Applying To College

College Essay Writing and Interview Skills


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College Essay Time Management for LD Students

college essay time management for LD studentsSmart Kids with Learning Disabilities just published an article in their newsletter about time management for kids with LD.

While it’s not specifically about writing college application essays, a lot of the same advice applies—such as breaking down tasks down into manageable pieces, making tasks achievable and keeping track of time. I’ve also found that if students are taking medication for a condition that affects learning (such as ADHD), that it’s helpful if they’re on the medication when they sit down to write—it can make the process more successful.

Enjoy the article.

 

sharon-epstein-college-essay-writing-and-interview-skillsSharon Epstein is owner of First Impressions College Consulting in Redding, Connecticut. She is a Writers Guild Award-winner and two-time Emmy Award nominee. First Impressions tutors are award-winning writers and authors who teach students how to master interview skills, write killer resumes, and transform their goals, dreams and experiences into memorable college application essays. We work with students everywhere: in-person, by phone, Skype, FaceTime and email. Visit our website for more info. Connect on Google+, Pinterest and Twitter.

 

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Helping Students with Learning Differences Transition to College: A Mom’s 10 Tips

Helping Students with Learning Differences Transition to College Mom's 10 TipsRecently, I participated in a college prep panel at Eagle Hill School in Greenwich, Connecticut, a school that educates children with language-based learning disabilities. My role on the panel was to discuss successful college essay writing techniques for students with learning differences.

Liz Evans was also a panelist. Liz is the mom of six children, five with learning differences. During the evening Liz shared her anxieties and hopes about the college process, as well as some of her experiences with her kids, (some of whom succeeded  and some who did not) in the transition from high school to college.

She gave Ten Tips for Parents of LD Students Who Are About to Embark on a College Search. Liz graciously agreed to let me reprint her comments here:

My comments are totally anecdotal. I’m not a professional, I’m a mom of six kids, five of whom have diagnosed learning differences.

As background, we have six children. Two have graduated from college and are gainfully employed. Two are freshmen in college: one who panicked first semester, left and is now enrolled at a different university and doing well; the other experiencing success from day one.

One never made the transition to college or any post high school program. One floundered in traditional college and became successful in community college…although that is currently on hold.

Each case was unique.

The kinds and amounts of support required were different for each. Each child’s understanding of his or her needs was unique.

Here is What We Learned From Our Kids’ Experiences:

1. First, it goes without saying, but the support program at the colleges our children attend are extremely important.

Before they begin the search process make sure the student is familiar with the recommendations that have been developed from their educational evaluations. Then, when the student interviews with the school’s support program, they should go over each item on the list with the school and write down how they will access that support.

As a parent, I would independently research the support programs at the schools your child is considering. I would allow your student to interview with the support programs and get a feel for their help, but independently from their interviews I would discuss with the school what you see as important support tactics for your child. For example, it is helpful to know whether the school will talk to you if things are not going well academically for your child. Can your child sign a waiver allowing them to speak with you?

Ask probing questions of the support program. Don’t take anything for granted:

  • How many staff members for how many students?
  • How are accommodations explained to professors?
  • Is tutoring and note taking part of the support program or available to anyone? That’s important, because if tutoring is available to anyone, there is often a long lead time to get an appointment.
  • Is it professional or peer tutoring?
  • If tests are to be taken at a different location, what is the process for making those arrangements?
  • Will your child have one main contact or just the office at large?

2. Second, we found that our kids who had internalized their need for support were most successful. Their parents, their high school teachers and counselors, and their educational consultants can try to convince students of their need for support, but they have to believe it and be willing to make accepting that support a high priority.

3. Those students who had grappled with failure were more successful. (They weren’t dejected by the challenges college presented.) One of our kids failed two or three classes, but she kept on going. I believe the ability for a student to allow him or herself to be vulnerable correlates with success. Having a soft landing for those difficult blows helps, however…and that is where a support system that your child will utilize is important.

4. If your student is coming from a high school that caters to students with learning disabilities, they need to be ready for the reality that their roommates and friends will spend much less time on their work and nevertheless be successful.

5. Those students who had a strong work ethic were most successful.

6. Students have to believe that they can be successful. Our son, who was enrolled for all of two months at Rochester Institute of Technology, never saw himself as being able to be successful. He wasn’t ready for college emotionally.

7. Again, this is just in my personal experience, but our kids who chose schools that were a little lower on the competitive scale than others they were accepted to, did better.

8. From my vantage point as a parent, if your kids are transitioning from a supportive, specialized LD program, they may not be  in a good position to realize that the teaching methods and support they are accustomed to is not typical. So that while they may recognize they qualify for extra help, it still can be a wake up call when the class instructional techniques are very different from the techniques that have been used in their LD high school.

9. Visit more than once. Revisit the school’s support program. Spend the night, if possible.

10. If the school your child decides to attend offers a summer program, I highly recommend taking advantage of that opportunity. We didn’t encourage our son, who attended The University of Vermont, to do that. The result was that he found the transition from a small high school to a big university overwhelming and never got past it.

I’m sure this is most likely self intuitive for most of you.  It can be such an exciting time that you share with your kind of adult child. They need to feel in control, but recognize that parents have a role in the process.

Related Posts:
Should I Disclose a Learning Difference in My College Essay?
Questions to Ask About College Services for Learning Differences

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Sharon Epstein is owner of First Impressions College Consulting in Redding, Connecticut. She is a Writers Guild Award-winner and two-time Emmy Award nominee. First Impressions tutors are award-winning writers and authors. We teach students how to master interview skills, write killer resumes, and transform their goals, dreams and experiences into memorable college application essays. We work with students everywhere: in-person, by phone, Skype and email. Visit our website for more info. Connect on Google+, Pinterest and Twitter.


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How to Write 2016 Common Application Essay #2: The Lessons We Take From Failure

2016 Common Application essay prompt 2 2. The lessons we take from failure can be fundamental to later success Recount anHave you ever failed at something? I mean really tanked.

And when you look back on that experience, did you learn from it? Or know what you’d do differently the next time around?

Then Common Application Essay prompt #2 may be for you.

In this post, I’ll teach you what you need to know to write Common Application Essay prompt #2 (The lessons we take from failure).

This is the second in my series on how to write the 2016 Common Application essay prompts. Click here to read how to write Prompt 1, Prompt 3 and Prompt 4.

Are you ready for Common Application Prompt #2? Here we go…

Common Application Essay Prompt #2:

The lessons we take from failure can be fundamental to later success. Recount an incident or time when you experienced failure. How did it affect you, and what did you learn from the experience?

Is This Prompt for You?  Look at the Keywords:

how to write 2013 common app essay

“Lessons”…”Failure”“Affect you“...”Learn”

Do the Keywords Apply to You?

Answer yes IF

  • You tried something and failed, took a risk that didn’t pay off, or made a decision that turned out to be faulty.
  • AND you learned from your experience.
  • AND you can examine (analyze) your failure objectively.

how to write 2013 common app essay

Pitfalls to Avoid: 

  • Don’t wallow in your failure. This answer isn’t really about failure; it’s about how the failure affected you and what you learned from it. Mention the failure and move on.
  • This question has three parts—make sure you answer ALL of them: Your experience, how it affected you, and what positive lessons you learned.
  • Academic failures don’t often make the best essays. Many students end up with a bad grade or marking period, but is the Common App essay the place to write about it? The pitfall here is that if you’re not careful, your essay can sound like a lot of other students’ essays. (“I worked hard and learned that I could persevere.”) Remember: always look for an original approach to your essay—fully explore why this topic is meaningful to you and show how you pushed through this challenge. If your gut says it’s a common topic, sounds boring, or doesn’t differentiate you from other applicants, then choose another topic. If you need to explain a bad grade or marking period and decide not to do it in your Common App essay, you can use the additional information section of your application instead.

Essay Topic Example:

A student started a snowplow business using his ATV. But the ATV couldn’t plow deep snow, and one night, when eight inches of snow fell, the plow got stuck in his driveway. The student knew his customers were counting on him, so he worked all night to shovel out the ATV.  After that, he realized he needed to better serve his customers by upgrading his equipment. Eventually, the student traded his ATV for a truck with a plow, which in turn made his business more successful. He also decided that he wanted to pursue a business career.

Is this Topic Successful? Yes.

•    All the keywords are addressed. The student told his story, examined how his failure affected him, and then wrote about the positive lessons he learned.
•    It also showed that he had good character (see the next paragraph).

 

how to write 2013 Common Application essay

Are You Uncomfortable Discussing Failure?

DON’T BE. Colleges look for character-building stories and problem solving skills.

In fact, Christine Hamilton, Director of Undergraduate Admissions at Sacred Heart University, says she sees a lot of failure essays, and that’s okay with her. She learns a lot about the character of incoming students when they write about failure. As the prompt says, the lessons we learn from failure can be “fundamental to later success.

how to write Common Application how to write essay personal statementSeeing How You’ve Weathered Adversity Can Give Schools a Good Reason to Want to Accept You.

Think about it—when you get to college you’ll probably face some bumps in the road. You might have a tough class, want to change your major, or even have a roommate that’s not exactly what you expected. And since schools don’t have a crystal ball to see how you’ll handle challenges, they’ll look to see how you’ve dealt with them in the past.

So consider this—if your college essay compares your personality to the types of shoes in your closet (please don’t), schools won’t have a clue about how you’ll manage when the going gets tough. But! If you write about the lessons you learned from failure, you’ll be demonstrating your ability to handle unexpected obstacles. And bingo—the schools will be able to envision how you could successfully handle college and beyond

 

CAUTION: Never write about failures that include very risky behavior or anything illegal (such as drugs and underage drinking). 

Next time: How to write Common Application essay prompt #3.

Read the entire series:
How to Write Common App Prompt #1: Background, Talent, Identity, or Interest
How to Write Common App Prompt #2: A Time you Experienced Failure
How to Write Common App Prompt #3: Challenged a Belief or Idea
How to Write Common App Prompt #4: A Problem You’ve Solved or Would Like to Solve

For the entire list of 2016 Common Application essay prompts click here.
If you’re not familiar with the Common Application, click here for more info.

sharon-epstein-college-essay-writing-and-interview-skills


Sharon Epstein is owner of First Impressions College Consulting in Redding, Connecticut. She is a Writers Guild Award-winner and two-time Emmy Award nominee. First Impressions College Consulting teaches students how to master interview skills, write killer resumes, and transform their goals, dreams and experiences into memorable college application essays. Our tutors are award-winning writers and published authors who work with students everywhere: in-person, by phone, video and email. Visit our website for more info. Connect on Google+, Pinterest and Twitter.

 


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Should I Disclose a Learning Difference in My College Essay?

Guest blogger: Joanna NovinsShould I disclose a learning difference in my college essay?

To Disclose or Not to Disclose?

As I a writer, I’ll admit, I’m a bit fixated on essays. So naturally, I wondered whether college application essays are the appropriate place for a student to disclose that he or she has learning differences.

When I asked, admissions officers and college disability professionals all gave me the same answer: it’s not necessary. Although, as one administrator noted, “A lot of students don’t disclose because they have decent grades, but if you’ve had a bad year, you should address it. Parents should call and shop around,” she said, adding, “I don’t want kids to come here and flounder.”

Colleges want to know that the students they admit will be able to work independently—which is why essays are so focused on learning about how students problem solve and how they’ve overcome personal challenges. They’re aware that LD students will be in need of some form of support, such as additional time taking tests or organizational strategies, so LD students also need to show that in addition to meeting this criteria, they’re resilient and know how to successfully self-advocate.

If you do decide to disclose in your application essays, consider the following:

  • A story about how you’ve learned to work with your disability or overcome prejudices could be a compelling Common Application essay.
  • An explanation of how your disability has affected your grades in a specific area of study might be worth addressing in a supplemental essay.
  • Whether you disclose in the Common Application essay or a supplemental essay, your focus should be on what you’ve learned from the experience about working more effectively.

Note: If you decide the essay isn’t the right place for you to disclose a learning difference but you want to address it, use the additional information portion of the Common Application. You don’t need to write an essay for this section; a well-written, straightforward paragraph or two will give the admissions committee the information it needs to fully understand your transcript and background.

For more information read the related post:
Questions to Ask About College Services for Learning Differences

Joanna NovinsJoanna Novins is a professional writer and analyst by training, but the challenges facing students with learning differences is a topic that is near and dear to her heart. She teaches writing to students with learning differences and is the proud parent of a smart, successful, and highly independent college student with a learning difference.  Joanna holds a master’s degree from the Johns Hopkins School of Advanced International Studies and a bachelor’s degree with honors in history from Williams College in Williamstown, Massachusetts. She is an independent writing consultant for First Impressions College Consulting, teaching college essay writing to students of all abilities.

 

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Junior Year Checklist: 10-Step Action Plan to Prepare for College

Copy of Junior Year Checklist 10-Step Action Plan to Prepare for CollegeThe other day I was at lunch with two of my favorite college counselors, Betsy Bell (in Wilton, Connecticut) and Jennifer Soodek, owner of Head 4 Success in Westport, Connecticut, when we started talking about what high school juniors can be doing now to start planning for college.

The answer is plenty.

Junior Year Checklist: An Action Plan to Prepare for College

 

1.  Create a Common Application account. When you create your account, you have a choice of checking “applicant planning to enroll in the next 12 months” or “other.” Check “other.” (Although, Betsy and Jennifer assured me that if you check “applicant planning to enroll in the next 12 months” you’ll be fine—this is only for Common App record keeping, so it’s not a problem if you don’t click “other.”)

2. Fill Out Your Application. After you create a Common Application account, you can fill out most of the application. You can’t enter your GPA or your senior classes yet, but you can fill out the rest.

Tip: When you’re filling out your activities, remember to pretend that it’s September and that you’re filling them out as a senior, not as a junior.

3. Brainstorm Topics for Your Common Application Essay. If you have time, you can start writing your Common App essay now. Otherwise, start writing when school ends and aim to finish before senior year starts. You can find all the Common Application essay prompts here.

4. Get to Know Your Essay Supplements. In the Dashboard section of the Common App, enter the colleges you’re interested in and look at last year’s supplemental essay questions. (Most colleges haven’t published their new supplemental questions yet, but many keep the same questions.) If you visit, ask about the current questions. If you’re not visiting and want to know, call the admissions office.

5. Visit Colleges. Schedule a tour and an on-campus interview. (Even if it’s just informational, you want to make contact with a college rep and start to let them get to know you.) Walk around (take time by yourself if you can manage it) and imagine yourself as a freshman on campus. Say hi to students on campus and ask them what they like about the school and what surprised them when they arrived on campus. Get a feel for the atmosphere, the culture and the students. Take notes about what you like and don’t like and collect the business cards of all the people you talk to on your trips—you may want to contact them later if you have more questions.

6. Email Your Schools. Begin to contact all the colleges you’re interested in. Contact them through Naviance or email them from each college’s web site. If you work with Naviance, it makes it very easy to do.

When you send your email, introduce yourself and ask questions that will require an admissions person to answer, so you don’t get an auto reply response. You can ask questions such as: Will you be the reader of my application? If I submit my application early, will it be read early and will I receive a decision notification early? I want to get a head start on my supplements, so could you tell me if your supplemental questions will be the same for my class as they were for the previous year? Will you be visiting my high school in the fall? If you will be visiting could you please email me your visiting date?

Tip: Include your email, cell number, phone number and address in the body of the email so the school has all your contact information and they know how to reach you.

7. Get Your Testing Done by the End of Junior Year. Leave the fall for any additional testing you want to do. Plan to take each test twice.

8. Arrange for Recommendations. Decide which teachers you want to ask for recommendations and ask if they’d be willing. Your recommendations should come from teachers in your sophomore or junior year academic classes—these will be the teachers who know you. 

Ask your teachers now, in the spring. Set up an appointment to talk to each teacher; it’s not only polite, but it will also give you the chance to tell the teacher what you’re like outside of class.

Do you need your recommendations early? If that’s the case, ask your teachers about their time frame and if they would be willing to write a recommendation over the summer. You’ll need them early if colleges have rolling admissions or if you’re applying certain places early decision. For instance, Wake Forest is rolling ED, so if you send in an application July 1 you’ll learn by August if you’re admitted.

9. Know if You Have Extra Application Requirements. If you’re an athlete or an artist, be aware that there are additional levels of preparation necessary to apply to college. Actors and musicians may need to schedule auditions, athletes may need to meet with coaches, and artists may need to submit portfolios. Know how that will affect your time frame for preparation. Also make sure to know exactly what’s required—for instance, if you need to submit a portfolio, ask what that portfolio should contain.

10. Finish Junior Year Strong. Colleges will be looking at your success (or lack of success) junior year. Don’t give them anything to dock you for, especially a poor marking period. Finish strong.

Related post:
4 College Admissions Myths Debunked
Why It’s Important to Know Your College Rep

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Sharon Epstein is owner of First Impressions College Consulting in Redding, Connecticut. A Writers Guild Award-winner and two-time Emmy Award nominee, Sharon lectures extensively on essay writing. First Impressions College Consulting teaches students how to master interview skills, write killer resumes, and transform their goals, dreams and experiences into memorable college application essays. We work with students everywhere: in-person, by phone, Skype and email. Visit our website for more info. Connect on Google+, Pinterest and Twitter.


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Questions to Ask About College Services for Learning Differences

Guest blogger: Joanna NovinsQuestions to Ask About Colleges' Disability Services

I’m a professional writer and analyst by training, but the challenges facing students with learning differences is a topic that is near and dear to my heart; I teach writing to students with learning differences and I am the proud parent of a smart, successful, and highly independent college student with a learning difference.

The information contained in this article is derived from interviews with administrators and disabilities professionals from a range of colleges including Union College, Williams College, Adelphi University, University of Connecticut, and Rensselaer Polytechnic Institute (RPI); and with LD students.

Students with Learning Differences – What You Should Know (Or Ask) When Applying to Colleges

Applying to colleges involves a lot of research, and questions like the kinds of programs a school offers, its academic philosophy or mission, its academic and social reputation, and the size and location, culture and feel, to name but a few. But if you’re a student with learning differences, or the parent of a student with learning differences, there are even more questions you should be asking.

First, Know Your Rights.

Students with learning differences are protected against discrimination in colleges and universities by the Americans with Disabilities Act and its subsequent amendments. The law requires that an LD student’s accommodation’s file be reviewed and that professors be informed that they have a student requiring accommodations in their class. When applying to college, it’s important to understand how different schools handle this process.

Whom Should You Talk To?

While the admissions officers I spoke to were eager to help, I found the majority weren’t particularly well-informed about disability services and often immediately routed me to a college disabilities office or center. (In one instance I was routed to an administrator who no longer worked at the school.)

Your best bet is to check the campus website for an office providing disability or student support services and start your research there. For the best response, I’d advise against calling during lunch time…

Be sure and ask about the background of the person you’re speaking with; just because a school has an office or center for disability support services, it doesn’t necessarily mean it’s staffed by professionals (you may be talking to a student) or by people with a background in special education.

Who Should Call (Or, When is it Okay to be a Helicopter Parent)?

In general, when applying to colleges, admissions officers prefer that students make the call because they want to know it’s the student who is interested in their school, not the parent, and because they want to know that they’re dealing with a student who is able to operate independently.

In the case of disability programs, however, I found that while college disability professionals were delighted to speak with students, they preferred to speak with the parents. As one noted, “I’m impressed when students call, but they don’t always know what information to ask for.” Parents are usually better informed about their student’s learning differences and current accommodations and know what support services to ask about.

When It’s Not Okay to Be a Helicopter Parent.

Bear in mind, that after a student is admitted to a college or university and is registered as having a disability that requires accommodations, it’s up to the student to self-identify and ensure that appropriate accommodations are in place. (If a student doesn’t come in to the disabilities office and ask for the accommodations, nothing happens.) This is a point administrators repeated and that I’ll repeat throughout this blog. Most colleges cannot, or will not, speak to parents about academic issues or problems with accommodations; indeed, the University of Connecticut requires students create a list of people the school is permitted to disclose information to—it’s up to the students to put one, or both parents on the list. [1]

What Should You Ask? (Or, What I Asked)

I started by asking administrators how many LD students they had registered. I found that not every school had that information easily at hand, but when they, did roughly 10% of the student body was registered. Shelly Shinebarger, a disabilities professional and Director of the Accommodative Services Office at Union College, estimated that 200 of the college’s 2000+ students are registered as learning disabled. A staff member at UConn’s Center for Students with Disabilities estimated that 3000 of their over 30,000 students are registered, noting that the number is “increasing dramatically every year.” A staff member at Adelphi University estimated that about 400 of their 5000+ member student body were registered. Williams College’s Director of Accessible Education, G.L.M. Wallace, had no solid numbers, but also estimated that 10% of the college’s 2000 students have learning differences.

However, when I asked how many of their registered students were self-identified, the numbers dropped precipitously. Shelly Shinebarger said, “This year I have about 35 students, of them about 20 or 25 have contacted me.” UConn’s representative said, “We have some students who are registered but who’ve never used the accommodations, others who register and seek regular support.”

Both administrators stressed that the level of support a school provides depends on how actively the student seeks it out.  

I’d add, however, that the level of support a school provides also depends on the school’s willingness and ability to commit resources. As Shelly Shinebarger pointed out, “It does make a difference what school you apply to—private schools are smaller and more personal, but have fewer resources. Larger schools have more resources, but you may be just a number to them.”

Ask About Numbers and Do the Math:

Shinebarger said that she has one part-time social worker and a part-time resident director (a young professional who works about 10 hours a week), as well as one or two seniors who typically have learning disabilities. Shinebarger matches the seniors with the students and then encourages them to meet weekly (basically executive function coaching). (Remember, that’s for roughly 200 registered students, 25-35 self-identified.) Williams College, which is in the process of revamping its program, employs a director, an assistant, and two students.

In contrast, a student employee who described UConn’s Center for Students with Disabilities said that the center has six case managers, professional staff members, a project manager, office manager, exams coordinator (all students requiring extended time on exams take them at the Center, unless they negotiate different accommodations with their professors), a technology manager, interpreter coordinator, as well as strategy instructors tailored to each student’s needs. (Basically, that’s 6 case managers for 3000 students; assuming 300 self-identify, that’s 6 for 300.) She encouraged me to check out the Center’s website, which is impressive. UConn is less expensive than a private school like Union, but if you look at the Center’s website, some of the services, such as strategy instructors, require additional fees.

Every LD student is different, so be sure to ask about specific services, including:

  • What mechanisms the college uses to determine appropriate accommodations
  • What means they have of providing these accommodations
  • What mechanisms they provide the student to keep professors informed of his/her accommodations
  • Whether the accommodation letter system is online or manual, and if is there a “reminder system” for students

Helpful Links for Services for Students with Learning Disabilities:

Rensselaer Disability Services for Students (DSS)
Union College Accommodative Services Office
Adelphi University Disability Support Services
Williams College Disability Support Services
UConn Center for Students with Disabilities

[1] For more information about student and parental rights, look into The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99). FERPA is a Federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the U.S. Department of Education.

Joanna NovinsJoanna Novins holds a master’s degree from the Johns Hopkins School of Advanced International Studies and a bachelor’s degree with honors in history from Williams College in Williamstown, Massachusetts. She is an independent writing consultant for First Impressions College Consulting, teaching college essay writing to students of all abilities.

 

 

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Applying to College: Why It’s Important to Know Your College Rep

Why Its Important to Know Your College RepThe parents of a student just called me. Their son was accepted to most of the colleges he applied to, even one of his reach schools. The problem? He was wait listed at a college they thought would be an easy acceptance and now it’s THE place he wants to go.

I was asked to read his letter of continued interest. (A letter of continued interest tells the school you still want to attend and why.) The letter was addressed “Dear Admissions Committee.”

I asked them to address the letter to their local admissions counselor. They didn’t know who that was.

So I asked if the student had interviewed when he visited.

“The school said the interview was only informational,” said his dad. “So we just took the tour and went home.”

By never contacting his admissions representative, the student missed a big opportunity.

Imagine if, in his letter, the student could have mentioned how he had enjoyed his interview or reminded the rep about something interesting they’d talked about. Instead, he hadn’t made a connection at all.

Your local college admissions counselor is the person who will read your application and recommend whether or not to accept you. This is the person who will fight for you (or not fight for you) when the admissions committee discusses your future.

Developing a relationship with your local college admissions representative is one of the easiest things you can do when you’re applying to college.

HERE ARE THREE WAYS TO GET TO KNOW YOUR LOCAL COLLEGE REP:

1. Attend College Fairs. If a college fair is held in your area or at your school, make plans to go.

Tips for making a good impression at a college fair:

  • Dress nicely.
  • Arrive early to avoid long lines.
  • Be mature. Go up to the admissions counselor and introduce yourself. Make eye contact and be the first to offer a handshake. Let him or her know that you’re interested in their school.
  • Be prepared with a few questions. (Do they offer the courses you’re interested in, what majors are most popular at their school, student life, athletics, etc.)
  • Ask for the representative’s business card or contact information. Go home and write a brief thank you note. You will be noticed and remembered.

2. Call or Email Your Local Rep. If you have specific questions during your application process, he or she will be glad to answer. Even if you don’t have questions, send your rep a short email saying hello and that you’re excited about the idea of attending. College reps don’t bite – they’re there to help you through all the stages of your application. Talk to them.

Tip: You can find the name of your local admissions representative on the school’s website or by calling or emailing the admissions office.

3. Schedule an On-Campus Interview. There are several different kinds of on-campus interviews:

  • Required.
  • Evaluative: These interviews aren’t required, but the thoughts and impressions of the person who interviews you will be included as part of the admissions process.
  • Non-evaluative/informational: These interviews aren’t considered in the decision-making process. They provide the school an opportunity to get to know you and answer your questions. (Occasionally, these interviews are conducted by students.)

Tip: If your local rep is busy or interviewing another student, you’ll meet with a different admissions counselor for your interview. Don’t worry — your interviewer will share his or her notes so that your local rep has all the information.

THE BENEFITS OF GETTING TO KNOW YOUR COLLEGE REP:

1. You Demonstrate Interest.  Sacred Heart University is a perfect example of how demonstrating interest is valuable. Christina Hamilton, Director of Undergraduate Admissions, says that while Sacred Heart doesn’t offer evaluative interviews, they strongly encourage students to interview.  She says, “We really value the demonstrated interest at Sacred Heart. We’re always encouraging students to be in touch with our staff and admission counselors. We are out in our area doing interviews or on campus hoping to be able to meet with them. The student-counselor relationship is something we definitely like to emphasize. “

2. You Put a Face to Your College Application (hopefully a smiling one).  When you can meet someone face-to-face, or send an email or a thank you note, you add a dimension to your application that isn’t already there.

3. You Give your College Rep Another Reason to Advocate for You. It takes maturity and initiative to say hello at a college fair, to pick up the phone, or to ask intelligent questions. Your rep will appreciate that when it comes time to advocate for you at the admissions table.

4. You Create a Relationship. Valuable from start to end.

So, if you’re applying to college, say hello to your college rep. Develop a relationship (don’t stalk), schedule an interview if you can, and send a thank you note. Even if you do ONE of these things you will give yourself an advantage. And if you are wait listed, you will have that relationship to draw on.

It’s good information to know.

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Sharon Epstein is owner of First Impressions College Consulting in Redding, Connecticut. A Writers Guild Award-winner and two-time Emmy Award nominee, Sharon lectures extensively on essay writing. Sharon teaches students how to master interview skills, write killer resumes, and transform their goals, dreams and experiences into memorable college application essays. She works with students everywhere: in-person, by phone, Skype, Facetime, Google Hangouts and email. Visit her website for more info. Connect on Google+, Pinterest and Twitter.