Episode 55: The Liberal Arts Debate

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As we said last week when we kicked off Series 5, it seems to me that we have been reading and hearing a lot about higher education in the news. So we are going to dedicate some weeks to looking at news stories that are inspiring, upsetting, or just plain surprising—either about specific colleges or about higher education more generally.

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Some of the stories might immediately influence your teenager’s decisions about where to apply or later about where to attend, and other stories might take longer to impact your family. Either way, we think these are things parents should know and even act on.

Today’s topic is the liberal arts. While some parents believe that their teenagers should major in a field that leads directly to a job after college graduation rather than in the liberal arts, some colleges—including some unexpected ones— are stepping forward to praise the value of studying the liberal arts.

Let’s start by saying that studying the “liberal arts” means that students take courses in a variety of academic subjects, typically including literature, history, mathematics, fine arts, philosophy, foreign languages, biological and/or physical sciences (also called the natural sciences), and one or more of the social sciences, like psychology, sociology, or anthropology. Sometimes these subjects as a group are also called the “liberal arts and sciences” or just “arts and sciences” or “humanities and sciences.”

Our new book (that’s How To Find the Right College: A Workbook for Parents of High School Students, available electronically and in print at Amazon.com) talks about choosing liberal arts study vs. technical study for a whole chapter. We explain the debate and give the pros and cons for having a student study or major in one or the other. So we won’t repeat all of that reasoning here.

However, before we talk about an article on this topic that I read in The Hechinger Report last October, I want to say in the interest of full disclosure that both Marie and I took the liberal arts route for our undergraduate degrees—mine in English literature and Marie’s in sociology. So, it is possible that we are a bit biased in favor of having a liberal arts foundation. In Marie’s case, she never would have known that the field of sociology existed had it not been for the distribution requirements mandated by her traditional liberal arts college, Barnard. All three of my own children were gently guided in the past 10 years—both by their father and me and by their own colleges’ distribution requirements—into getting a liberal arts grounding first, before they went on to study for quite specialized bachelor’s degrees (in music performance, in visual arts and media, and in dance). All of us would take the liberal arts route again if we had it to do over. But that’s enough about us.

1. Two Unexpected Cases

In his article “The surprising institutions that refuse to drop the liberal arts,” Jon Marcus talks about two institutions that, by their very names, would appear to come down strongly on the side of technical study at the expense of liberal arts study. They are the United States Military Academy (commonly referred to as West Point) and the Culinary Institute of America—both located on the Hudson River a bit north of New York City. One produces soldiers, and one produces chefs—albeit some of the best soldiers and some of the best chefs anywhere.

Interestingly enough, however, West Point cadets choose from 40 academic majors that cover a broad array of disciplines—including American politics; art, philosophy and literature; foreign languages; history; sociology; and psychology; as well as management and the engineering and sciences you might expect. There are a lot of traditional liberal arts choices in that list. The Hechinger Report article quotes Brigadier General Timothy Trainor, the academic dean at West Point, on this subject:

It’s important to develop in young people the ability to think broadly, to operate in the context of other societies and become agile and adaptive thinkers. What you’re trying to do is teach them to deal with complexity, diversity, and change. They’re having to deal with people from other cultures. They have to think very intuitively to solve problems on the ground. (quoted from the article)

It is this critical thinking, problem solving, analysis, judgment, dealing with consequences, cultural sensitivity, and the sociology of their interactions with others that the proponents of the liberal arts claim can be taught most effectively through courses in liberal arts fields of study. And West Point seems to agree.

So does Michael Sperling, vice president for academic affairs at the private, nonprofit Culinary Institute of America, who is quoted in the article as saying this:

There’s a certain level of anti-intellectualism in the popular culture that inappropriately sees the pursuit of core disciplines as frivolous. And that’s unfortunate, because the kind of things you learn in philosophy courses and history courses deepens your ability to act in the world. (quoted from the article)

I think that “frivolous” is exactly the word that some parents would use to describe liberal arts study, and I hope that those parents are rethinking that position now.

Ted Russin, associate dean for culinary science, earned his degree in philosophy. He is quoted in the article as saying that Culinary Institute of America students “would definitely have technical skills. They could make a croissant and it would be exquisite. But there’s a difference between knowing how to do something and understanding what’s happening.” The bigger and broader understanding of what’s happening is what, some experts claim, the liberal arts provide.

2. Other Cases

Those of you who are faithful listeners to NYCollegeChat are likely to recall other higher education institutions we have talked about during our virtual college tour over the last few months—institutions that required more or offered more liberal arts courses and majors than you might have expected.

Let’s look at a few of our other military academies. We talked about the United States Naval Academy (commonly referred to as Annapolis). Young men and women at Annapolis graduate with Bachelor of Science degrees in a choice of about 25 majors—mostly in science, technology, engineering, and mathematics related to their future careers. But they can major instead in Arabic, Chinese, economics, English, history, or political science (and minor in other foreign languages).

We talked about the U.S. Coast Guard Academy, located in Connecticut, where seven of 24 core curriculum courses are from its Humanities Department, so cadets are well versed in the liberal arts when they graduate. Cadets may major in government (about 25 percent typically do) in addition to marine and environmental sciences and majors more directly related to maritime studies.

We talked about the Military College of South Carolina, The Citadel. The Citadel offers 20 undergraduate majors—with mandatory leadership and ethics studies—in the schools of business, education, engineering, science and mathematics, and humanities and social sciences.

Let’s look at some arts institutions. We talked about the Curtis Institute of Music and the University of the Arts in Philadelphia and the Rhode Island School of Design, where both the arts and the liberal arts are required parts of the curricula.

We talked about Berklee College of Music in Boston, which offers 12 different undergraduate music-related majors. But all Berklee students take both a core music curriculum (e.g., ear training, arranging, harmony) and a core liberal arts curriculum in the humanities, social sciences, and natural sciences and mathematics.

We talked about one of our nation’s finest art colleges: the School of the Art Institute of Chicago (SAIC), located adjacent to the world-famous art museum in downtown Chicago. SAIC offers a wide variety of art and design majors—along with a full array of liberal arts courses.

We talked about Savannah College of Art and Design (SCAD), located in one of our nation’s prettiest towns. SCAD offers more than 40 undergraduate and graduate majors related to the arts and design, including writing. But, as part of the general education course requirements for undergraduates, students take liberal arts courses in the humanities and fine arts, natural sciences and mathematics, social and behavioral sciences, written and oral communication, and computer literacy.

Let’s look at a couple of Massachusetts colleges, which are known primarily as business colleges. We talked about Babson College, where at least half of students’ courses are in the liberal arts, including the study of a language that is useful in business dealings today—perhaps a bit surprising for a business-focused institution.

We talked about Bentley College, which offers its undergraduates 23 majors in 11 business fields and five arts and sciences disciplines. In fact, about 20 percent of undergraduates double major in business and Bentley’s Liberal Studies Major (which has eight interdisciplinary concentrations).

Let’s look at some high-tech institutions. We talked about Stevens Institute of Technology in Hoboken, New Jersey, which comprises schools of Engineering and Science, Business, and Systems and Enterprises—as well as a College of Arts and Letters, where students can major in art, music, literature and communications, philosophy, history, and the social sciences and “benefit from pursuing these disciplines charged by the latest advances in technology, science, and innovation and the fundamental idea that science and technology can be used as intellectual tools of inquiry” (quoted from the website).

We talked about the Georgia Institute of Technology (commonly known as Georgia Tech), located in Atlanta. Georgia Tech provides a “focused, technologically based education” (taken from the website) and offers degrees in six colleges—Architecture, Computing, Engineering, Sciences, Business, and Liberal Arts—with “more than 100 centers focused on interdisciplinary research that consistently contribute vital research and innovation to American government, industry, and business” (taken from the website).

We talked about Worcester Polytechnic Institute (WPI) in Massachusetts, which offers 12 types of engineering and 50 undergraduate and graduate degree programs in science, technology, management, the social sciences, and the humanities and arts. A Humanities and Arts requirement ensures that WPI students are well rounded; it consists of six courses of the student’s choosing, including courses from at least two different liberal arts disciplines, or a six-course sequence in Spanish, German, or Chinese—along with a final project.

We talked about the Colorado School of Mines, a highly selective and highly specialized engineering college. In addition to its applied science and mathematics majors, its geoscience and resource engineering majors, and a variety of other engineering majors, Mines requires a core curriculum, which includes humanities and social sciences courses.

We talked about the Massachusetts Institute of Technology (MIT), with its schools of Architecture and Planning, Engineering, Management, Science, and—last, but not least—the School of Humanities, Arts, and Social Sciences. While we think of MIT as turning out first-rate engineers and scientists, students can also major in subjects in the School of Humanities, Arts, and Social Sciences. By the way, all undergraduates at MIT take eight courses in the School of Humanities, Arts, and Social Sciences (about 25 percent of their undergraduate program), so they truly become balanced students and informed citizens.

We talked about Columbia University’s well-known undergraduate Core Curriculum for Columbia College, its undergraduate liberal arts college. The Core Curriculum includes courses in literature, writing, art, music, civilization, science, and more. We said that the common texts that students read and discuss is like a greatest-hits list. But here is the remarkable statement from the website of Columbia’s Fu Foundation School of Engineering and Applied Science:

Engineering has been called the newest liberal art. At Columbia Engineering, students not only study science and mathematics and gain technical skills but also study literature, philosophy, art history, music theory, and major civilizations through the Core Curriculum in the humanities. (quoted from the website)

So, it is plain to see that specialized institutions—including institutions specializing in technical study—which seem unlikely champions of the liberal arts, are often, in fact, champions of the liberal arts.

3. What Some States Are Doing

Some states, however, have a different perspective. When dealing with financial cutbacks while trying to fund large public universities with taxpayers’ dollars, some states have questioned the value of the liberal arts—at least, some liberal arts fields anyway. Here are two ideas that have been proposed at the state level:

  • Charge students more tuition for liberal arts majors because the state does not believe that its economy needs them as much as it needs STEM (science, technology, engineering, and math) majors and, thus, does not want to subsidize them to the same degree.
  • Encourage students who want to major in liberal arts fields to go to a private college to major in them and pay for that themselves—again, so the state does not have to subsidize those majors with public funds.

Some states have had their public universities cut back on some arts majors and some foreign language majors—not entire departments necessarily, but perhaps one language or one of the arts. Interestingly enough, these are the same two cuts that often get made at the high school level when public funds are tight. (Read Regina’s related blog post for more information.)

Maybe these states should have listened to what some colleges are saying—oh, and what employers are saying.

4. What Employers Are Saying

According to a survey by the Association of American Colleges and Universities, about 75 percent of the 318 corporate leaders surveyed “want more emphasis on critical thinking, problem-solving, written and oral communication, and applied knowledge . . . exactly the kinds of skills advocates for the liberal arts say they teach. Ninety-three percent agree that ‘a demonstrated capacity to think critically, communicate clearly, and solve complex problems’ is more important than a job candidate’s undergraduate major” (quoted from the article).

I am taking that to mean that a good job applicant who has an undergraduate liberal arts degree, who can speak and write and think and solve problems well, could be just as attractive to a corporation as a good job applicant who has an undergraduate business degree. So, parents, that is a viewpoint worth considering when it comes time for your teenager to choose a major for real as a college sophomore or junior or even to declare a tentative one on a college application.

5. A Few Practical Considerations

Let’s conclude with a few practical considerations. Marie and I have a preference for liberal arts study unless a student is absolutely dead certain that a technical field is his or her preference. That preference would have to be based on a long-time interest in that field, good grades in high school subjects that prepare a student for that field, discussions with people who work in that field, and some kind of internship or summer work experience in that field. All too often kids have an idea of a career they want to pursue without having any practical information about what that career is like in the real world.

And here’s one important thing to remember: Credits in liberal arts college courses (especially those taken in the first year of college) can be transferred far more easily among degree programs and even among colleges than credits in technical courses can. That means that a kid can change his or her mind after starting college (and many, many do) without losing too much time and, parents, too much of your money.

Listen to the podcast to find out about…

  • How all students get their vocational or technical education at some point in their lives
  • What other reasons some states have for not wanting to fund liberal arts studies
  • Whether foreign languages, a traditional liberal arts discipline, are actually a technical career skill

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Episode 44: College Study Abroad—One More Time

We are taking a one-week break from our virtual tour of colleges across the U.S. to reflect on the notion of study abroad opportunities for U.S. college students. 

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We are doing this because I just returned from London, where I was taking my daughter to graduate school, and I found that London seemed full of students from all over the world.  Now, we know that about 70 percent of high school students stay in their home state for college.  The virtual tour of U.S. colleges that we have been taking with you over the past four months was designed to take you outside your geographical comfort zone and get you to look at other regions of the U.S. as possible locations for a college for your teenager.  College study abroad is going to take many of you way outside your geographical comfort zone.  But we think it is a trip worth taking.

Episode 44: College Study Abroad—One More Time on NYCollegeChat podcast. Listen at http://usacollegechat.org/44The practice of sending college students to study abroad for at least part of their undergraduate degree coursework has exploded over the past several decades.  Now a number of colleges make foreign study a regular part of college life.  In fact, we have talked about colleges in other episodes where the vast majority of students study abroad for at least a semester as well as colleges where students are required to study abroad.  Those of you who have been listening to our virtual tour might remember, for example, our discussion of Centre College in Kentucky, one of the Colleges That Change Lives (see the website or book of the same name for further information).  At Centre College, about 85 percent of students study abroad at least once and about 25 percent at least twice. 

We have talked in past episodes and in our book—How To Find the Right College, now available at amazon.com—about all of the practical and philosophical reasons for sending U.S. students to study in foreign countries.  We have also talked about the everyday difficulties (like medical problems) and the crazy amount of paperwork that has to be done to secure student visas, and we aren’t going to repeat all of that now. 

Part-Time Study Abroad

So, a part-time short study abroad program could be the way to get started for your teenager.  It could be for a summer or for a semester or even for a full school year. 

As we have said before, a college might have its own study abroad program on its own campus in another country, or it might offer a program on the campus of a foreign partner university in another country.  Or a college might join a group of colleges that offer study abroad programs together in facilities in another country.  I have been intrigued by the colleges we have profiled on our virtual tour that have fabulous campuses abroad.

For example, take Saint Louis University in St. Louis, Missouri, but also in Madrid:  Saint Louis University, The American Jesuit University in Spain.  Starting as a simple study abroad program in the 1960s, the Madrid campus is now home to about 675 students, who are 50 percent American, 20 percent Spanish, and 30 percent from over 65 other countries.  It has a faculty of 115 members, and a student-to-faculty ratio of 11:1.  It offers complete degrees in business, art history, communication, economics, international studies, political science, psychology, and Spanish—and in English and history, with just one semester back at the Missouri campus.  Furthermore, students from the Missouri campus can come and take courses for a year or two that can count toward the Missouri campus’s almost 100 majors.  For many of the Madrid students, Saint Louis University is actually full-time, not part-time, study abroad.

If study abroad is something that you know your teenager is interested in or if this is something you are interested in for your teenager—and I hope you are—check out what study abroad options are available at colleges you are getting ready to put on your teenager’s list of colleges to apply to.  And check out how many students at those colleges study abroad; the figures are readily available on college websites in the “Study Abroad” or “Study Away” program descriptions.

And don’t forget to take a look at what the American Institute for Foreign Study (AIFS) has to offer.  Based in Stamford, Connecticut, AIFS operates a wide range of summer, semester-long, and year-long programs in over 20 countries on five continents.  (All three of my own children have done AIFS programs, with great success.)

In AIFS programs, students take college courses taught in English and receive college credits, which can be transferred back to the student’s own college.  If a student chooses to attend a program in a non-English-speaking country, then language courses are usually required.  For example, in just a one-semester program, which opens with an intensive full-time two-week language course before the semester starts and continues with regular language classes during the semester, students can earn a full year of foreign language credits, which many liberal arts students need to fulfill bachelor’s degree requirements. 

By the way, whatever financial aid students have at their home college can usually be used to cover the costs of attending a semester or two abroad, and AIFS has scholarships available for their programs as well.  We have found that it can actually be cheaper to spend a semester abroad through AIFS than to pay for tuition and living expenses at a private college in the U.S.  I will say that some colleges that have their own study abroad programs might prefer that students use them rather than go through AIFS, so that is also something to keep in mind. 

Full-Time Study Abroad

So, what if you have a teenager wants to go to a college that is located outside the U.S.—either because he or she just wants to study outside of the U.S. or because there is one certain college of particular interest to your child?  Of course, there are thousands of colleges available in many countries across the world—many of which have much longer and more remarkable histories than any college history we have recounted to you in our virtual tour of the U.S.  Admissions requirements, however, can be quite different from what U.S. colleges expect, partly because the systems of primary and secondary education in other countries are typically quite different from ours.  So here are two easier options to consider.

One great choice is Richmond, The American International University in London.  I have talked about Richmond on several occasions, partly because I know it so well.  My son did his undergraduate work there, and my daughter just started her master’s degree there last week.  Richmond is accredited in both the U.S. and the United Kingdom so that admissions (there is a U.S. admissions office in Boston) and everything else is vastly simplified.  As I have undoubtedly said before, Richmond    offers bachelor’s and master’s degree programs to students from over 100 countries.  It offers a lovely picture-postcard campus for freshmen and sophomores in Richmond-upon-Thames (a beautiful suburban location just a tube ride away from central London) and a group of buildings in the prestigious neighborhood of Kensington in London for juniors, seniors, and graduate students.  Richmond also has two outstanding study abroad centers in Rome and Florence, Italy, where both the curricula and the settings are unbeatable.  So both its locations and its students are truly international, but U.S. students have the comfort of taking classes in English.  By the way, Richmond also offers “study abroad” with partner universities in a variety of cities across the globe, so your U.S. student can study abroad abroad.  And, when you are in London, you realize quickly that British English is not really the same as American English, so studying in London really is studying abroad.  Incidentally, attending Richmond is no more expensive than attending a comparable private college in the U.S. (and tuition might actually be a little lower). 

Another interesting choice outside the U.S. is The American University of Paris (AUP), a small, but incredibly diverse, institution—as the brochure says, “1000 Students, 100 Nationalities.”  A liberal arts university founded in 1962, AUP is one of the oldest American higher education institutions in Europe.  So, it’s American, which might feel a lot more comfortable to American students than studying in a foreign university.  It offers bachelor’s degrees in a variety of arts and sciences, plus international business administration, and it offers master’s degrees in six fields.  Of course, studying in Paris allows students to take full advantage of the enormous number of cultural opportunities there outside of classes—the museums, the theaters, the historical sites, and the most beautiful urban setting in the world.  If I had it to do over again, I might well go there myself. 

When Marie and I attended the National Association for College Admission Counseling’s college fair in New York City last April, we spoke with Julie Sappington, an AUP admissions counselor and recruiter.  Julie offered the following audio pitch for AUP for NYCollegeChat. (Be sure to listen to it in our recorded episode.)

Graduate Study Abroad

Another choice is to have your teenager wait until graduate school to study abroad, assuming he or she is interested in graduate school eventually.  Some U.S. colleges operate graduate programs abroad, and there are thousands of graduate programs offered by foreign universities as well, of course.  At that time in their lives, students will likely be more mature, will have a better handle on what they want to do for a career, will be more focused on making the best use of their time abroad, and might be able to assume more of the cost themselves. 

I love the idea of graduate study abroad—so much so that all three of my children did their master’s degree study abroad:  Jimmy at Berklee College of Music, an American university with its own graduate campus in drop-dead gorgeous Valencia, Spain; Bobby at the University of East Anglia, a British university he attended after graduating from Richmond; and Polly, of course, who just started at Richmond.  Those were all great decisions.

But I have to say that all of them also studied abroad as undergraduates:  Jimmy in a summer program at the University of Limerick in Ireland through AIFS, Bobby full time at Richmond, and Polly for a semester in Florence through AIFS and Richmond.  I think that international experience as undergraduates made a remarkable difference in all of them—both personally and academically—and I have no doubt that it contributed to their willingness to study abroad full time as graduate students. 

So, here is my two cents’ worth of advice:  Don’t wait.  Help your teenager see the value of studying in another country and being immersed in another culture, hopefully with students from around the world.  Studying abroad is not just for rich kids, as I imagine it once was some decades ago.  Most students have student loans and scholarships, just as they do in the U.S., and most are on pretty tight budgets while they are abroad.  Parents:  Figure out a way to pay for it (it won’t be any harder than paying for everything else).  Because the experience will be, as they say, priceless.

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Episode 42: Colleges in the New England Region—Part II

In last week’s episode, we picked up our virtual tour of colleges with the public universities and academies in the six states of the New England region: Maine, New Hampshire, Vermont, Rhode Island, Massachusetts, and Connecticut. This week, we will spotlight the private higher education institutions in New England.

Virtual #college tour of New England Region on NYCollegeChat #podcast. Available at http://usacollegechat.org/42

We are going to talk about a group of nationally known higher education institutions, which draw students internationally; a selection of institutions with one or another kind of special focus; a host of smaller liberal arts colleges; and a few institutions that are probably best known in the New England region. Let us say now that there are a surprising number of well-known institutions in these New England states, even though the states themselves are quite small. A lot of those institutions are in the Commonwealth of Massachusetts. We cannot possibly do them all justice—or even mention them all. To that end, we are going to split this content into two episodes—this week and next week.

I have to say that I feel a bit uncomfortable making extra episodes for one of the regions of the country that is nearest to our home base in New York—just when I am trying to get our listeners outside of their comfort zone. But I can rationalize this action in one of two ways. First, these states have been states since the very beginning of our country and, thus, have lots and lots of colleges and universities—the oldest of which were founded more than 100 years earlier than any of those in our Western states. Second, I have to believe that many of our New York State listeners, who make up a big percentage of our audience and who are worried about sending their kids away to college, might be persuaded to send them away—but not too far away. New England might be about right. So, we will do the best we can to cover as many institutions as we can this week and next week.

Finally, as we say in every episode, no college has asked us or paid us anything to include it. These are our own choices.

1. Nationally Known Higher Education Institutions

Let’s start by saying that four of the eight Ivy League schools are located in New England: Brown University in Providence, Rhode Island; Dartmouth College in Hanover, New Hampshire; Harvard University in Cambridge, Massachusetts; and Yale University in New Haven, Connecticut.

Founded between 1636 and 1769, all four were operating before the American Revolution and all four were founded by religious groups—Congregationalists for three of them and Baptists for Brown. Today, they serve from 4,000 to about 7,000 undergraduates, with about 6,000 to more than 20,000 total undergraduate, graduate, and professional students. Dartmouth is the smallest Ivy League school, and Harvard is one of the largest.

Ivy League schools are well known for their high academic standards, wide range of undergraduate and graduate majors, longtime traditions, famous professors, beautiful campuses, and the extreme selectivity of their admissions process. That is one reason I am not going to talk too much about them.

Their tuition is sky-high, though they have a surprising amount of financial aid available for students whose family resources are very limited. However, your child would first have to have extraordinary high school grades and college admission test scores to be accepted.

I think it is fair to say that one thing that the Ivies do not do as well as many large public universities is varsity sports. In the interest of full disclosure, let me say that my father was the Sports Information Director at the University of Pennsylvania (another of the Ivies and his alma mater), and he helped to establish the Ivy League athletic conference in the 1950s. I have been attending Ivy League sports contests since I was in elementary school. I later covered sports for my own Ivy League school’s newspaper, The Cornell Daily Sun. So, I know what I am talking about. I am not saying that we don’t have some talented athletes and, on occasion, some incredible individual athletes and even teams. Nonetheless, most students don’t come to an Ivy League school for sports.

An equally prestigious and equally selective institution is the Massachusetts Institute of Technology (MIT). Founded much later in 1861, MIT now serves about 4,500 undergraduates (about 25 percent are underrepresented minority students) and a total of about 11,000 undergraduate, graduate, and professional students. MIT has schools of Architecture and Planning, Engineering, Management, Science, and—last, but not least—the School of Humanities, Arts, and Social Sciences. While we think of MIT as turning out first-rate engineers and scientists, students can also major in subjects in the School of Humanities, Arts, and Social Sciences; by the way, all undergraduates at MIT take eight courses in this school (about 25 percent of their undergraduate program) so they truly become well-rounded students and citizens. But, like the Ivies, your child would need extraordinary high school grades and college admission test scores to get in.

Now let’s look briefly at three great nationally known universities—all well respected, but slightly less selective. They all happen to be in or near Boston. Starting with the smallest, we have Tufts University, with its main campus located on Walnut Hill in Medford, just outside of Boston. Founded in 1852, Tufts currently enrolls about 5,000 undergraduates and a total of about 11,000 undergraduate, graduate, and professional students in nine schools—five of which are related to medical and health sciences. Undergraduates study in two of those schools: the School of Arts and Sciences and the School of Engineering. Over 20 percent of Arts and Sciences students major in International Relations, and many students participate in Tufts’ 10 study abroad programs or in coursework at Tufts’ own European Center in France. Tufts also has a graduate school of international affairs, with intriguing interdisciplinary majors.

Tufts offers 14 men’s and 14 women’s varsity sports as well as club and intramural sports. The Jonathan M. Tisch College of Citizenship and Public Service is a unique University-wide venture that provides curricular and extracurricular programming that all students are able to participate in; Tufts students and faculty members practice their active citizenship skills both locally and internationally. Average SAT scores for the Class of 2018 are a trio of scores in the low 700s, so the students are plenty smart. Like other first-rate universities, undergraduate tuition and fees are high at about $48,500.

Moving to a larger university in Boston proper, we find Northeastern University, founded in 1898. The University offers about 17,500 undergraduates (out of a total of about 24,500 undergraduate, graduate, and professional students) more than 90 majors and concentrations across seven colleges and schools: Arts, Media and Design; Business; Computer and Information Science; Engineering; Health Sciences; Science; and Social Sciences and Humanities. Northeastern has added more than 55 interdisciplinary undergraduate majors in the past eight years. But the hallmark of Northeastern’s programming is cooperative education, which began at Northeastern more than 100 years ago:

Experiential learning, anchored by our signature cooperative education program, lies at the heart of academic life at Northeastern. The integration of study and professional experience enables students to put ideas into action through work, research, international study, and service in 93 countries around the world. . . .

Co-op is different from internships – our students alternate classroom studies with full-time work in career related jobs for six months.  This allows employers to get real work done while evaluating talent before making any long-term commitments. Our employer relations team is dedicated to collaborating with employers to develop innovative and meaningful programs to engage our talented students. We deliver an individualized approach to building and maintaining partnerships that contribute to the employers’ success and ours. Our various recruitment options provide employers with cost effective approaches to hiring, training, evaluating and on-boarding talent. (quoted from the website)

About 90 percent of students do at least one co-op program (with one of the 3,000 co-op employers worldwide); many students do two. Many students also stay for a fifth year and complete three co-op programs. About 50 percent of students get a job offer from their co-op employer, and about 99 percent would recommend co-op education to a friend.

Northeastern offers over 300 student organizations, 18 varsity sports, and 22 Living Learning Communities built around themes for freshmen (e.g., creative expression, globalization, sustainability). Average SAT scores for students who entered in 2014 were a pair of scores in the low 700s, and about 65 percent of incoming freshmen ranked in the top 10 percent of their high school class. So, these students, too, are plenty smart. And, in the past 10 years, Northeastern has seen huge increases in the percentages of students of color, of international students, and of students coming from outside of New England and the Mid-Atlantic states. In keeping with its competitors, Northeastern’s tuition and fees are about $45,000 per year.

Moving to a still larger university in Boston proper, we come to Boston University (BU), which had a great beginning:

LaRoy Sunderland, an ardent abolitionist and leading figure in Boston’s Bromfield Street Church, in 1839 persuaded his fellow church members to found the United Methodist Church’s first seminary. Their collective goal, we should note, was to provide a higher quality of training to their ministers than was then available. The school was founded in Vermont and relocated several times, in 1867 reopening on 30 acres in nearby Brookline as the “Boston School of Theology.” The president of that school, William Fairfield Warren, persuaded three of the school’s trustees—all wealthy Boston merchants—to petition the Massachusetts legislature in 1869 to charter “Boston University.” The petition was granted, and today’s BU was born. . . . Thanks to the Methodists’ strong belief in social equality, the new University would be accessible to all members of society, without regard to race, class, sex, or creed. (quoted from the website)

Today, BU serves about 16,500 undergraduates and a total of about 30,500 undergraduate, graduate, and professional students (including about 7,000 students from 130 foreign countries) in 17 colleges and schools. Undergraduates can pursue majors in about half of those: Arts and Sciences, Communication, Engineering, Fine Arts, Business, Education, Global Studies, and Hospitality Administration. As if that’s not enough, BU annually sends about 2,200 undergraduates to study abroad in 83 programs in 21 countries.

Like most universities of its size—and it is a very large size for a private university—BU offers over 450 student organizations and 24 varsity sports teams (10 men’s and 14 women’s).

There were almost 55,000 applications for the 3,600 spots in the incoming freshman class. The average overall high school grade was an A– (with an average class rank in the top 8 percent), and the average SAT scores were a trio of scores in the very high 600s. Just like Tufts, undergraduate tuition and fees are high at about $48,500.

As we said in our last episode, Boston itself is a very attractive place for students to study, including for foreign students coming to the U.S. It has culture and sports and business and a beautiful waterfront and more than 100 colleges nearby. It is easy to see why there are so many good private options available.

2. Institutions with a Special Focus

New England also has a large number of well-known institutions that have a special focus, including faith-based and single-sex institutions and institutions with an academic focus or a focus on students with special needs. So here we go.

Faith-Based Institutions

New England has a wide selection of faith-based universities that are well regarded, including both outstanding Catholic institutions and a first-class Jewish institution. Among the many Catholic institutions in these states are three of the 28 Catholic Jesuit universities in the U.S.: The College of the Holy Cross in Worcester, Massachusetts, a liberal arts college with about 2,900 undergraduate students; Fairfield University in Fairfield, Connecticut, with about 4,000 undergraduates and a total of about 5,000 undergraduate, graduate, and professional students; and Boston College (BC) in Chestnut Hill, Massachusetts—by far the largest of the three—with about 9,000 undergraduates and a total of about 14,000 undergraduate, graduate, and professional students.

In 1843, Holy Cross became the first Catholic college to be established in New England; its first valedictorian was the son of a slave. Holy Cross was soon followed by BC in 1863 and, much later, by Fairfield in 1942. They all offer strong liberal arts programs, with BC and Fairfield also offering undergraduate majors in career fields—nursing, business, education, and engineering, between them. They are all traditional colleges with lovely campuses and plenty of student organizations and varsity sports teams.

Admitted freshmen post SAT subtest scores in the low 600s at Fairfield, the mid-600s at Holy Cross, and the very high 600s at BC. Pricewise, their annual tuition and fees are in the $45,000 to $47,000 range.

As we have said in previous episodes, the Society of Jesus, which was founded in Paris in the 1500s, traces its commitment to education to St. Ignatius of Loyola, who founded the first Jesuit college in Messina, Sicily, in 1548. Jesuit institutions today place a strong emphasis on intellectual rigor and a liberal arts foundation, social justice issues worldwide, and a life of service. While about 70 percent of students at BC are Catholic, students of all faiths are welcome and comfortable at Jesuit institutions.

And let’s take a quick look at Providence College in Rhode Island, located close to downtown Providence. Founded in 1917 by the Diocese of Providence and Dominican Friars, it is the only Dominican college in the U.S. and the only one with Dominican Friars in their habits teaching on campus. Its charter, however, states that no one should be refused admission because of the “religious opinion he may entertain.” Students are required to take two courses in philosophy and two courses in theology, and masses that are conducted on campus are well attended. While most students and faculty members are Catholic, the College also has a long-standing relationship with Rhode Island’s Jewish community.

Providence College offers its nearly 4,000 undergraduate students 49 majors, predominantly in the liberal arts and sciences, but including business, education, computer science, and health sciences. It also offers a double handful of master’s degree programs. All undergraduates complete 16 credits in the Development of Western Civilization over four semesters—seminars on significant texts from Western and other world civilizations for three semesters and a team-taught colloquium in the fourth semester that focuses on a contemporary issue.

Incoming freshmen in the Class of 2017 posted an average 3.37 high school GPA and SAT subtest scores in the high 500s. Annual tuition and fees are about $45,000, right in the ballpark with its competitors. And, speaking of competitors, I think that the Providence Friars play some pretty competitive basketball.

Turning to a different faith-based tradition, we have Brandeis University, located in Waltham, Massachusetts, just west of Boston. Brandeis describes itself this way:

Characterized by academic excellence since its founding in 1948, Brandeis is one of the youngest private research universities, as well as the only nonsectarian Jewish-sponsored college or university in the country.

Named for the late Justice Louis Dembitz Brandeis of the U.S. Supreme Court, Brandeis University combines the faculty and resources of a world-class research institution with the intimacy and personal attention of a small liberal arts college. (quoted from the website)

And here is my favorite piece of Brandeis history trivia:

Former first lady Eleanor Roosevelt had a long and successful relationship with Brandeis. In addition to serving on the board of trustees, she hosted a public television series on campus, taught International Relations and delivered the university’s first commencement address. (quoted from the website)

Brandeis offers its approximately 3,700 undergraduates an enviable student-to-faculty ratio of 10:1. Its undergraduates study in the College of Arts and Sciences—an undergraduate liberal arts college in a research university, as Brandeis says—in 43 majors and 46 minors (some in career fields). Brandeis serves about 2,200 graduate students in four graduate schools as well.

There are more than 260 student organizations and 19 men’s and women’s varsity sports teams to keep students engaged. Entering freshmen in 2014 posted an SAT average critical reading score around 650 and an SAT average mathematics score around 740. The tuition of about $46,000 is right in the range we have been seeing for private institutions in New England.

Single-Sex Institutions

Three of the “Seven Sisters” colleges are found in Massachusetts: Mount Holyoke in South Hadley, Smith College in Northampton, and Wellesley College in Wellesley. The Mount Holyoke website gives us a little background:

The Seven Sisters, a consortium of prestigious East Coast liberal arts colleges for women, originally included Mount Holyoke, Vassar, Smith, Wellesley, Bryn Mawr, Barnard, and Radcliffe colleges. Today, five of the Seven Sisters remain women’s colleges; Vassar is coeducational and Radcliffe has merged with Harvard, becoming the Radcliffe Institute for Advanced Study.

The female equivalent of the once predominantly male Ivy League, the Seven Sisters originated in 1915, when Mount Holyoke, Vassar, Smith, and Wellesley colleges held a conference to discuss fund-raising strategies. This historic meeting led to additional conferences over the next decade, at Bryn Mawr, Barnard, and Radcliffe. By 1927 these seven elite women’s colleges were known as the Seven Sisters and over the years have continued to meet to discuss issues of common concern, such as institutional goals, admissions, financial aid, and curriculum matters.

The name “Seven Sisters” has its origins in Greek mythology. It refers to the Pleiades, the seven daughters of Atlas who, according to one myth, were changed into stars by Zeus. (quoted from the website)

Interestingly, Mt. Holyoke, Smith, and Wellesley now all admit men to some of their graduate programs and/or nondegree coursework, but not to their undergraduate programs, which remain for women only.

These three liberal arts colleges are traditionally as difficult to get into as the Ivy League schools, so your daughter would need outstanding academic credentials to consider applying. Mt. Holyoke and Smith do not require college admission test scores. At Wellesley, which does require them, about 80 percent of admitted students have a trio of SAT subtest scores over 700. About 55 to 60 percent of admitted students to Mount Holyoke and Smith are in the top 10 percent of their high school class.

Founded between 1837 and 1871, these colleges now serve about 2,200 to 2,500 undergraduates, who study in about 50 to 55 liberal arts majors. All three have excellent student-to faculty ratios—from Mount Holyoke’s 10:1 down to Wellesley’s remarkable 7:1. Mount Holyoke and Smith are members of the Five College Consortium, which we talked about last week with UMass Amherst; so their women can take courses at any of the five campuses (the two remaining campuses will be discussed in next week’s episode). Wellesley, on the other hand, has exchange programs with about 15 other colleges of various types and in various locations—from MIT and Brandeis nearby to Spelman College and Mills College far away.

Priced from about $44,000 to $46,000 in tuition and fees, these Seven Sisters colleges are no bargain—though I am quite sure that most of their graduates believe they were worth it. Like most women’s colleges, each has a strong and loyal group of alumnae, including quite a few well-known women in all career fields.

Another women’s college, located in Boston proper, is Simmons College, which was founded in 1899 by businessman John Simmons who believed that “women should be able to earn independent livelihoods and lead meaningful lives” (quoted from the website)—which doesn’t sound that unusual now, but which was likely unusual for 1899. Today, Simmons offers 1,700 undergraduate women (about 250 are adult women) a predominantly liberal arts program of about 50 majors (but including some business majors, health sciences and nursing, social work, and computer studies), combined with professional work experience. Simmons has the only M.B.A. program designed especially for women as well as graduate programs in a variety of liberal arts and career fields for about 4,000 women and men.

Interestingly, about 70 percent of its faculty members are women, and Simmons, too, has an attractive 10:1 student-to-faculty ratio. Its Class of 2019 posted, on average, a pair of SAT subtest scores in the very high 500s and an average high school GPA of 3.37. And with tuition and fees of about $37,000, Simmons is, hopefully, in reach for more young women.

Institutions with a Special Academic Focus

We mentioned some of these institutions in an early episode of NYCollegeChat, when we first introduced the idea that some institutions are devoted, more or less, to the study of certain disciplines.

The Arts. For example, we talked about two institutions that have the arts as their academic focus—Berklee College of Music and Rhode Island School of Design (commonly referred to as RISD—pronounced RIZ-dee). Berklee is the premier higher education institution in the world for the study of contemporary music of all styles and cultures—unlike traditional conservatories that focus on classical music. (In the interest of full disclosure, my oldest child got an undergraduate degree from Berklee in Boston and then a graduate degree from its relatively new and architecturally impressive campus, designed by Santiago Calatrava, in gorgeous Valencia, Spain). Founded by Lawrence Berk in 1945, it was the first U.S. school to teach jazz. It became Berklee School of Music in 1954 and then Berklee College of Music in 1970, several years after it began offering bachelor’s degrees. Roger H. Brown currently serves as only the third president in Berklee’s 70-year history, and my personal observations of him in a variety of settings is that he is an impressive guy.

Currently, Berklee offers 12 undergraduate majors to its just over 4,000 students—from music performance to music therapy to film scoring to composition to songwriting to music education to music business to electronic production and design and more. In addition to singing, 29 different principal instruments can be studied (including hand percussion, banjo, and mandolin as the ones the most recently added). All students take both a core music curriculum (e.g., ear training, arranging, harmony) and a core liberal arts curriculum in the humanities, social sciences, and natural sciences and mathematics.

About 30 percent of Berklee’s students come from other countries to study at this unique school. Berklee’s professors are, typically, both great teachers and great practicing musicians. As befits a music school where individual instruction is a key component, the student-to-faculty ratio is an understandable and appealing 8:1. There are hundreds of Grammy winners among its faculty and its graduates. Its annual concert given by graduating seniors on the night before graduation is simply mind-blowing. Berklee does not require college admission test scores, but does require an intensive live audition and interview. Perhaps not surprisingly, its annual tuition and fees are about $41,000—and, I can tell you, Berklee is totally worth it.

Let’s look at RISD, a top-tier art and design school founded in 1877 and located in lovely Providence, Rhode Island. RISD offers 16 undergraduate degree programs to just over 2,000 students (as well as 16 graduate degree programs to about 500 more students). About 30 percent of students are international, and about 30 percent are students of color. RISD’s most popular majors are illustration, industrial design, graphic design, film/animation/video, and painting, but students can also earn degrees in glass, jewelry and metalsmithing, furniture design, textiles, photography, architecture, landscape architecture, and more. Most undergraduates at RISD earn a Bachelor of Fine Arts (B.F.A.) degree, but RISD also offers a Bachelor of Architecture degree for students in that field.

Interestingly, RISD and Brown, one of the Ivies, have campuses next to each other, and students can register for some courses at the other school at no extra cost. RISD students typically look to Brown for foreign language and advanced math and science courses, all of which can be used to satisfy some of RISD’s liberal arts requirements. Not surprisingly, the RISD Museum, which serves southeastern New England, has an excellent and large collection, ranging from ancient art to contemporary art and including well-known artists from many countries and cultures.

Average SAT scores for incoming freshmen last fall were a trio of scores in the mid-600s. Applicants must also submit online a portfolio of 12 to 20 examples of their best recent artwork in any medium as well as two specific drawings, as described in the application. RISD’s tuition and fees at about $46,000 are in line with the other private schools we have been discussing.

Business. In an early episode, we also talked about two institutions in New England that focused on business: Babson College and Bentley University. Let’s start with Babson—founded relatively recently in 1919 and located in Wellesley, Massachusetts—which has a very definite focus, even within business, according to its website:

We develop entrepreneurs of all kinds.

At Babson, we believe that entrepreneurship can be a powerful force within organizations of all types and sizes, in established businesses as well as new ventures. In any industry, in any position, it takes Entrepreneurial Thought and Action® to solve problems and make an impact.

We were the first to understand that thinking and acting entrepreneurially is more than just an inclination. It can be taught. And we do it better than anyone.

Today in our collaborative community, students gain the fundamental business skills and liberal arts knowledge necessary to cultivate an entrepreneurial mindset. They then use that mindset to navigate real business situations, putting what they learn into practice and becoming leaders equipped to make a difference on campus and around the world.

Serving about 2,100 undergraduates and another approximately 900 graduate students, Babson students study with faculty members who have both academic credentials in their field and practical business experience as executives and entrepreneurs themselves. They write case studies about specific businesses and industries in specific regions to teach from. And “cocurricular programs provide students with hands-on experience through internships, volunteer opportunities, and consulting projects” (quoted from the website).

At Babson, at least half of students’ courses are in the liberal arts, including the study of a language that is useful in business dealings today—perhaps a bit surprising for a business-focused institution. In addition to a slate of foundation business courses, students may choose up to two concentrations from 27 options.

Students admitted in the Class of 2018 posted a trio of average SAT scores in the mid- to high 600s. Babson’s tuition is admittedly high at $47,000 a year, though it does charge this flat rate for up to and including 20 credits—meaning that students do not have to pay additional tuition fees charged by many colleges beyond the more typical 16 credits or so (that could save some money and encourage students to move through courses faster).

Turning to Bentley University, located just outside Boston in Waltham, this business school allows its just over 4,000 undergraduate students to “choose from a wide range of programs that address all functional areas including accountancy, finance, marketing, management and liberal arts — all anchored in technology” (quoted from the website). Bentley is also home to another approximately 1,500 graduate students.

Bentley offers its undergraduates 23 majors in 11 business fields and five arts and sciences disciplines. In fact, about 20 percent of undergraduates double major in business and Bentley’s Liberal Studies Major (with eight interdisciplinary concentrations). Students majoring in the arts and sciences must complete either a Business Studies Major (which is a core of eight business courses) or a business minor. About 90 percent of students complete one professional internship during their four years; about 60 percent complete more than one.

Bentley was founded as Bentley School of Accounting and Finance in 1917 by Harry C. Bentley, who taught accounting at BU and other institutions and wanted to open a school where he could teach using his own methods. He remained as president until 1953. Bentley offered its first bachelor’s degrees in 1961. Today, tuition and fees at Bentley are about $44,000 annually—in keeping with the figures we have seen so far in this episode.

Science and Technology. Worcester Polytechnic Institute (WPI) is located in Worcester, Massachusetts, the second-largest city in New England and home to a double handful of colleges. Founded in 1865, it is the third-oldest private technological university in the U.S. Home to about 4,000 undergraduates and another almost 2,000 graduate and professional students, WPI describes its mission this way:

WPI was founded in 1865 to create and convey the latest science and engineering knowledge in ways that are most beneficial to society.

WPI’s founding motto of Theory and Practice continues to underlie our academic programs. WPI graduates emerge ready to take on critical challenges in science and technology, knowing how their work can impact society and improve the quality of life. (quoted from the website)

WPI offers 50 undergraduate and graduate degree programs in science, engineering, technology, management, the social sciences, and the humanities and arts. Going to its strength, WPI offers 12 types of engineering—all the regular ones plus aerospace, biomedical, environmental, robotics, and management engineering. It was the first university to offer a bachelor’s, master’s, and Ph.D. in robotics engineering. A Humanities and Arts requirement ensures that WPI students are well-rounded; it consists of six courses of the student’s choosing, including courses from at least two disciplines, or a six-course sequence in Spanish, German, or Chinese—along with a final project. Project-based learning helps students learn how to think about and propose solutions for real-world problems studied in WPI’s programs. Let’s look at one unique program feature:

WPI believes that in order to become the best engineers and scientists they can be, students should have a broad understanding of the cultural and social contexts of those fields, and thus be more effective and socially responsible practitioners and citizens.

That’s the intent of the Interactive Qualifying Project (IQP), a nine-credit-hour interdisciplinary requirement involving applied research that connects science or technology with social issues and human needs.

The IQP is not organized as a course, nor is it related to the major. Instead, small teams of students work under the guidance of faculty members from all disciplines to conduct research, using social science methods, directed at a specific problem or need. Students deliver findings and recommendations through formal reports and oral presentations to project sponsors (often nonprofit, municipal, or government agencies) and faculty advisors.

Sustainability serves as a common theme for IQPs, many of which address problems related to energy, environment, sustainable development, education, cultural preservation, and technology policy. About half of all IQPs are completed off-campus through the Global Project Program [at 38 sites in 25 countries]. (quoted from the website)

WPI teaches classes in four seven-week terms, with students taking three courses at a time. Faculty members issue grades of A, B, C, and NR (No Record)—to encourage students to explore their interests without fear of negatively affecting their GPA, WPI says.

Though a technological university, WPI has all of the student organizations (more than 200) and varsity sports (10 men’s and 10 women’s) that any traditional college student could want. Incoming freshmen post an average high school GPA of 3.85 and a trio of average SAT subtest scores in the mid-600s. WPI’s tuition and fees are about $44,500, which seems to be the norm.

Environmental Stewardship. Every once in a while, I find a college that I never heard of and that seems unusually intriguing. The one for this episode is Sterling College, located in rural Craftsbury Common, Vermont. While I cannot personally vouch for Sterling the way I can for many other colleges that I have visited, I do believe that it could be exactly the right thing for some students and their families. So, here we go.

Founded in 1958, this is the way Sterling describes itself:

Sterling was among the very first colleges in the United States to link the liberal arts to ecology, outdoor education, and sustainable agriculture. We believe that the wellbeing of humanity depends on small, interconnected communities, committed to conscientious and sustainable practices in agriculture and energy use, and in stewardship of our air, soil, and water. . . .

We were eating local food and advocating for sustainability in the 1970s, and we continue to do so today. Many colleges have a farm—Sterling College is a farm. Our campus is a living system that supports our community and our educational mission.

To be an environmental steward means having the skills to educate others, and introduce them to the natural world. Hiking, climbing, canoeing, camping, and skiing are only a few of the ways in which we interact with the wilderness around us. Most importantly, at Sterling you can learn important skills like starting a fire, how to use an axe, and how to find your way home from almost anywhere, including the top of a mountain.

Sterling is a federally recognized Work College—one of seven in the U.S.—which means that all residential students earn at least $1,650 per semester toward their tuition by working at least 80 hours each semester in a job that supports the operation of the College or nearby community. Everyone is a winner: The College wins by keeping its operational costs lower, and the student wins by getting work experience and lowering his or her own costs of attending.

Sterling’s approximately 120 undergraduate students choose from five majors or design their own; the five are ecology, outdoor education, sustainable agriculture, sustainable food systems, and environmental humanities. I could describe these majors, but I believe you would be better off reading about them firsthand on Sterling’s website. Not surprisingly, given the small student body that Sterling intends to keep just as it is, the student-to-faculty ratio is an attractive 7:1. Sterling prides itself on being a place where one weekly community meeting can include all students, faculty members, and staff and where everyone (including the president) is on a first-name basis.

Sterling operates three semesters per year—fall, spring, and summer—and students may attend all three (and finish sooner) or the traditional two per year. Student applications are reviewed on a rolling basis, and students may enter at any one of the three semesters. No college admission test scores are required. Tuition and fees run about $17,000 per semester, or about $34,000 for a two-semester year, which makes Sterling less expensive by $10,000 or more than a lot of the schools we have been talking about.

Students with Special Needs

In an early episode of NYCollegeChat, we talked about Landmark College in Putney, Vermont, founded in 1983 to help students with dyslexia succeed in college. Today, Landmark serves a variety of students who learn differently—that is, students with learning disabilities, autism spectrum disorder, and attention deficit hyperactivity disorder—and also provides an impressive array of academic and personal support services to help its students cope with college courses and college life. Faculty members and staff help students understand their own learning styles and what that means for in-class and out-of-class work. They also provide students with up-to-date assistive technology (e.g., text-to-speech technology, digital pens), designed to make it easier for students to succeed in their coursework.

Landmark offers its approximately 500 students from 38 states and 10 foreign countries a choice of four associate’s degrees and three bachelor’s degrees—a Bachelor of Arts in Liberal Studies, a brand-new Bachelor of Arts in Studio Art, and a brand-new Bachelor of Science in Computer Science.  Almost one-third of Landmark students actually transfer to Landmark after struggling at another college.

Given the intensive support services, personalized approach, and remarkable 6:1 student-to-faculty ratio, Landmark’s high annual tuition and fees of about $52,000 are to be expected. Landmark claims that its students graduate from bachelor’s degree programs (either at Landmark or at colleges they transfer to subsequently) at a higher rate than the national average and at a significantly higher rate than the national average for students with similar learning disabilities. That could make even these very high tuition costs seem like a great deal.

By the way, summer programs are also available to rising high school juniors and seniors who learn differently and could benefit from Landmark’s approach; that could be a great head start for special needs high school students, regardless of where they go on to college.

Some students with special needs feel isolated or left out in an educational setting that is filled with all kinds of students and would prefer a school that focused on them, where they feel they could fit into a community of students they could easily relate to. For such students, Landmark could be an empowering, even life-changing, experience.

Listen to the podcast to find out about…

  • Postponing the Ivy League until graduate school
  • Being a socially conscious engineering student
  • Finding a good fit outside of traditional programs

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Episode 12: To Visit Or Not To Visit?

This week, we’re continuing our series on choosing where your child should apply to college by talking about campus visits.

Listen to the podcast to find out about…
When your teenager should visit a college without you
How to take advantage of financial help from colleges to cover travel costs
How to arrange a weekend visit to a college for your teenager

Episode show notes are available at http://usacollegechat.org/12

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This week, we’re continuing our series on choosing where your child should apply to college by talking about how many colleges should be added to your list.

NYCollegeChat is now available on iTunes, Spreaker, Stitcher, and TuneIn!

NYCollegeChat Episode 12: To Visit or Not to Visit? - How important is the campus visit?For many decades, one rite of passage for American high schoolers and their parents alike has been the “college tour,” where a parent takes an anxious or blasé teenager (depending on your child) on a tour of colleges that might or might not turn out to be appealing schools to attend. During these college visits, there are campus tours led by college students, question-and-answer sessions with administrators, sometimes a chance to sit in on a class or two, and perhaps the nerve-wracking one-on-one admissions interview.

So, as you and your teenager enter the college applications process, let’s ask this question: How important are college visits? You will actually hear, in our three options, that the answer is always “very important.” Just the when or how those visits occur is what we are going to talk about.

1. Very Important, So Visit Now . . .

. . . because there is no substitute for standing in the main quadrangle or in a classroom building or in a dorm or on the soccer field or on the library steps. It is impossible to convey the feeling of a college’s physical and social and intellectual environment without being there. Why would anyone want to sign up to spend two years or four years at a place that he or she had never seen? By the way, this is true for students who are living on campus and who are living off campus. Your teenager will spend a lot of time at the college—regardless of living in the dorms—and should want to get a feeling for its buildings and its grounds and its setting within its surroundings and, of course, its students, staff, and faculty.

Visiting colleges before applying to them makes a lot of sense because even all colleges of a certain type are not the same. In other words, you cannot visit one or two private four-year colleges and, based on them, know what private four-year colleges are like. You cannot visit one or two public community colleges and, based on them, know what public community colleges are like. You cannot visit one or two urban campuses (or urban colleges with barely any “campus”) and, based on them, know what urban colleges are like.

Visiting a college before applying might convince your teenager not to apply, thus saving you that time and effort and money. But, visiting colleges is not free—especially when they are not in your hometown. Many families cannot afford to take the time off or spend the travel money that it takes to make a college swing through several states—or even through your own state, if it is as large as New York, where you cannot make an inexpensive day trip from one end to the other.

On the other hand, if you have decided to limit your applications to colleges in your hometown or very close by, then you absolutely should visit before applying. Make sure you take a tour of the campus, that you talk with current students, and that you sit in on a class or two, if possible. There is no reason to miss out on this chance to find out what everyday life is like on that campus and how different it might feel from another college campus that could be just minutes away. For example, if you live in New York City and want to stay in New York City for college, you would find out how different the campuses of just these four-year colleges were if you were to visit them: New York University and The New School in Greenwich Village, Columbia University and Barnard College in Morningside Heights, Fordham University at Lincoln Center, Hunter College in midtown, Pace University in downtown—and we have not left Manhattan yet. All of these schools are just a subway ride away for New Yorkers.

2. Very Important, But Visit Later . . .

. . . after acceptances have been received and your teenager is trying to decide which college to attend. After all, it is cheaper to pay the application fee for a college than to spend the money to visit it ahead of time (unless it is in your hometown).

If your teenager is accepted at more than one college, perhaps that is soon enough to spend the time and money to visit those colleges if you are trying to decide among them. It might be that visiting your teenager’s first choice is all that is needed—if the visit is successful and confirms that that college is indeed the right one. Nothing is more cost-effective than that.

3. Very Important, But Visiting Is Not an Option

Sometimes it is just not possible for a family to arrange for a campus visit to several colleges or even to one college, even after acceptances have come in.

In that case, you all can—and should—talk to anyone you can find who has visited any college on your list as a kind of substitute for making the trip yourself. That might be a family friend, a high school friend, a teacher, a school administrator, a guidance counselor, or someone else. Some colleges use alumni interviewers, who could serve this function nicely, too.

Firsthand impressions from someone who has walked on the campus in different seasons of the year, has seen inside the dorms, has talked with faculty or visited a class, has talked with current students or recent graduates, has eaten in the cafeteria, has attended a sports event or a cultural event—all of these impressions can help your teenager make a better decision about where to enroll. Ideally, at least some of those substitutes would be individuals who had been on the campus recently—and preferably someone with a more in-depth feel for the college than one can get from simply walking across the campus. A current professor or current student or recent graduate would be a great choice.

Remember that it is not only about the physical surroundings, but also about the intellectual and social surroundings, which the casual visitor might not be able to pick up on so readily. Photographs in a brochure or on a website or even a virtual campus tour on a website might resolve your questions about the physical surroundings, but cannot answer your questions about the intellectual and social surroundings, which are more likely to affect your satisfaction with your college choice.

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  • When your teenager should visit a college without you
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Episode 10: What Are Some More of the Decisive Factors in Putting Colleges on Your List?

This week, we’re launching our series on choosing where your child should apply to college by examining some of the decisive factors, or deal breakers, in adding colleges to your list

Listen to the podcast to find out about…
Why urban kids might want to go to college in urban settings
Whether extracurricular activities could really be a deal breaker
Why high school/college partnerships are so advantageous

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This week, we’re continuing our series on choosing where your child should apply to college by examining more of the decisive factors, or deal breakers, in adding colleges to your list.

NYCollegeChat is now available on iTunes, Spreaker, Stitcher, and TuneIn!

Episode 10

As we said in our last episode, it is critical to understand what factors—if any—are the decisive ones for you and your teenager in choosing colleges to apply to. We characterized these factors as deal breakers—that is, a factor so important that it would cause you to rule out whole categories of colleges because of it. In our last episode, we talked about four such factors: (1) colleges away from home or at home; (2) two-year or four-year colleges; (3) public or private colleges; and (4) large or small colleges. In this episode, we are offering five more deal breakers to consider.

1. Selective or Not Selective Colleges?

This is the factor that most guidance counselors bring up first: selectivity. You have probably heard people say that a student should apply to a “safety” school that he or she is sure to be admitted to; a couple of “reach” schools that would be great, but might be beyond or just beyond what the student’s high school record warrants; and then some others in the middle that the student has a reasonable chance of being admitted to, but not guaranteed. That is common sense.

As for a safety school, keep in mind that some public community colleges and some public four-year colleges can serve as safety schools for some students. We will talk more about that for students in New York City and New York State in the final episode of this series, which will focus on the public City University of New York (CUNY) and the public State University of New York (SUNY).

As for “reach” schools, keep in mind, that applying to colleges is time consuming and expensive (unless you have application-fee waivers from the colleges, which are sometimes based on family income and sometimes based on the student’s academic achievements). Applying to “reach” schools that are significantly more selective than a student’s high school grades and SAT or ACT scores would warrant might just be a waste of time. Should you rule out applying to the most selective schools, given the chances that being admitted are slim, even for the best students? Is selectivity a deal breaker for you and your teenager?

2. Urban, Suburban, or Rural Colleges?

Is the community setting a decisive factor for you or your teenager? Obviously, there are advantages and disadvantages to urban, suburban, and rural settings, most of which are common sense.

For example, some students like the idea of going to a college in a city because of the general excitement that cities offer, the many cultural opportunities that are available, the diversity of the people and the likely diversity of the college students, and the ease of getting around by public transportation (in some cities more than others). Some parents hate the idea of sending their teenager to college in a city because of safety issues, too many distractions from studying, and the likelihood that city living will be expensive.

On the other hand, for example, some students and parents like the idea of a rural campus, perhaps in or near a small town somewhere, where students are safe on and off campus, the environment is unspoiled, the campus itself is idyllic, there are fewer distractions from studying, and living costs are relatively low.

Some students are dying to get away from the type of community they grew up in, and others cannot imagine fitting in or being comfortable in a new physical and social environment. So, is the type of community setting a deal breaker for you or your teenager?

3. Colleges with Certain Majors or Certain Activities?

In our first series, Understanding the World of College, we discussed colleges that are known for their academic specialties, like music or art or engineering or business. Some specialized colleges teach only that subject—like Berklee College of Music. Others have strong specialized schools or colleges within a larger university—like the School of Hotel Administration at Cornell University. Others have strong departments in certain fields—like the Department of Theatre at Northwestern University or the modern languages departments at Middlebury College.

If your teenager has a particular field of study in mind, then you will need to find a college that offers or specializes in that major. Some majors are easy to find and are offered by most (though not all) colleges—like English and mathematics and history. Others are harder to find, especially technical majors—like architecture and engineering and computer science. Although many students will change their minds about a major after a month or a year or even two years in college, those going into college with a clear idea of what they want to study will probably need to make the availability of that major a deal breaker in putting colleges on their list.

Sometimes an extracurricular activity is just as important to a teenager—and even to a parent—as the academic part of college. Sports teams are probably the prime example. Your family might be looking for—rather, insisting on—a college with a competitive football, swimming, track, basketball, lacrosse, or crew program and so on. Sports teams could be a deal breaker for both boys and girls, of course. We would like to imagine that other activities would have the same appeal—for example, a great school newspaper, like The Cornell Daily Sun, for a long time Ithaca’s only morning newspaper; or a great glee club, like Yale University’s; or a great drama group, like the University of Pennsylvania’s Mask and Wig Club. But sports teams are probably it.

One more thing to say about sports: If your teenager has not been playing on high-powered high school teams or competitive community teams and has not been in serious talks with college recruiters before you start making your college list, he or she is not going to get a big sports scholarship. Some students harbor the dream that a sports scholarship is the way they will get to college and that professional sports is the way they will make a living after that. If you have a teenager with this mindset, make sure you get a real appraisal of his or her athletic ability from a reliable high school coach or administrator as soon as possible.

4. Colleges with a Special Focus?

Another topic we discussed in our first series was the many colleges that have a special focus—that is, single-sex colleges, faith-based colleges, colleges for students with special needs (like learning disabilities or hearing impairment), colleges with online courses or whole online degrees, the military service academies, historically black colleges and universities (HBCUs) and Hispanic-serving institutions (HSIs), and so on. Any of these options could become a decisive factor in choosing colleges.

For example, your daughter might have her heart set on going to a women’s college. She might be drawn to the long-standing traditions or the leadership opportunities for young women or the social environment or even the famous alumni who attended women’s colleges. If you agree, then only women’s colleges would be on your daughter’s list. Or, your child might have his or her heart set on going to an HBCU, interestingly for all the same reasons we just cited for going to a women’s college—namely, the long-standing traditions or the leadership opportunities for young people or the social environment or even the famous alumni who attended. If you agree, then only HBCUs would be on your teenager’s list.

Clearly, choosing to apply only to colleges with a special focus will limit the number of options your family has to consider. To be sure, some of these choices are more limiting than others. For example, there are more than a thousand faith-based colleges to choose from, but only five military service academies.

5. Colleges with a Special Relationship to the Student’s Family or High School?

This can be a remarkably influential factor for students and for their families in making a college decision. Let’s start with the obvious: You work at a college and, even better, get free or reduced tuition for any of your children who enroll. This factor is tough to discount, especially if money is an issue. Putting money aside, parents likely feel comfortable with and/or proud of the college they work for, and students themselves might feel comfortable going there because they are already familiar with it. Even so, that might not be a strong enough reason to limit your teenager’s college list to just that one institution.

Another remarkably influential personal factor is where family members went to college. Many children attend—or want to attend—the alma mater of their parents or grandparents. We see even first-generation college students strongly considering the college attended by an older sibling. Family college connections can mean a lot—just like any other family traditions. Even so, again, that might not be a strong enough reason to limit your teenager’s college list to just those institutions attended by a family member.

Another personal factor that comes up more than you might think is having family members or close friends living where a college is located. Certainly, a parent who is reluctant to send a child to a college far away from home might be less anxious if a family member or close friend lived there—just in case of an emergency. For a student, too, having some family members or family friends nearby might ease the homesickness that comes with most students’ first days on campus.

The final factor in this category is not personal to the family, but rather is about the student’s high school. Some high schools have a relationship already built with a college, usually a nearby college. A noteworthy example of this is the growing number of Early College high schools, which have a carefully worked out agreement with a partner college typically to provide college credit courses to students while they are still in high school and frequently to admit those students into the college almost automatically, thus allowing a seamless transition from high school to college.

Other high schools have less elaborate arrangements with one or more colleges whereby students can take college courses for credit while in high school, banking those credits to transfer later to whatever college they attend; of course, it is even easier for those students to continue at the college where they have already earned those credits. Any of these arrangements between high schools and colleges can give students a streamlined pathway into that college, thus saving the time and effort and money expended in the typical application process. If your high school has such an arrangement with a college and if your teenager has taken advantage of it, it would be very hard to walk away from choosing that college as your only option—even if it just for the first year or two.

Listen to the podcast to find out about…

  • Why urban kids might want to go to college in urban settings
  • Whether extracurricular activities could really be a deal breaker
  • Why high school/college partnerships are so advantageous

Check out these higher education institutions and programs we mention…

In New York State

Outside of New York State

Connect with us through…

Ask your questions or share your feedback by…