Episode 79: What To Do This Summer

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Welcome back to our summer series, entitled The Search Begins. Again, this series is dedicated to those of you–primarily the parents of juniors–who are starting a focused college hunt now. However, today’s episode is going to be useful to all high school parents as kids gear up–or wind down–for the summer. A note to families with younger high schoolers: It might be time to get a jump on preparing for college applications.

What To Do This Summer on USACollegeChat podcastLong ago in Episodes 15 and 16, we talked about extracurricular activities, internships, volunteer service, and part-time jobs that students might undertake after school during the school year in order to give a boost to their college applications.

Whether your child will be completing The Common Application (which is currently used by over 600 colleges), the Universal College Application (which is currently used by about 45 colleges), or an individual college’s own application (when a college does not use either one), we said then that there will likely be a section that asks your child to make an elaborate list of activities that he or she participated in while in high school (though there are some exceptions to this, especially among community colleges and some less-selective colleges). Having something to say in the activities section of the application is important in order to show that your child is a well-rounded individual, who is likely to contribute to the college community outside of the classroom. We will talk more about activities during the school year in an upcoming episode.

But, as we mentioned back in Episode 18, many college applications also ask the applicant to detail what he or she has done each summer while in high school. Knowing this now will help you work with your child to plan significant summer activities, which are useful not only in filling out college applications, but also in making your child’s out-of-school life richer and more meaningful.

If your child needs to work in the summer to help support your family, then that has to come first. But, hopefully, there will be some time when he or she can also engage in some activities designed primarily for academic or personal enrichment. If your child is looking at a selective college, then summer should not be viewed as a time to rest and fool around, but rather as a time for your child to pursue some interest or perfect some talent or learn something new or do some good for others–at least part of the time. Here are some broad categories of activities you should talk through with your child immediately since some of these opportunities will be closed very soon.

1. High School and College Study

Some high schools and school districts offer summer courses that allow students to take more advanced courses or different courses from those they take during the school year. Accelerated or enriched high school study in the summer is a time-honored tradition and would be a very reasonable summer activity, from a college’s point of view.

But, even better, would be study at a college. U.S. colleges have more summer programs than you can count for truly interested and/or reasonably bright high school students. You can’t scroll through Facebook these days without seeing sponsored ads from a variety of colleges for these programs, including from some of our nation’s top-ranked colleges. Some courses are part of full-time residential programs on the campus; others are not. Some college programs are not academic at all, but rather sports related. Unlike taking free public high school courses, programs at a college can be expensive; but, fortunately, scholarships are often available.

How do you find such a college course? Well, Google it, of course, or resort to the old-fashioned way of reading the newspaper. Colleges in your hometown likely advertise in the newspaper (even in hometowns as big as New York City). Your child’s high school should have information and brochures as well. Out-of-town colleges that your child might be interested in attending are also a great idea, because a summer course there is one way for your child to get to know the campus–even if not the college and its students–like an insider.

One final note: If your high school does not offer students the opportunity to take college courses of any kind during the school year (perhaps through an Early College or dual credit arrangement), then a course taken at a college in the summer–especially one that earns college credit–would be a particularly attractive option for your child. Being able to say on a college application that you have already taken and succeeded in a college course somewhere at some time is, obviously, an advantage for an applicant.

For families who are interested in sending students outside the U.S. to study in the summer, there are certainly programs to be had. Just Google them. This is almost an irresistible summer combination–college study and seeing the world. Great for college applications and great for life!

2. Family Travel

Quite a few students have close family connections in other countries, often in the country that their parents emigrated from. Many of these students go home to these countries during the summer to visit relatives for several weeks or more, often making it difficult for students to engage in summer programs set up by their schools or in their local communities. Students can take advantage of these family trips–for example, by keeping up with a native or second language, by visiting cultural sites, or by working in a family business–and find something interesting to write about on their college applications.

Other families might take a short trip to a different part of the U.S. or to a different country near or far. As always, giving students a close look at important historical sites or art museums or architecturally magnificent buildings or geologic wonders makes it possible for them to write in more detail and more interestingly about these summer activities on their college applications.

3. Internships and Volunteer Work

We have made the case several times that engaging in internships and/or volunteer work lets a college know that a student is responsible and dependable, takes initiative, and, depending on the assignment, cares about others. From the student’s side, an internship or volunteer assignment helps the student explore career interests and potential college majors.

Summer is also a great time to think about politics–especially this summer, of course. Local, state, and national office-seekers can use plenty of extra hands to stuff envelopes, put up posters, and get voters to declare their intentions. Media-savvy teenagers can often reach out to voters in ways that older adults do not entirely understand. A summer in a political campaign is a powerful way to learn about American government and political science firsthand.

Summer is also a great time to pursue a volunteer assignment in a hospital or nursing home. Many high school students–and indeed college students–interested in attending medical school and/or pursuing a career in health care look for these volunteer opportunities, so interested students should pursue this kind of assignment right away.

Summer internships–in which a student has a chance to try out a future career field, under the mentorship of a successful individual already working in the field–are even harder to get than volunteer assignments, so students should have already been looking for those. Parents, remember that high schoolers will be in competition for internships with college students–and, more and more, even college graduates–which makes an aggressive search even more important.

As we said back in Episode 18, summer is also a great time to talk with local church youth groups about mission trips to nearby or far away urban or rural areas in or outside of the U.S. where teenagers can do a host of volunteer jobs for the young, the old, the sick, or the homeless–from cleaning up a park to repainting a house to playing games to serving a hot lunch to reading aloud. Having teenagers do work that helps others, while under the supervision of caring adults, is a win for everyone.

4. The New Report

In Episodes 61 and 62, we looked at a new report that grew out of a meeting a year ago hosted by a Harvard Graduate School of Education project called Making Caring Common. The meeting brought together college admissions deans, high school folks, and others to discuss the state of college admissions. The report is entitled Turning the Tide: Inspiring Concern for Others and the Common Good through College Admissions. While we have been critical of the actual commitment of the many excellent colleges that endorsed the report to see their recommendations through to implementation, the report does interestingly take an in-depth look at the importance of community service for high school students. Here are two recommendations from the report:

Meaningful, Sustained Community Service: We recommend that students engage in forms of service that are authentically chosen–that emerge from a student’s particular passions and interests–that are consistent and well-structured, and that provide opportunity for reflection both individually and with peers and adults. We also recommend that students undertake at least a year of sustained service or community engagement . . . . This service can take the form of substantial and sustained contributions to one’s family, such as working outside the home to provide needed income. Just as important, it’s vital that the admissions process squarely challenges misconceptions about what types of service are valued in admissions.       Some students seek to ‘game’ service by taking up high-profile or exotic forms of community service, sometimes in faraway places, that have little meaning to them but appear to demonstrate their entrepreneurial spirit and leadership. The admissions process should clearly convey that what counts is not whether service occurred locally or in some distant place or whether students were leaders, but whether students immersed themselves in an experience and the emotional and ethical awareness and skills generated by that experience. (quoted from the report)

So, what does it all mean? As we said back in Episode 61, it means that the service should be something that your teenager is actually interested in and invested in; that the service should be something your teenager thinks about, talks about with other kids and with adults, and learns from; that the service last at least a year; and that the service may be something that your teenager does in order to support or help your own family, such as working at a paid job if financial help is needed or taking care of a younger sibling or an elderly relative if that kind of family support is needed. I think that the report’s notion that the service last at least a year is particularly significant. In other words, the college might not look so favorably on a one-week community service project in the summer–unless perhaps a student did several of those projects summer after summer.

Authentic, Meaningful Experiences with Diversity: We encourage students to undertake community service and engagement that deepens their appreciation of diversity. (quoted from the report)

While the report goes on to talk about its own notion of what meaningful experiences with diversity are, the basic idea is clear: work in and learn from activities conducted with racially, ethnically, and nationally diverse groups of kids, classmates, and/or adults.

So, what if that “meaningful, sustained community service” that includes “authentic, meaningful experiences with diversity” could happen this summer–and just as important–summer after summer to build up to the year-long recommendation the report makes? And, better still, what if summer volunteer work could be combined with volunteer work after school during the year to build up to the year-long recommendation the report makes? What might that look like?

5. Spotlight on After-School Programs

Here is an example. For many years, I served on the board of an after-school homework-help and enrichment program for low-income kids, including many new arrivals to the U.S., who would otherwise have gone home to empty apartments. This is a shout-out to you, Adventures in Learning in Manhasset, New York, with its one-of-a-kind executive director Diana Holden. Teenagers from local high schools and adults in the community volunteer in the afternoons to work with Adventures’ elementary-school-aged kids–to improve their reading and writing and arithmetic skills, to get their homework done correctly, to offer them special science and arts programming, and to provide them with the other after-school things that the families of kids in their classes at school provide routinely for their own kids–from Scouts to sports to tap dancing. In the interest of full disclosure, my daughter Polly is doing her master’s degree internship program at Adventures this summer, and my son Bobby did a high school internship there a decade ago. If you ask either one of them, every minute they spent at Adventures is and was worth it.

I read an article recently that proved what I have always believed about after-school programs like these. A study of 6,400 children in England was reported in The Edvocate in mid-May in an article entitled “After-School Activities Help Disadvantaged Students in the Classroom.” Let’s take a look at a few paragraphs from the article:

An academic increase was . . . observed for disadvantaged students who attended after-school programs. They attained higher scores in science, math and English at the end of primary school, lessening the attainment gap between poor students and their more affluent peers.

Academic improvements are not the only benefit documented for children participating in after-school activities. Improved social, emotional and behavioral skills were observed from students who participated in organized activities, in comparison to their peers who did not.

With there being so many advantages to participation in activities including sports, music, language, tutoring and arts classes, many schools are offering school-based clubs as an affordable alternative for poorer students. For disadvantaged students who do not have access to formal out of school activities, after school programming is imperative.

The research could have an impact on policy makers concerned with education, as well as implications for after-school childcare programming.

It is clear that the structure and delivery of after-school activities have a positive impact on disadvantaged students. The importance of exposure to these experiences [is] even more significant for poorer students who may not typically have the opportunity to participate unless the program is offered after hours via their public school. (quoted from the article)

Or, I would say, unless the program is offered after hours via community-based organizations that make up for what some public schools don’t do or can’t afford to do. Having your child volunteer to work with younger students in such a program–both during the school year and during the summer, when those programs offer summer activities, as many do?is a way for your child to make an actual difference in the academic, social, and personal futures of the kids who are enrolled.

And it is a way for your child to make a statement on his or her college application about a long-term commitment to helping all kids succeed. Feel free to have your child quote the same article I did here if your child chooses to write about this kind of volunteer work in an essay on a college application. People who think that having higher schoolers volunteer in after-school and summer programs like these is just an easy thing to do that looks good on an application couldn’t be more wrong. It is much more than that. Show them the proof.

So start looking around for a program like this near you. Your teenager doesn’t have to be a genius to help younger kids do their homework. And, your teenager can offer his or her own talents, too–music, art, sports, or something else. When your teenager wants to play all summer, have them listen to this episode. Because it will be time to do college applications sooner than you think.

Hear about firsthand experiences with community service in this week’s Facebook Live video.

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Episode 21: The Art of Getting Recommendations

In this episode, we continue our series on getting ready to apply to college by talking about the art of getting recommendations. Show notes for this episode are available at http://usacollegechat.org/21

Listen to the podcast to find out about…
Why recommendations are important even if they aren’t needed for college applications
What to do when someone doesn’t seem excited about writing a recommendation for your child
Whether your child should waive his or her right to see recommendations before they are sent to colleges

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In this episode, we continue our series on getting ready to apply to college by talking about the art of getting recommendations.

The Art of Getting Recommendations on NYCollegeChat, a weekly podcast for parents of high school students, brought to you by Policy Studies in Education

I have spent a lot of time in my life writing recommendations for students and colleagues pursuing undergraduate and graduate degrees. In the interest of full disclosure, I have no idea, really, how seriously colleges take recommendations because I have never been on the reviewing side. But, as long as colleges ask for them—and some do not, especially large state public institutions, which receive thousands of applications and have generous acceptance policies for students in their own states—we should make every effort to get the best possible recommendations for your child.

Some colleges will be quite specific about the recommendations they want to see. For example, they will ask for recommendations from teachers who taught your child for a full year, preferably the junior year of high school. Or they will ask for recommendations from teachers in core academic subjects. But, absent any specific requirements, you should have some good candidates of your own for recommendation providers.

In some high schools, by the way, the college counselor or guidance counselor writes a recommendation for each student, often based on the comments of teachers in the building. If that is the case, that is one of the recommendations that your child will need. But he or she still might need one or two more.

1. Teachers in Core Academic Subjects

Core academic subjects include English, mathematics, science, social studies, foreign languages, and sometimes technical subjects, like engineering. Your child should have a recommendation from a teacher of one of these subjects—and preferably from teachers of two of these subjects, especially for selective colleges that want two academic recommendations.

Ideally, your child would be able to get a recommendation from a teacher in the subject he or she hopes to major in at college. Don’t forget that your child most likely had to declare a prospective major in the application, so the college knows what your child is interested in studying. For example, if your child wants to be a doctor and has proposed a biology major, with a pre-med professional interest, then one teacher recommendation should be from an upper-level science teacher—AP or honors or other advanced biology, in the best case, but chemistry or physics would be fine as well.

However, you also have to think about what kind of recommendation a teacher in that proposed major field is going to write. It’s a balancing act. For example, if your child wants to major in a natural science, but does not have great grades in science classes, then don’t ask a science teacher for a recommendation. It is surprising to me how naïve students can be about this. You need to impress upon your child that he or she needs to ask a teacher who has given your child good grades in the high school courses the teacher taught. Obviously, the recommendation needs to say that your child is a good and serious student; if your child got a B– or an 82 in a teacher’s class, the recommendation is probably not going to say that your child is a good and serious student.

My advice is to go with a teacher who has given your child good grades, even if that teacher is in a subject your child does not intend to pursue in college. But apart from the good grades, your child would ideally have some sort of relationship with the teacher. That could be from an after-school club the teacher sponsored or from helping the teacher clean up the classroom after projects or from being useful as a peer tutor for kids in the class that were having trouble or something else. In some way, your child needs to distinguish himself or herself from all of the other seniors that teacher might be writing recommendations for. You would be surprised how many students will say to me, “Yes, I think that teacher will remember me from class last year.” That is not likely to be a strong enough relationship to produce a great recommendation.

Knowing this ahead of time—we are talking to you, parents of sophomores and juniors—should help younger students seek out and develop relationships with teachers who can become good references for them in the future. Asking such a teacher to write a college recommendation at that time—say, at the end of the sophomore year or certainly at the end of the junior year—when your child is still well known to the teacher is a great way to get a solid recommendation on file in the college counselor’s or guidance counselor’s office—so it is there when you need it later. It avoids the last-minute rush when every senior is asking teachers for recommendations and when they are then, understandably, done in a more hurried, less personal way.

2. Teachers in Other Subjects

By “other subjects,” we mean art, music, theater, health, physical education, and sometimes technical subjects, like computer technology. Teachers in these subjects can also write strong recommendations, especially if your child is interested in majoring in one of these subjects. So, for example, if your child is applying to fine arts programs at a university or to art or music schools, then a recommendation from a teacher in that field is important. If your child is applying to art school, then there is a good chance that one of the art teachers helped your child prepare a portfolio that will be judged by the college admissions committee. That teacher undoubtedly knows your child and his or her work quite well and would make a good reference.

Even if your child is not interested in majoring in one of these fields, your child might have a good relationship with one of the teachers as a result of in-school or after-school activities. For example, if your child takes instrumental music classes or music theory classes and has played in the band throughout high school, then the music teacher can speak about your child from more than one perspective and should be able to write a strong recommendation. Or, if your child loves science, but took an acting class and did well in it and was in a school play, then the theater teacher is well-positioned to write a multifaceted recommendation for your child.

The bottom line, again, is this: Impress upon your child the importance of building a relationship with a couple of teachers so that those teachers are able to write more personal recommendations for your child. That will mean that your child needs to go the extra mile first—for example, by helping out in class, volunteering for extra projects outside of class, joining clubs, working with younger students, or something else.

3. The School Principal

If your child knows the high school principal well, the principal is a great choice as a recommendation writer. Perhaps your child has been a student government officer or a star athlete or top student or a dedicated volunteer at the school. When we opened our small Early College high school in Brooklyn, we had an incoming first class of about 120 students. The principal knew every one of them—well.

A sincere recommendation from a principal could mean a lot to a college because it means that a student has somehow sufficiently distinguished himself or herself from the crowd so that the principal took notice—in a good way, of course.

4. College Professors

If your child has been fortunate enough to take a college class while in high school—either during the school year through dual enrollment or during the summer—that professor could make a good choice as a recommendation writer. This would be true only if the college class were small enough that the professor knew your child, of course. And again, ideally, only if your child did well in the course. Clearly, having a recommendation from a college professor saying that your child has already succeeded in college-level work would be reassuring to a college. Just make sure that your child requests the recommendation as soon as the college course is over; otherwise, it will likely be difficult to get in touch with the professor, and the professor will likely have difficulty remembering your child.

5. Internship Mentors

If your child has been fortunate enough to have an internship in the workplace before the second semester of the senior year of high school—whether it was paid or unpaid—your child’s mentor would be an excellent choice for a recommendation from outside the academic world. Some colleges accept one or even two such recommendations—not to take the place of academic recommendations, but to supplement them.

We have already said in previous episodes that internships are one of the best ways for a high school student to spend time and that they are priceless learning experiences. Being able to use the internship mentor as a reference is just one more plus to the internship experience. Mentors will be able to write about your child’s initiative, dependability, seriousness, determination, creativity, and/or intelligence—all of which a college would be happy to get in an incoming freshman.

As is the case with all of these recommenders, make sure your child asks for the recommendation at the end of the internship, not months later when a recommendation is due. If your child has spent any time with his or her mentor talking about future college plans, that’s all the better.

6. Workplace Supervisors

If your child has worked in part-time jobs or done substantial volunteer work during high school—either during the school year or during the summer—then your child’s supervisor might make a good reference. Just as with internship mentors, these real-world adults can speak about the qualities in your child that make him or her a good employee or good volunteer—all of which are likely to make your child a responsible college student as well. If your child works or volunteers each summer, then start collecting those recommendations after the freshman year—because those early jobs or supervisors might turn out to be the best.

By the way, sometimes these adults in the real world ask the student to draft the recommendation for them. That makes it easier for the supervisor, of course, and the supervisor probably wants to deliver a recommendation that the student can use. If that happens, make sure that your child is positive and complimentary in the recommendation, but does not go overboard. It should sound as though the supervisor actually wrote it!

Listen to the podcast to find out about…

  • Why recommendations are important even if they aren’t needed for college applications
  • What to do when someone doesn’t seem excited about writing a recommendation for your child
  • Whether your child should waive his or her right to see recommendations before they are sent to colleges

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Episode 18: Spotlight on Summers

This week, we’re putting a spotlight on summer activities as part of our Getting Ready to Apply series.

Listen to the podcast to find out about…
More summer study programs for high school students
How to turn a part-time job into a rewarding internship experience
Getting high school credit for an internship

Episode show notes are available at http://usacollegechat.org/18

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Subscribing to NYCollegeChat on iTunes, Stitcher, or TuneIn!
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This week, we continue our series on Getting Ready to Apply with a spotlight on summer activities.

Subscribe to NYCollegeChat on iTunes, Stitcher, or TuneIn!

NYCollegeChat Episode 18 Spotlight on Summers

One college application I looked at recently asked the student I was working with to detail what he had done each summer while in high school. Somehow we knew that hanging around with friends and playing pick-up basketball or going to the local pool just wasn’t what the college was looking for. Knowing this in advance—we are speaking to you, parents of ninth graders—will help you work with your child to plan significant summer activities, which not only are useful when it is time to fill out college applications, but also help make your child’s out-of-school life richer and more meaningful.

If your child needs to work in the summer to help support the family, then that has to come first. But, hopefully, there will be some time when he or she can also engage in some of the activities we are going to discuss here. If your child is looking at a selective college, then summer should not be viewed as a time to rest, but rather as a time for your child to follow some interest or refine some talent or learn some new thing or do some good for others. While we cannot provide an exhaustive list of every possible summer activity, we can offer broad categories of the more common ones.

1. High School and College Study

Ever since high schools became a part of our public schooling in the U.S., some students have gone to “summer school.” Often, those were students who needed to retake classes they had failed during the school year. However, there were others who went to summer school to get ahead so that they could take more advanced or different courses during the school year. Accelerated or enriched high school study in the summer is a time-honored tradition and would be a very reasonable summer activity, from a college’s point of view.

But, even better, would be study at a college. U.S. colleges have more summer programs than you can count for reasonably bright and/or interested high school students. Some courses are part of full-time residential programs on the campus; others are not. Unlike taking free high school courses, courses at a college can be expensive; but, fortunately, scholarships are often available.

How do you find a college course? Look up colleges in your hometown to see what they offer. Or look up out-of-town colleges that your child might be interested in attending, because a summer course is a great way to get to know a campus. Or look up college courses for high school students by subject field—such as courses or programs in engineering, music, etc.

To take one example, Cornell University has a broad array of summer courses that high school students can take for three weeks or six weeks—and earn college credit for—in fields as different as veterinary medicine, social change, biological research, literature, government, computer science, art, business, and architecture. In addition to all those, Cornell’s College of Engineering runs two intensive one-week programs—The CURIE Academy for girls who excel in math and science and CATALYST for students of ethnic and racial backgrounds that are underrepresented in the fields of engineering, math, and science—as well as the six-week Cornell Engineering Experience for students who excel in math and science.

To take another example, if your child is drawn to historically black colleges and universities (HBCUs), Hampton University in Virginia offers about a dozen summer programs for high school students—some residential, some not. For students from New York, going to a summer program at Hampton is a great way to experience life at an HBCU in a lovely and very different geographical setting.

A final note: If your high school does not offer students the opportunity to take college courses of any kind during the school year, then a course taken at a college in the summer—especially one that earns college credit—would be a particularly attractive option for your child. Being able to say on a college application that you have already taken and succeeded in a college course somewhere at some time is, obviously, an advantage.

For families that are interested in sending students outside the U.S. to study in the summer, there are certainly many programs to be had, with individual colleges sponsoring many of them and offering college credit for the classes students take while abroad. While these programs are understandably pricey, scholarships can be had. This is almost an irresistible summer combination—college study and seeing the world. Great for college applications and great for life!

2. Family Travel

We have found that quite a few students in New York City have close family connections in other countries, often in the country that their parents emigrated from. Many of these students go home to these countries during the summer to visit relatives for several weeks or more, often making it difficult for students to engage in other kinds of summer activities set up by their schools or in their local communities. Students can take advantage of these family trips—for example, by keeping up with a native or second language, by visiting cultural sites, or by working in a family business—and find something interesting to write about on their college applications.

Other families might take a short trip to a different part of the U.S. or to a different country near or far. As always, giving students a close look at important historical sites or art museums or architecturally magnificent churches or geologic wonders makes it possible for them to write in more detail and more interestingly about these summer vacations on their college applications.

3. Internships and Volunteer Work

We talked a lot about internships and volunteer work in our last episodes. We made the case then that engaging in internships and/or volunteer work lets a college know that a student is responsible and dependable, takes initiative, and, depending on the assignment, cares about others. From the student’s side, an internship or volunteer assignment helps the student explore career interests and potential college majors.

As we said, summer is a great time to talk with local church youth groups about mission trips to nearby or far away urban or rural areas in or outside of the U.S. where teenagers can do a host of volunteer jobs for the young, the old, the sick, or the homeless—from cleaning up a park to repainting a house to playing games to serving a hot lunch to reading aloud. Having teenagers do work that helps others, while under the supervision of caring adults, is a win for everyone.

Summer is also a great time to think about politics. It seems these days that there is always an upcoming election, even if it is really more than a year away. Local, state, and national office-seekers can use plenty of extra hands to stuff envelopes, put up posters, and get signatures on petitions. Media-savvy teenagers can often reach out to voters in ways that older adults do not even entirely understand. It’s a powerful way to learn about American government and political science firsthand.

Summer is also a great time to pursue a volunteer assignment in a hospital or nursing home. Many high school students—and indeed college students—interested in attending medical school and pursuing a career in medicine look for these volunteer opportunities, so students should not wait too long to line up this kind of assignment.

Summer internships—in which a student has a chance to try out a future career field, under the mentorship of a successful individual already working in the field—are even harder to get than volunteer assignments, so students need to start looking for those in the early, early spring. Parents, remember that high schoolers will be in competition with college students for internships in many career fields, which makes an early search even more important.

4. Community Activities

In our earlier episode entitled “Activities, Activities, Activities,” we talked about the many kinds of community activities that students might engage in during the school year, but most of them are likely to be available in the summer, too—from community sports teams to community theater productions to programs at community centers or local museums. Some of these—like sports teams and theater productions—require some talent and skill, but others might be more educational and easier to join. All of them are productive uses of a student’s free time in the summer, and all of these would be good summer activities to write about on college applications.

Listen to the podcast to find out about…

  • More summer study programs for high school students
  • How to turn a part-time job into a rewarding internship experience
  • Getting high school credit for an internship

Check out these higher education institutions and programs we mention…

In New York State

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Episode 17: An Interview with Tanya Navas, New York State Director, National Academy Foundation

We share an interview with Tanya Navas, New York State Director, National Academy Foundation. Tanya talks with Marie and Regina about the career fields that NAF focuses on, the in-school and out-of-school components of a NAF academy experience, and the value of a paid internship for students.

Listen to the podcast to find out about…
Graduation rates and other success statistics from NAF Academies
The reactions of adult mentors who work with student interns in the workplace
How an internship can turn a student’s life around

Episode show notes are available at http://usacollegechat.org/17

Connect with us through…
Subscribing to NYCollegeChat on iTunes, Stitcher, or TuneIn!
Following us on Twitter @NYCollegeChat
Reviewing parent materials we have available at Policy Studies in Education http://policystudies.org/parents
Inquiring about our consulting services if you need individualized help
Following us on Facebook

Ask your questions or share your feedback by…
Calling our hotline at 516-900-NYCC
Emailing us at paul@policystudies.org to ask a question if you want us to answer it privately

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

NYCollegeChat: An Interview with Tanya Navas, New York State Director, National Academy Foundation

The National Academy Foundation is a nonprofit organization that supports over 660 career academies in high schools in 38 states. NAF reaches over 81,000 high school students nationwide in its work of preparing students for college and careers. Tanya Navas, the New York State Director, is responsible for supporting the close to 60 career academies in New York State, with about half of those concentrated in New York City.

In the interview, Tanya talks with Marie and Regina about the career fields that NAF focuses on, the in-school and out-of-school components of a NAF academy experience, and the value of a paid internship for students. She also tells anecdotes about NAF students that make it clear why the program is a real plus for both school districts and for students.

Listen to the podcast to find out about…

  • Graduation rates and other success statistics from NAF academies
  • The reactions of adult mentors who work with student interns in the workplace
  • How an internship can turn a student’s life around

Connect with us through…

Ask your questions or share your feedback by…

Episode 16: Internships, Volunteer Service, and Part-Time Jobs

This week, we’re talking about internships, volunteer service, and part-time jobs during the school year as part of our series, Getting Ready to Apply.

Listen to the podcast to find out about…
The reasons that working with adults outside of school is so important
The advantages of unpaid internships in small business
The right time of year to start looking for volunteer work

Episode show notes are available at http://usacollegechat.org/16

Connect with us through…
Subscribing to NYCollegeChat on iTunes, Stitcher, or TuneIn!
Following us on Twitter @NYCollegeChat
Reviewing parent materials we have available at Policy Studies in Education http://policystudies.org/parents
Inquiring about our consulting services if you need individualized help
Following us on Facebook

Ask your questions or share your feedback by…
Calling our hotline at 516-900-NYCC
Emailing us at paul@policystudies.org to ask a question if you want us to answer it privately

This week, we’re talking about internships, volunteer service, and part-time jobs during the school year as part of our series, Getting Ready to Apply.

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

NYCollegeChat Episode 16 Internships, Volunteer Service, and Part-Time Jobs

Episode 15 delved into the wide-ranging topic of activities—both extracurricular activities that students participate in at school and community-based activities that students participate in outside of school. We talked about music, student government, school publications, public speaking of all kinds, theater, service organizations, subject field and future career clubs, and athletics. But, in addition to activities, many high school students engage in some sort of work—whether paid or unpaid internships, volunteer work, or part-time jobs. Depending on your child and your family circumstances, these work activities can play an important role in your child’s life and are all a productive use of your child’s free time, which is something that colleges like to see on an application. Some college applications have sections specifically devoted to paid and unpaid work activities. Having something to say in such a section of an application shows a college that your child is likely responsible, dependable, serious, and able to manage his or her time effectively.

Let us say from the beginning that there is probably nothing that students can do to get them better prepared quicker for the real world than to have actual work experience in high school or college. Whether that work experience takes the form of internships or volunteer work or part-time jobs, students learn a lot from being in a workplace and under the supervision of adults who are not teachers. Adults outside of the school environment have different—and likely higher—standards for student behavior and work-related traits, such as initiative, perseverance, self-discipline, flexibility, and gumption.

Let us also say that experiences like these, especially in internships and volunteer services, make great material for college application essays. But we will do more on that topic in a later episode.

1. Internships

Students who have internships in high school almost universally say that the internship was one of the most valuable learning experiences they ever had. Adult supervisors at the workplace almost universally say that having the student intern was a great experience for the organization as well. Clearly, some students might be unprepared academically or socially for an internship, and some organizations might be unprepared to use an intern effectively. But, when a student is prepared and the organization is welcoming, internships are a well-documented way of helping students acquire the skills they will use in real life when they are employed.

Unlike many innovative programs brought into schools, there is simply no downside to student internships. Almost 40 years ago, my nonprofit started evaluating internship programs that were funded by the federal government and operated in individual school districts. Every one we looked at offered great results for students and received high marks from the adults involved—both in the workplace and in the schools. We never evaluated any kind of innovative program that was more effective or more universally liked.

We can tell countless stories of high school students’ internship experiences and how effective they were—from working in a prestigious architecture firm in Manhattan to working in a small, full-service advertising agency to working in technology support at a CUNY college campus to working in a small children’s clothing store to working in a large engineering company, where one of our students actually solved a problem that the engineers were having trouble with.

Some high schools have programs that seek out and place their students into internship programs. One excellent program that does this is operated by the National Academy Foundation (NAF), a nonprofit organization that supports the programming of over 660 career academies in high schools in 38 states, serving over 81,000 students. We have an interview with a longtime NAF staff member coming up in this series.

But, if your high school does not have an internship program, you can still help your child seek out an internship on your own—most likely during the summer, but perhaps after school instead. Ideally, you would have your child look for an internship in a career field of interest and in an organization where a responsible adult would agree to supervise and mentor your child. We are not saying that this is particularly easy to do or that your child will not have to compete with college students—in the summer, at least—who are also looking for internships and who might be more qualified than your child to help the organization. However, we are saying that an internship experience with personal adult mentoring is priceless and worth the headache of trying to find one. Using whatever personal connections you might have at work, through friends, at church, or elsewhere might be your best chance of helping your child find an internship.

Just a note: Some internships are paid, and some are unpaid. For example, NAF strongly believes that internships should be paid. To be sure, paid internships are a better simulation of the actual world of work and increase the likelihood that the student will be taken seriously by the adults at hand. Nonetheless, internships are such a good experience for students that we would argue that an unpaid internship experience is definitely worth it and being able to accept an unpaid internship should make one easier to find for your high schooler.

2. Volunteer Service

Many future career choices could be informed by having students do some volunteer service in high school to see more closely what a career is like. Students interested in the “helping professions”—like health services, education, counseling, social work, or the ministry—would all benefit from a practical experience with adults in those fields. Students interested in a future in nonprofit organizations, which serve children and adults in the U.S. and abroad—might be able to get a look at the nonprofit world through a volunteer assignment while in still in school. Students interested in government and politics might have the chance to look at how local government serves its constituents—especially if it is an election year.

Three types of volunteer service are quite popular and relatively easy to work out. The first is in the health services, where students volunteer as aides of various kinds in hospitals and nursing homes. These assignments are especially useful for students interested in studying the health sciences in college and pursuing a career in the health professions after that. These volunteer assignments let a college know that a student who wants to be a doctor, for example, has taken the initiative to get a volunteer slot at a medical facility and has put in a substantial number of hours (at least 100 hours) being responsible and doing what was asked of him or her. Clearly, students cannot do actual medical work in a hospital, but they can help in the offices, work in the gift shop, and make deliveries to patients’ rooms. In a nursing home they can talk with the residents, play games with them, help in the cafeteria, work at the reception desk, and more. These volunteer assignments are available to students who go and ask for them in a respectful and professional way.

A second type of volunteer service is through activities provided by local churches and their youth groups. Some of these are short-term activities during the school year, like tutoring younger students in an after-school community program supported, in part, by the church. Some are more intensive activities during the summer, like going on a week-long “mission trip” in or outside the U.S. to provide help to a community in need—for example, child care, elder care, soup kitchen support, neighborhood clean-up, or home repair and construction. A series of summer and after-school projects like these tell a college that the student cares about others, believes in working for the common good, and behaves responsibly in a variety of situations, often away from home. Faith-based colleges, such as those we talked about in our first series Understanding the World of College, would likely be especially impressed with faith-based volunteer service on a student’s application. By the way, many students who go on church mission trips are not actually members of the church, but rather are friends of students who are members—so have your child ask his or her friends, if your family does not belong to a church.

A third type of volunteer activity is governmental or political in nature, ranging from a summer position in a local government office (this might even turn out to be a paid position if funding is available in your city or town) to staff work on a political campaign for local, state, or national office, even if it is just stuffing envelopes. A chance to meet local officials or staffers can be invaluable in making connections for future jobs. They can also write great recommendations for college applications.

3. Part-Time Jobs

Many high school students work during the summers, and many also work after school or on weekends during the school year—sometimes because they want to, and sometimes because they need to in order to help support themselves or their families. Regardless of what these jobs are, some college applications will ask students to tell how many hours for how many weeks they spent working at each one. Again, colleges want to see that students use their free time productively, and part-time jobs are certainly one productive use of time. If a student can keep a part-time job for a substantial length of time, that shows colleges that the student is trustworthy, dependable, and committed—all of which are important attributes of good college students.

Students who need to work must, understandably, take whatever jobs are available to high school students in your community at the best rate of pay possible—working in shops, fast food restaurants, grocery stores, or residential and recreational facilities and doing a variety of jobs, like waiting on people, busing tables, stocking shelves, doing light maintenance, assisting in the cafeteria, being a camp counselor, lifeguarding at a local pool, and so on.

Students who do not have to work might be better off looking for an internship or doing volunteer work that allows them to pursue a career interest or prospective college major. It is likely that internships and volunteer work would be a better source of lessons learned, which could help in writing college application essays later.

Listen to the podcast to find out about…

  • The reasons that working with adults outside of school is so important
  • The advantages of unpaid internships in small businesses
  • The right time of year to start looking for volunteer work

Check out these organizations and resources we mention…

Connect with us through…

Ask your questions or share your feedback by…