Episode 122: A Truly American International University

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Before we start today’s episode, which will take us abroad, let us remind you to rush out right now and get our new book if you have a junior at home (and even if you have a freshman or sophomore). That’s “rush out right now” figuratively speaking, because the book is available at amazon.com, so there is no need to leave home to get it. But why now? Because using the book is a perfect way for your teenager to spend some time this summer–that is, researching colleges of interest to him or her and/or colleges of interest to you for him or her!

In case you missed our recent episodes, the book is How To Explore Your College Options: A Workbook for High School Students. And, as we have said before, it is a WORKbook. It makes the point that many of us learned the hard way: that is, it takes a lot of work to figure out the best colleges for your teenager to apply to. And, as some parents we have worked with recently can tell you, deciding where to apply is probably more important than deciding where to enroll. If your teenager (with your help) chooses colleges to apply to wisely and with enthusiasm, then the choice of where to enroll ends up being a lot happier and easier to make.

But back to our current series, Colleges in the Spotlight. As many of our regular listeners know, I spent last week in London attending my daughter’s graduation from her master’s degree program. My son had previously attended the same university for his bachelor’s degree, and I was looking forward to doing the graduation ceremony a second time. It is not surprising, I guess, that the alma mater of two of my kids would become today’s episode. That’s not because, by the way, it is the alma mater of two of my kids, but rather because it is a university–or one of a group of similar universities–that just might persuade some of you to leave your geographic comfort zone.

1. Spotlight on Richmond

At the beginning of our new book, we ask students to expand their college options by investigating all geographic regions of the U.S. and putting together their own personal long list of college options (or LLCO). Then, we go one step further and ask students to make sure that they have at least one college that is not in the U.S. on their LLCO. In the book, we talk to students about studying outside the U.S.:

This is a favorite topic of ours, and we can’t say enough about it. There are truly great options outside the U.S. We hope that every one of you will take advantage of studying abroad for at least a semester, no matter where you end up in college. Studying abroad is for everyone these days–not just for rich kids, not just for kids studying foreign languages, not just for kids at private liberal arts colleges. But you can actually study outside the U.S. for more than a semester or even for more than one year; you can simply go to a college outside the U.S. full time for four years.

You might want to check out one of our favorite options: Richmond, The American International University in London. Jointly accredited in the U.S. and the U.K., it is a one-of-a-kind institution. It offers students four-year bachelor’s degrees–first, on an idyllic campus in Richmond-upon-Thames (just outside London) for freshmen and sophomores and, then, on an ideal Kensington campus in the heart of London for juniors and seniors. We have seen Richmond up close for a decade and still love it. (P.S. Richmond offers master’s degrees, too, if you’d rather wait for your study abroad experience.) The global future is here, kids. Join it.

Well, that could not be more true. There are plenty of universities to choose from outside the U.S., but let me talk to you a bit today about Richmond, the American International University in London because it is the one that I know the best. I have known its students; I have known its professors (with whom I have been very impressed); I have known its staff members. I have seen it as the parent of an undergraduate student for four years and as the parent of a graduate student for a little over a year.

I have seen what being an international university is all about. At the graduation ceremony last week, after the Master of Arts and Master of Business Administration students were presented with diplomas, we had the roll call of undergraduate students. There were about 180 undergraduate candidates for Bachelor of Arts degrees–and they represented 42 countries.

Now, when we did our virtual nationwide tour of colleges (way back in Episodes 27 through 53), we often commented on the number of foreign countries that U.S. colleges claimed they drew students from. Some colleges–especially large universities–were fond of saying that they drew students from 100 foreign countries, and we always thought that was great. But those colleges typically had thousands of students, so I am not sure how international each class students sat in actually seemed to the students.

At Richmond, 42 countries were represented in just 180 college seniors. Every class students sat in was international–just like every dorm hallway and every group of students just hanging out and chatting. I remember well how international my son’s group of friends really was. This year, about 63 graduating seniors at Richmond came from the U.S., about 41 from the U.K., and the remaining 78 from the following countries: 9 from Spain, 7 from Italy, 7 from Bulgaria, 6 from France, 5 from Germany, 4 from Sweden, 4 from Lebanon, 4 from Belgium, 3 from Nigeria, 2 each from Brazil and Norway, and 1 each from Kuwait, Cameroon, Estonia, Guam, the Dominican Republic, Hungary, the Netherlands, Romania, Libya, Bahrain, Greece, Albania, Jordan, Portugal, India, Zambia, Pakistan, Kenya, Cyprus, Finland, Montenegro, the Republic of Kosovo, Egypt, Malaysia, the Czech Republic, Turkey, Saudi Arabia, Canada, and Australia.

Wow. It was amazing to see all the kids and to see the very obvious cross-cultural bonds that had been forged, but it was also amazing to see all of the families and to hear all of the languages being spoken by the proud families of the graduates. It left no doubt in my mind about the value of the truly international experience that these kids had enjoyed.

For the record, Richmond is dually accredited in both the U.S. and the U.K. Richmond describes itself as a liberal arts university, and we have talked about the merits of liberal arts study frequently here at USACollegeChat. In fact, one of the speakers at graduation last week spoke about the liberal arts tradition at Richmond and its significance. Richmond prizes what it believes to be the result of a liberal arts education: namely, students who can think critically and creatively and who can make connections among a broad range of subjects they have studied.

In our new book, one of the topics we call on high school students to investigate when exploring their college options is the presence of a core curriculum. As we have said before, some colleges have quite an extensive required core curriculum, including specific required courses; some colleges have a less specific required core curriculum, including a choice of courses in specified, but broad, fields of study (like the humanities); and some colleges have no required core curriculum at all. Depending on what you or your teenager wants, having a core curriculum can be either a positive or a negative in a college you are considering.

Richmond, in fact, has a sort of mixed core curriculum consisting of 10 three-credit courses taken in the freshman year. Its core curriculum includes some specific courses like Research and Writing I and II, Creative Expression, Scientific Reasoning, and Transitions: London Calling I and II (which focuses on service learning and answers the question, “How can you use London, with all its attractions and all its problems, to help others whilst helping yourself?”) But, less restrictively, the core curriculum also includes a Quantitative Reasoning course (which depends on the student’s major), the student’s choice of any one of 17 Humanities and Social Science course options, and two additional courses of the student’s own choosing outside the major. So, the core is there–with a little wiggle room. Frankly, I am glad as a parent that it was there because I am quite sure that my son would have otherwise avoided quantitative reasoning at all costs.

And let me mention one more very attractive feature of Richmond’s undergraduate program, and this is something else we suggest that students look for when exploring their college options. It is Richmond’s far-reaching study abroad programs, which are available through partnerships in Europe, North and South America, the South Pacific, Asia, South East Asia and the Middle East, but also through Richmond’s own mini-campuses in Rome and Florence. My son did a summer at the Rome campus as a high school student, and both my son and daughter did a semester at the Florence campus during their undergraduate study. (By the way, your college student can study at Richmond’s Florence campus through the American Institute for Foreign Study from whatever college he or she chooses in the U.S. My daughter Polly went there for a semester from Fordham University.)

Richmond’s Florence program is outstanding in many ways, including for the variety of art and art history courses that are offered and for the Italian language classes that are offered. Students can earn a full year of language credit in just one semester because of the required one-week full-time Italian course that students take prior to the beginning of the actual semester, followed by a second Italian course at the appropriate level during the semester.

Finally, I just learned that Richmond now offers a full freshman year at the Florence campus. I am sorry I don’t have any children left to send! What could be better than a year in Florence, a year in Richmond-upon-Thames, and two years in London? That’s a truly international university, as I might have mentioned already.

2. What’s the Downside?

At graduation, I happened to be seated next to the mother of one of the American graduating seniors. The family had lived in London for 14 years before moving back to the U.S. We marveled at the great opportunity that Richmond was for our kids. We wondered why everyone didn’t do it.

But surely there is a downside? Frankly, I am not sure that there is. Perhaps surprisingly, the cost is actually not the downside. Tuition this coming year for U.S. students is $38,000?not as cheap as your state’s public university for sure, but not as expensive as many private colleges in the U.S. And, yes, the kids do have to travel back and forth to London, which isn’t cheap. However, the kids tend to leave only at the semester break because they enjoy visiting the homes of their classmates in Europe for shorter breaks. So, it really amounts to two round trips per year.

I understand that, for some parents, the real downside is having their children so far away from home that they really can’t see them more than during the month-long semester breaks and summer vacations. There really is no argument to make if that is your concern, parents. However, I will tell you that you are likely to miss your children a lot more than they will miss you. I am sure that some have a bit of homesickness at the beginning, but there is so much new to see and do that I don’t believe it lasts very long. And at smaller colleges, like Richmond, there is a bit of a family atmosphere anyway, with small classes and many opportunities to build close relationships both with the other students and with the professors.

3. The Master’s Degrees

The real “deal” at Richmond, by the way, is the M.A. program, which costs about $15,500 (the M.B.A. is a little bit pricier) and is completed in just one full calendar year (that is, two academic semesters and a summer). That’s compared to the two years (or four academic semesters) you would have to pay for at a far higher annual price at many private U.S. colleges.

As I mentioned in a Facebook Live chat I did with my daughter when she was home in New York City doing her internship last summer, I thought that her M.A. program in Visual Arts Management and Curating was excellent. She worked hard and graduated “with Distinction,” but that is thanks to the outstanding professors she had and how committed they were to the students. My daughter and her classmates traveled to many museums and galleries for classes, they met with working professionals in London in and outside of classes, and they had easy access to their professors.

So, if you have an older child graduating from college next year, consider whether a good and reasonably priced graduate program in London–or somewhere else outside the U.S–might be the way to go.

4. Next Week

Next week, we will turn our college spotlight on colleges north of the border–that is, colleges in Canada, which are becoming more attractive to U.S. students. We’ll tell you why, so stay tuned.

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Episode 120: Lots of College Options in Our New Workbook

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Today, we have figured out a way to talk both about our new book–How To Explore Your College Options: A Workbook for High School Students–and to make good on the title of our current series, Colleges in the Spotlight. As we were writing the book, we realized that we could use a lot of college examples, drawn from our earlier podcast episodes, to illuminate the points we were trying to make. I thought it would be interesting to see just how many colleges were mentioned in the book–and by “mentioned,” I mean that they were used to illustrate the answers to some of the 52 questions that teenagers are asked to find the answers to for each college on their Long List of College Options (LLCO). In a way, these colleges are in our spotlight for things that they are doing right or for characteristics they have that are noteworthy. To find out why we mentioned each college, you are going to have to get the book!

1. Colleges in the Spotlight

So, here we go. Here are the colleges that we thought were worth mentioning–for some reason or other (they are listed roughly in the order in which they are mentioned in the book, and I might have missed a few):

That’s more than 60 colleges, which is actually quite a few. Of course, you can always refer back to the virtual college tour we did in Episodes 27 through 53 for a discussion of even more colleges, organized by geographic region of the U.S.

But the new book doesn’t stop with those 60-plus. We also name some great college towns–“great,” according to one of the lists of great college towns that publications love to compile. Do you know what colleges are located in these towns?

  • College Station, TX
  • Charlottesville, VA
  • Saratoga Springs, NY
  • Asheville, NC
  • Flagstaff, AZ
  • Boulder, CO
  • Santa Cruz, CA
  • St. Augustine, FL
  • Burlington, VT
  • Annapolis, MD
  • Ann Arbor, MI
  • Athens, GA
  • Oxford, MS
  • Iowa City, IA

2. Now, It’s Up to You

Now, it’s up to you. At least, that is what we say at the end of the book. We wrote this to each student, assuming that he or she had done the assignments as they were presented: 

You have done a lot of work to gather information about the colleges on your LLCO. You have completed a College Profile Worksheet on quite a few colleges by now. You have learned more than many high school students know about a variety of specific colleges and about higher education generally. 

So, it’s time to start comparing and contrasting the colleges you have researched. That will be a long process, which will require analysis and evaluation by you and your parents and perhaps other important family members. And it’s okay that it is a long process because this is a big decision for all of you. 

Remember that choosing which colleges to apply to can be every bit as important as choosing which college to attend. In an ideal world, you should be happy with every college you apply to because that will take the pressure off as you wait for acceptances to come in. 

Of course, you might be more excited about some choices than others, but don’t apply to any college that you would not want to attend. That is a waste of your time and money. We are confident that there is a college that you can be admitted to that will make you happy. Even safety schools don’t have to be disappointing choices. If they are for you now, you just haven’t looked hard enough yet! Get busy.

We mean that last point really sincerely: If your teenager’s safety schools are disappointing choices for him or her, you all just haven’t looked hard enough yet. There are great colleges–especially some public flagship universities and some large private universities–that are very likely to admit good students, especially those who come from other states. Having a safety school that your teenager does not want to go to is really not having any safety school at all.

We mean it when we say, “Look harder.” We hope that our new book will help your teenager look harder, think harder, and work harder to expand his or her LLCO, to get exciting colleges onto that LLCO, to learn as much as possible about each one of them (by completing a College Profile Worksheet for each one), and to feel satisfied when all of the applications are submitted–that is, satisfied that all of the colleges he or she applied to are good choices, just for different reasons. And a satisfied teenager is likely to produce a satisfied parent. Or at least it should.

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Episode 96: Narrowing Down Your Teenager’s College List–Step 4

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In our last three episodes, we have been suggesting some steps to take in order to narrow down your teenager’s long summer list of college options in case it is too long. However, as we have begun to say–and frankly, I am a bit surprised by this–perhaps your list is not really too long. Let’s say you still have about 15 colleges on the list. Even though we said in our book (How To Find the Right College: A Workbook for Parents of High School Students, available at amazon.com) that applying to 8 to 12 colleges seemed like a reasonable number to shoot for, I am beginning to like the number 15. As we have said before, don’t take colleges off the list if you believe your teenager could be happy there. And while you and your teenager probably can’t survive 25 applications, I am thinking that 15 might be survivable. But let’s see what you think by the end of this episode.

And again, let us remind you to complete the Free Application for Federal Student Aid, or FAFSA. Fill it out and file it now. Get whatever help you need to fill it out. But do it, even if you are not sure you will need it and even if you are not expecting to qualify for a lot of financial aid.

And, let us remind you for the last time, that many of those Early Decision and Early Action deadlines are coming up in about 10 days. I cannot see any good reason not to apply for Early Action if colleges your teenager is interested in offer it. But to do that, you would need to be pretty far down the track in completing those applications by now, including having asked for recommendations from teachers and having requested that your high school transcript be sent.

So, let’s recap where we stand in narrowing down the list–to 8 or 12 or even 15 colleges. In Episode 93, we took Step 1 in narrowing down your teenager’s list by looking at college selectivity–in other words, is your teenager likely to get in, based on his or her academic record. In Episode 94, we took Step 2 by looking at the college’s academics–that is, the availability of your teenager’s current favorite major, the presence of any core curriculum or distribution requirements, and the attractiveness of traditional and innovative college term schedules or grading practices. In Episode 95 last week, we took Step 3 by checking whether you might want to use college enrollment as a filter?that is, how many undergraduate students there are, what the class sizes and student-to-faculty ratios are, and what the breakdowns of the student body are by race, ethnicity, gender, or another demographic characteristic.

1. Step 4: Location Filter

Now, let’s look at one last filter, and it’s the one that I fear you have used from the very beginning, perhaps subconsciously or perhaps very consciously. Step 4 in narrowing down the list is using college location as a filter. Let me start off by saying that I don’t think you should use college location as a filter at all. In fact, as those of you who listen to USACollegeChat know, there is no filter I like less than this one. I never used it when I was looking at colleges, and I never used it when my three children were looking at colleges. With that said, there are two different aspects of college location that either your teenager or you might find yourselves considering.

The obvious first aspect of location is how far the college is from your home. This is what our summer assignments started with. That is, we said, “Pick one college from every state and put all of them on your teenager’s list.” Now, we didn’t really expect you to do that (though I would have been thrilled if you had), but we did hope that it would cause you to spread your wings a little and look beyond your own backyard.

This is also what our virtual nationwide tour of colleges (Episodes 27 through 53) was all about. It was an effort to take you outside your geographic comfort zone and get you to realize that the chances aren’t all that good that the best college for your child is in your hometown or even in your home state. Now there are exceptions to that, of course. But, there are many, many colleges out there–most of which you will never even consider. And that is too bad.

We understand the exceptions, and we respect them. We understand that some families for cultural reasons want to keep their teenagers close to home, perhaps in order to participate in family events or religious events. We understand that some families need to have their teenagers live at home in order to make college even remotely affordable or in order to help with family responsibilities. In those cases, we hope you find a great college choice nearby.

We also know that, for some kids, the perfect college is right at home. That happened with my daughter, who was planning a dance major, and we like to think that the best college for that is in our hometown?that is, the joint Fordham University and Alvin Ailey American Dance Theater‘s B.F.A. program here in New York City. Of course, I made her apply to out-of-town colleges with good dance majors, too; but, when she got her acceptance letter from Fordham, I knew she wasn’t going to any of the other ones. In Polly’s case, the perfect college was right at home.

At my real job at Policy Studies in Education, I have had the great privilege of doing projects for a couple hundred colleges across the U.S. I have had the chance to visit many of them in many states–huge universities you all know and little colleges you never heard of. I have seen a lot of colleges, far and wide–and I wish you could, too.

Now, let me speak for Marie for a minute. Marie, as you can probably tell from all of our episodes, is always the more practical and realistic of the two of us. Marie would say, “Have the serious talk with your kid right now. Don’t let your teenager apply to a bunch of colleges all across the country if you have no intention of letting him or her go to them. If location is a deal breaker for you, tell your kid now rather than disappoint him or her in April after the acceptances come in.” Marie, I see the value in that, but I still have to hold out hope that an acceptance to a great college in Colorado might cause a parent in New York to think twice next spring before insisting that the kid choose a college close to home.

Let’s look at location a second way, as we did in Assignment #6 (in Episode 86). There we took a closer look at the community that the college is actually located in–that is, whether it is urban, suburban, small town, or rural and what kinds of cool stuff the community surrounding the college has to offer (for example, biking and hiking trails, lakes and beaches, historic sites, cultural facilities and events, or fantastic restaurants). For some teenagers and parents, the perceived safety of a suburban or rural location warrants filtering out all of the urban campuses on the list. For others, the excitement factor of living in a cosmopolitan city warrants filtering out all of the campuses except the urban ones. I heard my own recent college graduate say to an anxious high school senior last week, “You might be a little scared of going to college in a city right now, but you will be happy you did by the time you are a junior or senior and you are getting bored with the college campus life. You will be glad that you have a whole city to explore and take advantage of.” Spoken like a true New Yorker.

So, a charming small college town, with great coffee shops and recreation areas or a giant city with everything anyone could want or something in between? This is really your call.

2. Do You Have Enough Left on the List?

So, do you have enough colleges left on the list? Try to let your teenager talk through his or her opinions about location and type of surrounding community, but let your teenager know that neither of these has to become a filter–unless, of course, you say so.

As we said last week, we are beginning to think the fewer filters, the better. You can always apply these filters next April once you see where your teenager has been accepted. That’s especially true if you are holding off on college visits (or, at least, some college visits or final college visits) until then–when you can really judge the distance from home, the ease of transportation to and from the college, and the type of community firsthand.

So, Step 4 is done. Remember that we are okay if you still have 15 or so on the list as we move into an overview of the full list next week. But, as we said last week, if you are already down to just a handful of colleges, you might want to back up and reconsider some of those colleges that you took off the list or add some new ones.

The Kindle ebook version of our book, How To Find the Right College, is on sale for $0.99 through 2016! Read it on your Kindle device or download the free Kindle app for any tablet or smartphone. The book is also available as a paperback workbook.

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Episode 90: Assignment #10: It’s Never Too Late To Add One More College

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This is an episode we like to call “It’s Never Too Late To Add One More College.” Now, if your teenager and you have done your nine assignments this summer to expand and then investigate seriously the colleges on your teenager’s long summer list of college options, you are probably wondering what we mean by “adding one more.” But, first, let’s review the nine assignments you have already done?and it’s an impressive group:

We are truly impressed if you got all that done. Even if you didn’t do it for 50 colleges–one from each state, which was our original challenge–we are impressed. Even if you did it for just half that many colleges we are impressed. But, let’s say that we hope you did it for at least 20.

1. Your Assignment #10

Download the Assignment #10 Worksheet

And so, we come to the last assignment in building and investigating your teenager’s list. This assignment is not like the others. It is designed to give your teenager and you one last chance to consider a college you might have missed in your search, and it does that by looking at several categories of colleges you might have overlooked or you might have thought were not right for your teenager. At the end of this episode, you might be able to rule out each category we are suggesting; if so, your list is done. On the other hand, you might want to look further at one category or another and consider adding a few colleges to that long summer list of college options.

2. What About Faith-Based Colleges?

As we explained at some length in our book How To Find the Right College: A Workbook for Parents of High School Students (on sale at Amazon until we declare the summer officially over), “faith-based”–that is, religious–colleges and universities are a broader category than you might think. This category includes hundreds of small Bible colleges, which are indeed dedicated to religious life and the study of religion, but it also includes very large universities that offer all fields of study, though with an underlying religious or moral or service-to-others orientation.

Some faith-based institutions require more religious study than others. Some require students to take just a couple of courses in theology or perhaps philosophy instead, while others infuse much of their curriculum with their religious beliefs. Some require students to attend chapel services, but many do not.

In our experience, faith-based institutions are usually quite up front about what they are all about. They are not trying to trick your teenager into going there, because that wouldn’t be good for you or for them. Sometimes a college application will give you a clue by asking for your religion and the name and address of your church. Some ask for a recommendation from a minister. Many have a statement of their religious beliefs on their website or in their student handbook; you can read it and see whether your family supports it.

As a matter of fact, more U.S. colleges and universities than you might think have been founded by religious denominations–especially a lot of our earliest and most prestigious colleges, as you learned if you listened to our virtual nationwide tour of colleges (Episodes 27 through 54). Some of them retain their religious affiliation today, and many do not. Some faith-based institutions are Jewish, some are Catholic, and some are Protestant. One very interesting choice is Soka University of America (SUA), located in Orange County, California: “Proudly founded upon the Buddhist principles of peace, human rights and the sanctity of life, SUA offers a non-sectarian curriculum” and welcomes students of all beliefs (quoted from the website).

Understanding the world of some 200 Catholic colleges and universities in the U.S. is particularly complicated because they have been founded by various orders (including the Jesuits, Dominicans, Franciscans, and more) and by other groups within the Catholic community. And, in case you didn’t listen to our virtual nationwide tour of colleges, many respected Catholic institutions, including some of the best-known ones, actually attract many students who are not Catholic.

As I have said in previous episodes, I sent my daughter Polly to the Alvin Ailey/Fordham University joint dance B.F.A. program. Fordham is a Jesuit university, something I am always embarrassed to admit that I knew very little about before I sent Polly there to dance. For those of you who don’t know, the Jesuits–that is, 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. It is my belief that students of all faiths, including my daughter who is not Catholic, are welcome and comfortable at Jesuit institutions. When I heard Father Joseph McShane, Fordham’s president, speak at orientation, I knew that we had, accidentally, made a great decision in sending Polly to Fordham. Father McShane said that Fordham students were taught to wrestle with important moral and ethical issues, to care for others, to despair over injustice, and to give back to their communities.

So, if your teenager is interested in social justice, if your teenager has done extensive community service projects in high school and has valued those experiences, or if you would like this sort of underpinning for your teenager’s collegiate education, I am going to suggest that you put a Jesuit college or university on your teenager’s long summer list of college options now so that you can think about it over the next few months. There are 28 to choose from (actually 189 worldwide), and they include small and large institutions all over the U.S. Some that you have likely heard of, in addition to Fordham in New York City, are Boston College, the College of the Holy Cross (in Worcester, Massachusetts), Georgetown University (in Washington, D.C.), Marquette University (in Milwaukee, Wisconsin), Saint Louis University (which has a great campus in Madrid, too), Santa Clara University (in California), and the University of San Francisco.

3. What About Historically Black Colleges and Universities?

Commonly referred to as HBCUs, historically black colleges and universities were established with the mission of educating African-American students solely or at least primarily. Today, just over 100 HBCUs can be found in many states and in both rural and urban settings. They are public and private, large and small (even very small), faith-based and not, two-year and four-year colleges; some have graduate schools.

HBCUs were founded to serve students who had been excluded from many other higher education institutions because of their race. The three earliest HBCUs were founded in Pennsylvania and Ohio before the Civil War, but many were founded in the South shortly after the Civil War. Those Southern HBCUs share a proud tradition of becoming the first collegiate homes of family members of freed slaves.

Some HBCUs have produced great black leaders–like Booker T. Washington, who attended Hampton University, and like Thurgood Marshall, who attended both Lincoln University and Howard University School of Law. Some have put great black leaders from many walks of life on their payrolls as professors and administrators–like Fisk University, where Charles Spurgeon Johnson, the intellectual architect of the Harlem Renaissance, served as Fisk’s first black president and where Harlem Renaissance writers and artists, like Arna Bontemps, James Weldon Johnson, and Aaron Douglas all worked. If you have listened to many episodes of USACollegeChat, you probably know that Fisk is my favorite HBCU, precisely because of its history (and if you don’t know about the Fisk Jubilee Singers, organized in 1871, you should).

Today, HBCUs enroll students who are not black–just as historically white colleges and universities now enroll students who are not white. Some observers say that it has become harder for HBCUs to recruit African-American students now that they are welcome at both selective and nonselective colleges across the U.S. That is probably true to some degree. Nonetheless, there is still a strong sense of community among the alumni/alumnae of HBCUs and a strong sense of tradition on HBCU campuses. For some African-American students especially, that could be a good fit for what they are looking for in a college, and a shared culture could go a long way toward helping them feel comfortable on a college campus, especially if it is far from home.

So, if your teenager is interested in living and studying in the shared culture that characterizes HBCUs or if you would like this sort of cultural and historical underpinning for your teenager’s collegiate education, I am going to suggest that you put an HBCU on your teenager’s long summer list of college options now so that you can think about it over the next few months. There are plenty to choose from, including some small and very accommodating ones that might be a perfect choice if your teenager has not gotten the high school grades or test scores that you might have wished for.

4. What About Hispanic-Serving Institutions?

There are over 250 colleges and universities that have been designated during the past 50 years as Hispanic-serving institutions (HSIs), meaning that they have a student enrollment that is at least 25 percent Hispanic. For example, The University of New Mexico in Albuquerque, a federally designated HSI, was one of the first minority-majority universities, with an approximately 45 percent Hispanic student body and an Anglo student population of just about 35 percent.

HSIs are located in states across the U.S. from California to Massachusetts and from Washington to Florida. Some HSIs are large public universities, some are large public community colleges, and some are small private liberal arts colleges. Many HSIs receive federal funds to support programs and scholarships that are designed to help low-income Hispanic students succeed in college.

Although HSIs do not have the same kind of historical traditions that HBCUs have–perhaps because they were not founded originally with a mission to serve Hispanic students–they do offer an environment where Hispanic students might more easily find classmates with a similar cultural background. First-generation Hispanic college students–that is, students whose parents did not attend college–might find it easier to fit into this supportive college environment, thus improving their chances of long-term success.

So, if your teenager is interested in living and studying with a substantial number of students from a similar cultural background or if you would like this sort of cultural underpinning for your teenager’s collegiate education, I am going to suggest that you put an HSI on your teenager’s long summer list of college options now so that you can think about it over the next few months. Remember that many HSIs are two-year colleges, so look over the options carefully.

5. What About Single-Sex Colleges and Universities?

Let’s start by remembering that colleges and universities that were started in America’s earliest days were all institutions for men. They were all single-sex institutions then.

Seven of the eight Ivy League institutions served only male students when they were founded in the 1600s and 1700s. Only my alma mater, Cornell University, the youngest of the Ivies, was founded as a co-educational university, which is, frankly, one reason I went there.

As time went on, many of the Ivies created a “sister” school for women: the University of Pennsylvania had its College for Women, Columbia had Barnard, Brown had Pembroke, and Harvard had Radcliffe. Of these, only Marie’s alma mater, Barnard, remains.

The tradition of single-sex colleges is particularly strong in the Northeast, perhaps because that is where so many of our country’s oldest higher education institutions are located. But there are well-known women’s colleges located in other regions of the U.S. as well–like Mills College and Scripps College in California, Stephens College in Missouri, Hollins University and Mary Baldwin College in Virginia, Saint Mary’s College (the sister school of the University of Notre Dame) in Indiana, and Agnes Scott College and Spelman College in Georgia. Spelman has the distinction of also being an excellent HBCU. Interestingly and for whatever reason (probably rooted in financial issues), some of these women’s colleges now allow men to enroll in their graduate programs or in their special programs for returning adult students, thus maintaining the traditional women’s college atmosphere for their undergraduate residential students. Today, there are just over 40 women’s colleges in the U.S.

If you have a daughter interested in a women’s college, check out the Women’s College Coalition website and the available downloadable guide Why a Women’s College? Or, you can just have her listen to Marie talk for the next few minutes.

Okay, what about the men? Interestingly, only a handful of men’s colleges remain. There is Morehouse College, which is an academically rigorous HBCU located in Georgia and which is the men’s counterpart to Spelman. Morehouse has a roster of famous alumni, ranging from Martin Luther King, Jr., to Samuel L. Jackson and Spike Lee–and that is quite a range. Hampden-Sydney College was founded in 1775 in Virginia and has a fascinating history (Patrick Henry and James Madison were among its first Trustees). And there is Wabash College, which is located in Indiana and is my father-on-law’s alma mater. Wabash is cited in the book Colleges That Change Lives as an institution that is successful in creating engaged students, who become leaders in their chosen fields. If I had a teenage boy at home who needed to focus on his studies so that he could become all that he could be, I would strongly consider Wabash.

While most single-sex institutions have opened their doors to the opposite sex over the years and especially in the past 50 years, those that remain carry on a tradition that their graduates wholeheartedly support. Some of their graduates–and indeed their families–believe that students can focus better on their studies when they are not being distracted by social interactions with the opposite sex in the classroom. Some of their graduates believe that students will develop a stronger sense of community and camaraderie with their classmates in single-sex institutions. Some of their graduates appreciate the histories and philosophies of these institutions–especially perhaps graduates of women’s colleges who feel that they are better supported as young women and are encouraged to set and pursue whatever education and career goals they can imagine for themselves.

So, if your teenager is interested in living and studying in a supportive environment typically with high expectations or if you would like this sort of social and intellectual underpinning for your teenager’s collegiate education, I am going to suggest that you put a single-sex institution on your teenager’s long summer list of college options now so that you can think about it over the next few months.

And let me make one point here: Even though I don’t prefer single-sex institutions now, I had two on my own list of colleges that I applied to. It was only after I had been accepted to them that I figured out they weren’t for me. But I was glad that I had the options and could consider them calmly over some months. And Marie, even though you chose to attend Barnard, you also applied to co-educational colleges. So, having both types of institutions on your teenager’s long summer list of college options might be just the thing to do.

So, have your teenager take the Assignment #10 worksheet and take one last look at whether to add another college to his or her long summer list of college options. And, since Monday is Labor Day, we are going to take a week off while you all enjoy your last three-day weekend of the summer season. Fortunately, this next week will give you and your teenager some time to let that long summer list of college options sink in–right before we start helping you narrow it down and begin the serious application process. We will see you back with us on September 15!

Download the Assignment #10 Worksheet

The Kindle ebook version of our book, How To Find the Right College, is on sale for $1.99 all summer long! Read it on your Kindle device or download the free Kindle app for any tablet or smartphone. The book is also available as a paperback workbook.

Ask your questions or share your feedback by…

  • Leaving a comment below on the show notes for this episode
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Episode 88: Assignment #8–Looking at College Housing and Safety

Listen to the episode in the player, download it here, or subscribe on Google Play MusiciTunesStitcher, or TuneIn.

Assignment #8 should be another of the more enjoyable and less academic assignments. Its premise is that, if a student is not living at home during college, then the kinds of residence halls or other campus housing available at a college makes a difference in the life of that student–at least for the freshman year and often for much longer. We feel as though you all are getting a well-rounded view of the colleges on your teenager’s long summer list of college options so far. Here’s what you have already done:

So, now let’s turn to campus housing (plus a few words for students who plan to commute).

Episode 88: Assignment #8--Looking at College Housing and Safety on USACollegeChat podcast1. Your Assignment #8

 Download the Assignment #8 Worksheet

For Assignment #8, your teenager and you are going to examine the types of on-campus housing available. You already found out (back in Assignment #1) whether freshmen are required to live on campus–as many are. But there are some colleges–including some really interesting colleges–where students live in campus housing well past the freshman year, such as Hamilton College (in upstate New York), where all students live on campus in 27 residence halls or St. Michael’s College (in Colchester, Vermont) where all full-time undergrads live on campus all four years unless they are living at home with family or Colorado College (in Colorado Springs) where there is a three-year on-campus housing requirement (with a few exceptions) or the University of Rochester (NY) where more than 90 percent of students live in campus housing. What are all those colleges–and their students–thinking?

And then there is the issue of safety. That’s a topic that, unfortunately, seems to be in the news more and more often lately. What can you find out about safety on campus before your teenager enrolls or even applies? And what about the safety of students who are commuting to campus day and night by public transportation or by car?

2. Why On-Campus Housing?

Let me start by saying that your teenager should live on campus if that is at all possible, given whatever financial constraints your family has, and we have already said that many colleges require it. I am sure colleges have good and bad reasons for requiring it. A really good reason is that living together in campus housing (whether that means traditional dorms or residential “houses” or something else) does promote a kind of camaraderie among students that is hard to develop any other way. Living in close proximity to others in your same situation often provides a system of support and friendship that many kids at college want and need–whether that comes from studying late into the evening/morning together or eating together or walking back and forth to classes together or meeting each other’s friends and just hanging out together. I bet lots of us still have friends from that freshman dorm experience; I know I do, and that was 46 years ago. Perhaps a bad reason, though an understandable one from the colleges’ point of view, is that colleges need to fill those dorm rooms and bring in the revenue that comes from filling those dorm rooms.

I feel about the importance of living on campus the same way I feel about the importance of going away to college. Both provide students with a way to spread their wings in a relatively safe and protected environment before they are ready to be on their own completely. Living in campus housing requires a student to figure out how to eat, study, do laundry, clean up, sleep enough, and manage money–without having to deal with the safety and transportation and utilities issues that come with off-campus housing and without the perhaps comparative ease of living at home.

So, even if your teenager is going to a college close to home within commuting distance, opt for letting him or her live on campus, especially if you can afford it, but even if you need scholarship funds or loans to cover it. Why? Because it is an integral part of the college experience and one that your teenager needs, especially if he or she is going to a college close to home.

3. On-Campus Housing Options

So, now that your teenager is going to live on campus, hopefully, remember that not all residential facilities are created equal when it comes to comfort, convenience, supervision, and security. And, when choosing colleges to apply to, remember to think about what residential life will be like not only when your teenager is a freshman, but also when he or she is an upperclassman with perhaps different housing options, including perhaps fraternity and sorority houses and apartments off campus.

Assignment #8 asks you to check out the residential facilities that a college provides. These facilities are usually well described?even bragged about?on the college’s website, can be seen on virtual tours on the website, or can certainly be seen firsthand on a college visit if you are visiting colleges with your teenager. College tours love to take visiting kids and parents to look at dorms, even when they are of the most ordinary kind. While I don’t think you should choose a college because of its housing facilities, I do think you might consider housing as a possible tiebreaker between two colleges that seem otherwise equal or as a way to take a college off your teenager’s list if the housing options seem nonexistent or terrible.

Here are some options you are going to find:

  • Many colleges have traditional college dorms, with long halls of double and single rooms and a huge bathroom shared by everyone on the hall. There are usually upperclassmen serving as residential advisors–maybe one on each floor–who provide at least some level of supervision and care for students.
  • Many colleges have apartment-style suites, with several bedrooms and a bathroom–and sometimes with a living area and a kitchen–for four to six students. Students in these suites often develop strong friendships–meaning that they take care of each other and watch out for each other. And there is still usually a residential advisor nearby.
  • Some colleges have really interesting residential “houses,” which sponsor both social and academic activities for residents, have one or two faculty families living with the students, have their own eating facilities where everyone dines together, and have their own sense of community pride. And the idea of some live-in adult supervision can be pretty appealing to parents. Here are two examples of residential housing plans:

Undergraduates at Rice University in Houston, Texas, are randomly assigned to one of 11 residential colleges?each with its own dining hall, public rooms, dorm rooms, and competitive website. In fact, about 75 percent of undergraduates continue to live in their residential college throughout their time at Rice. Each residential college has a faculty master, who lives in an adjacent house and encourages a rich intellectual and cultural life and a plan for self-governance at the residential college.

At Vassar College, about 98 percent of students live on campus, and about 70 percent of faculty members also live on or near the campus, with one or two faculty families living in each residence hall. Residential life at Vassar is described this way on the website:

Vassar has eight coeducational houses, one house for women only, and one cooperative (where students do their own shopping, cooking, and cleaning).  The great majority of students live in one of these houses through their junior year. Most seniors (and some juniors) choose to live in one of the college’s partially furnished apartment complexes.  Within easy walking distance of the main campus, these apartments house four to five students, each with his/her own bedroom.

The houses are self-governing and self-directing, led by a House Team that includes faculty residents (House Fellows), residential life professionals (House Advisors), residential life student staffers (Student Fellows and House Interns), and house officers elected by the residents of the house.  The house president also sits on the Vassar Student Association Council, representing the house in the student government.  Together, the House Team strives to create an environment that complements the academic life of the college by providing social, cultural, and educational programming in the houses. (quoted from the website)

Many colleges have a mix of housing facilities, too, including off-campus apartment buildings owned and operated by the college.

And then there are some colleges that do not offer housing at all–and not just two-year community colleges, many (but not all) of which expect students to commute to the campus. Take the University of Massachusetts campus in Boston, known as UMass Boston. The second campus in the UMass system, established about 100 years after UMass Amherst. UMass Boston couldn’t be in a more different setting from the flagship campus in Amherst?with Amherst’s small-town-in-the-middle-of-nowhere vibe and Boston’s big-city-filled-with-colleges-and-businesses-and-culture-and-sports vibe. Interestingly, UMass Boston, the only public four-year college in Boston, does not have dormitories for its students. Its Office of Student Housing does assist students with finding roommates and looking for apartment housing nearby (which seems available) and dealing with landlords. However, a concerned parent or student might have some qualms about a freshman living off campus in a big city without any college-provided supervision or safeguards.

4. The Safety Issue

And that brings us to the safety issue?at least the safety issue of being safe in campus housing and on the campus, especially at night. This is, of course, not the whole safety issue on college campuses today, but it is the part we are talking about in this episode. By the way, for real help and insights about all kinds of safety issues, you should listen to The Security Brief with Paul Viollis, coming to a TV station near you this fall and currently a podcast on CBS radio. Paul is truly the expert on this topic. (You can listen to Regina’s interview with Paul about college campus safety on his podcast here.)

So, if you visit a campus housing facility with your teenager, notice whether there is an adult uniformed security guard with sign-in and sign-out books at the entrance of that residential facility. Ask whether the security guard is there 24 hours a day. I know that many college students find these security guards to be a drag, and I know that this amount of supervision is one reason some students prefer to move into off-campus housing after the freshman year. But, I can tell you as a parent that I loved seeing that security guard at the entrance to my daughter’s super-attractive high-rise of apartment-like suites in the middle of Manhattan at Fordham University‘s Lincoln Center campus?even if I did have to get out my driver’s license and sign in and sign out every time I stopped by.

Obviously, uniformed guards provide a higher level of security than a reception desk staffed by students who are working part-time jobs or work-study jobs. And some colleges, as a matter of fact, do not have anyone on duty monitoring the flow of traffic in and out of residential buildings; students just go in and out with their own keys or cards, as I did years ago at Cornell.

If you are on a campus tour, notice and ask about what the daytime and nighttime transportation options are:

  • Many colleges use shuttle buses or vans to take students from one part of campus to another, especially when the campus is big. They are not only safer than having a student walk a long way alone, but also warmer or cooler and drier, if the weather is not cooperating.
  • Many colleges have blue-light phones–on those stand-along towers with the blue light on top that are placed along walkways, in parking lots, or in distant parts of the campus. They let a student in trouble call for help instantly. Some are also outfitted with cameras, sirens, and broadcast systems to alert students nearby or to get more information for the police or security guards. Some colleges believe these blue-light phones deter criminal activity; others believe they are mainly a good thing to be able to advertise to prospective students and their parents.
  • Some colleges provide students who serve as walking escorts from building to building or from buildings to the parking lots after dark?because you just can’t always have a buddy with you.

And some colleges have all of the above and more. As any parent would likely say, “The more, the better.”

Again, if you are on a campus tour, notice and ask about these questions:

  • Are there security guards at the entrances to all of the classroom buildings, libraries, auditoriums, sports facilities, and so on?
  • Are student IDs needed to get in and out of the buildings?
  • How do guests and visitors get in and out of the buildings?
  • Is the campus gated or fenced in or walled in or otherwise closed off? Are there guards at the campus entrances? Of course, many urban campuses do not have any enclosed campus to speak of; they are more like a collection of buildings in a group of city blocks without any sense of a campus. It’s harder to provide a sense of security in those cases. But access to the campus is not just an urban issue. On suburban and rural campuses, is it possible for those outside of the college community to wander on and off the campus at will? That can be just as dangerous as any urban setting.

But, before you even visit a campus, ask your teenager to find out what each college’s website says about the ways security is provided in the residential facilities and on the campus generally.

And then ask your teenager to go to our best friend, College Navigator, the great online search service provided by the National Center for Education Statistics, and look under “Campus Security” for each college on that long summer list of college options. There you will find crime statistics for three years, including the number of and reasons for criminal offenses and arrests on campus and, specifically, in the residence halls. I do believe that the fair interpretation of these statistics is not necessarily easy for just any layperson to do.

Let’s say a word to those of you who plan for your teenager to live at home and commute to campus. Safety is an issue for you, too. Your teenager still needs to pay attention to all of the security measures on campus, just as a residential student does. But you and your teenager also have to worry about the convenience and safety of the commute. Sometimes doing the commute by public transportation seems as though it would be the easy choice. But what about late-night trips home after a meeting on campus or a late class or studying in the library? What about the safety of getting to a remote parking lot to get in your car or of waiting for 20 minutes or more on a subway platform or on an empty street for a public bus? What about commuting in bad weather, especially in snowstorms, when a college campus might close down unexpectedly and public transportation is snarled?   And none of those safety issues take into account simply the time commitment of what might be two or even three hours of commuting each day.

So, have your teenager take the Assignment #8 worksheet and complete one for each college on his or her long summer list of college options. First, jot down the types of campus housing available and anything particularly interesting about those options. Second, note any safety measures discussed on the website and any concerns raised by the Campus Security section of College Navigator. Finally, is you are thinking to have your teenager commute, jot down what that really might mean.

Download the Assignment #8 Worksheet

The Kindle ebook version of our book, How To Find the Right College, is on sale for $1.99 all summer long! Read it on your Kindle device or download the free Kindle app for any tablet or smartphone. The book is also available as a paperback workbook.

Ask your questions or share your feedback by…

  • Leaving a comment below on the show notes for this episode
  • Calling us at (516) 900-6922 to record a question on our USACollegeChat voicemail if you want us to answer your question live on our podcast

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