.
*Another good website to explore is the Clery Center for Security on Campus http://clerycenter.org/
Monday, February 10, 2014
Does money equal success?
I once asked a room full of parents how many of them believed they had found happiness and/or success. Of course every hand went up, and I suspect that if I had checked the income level of the parents in that room, most of them would not consider themselves wealthy by any means. And in fact, many, if not most of them, were not. But the majority of them are now concerned about the amount of money their daughters will make.
I understand their concern, but the idea that happiness and success are so tied up with how much money one earns makes me uncomfortable. Some state legislatures are even debating doing away with certain disciplines because they don't think they will be profitable in the future. and that worries me as well (side note: I know state budget issues are also a part of their decisions.) Two articles I've run across recently - Don't Measure Success by Your Paycheck and Money is a Terrible Way to Measure the Value of a College Major - offer some important insight, I believe.
The daughter of a friend of mine is pursuing a graduate degree in social work. As an undergrad, she majored in art history. She is a very bright, well read, interesting young woman who most likely could have succeeded in a number of other careers, but she chose social work because that is where her heart is. More than likely she's never going to make a fortune, and you know what? She doesn't care. She has weighed the pros and cons and has made her decision, and I think she will be successful because she will define what that means to her.
The problem is more complex than this, I know, but as one of the articles suggests, over the long run, perhaps a student will make more money, be more successful, and ultimately happier if they pursue a career they really love. It's just a thought.
I understand their concern, but the idea that happiness and success are so tied up with how much money one earns makes me uncomfortable. Some state legislatures are even debating doing away with certain disciplines because they don't think they will be profitable in the future. and that worries me as well (side note: I know state budget issues are also a part of their decisions.) Two articles I've run across recently - Don't Measure Success by Your Paycheck and Money is a Terrible Way to Measure the Value of a College Major - offer some important insight, I believe.
The daughter of a friend of mine is pursuing a graduate degree in social work. As an undergrad, she majored in art history. She is a very bright, well read, interesting young woman who most likely could have succeeded in a number of other careers, but she chose social work because that is where her heart is. More than likely she's never going to make a fortune, and you know what? She doesn't care. She has weighed the pros and cons and has made her decision, and I think she will be successful because she will define what that means to her.
The problem is more complex than this, I know, but as one of the articles suggests, over the long run, perhaps a student will make more money, be more successful, and ultimately happier if they pursue a career they really love. It's just a thought.
Friday, February 7, 2014
Incredible Summer Opportunities...
...are available for students with interests ranging from sustainability initiatives and leadership to exposure to the fields of pharmacy, business or veterinary medicine.
Foresight Leadership & Sustainability Initiative at Oberlin College focuses on sustainability trends from community farms to corporate trendsetters. Only 22 highly-motivated rising juniors and seniors will be selected from across the country. The two-week residential program will introduce like-minded students to sustainability leaders and facilitators, developing an ongoing network for continued access and success with the green movement. To learn more: http://www.foresightdesign.org/education/flsi/
Bulldog Pharmacy Camp will be held at Samford University for one week in late June. The cost is very nominal but you must act quickly since the application is due February 15. Visit: pharmacy.samford.edu/pharmacycampapplication
UTC's College of Business will host the Summer Business Experience June 16-21. This residential program for rising seniors, with a minimum GPA of 3.25, will explore many areas of business (accounting, finance, economics, etc.) through interactive workshops, field trips and guest speakers. Application can be found at www.utc.edu/college-business/prospective-students/business-experience/index.php
The Veterinary Summer Experience program at UTK is currently accepting applications for rising juniors and seniors. vet.utk.edu/summerexpereince offers details, but students must have a 3.0 cumulative GPA, submit three letters of recommendation, and a completed application no later than March 14, 2014.
Foresight Leadership & Sustainability Initiative at Oberlin College focuses on sustainability trends from community farms to corporate trendsetters. Only 22 highly-motivated rising juniors and seniors will be selected from across the country. The two-week residential program will introduce like-minded students to sustainability leaders and facilitators, developing an ongoing network for continued access and success with the green movement. To learn more: http://www.foresightdesign.org/education/flsi/
Bulldog Pharmacy Camp will be held at Samford University for one week in late June. The cost is very nominal but you must act quickly since the application is due February 15. Visit: pharmacy.samford.edu/pharmacycampapplication
UTC's College of Business will host the Summer Business Experience June 16-21. This residential program for rising seniors, with a minimum GPA of 3.25, will explore many areas of business (accounting, finance, economics, etc.) through interactive workshops, field trips and guest speakers. Application can be found at www.utc.edu/college-business/prospective-students/business-experience/index.php
The Veterinary Summer Experience program at UTK is currently accepting applications for rising juniors and seniors. vet.utk.edu/summerexpereince offers details, but students must have a 3.0 cumulative GPA, submit three letters of recommendation, and a completed application no later than March 14, 2014.
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