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 101: College Application Fees–Oh, My!

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Welcome back after our Thanksgiving break. We hope your holiday was not ruined by college application hysteria. With about a month to go until many application deadlines hit, we would like to take up a practical topic that might affect how many applications your teenager is thinking about submitting in a few weeks. That topic is application fees.

college-application-fees-oh-my-on-usacollegechat-podcast1. The Cost

For some of you, the cost of submitting an application–which is likely to be somewhere between $35 and $75 per application–is not a big deal. Even if your teenager applies to 10 or 15 schools with fees on the higher side, that cost of perhaps $1,000 is not critical in your financial picture.

However, for many families, coming up with even $500 is a significant issue. A lot is written in the education press about the notion that application fees, even reasonable ones, do actually keep some kids from applying to college–especially lower-income kids and first-generation college-goers. All of us interested in improving the educational lives of our nation’s kids should view that as a problem.

The Jack Kent Cooke Foundation, headed by USACollegeChat‘s good friend Harold O. Levy, published an Issue Brief last June, entitled “Opening College Doors To Equal Educational Opportunity: Removing Barriers That Keep Most High-Achieving Students From Low-Income Families Out of Top Colleges and Universities.” (You can listen to our interview with Harold here.) Among the thoughtful recommendations in the Foundation’s excellent examination of college-going is this one: “Automatically waive application fees for students who appear to be from low-income families. Our previous research suggests that not all low-income applicants eligible for fee waivers request them.”

2. The Process

We wholeheartedly agree with the Foundation. Clearly, some families are intimidated by the prospect of figuring out how to get a waiver for those application fees, even though this is one thing that most high school guidance counselors are well equipped to handle. And there are several routes to those waivers.

The Common App makes it relatively easy. In completing the Common App, your teenager will be asked to declare whether and why he or she is eligible for a fee waiver. The question offers all of the choices for confirming eligibility: receiving an ACT/SAT testing fee waiver, getting free or reduced-price lunch at school, meeting family income eligibility guidelines, being enrolled in a government program that aids students from low-income families, receiving public assistance, being homeless or living in a foster home, being a ward of the state or an orphan, or being able to supply a statement from a local school or community official.

If your teenager has already received a fee waiver for taking the SAT or a Subject Test, the College Board will automatically provide four FREE college application fee waivers. The National Association for College Admission Counseling (NACAC) also has a form that can be used to request fee waivers. NACAC suggests using its fee waivers for up to four colleges.

In most cases, at some point, your teenager’s guidance counselor will be asked to verify eligibility for the waiver. So, it is important to stay in contact with the guidance counselor to make sure that the guidance counselor knows that your teenager has applied for the waivers and that process is working. I think it is fair to say that, just as technology has made it easier to apply to colleges, it has also made it easier to get and use application fee waivers. But that doesn’t mean that some families won’t still be intimidated and/or confused by the process, especially if parents are not native English speakers.

3. Interesting Cases

Let’s look at a few cases of colleges that have recently dropped the application fee. Starting this year, Bowdoin College (Brunswick, ME), an excellent small liberal arts college, will automatically waive the $65 application fee “for students applying for financial aid and first-generation-to-college students (neither parent graduated from a four-year college or university),” according to its website. Trinity College (Hartford, CT), another great small liberal arts college, has eliminated its $65 application fee for first-generation college students.

While it is undoubtedly helpful that colleges are making accommodations for families who need them, it was surprising to me to learn just how many colleges–including top-ranked colleges–do not have any application fees at all. For example, Reed College (Portland, OR) eliminated its $50 fee. Its website explains the decision this way:

‘It’s a small but meaningful step,’ said Crystal Williams, Dean for Institutional Diversity. ‘We want Reed to be a more inclusive community and cutting the admission fee levels the playing field at the earliest stage of the game and allows prospective students a chance to explore all their opportunities.’ (quoted from the website)

Here is a short list of great colleges with no fee, in addition to our excellent military academies (you can find them all just by Googling “colleges without application fees,” just as I did):

There are many, many more. To tell you the truth, I couldn’t have been more surprised. We should note, by the way, that some colleges charge a fee for a paper application, even when they do not charge a fee for an online application, like the Common App.

While a lot of colleges we just named are private liberal arts colleges, let’s take a final look at a very different case–and that is The City University of New York (CUNY), with its 11 four-year colleges and seven community colleges. Elizabeth Harris at The New York Times reported on CUNY’s recent application fee changes for this application season:

New York City public school students from low-income families will no longer have to pay a fee to apply to the City University of New York, . . . part of an effort to encourage more young people to go to college.

Under the initiative, all high school students who meet one of a handful of criteria will be able to apply to CUNY free. The city estimated that the change will affect 37,500 students, up from about 6,500 students in recent years. More than half of the city’s public school students who enroll in college attend CUNY schools.

The application fee is $65 per student, but Mayor Bill de Blasio said that while the amount can seem trivial to some, for many families it is not. And for students who are not sure about applying to college, it is one more hurdle standing in the way of their continued education. . . .

In the past, CUNY granted fee waivers to students with the greatest need, according to the city’s Education Department. Now, any student who qualifies for free or reduced-price lunch, who is homeless or in foster care, or whose family lives in federally subsidized public housing or receives public assistance will automatically be given a waiver. Undocumented students in those categories will also be eligible.

The city’s schools chancellor, Carmen Fariña, said students would not need to apply to skip the fee, so this requires no extra step. (quoted from the article)

I think this is a great move by CUNY, but let me go one step more. Why should any student have to pay an application fee to a public university in his or her own home state? It seems to me that no application fee should be one of the perks of public higher education–if not for all students, then at least for students in that state. If an application fee is an obstacle to students–as many have said it is–then shouldn’t that obstacle be removed in public higher education? Maybe then we would have more students from low-income families and even middle-income families applying to the great public flagship university in their own state or to the public universities in states that are lucky enough to have more than one.

4. A Final Thought

While application fee waivers can help solve the problem of getting more lower-income students to apply to college and even to apply to more colleges so that they can have a wider selection of colleges to choose from next spring, what about kids from middle-income families and even upper-income families who do not qualify for the waivers? I think we have said this before, but it bears repeating right now: Limiting the number of colleges your teenager can apply to because of the cost of making the applications could be penny wise and pound foolish.

We continue to believe that it is important for kids to have as many options as possible once those acceptance letters come in. If a couple of hundred dollars now means that your teenager is looking at more options next April, then we think it is worth it. We don’t say that lightly, but we know that giving teenagers their best chance to choose a college from among a handful of acceptances can be priceless and can be a sound investment for many years to come. So, it’s still not too late to add a few colleges to the list–especially if you have not maxed out your Common App slots!

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 87: Assignment #7–Looking at Core Curricula

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Well, this is Assignment #7, which means that your teenager and perhaps you have done a lot of work so far. Take a look back and look at all you have accomplished this summer:

This episode’s assignment takes us back inside the college and right into the middle of the college curriculum, especially as it plays out for freshmen and sophomores.

Episode 87 Looking at College Core Curricula on USACollegeChat podcast

1. Your Assignment #7

Download the Assignment #7 Worksheet

For Assignment #7, your teenager and you are going to look at whether the college has a “core curriculum”–or what might be called “general education” credits or requirements or what we called “distribution requirements” in the old days.

2. What Is a Core Curriculum?

For the purpose of this episode, we will refer to this likely centuries-old curriculum concept as a “core curriculum.” What it means is that all students in a college, or in a specific college or school within a larger university, have to take typically one or two courses in each of a broad range of academic disciplines, such as mathematics, or in each of a broad range of groups of disciplines, such as natural sciences, languages and literature, social sciences, and so on. Each college seems to have its own unique way of defining these groups of disciplines, with some more understandable than others.

Some colleges have quite strict requirements, meaning usually that there are many different requirements that have to be met and that might amount to a double handful of courses before it’s all over. Some colleges have a core curriculum, but have far fewer requirements for the courses or number of courses that have to be taken. And some colleges have no core curriculum at all. Would the presence of core curriculum requirements make a difference to your teenager in choosing a college?

3. What Is the Purpose of a Core Curriculum?

So, what is the purpose of a core curriculum? The concept comes from the liberal arts tradition, where students are supposed to be well rounded in their studies and in their understanding of the intellectual content and issues of many fields. People in favor of this tradition would say that students do not know exactly where their careers and lives will take them and that the ability to solve problems and think critically across a range of content could make the difference in how well they succeed in their careers (likely in their multiple careers) and indeed in their lives. It is no surprise that liberal arts colleges and that the arts and sciences college or school within large universities would support and require a core curriculum for its students.

However, some non-liberal-arts colleges and schools within large universities also have instituted a core curriculum. My favorite example of this (and we have talked and written about it before) is the Fu Foundation School of Engineering and Applied Science at Columbia University, which has this impressive and perhaps surprising statement on its website:

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

Students are encouraged to consider the wide range of possibilities open to them, both academically and professionally. To this end, the first and second years of the four-year undergraduate program comprise approximately 66 semester points of credit that expose students to a cross-fertilization of ideas from different disciplines within the University. The sequence of study proceeds from an engagement with engineering and scientific fundamentals, along with humanities and social sciences, toward an increasingly focused training in the third and fourth years designed to give students mastery of certain principles and arts central to engineering and applied science. (quoted from the website)

So, at Fu, students are required to take some liberal arts courses early on in their engineering program in order to provide some humanities balance to the heavy load of mathematics and sciences that all engineering students take. The brilliance of this position comes in the notion that students who find that engineering is not what they had expected–for whatever reason–are well equipped to transfer to another field of study and move many of these core credits with them. For some engineering students, these liberal arts courses could be a drag; for other engineering students, they could turn out to save the day.

One important advantage of a core curriculum is that it causes students to look into whole academic fields that are rarely taught in high schools?like anthropology or sociology or art history or linguistics. Without requirements in a variety of academic fields or groups of fields, many students would never take a look at some of them and would never know what they had missed.

As it turns out, some colleges go one step further and require certain courses of all students?the actual courses, not just the academic fields. So, instead of saying to students that they must take two courses in the languages and literature, for example, the college will specify that all students must take Writing 101 and Public Speaking 101. In those cases, the college has decided to require those specific courses that its professors feel are most fundamental to developing the foundation for more advanced college study and to developing a broad understanding of and ability to engage in the modern world. Because all students have taken these same required core courses, professors can use that shared knowledge to help students make connections across subject fields every year from then on.

4. Examples of a Core Curriculum

When we did our nationwide virtual tour of colleges back in Episodes 27 through 54, we often talked about the core curriculum requirements of a college. We did that for two reasons. First, we were super-impressed with some of them, even though we could tell that they would be quite demanding of students. Second, we knew that some students would love the idea of a core curriculum, while other students would hate the idea of a core curriculum. There are two groups of students who are likely to hate the idea the most. One group is students who do not feel confident in a range of academic fields (this often comes in the form of “I’d like to go to a college where I don’t have to take advanced science or math”). The other group is students who are anxious to get on with what exactly they already know they want to study and don’t want to waste time with other things (this often comes in the form of “I want to be a computer scientist, and I don’t see a need for these humanities requirements”).

Nonetheless, here are a handful of examples of some of the core curricula we talked about during our nationwide virtual tour of colleges:

Let’s start with a tiny Catholic college with a student enrollment of fewer than 200 undergraduates: Wyoming Catholic College, located in Lander and the only four-year private college in the state of Wyoming. According to its website, this faith-based college offers a classical liberal arts curriculum, which includes a study of the Great Books of Western culture and a serious set of distribution requirements, which includes 24 credits of theology, 13 credits of leadership, 10 credits of philosophy, and 16 credits of Latin. Interestingly, students graduate with a B.A. in Liberal Arts?not in a specific subject field.

Grinnell College in the “rolling farmland” of central Iowa offers a unique Individually Advised Curriculum, described this way on the website:

Every first-year student at Grinnell enrolls in the First-Year Tutorial, a small group of students [limited to 12] working with a faculty member to study a subject of interest to both students and tutor. The tutor also is the academic adviser for each student in the group, so that teaching and learning are closely linked with the planning of programs of study. In teaching, the tutor discovers the aptitudes and interests of the students, who in turn receive academic advice, not from an infrequently consulted stranger, but from a teacher who sees them several times each week. In planning a program of study, the student and the tutor balance the cultivation of existing interests with the discovery of new ones. An entering student should regard the first year as a time for gaining breadth in the arts and sciences, confidence in exploring a variety of disciplines, and a more mature understanding of the place of each of these in liberal education as a whole. (quoted from the website)

Grinnell does expect students to become proficient in written English by taking at least one appropriate course, to develop knowledge of mathematics and/or a foreign language, and to take courses in these three areas: humanities, science, and social studies. So, there are some distribution requirements, but extreme freedom in what exactly to take. When a student finally chooses a major, his or her academic advisor will be assigned from that subject field.

Let’s turn to St. John’s College, which has two campuses, with students often transferring for a year between the two: St. John’s Annapolis in Maryland and St. John’s Santa Fe in New Mexico. But the real unique idea at St. John’s is its liberal arts curriculum, based on collaborative inquiry in small class discussions, with the professor acting as a tutor and mentor?all based on the original texts of great authors in almost every subject field. The Seminar, as St. John’s calls it, is the foundation for the curriculum, and it is described this way on the website:

Students participate in far-reaching and free but disciplined conversations about major works of literature, philosophy, political theory, theology, history, economics, and psychology from Homer and the Greek historians, playwrights, and philosophers in the freshman year, through the Renaissance in the sophomore year and the Enlightenment in the junior year, to the contemporary world in the senior year. (quoted from the website)

Students at St. John’s are also required to take four years of mathematics, three years of laboratory science, two years of music (including singing in the Freshman Chorus together), and four years of a second language (two years of Ancient Greek and two years of modern French). Clearly, this is one serious set of core curriculum requirements.

Let’s move on to Middlebury College in Vermont, perhaps best known for its excellent language programs for a hundred years. In the classic liberal arts tradition, Middlebury students must fulfill two sets of distribution requirements: (1) one course in seven of eight academic fields (including foreign language); and (2) one course in each of four cultures and civilizations areas:

a. Courses that focus on some aspect of the cultures and civilizations of Africa, Asia, Latin America, the Middle East, and the Caribbean

  1. Courses that focus on the process of comparison between and among cultures and civilizations, or courses that focus on the identity and experience of separable groups within cultures and civilizations

  2. Courses that focus on some aspect of European cultures and civilizations

  3. Courses that focus on some aspect of the cultures and civilizations of northern America (United States and Canada) (quoted from the website)

Georgetown University, the oldest Catholic and Jesuit university in the U.S., offers its undergraduates the opportunity to study in the schools of foreign service, business, or nursing and health studies or in Georgetown College, the liberal arts college that first established the institution. Before pursuing one of more than 40 majors, students in the College must complete core requirements in a wide range of humanities and science fields, including two courses in theology, starting with either The Problem of God or Introduction to Biblical Literature as freshmen.

Colgate University, a small liberal arts university in upstate New York, has undergraduates studying in 54 majors, which come from a strong and broad liberal arts Core Curriculum. Students are required to take four courses in their first two years: Legacies of the Ancient World, Challenges of Modernity, Communities and Identities, and Scientific Perspectives on the World. Students are also required to take one course with a Global Engagements designation and six more courses from three liberal arts and sciences areas.

Undergraduate students at Morehouse College, the all-men HBCU in Atlanta, are required to complete a core curriculum, which includes four courses in the humanities?one in religion, one in philosophy, one in art history, and one in music history. That is about as liberal arts as it gets.

But it’s not just small private colleges that have a core curriculum. The huge flagship University of Texas at Austin puts all of its freshmen into the School of Undergraduate Studies, where they explore their interests through a liberal-arts-and-sciences core curriculum of 42 credits. In their freshman year, students take UT’s Signature Course, which is actually an array of 150 course offerings for students to choose from, all of which provide college-level experiences in thinking and writing and speaking and research. Students are encouraged to go outside their comfort zone when choosing from the Signature Courses, which are often interdisciplinary, like Astronomy and the Humanities. UT students leave the School of Undergraduate Studies by the end of their second year to pursue their major course of study.

At Penn State, typical undergraduates take almost one-third of their courses in the College of Liberal Arts. All students are required to take 45 credits of General Education courses, including three credits of writing-intensive coursework, a course in U.S. cultures, a course in international cultures, and coursework that covers social and behavioral sciences, humanities, natural sciences, quantitative skills, the arts, and health and physical activity.

It is hard to do this episode without a nod to our own two undergraduate alma maters, so let’s look at them. Here are the “distribution requirements” and the “breadth requirements” in Cornell University‘s College of Arts and Sciences curriculum (and these are in addition to two first-year writing seminars, a serious intermediate-level foreign language requirement–which many high-ranked colleges have, two physical education courses plus a swimming test):

  • 2 courses in physical and biological sciences
  • 1 course in mathematics and quantitative reasoning
  • 1 course that is in either sciences or mathematics
  • Five arts and sciences courses from at least 4 of the following social sciences, humanities, and arts categories:
  • Cultural analysis
  • Historical analysis
  • Knowledge, cognition, and moral reasoning
  • Literature and the arts
  • Social and behavioral analysis
  • Geographic breadth requirement: 1 course that focuses on an area or a people other than those of the United States, Canada, or Europe
  • Historic breadth requirement: 1 course that focuses on an historic period before the 20th century

While I would applaud these requirements for my own children and for the children of all of my friends, I can tell you that the requirements were not quite so demanding in the early 1970s. And, for that, I believe I am grateful.

So, let’s take a look at Barnard College‘s brand new curriculum, called Foundations, which I know you didn’t have, Marie, because it applies for the first time to students entering this fall. Barnard has what it calls “distributional requirements” and “modes of thinking” (in addition to a first-year writing course, first-year seminar, and one physical education course):

  • 2 courses in the languages
  • 2 courses in the arts/humanities
  • 2 courses in the social sciences
  • 2 courses in the sciences (1 with a lab)
  • 1 course in thinking locally–New York City
  • 1 course in thinking through global inquiry
  • 1 course in thinking about social difference
  • 1 course in thinking with historical perspective
  • 1 course in thinking quantitatively and empirically
  • 1 course in thinking technologically and digitally

I would have to say that those requirements are also quite demanding, especially for a student who, right or wrong, is not interested in broadening her horizons.

So, if all this is just too much, take a look at just a few colleges that do not have a standard core curriculum of courses:

Let’s start with The Evergreen State College, a public liberal arts college in Washington’s capital city of Olympia. Students at Evergreen take one interdisciplinary course, called a program, at a time, which might last one, two, or even three quarters. Built around a theme, a program integrates several subjects and is taught by a team of two to four professors from different subject fields. Students participate in a mixture of lectures, seminars, tutorials, field trips, labs, and the like during each program. There are no required programs and no distribution requirements and no major requirements (because there are no majors) for earning a Bachelor of Arts degree. A Bachelor of Science or a Bachelor of Arts and Science does have some math, science, or computer science requirements.

At Hamilton College in upstate New York, students pursue studies in 51 fields, based on a broad liberal arts and sciences curriculum that each student works out with his or her advisor. There are a few requirements?such as at least three writing-intensive courses?but there seems to be quite a bit of freedom in operationalizing the spirit of a liberal arts education.

Pitzer College, one of the five undergraduate colleges in The Claremont Colleges consortium in California, offers its 1,000 students about 40 fields of study in an “interdisciplinary liberal arts education emphasizing social justice, intercultural understanding and environmental sensitivity” (quoted from the website). Students are expected to engage in community service and are given the freedom to create their own academic programs; there are no traditional core course requirements.

So, have your teenager take the Assignment #7 worksheet and complete one for each college on his or her long summer list of college options, and I hope it is still long. First, note whether there is a core curriculum, or general education course, or distribution requirements, or breadth requirements, or whatever that college might call the list of academic fields or groups of fields or even specific courses all students must take. Remember, if it is a university, make sure that your teenager checks the college or school of interest to him or her; requirements may well not be the same for all of the colleges and schools in the university. Second, write down exactly what the requirements are. When the time comes to decide which colleges stay on the list, the number and rigor and breadth of the requirements might be something you all will want to consider.

Download the Assignment #7 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 81: Assignment #1–Expanding, Not Narrowing, the College Search

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

This series is entitled The Search Begins and, as we have said, it is aimed directly at those of you who are parents of juniors, and it is designed to help you all navigate summer tasks related to college applications in the fall. (Of course, it never hurts parents of freshmen and sophomores to get a head start on the college admissions game. So, stick with us during these summer episodes.)

Today’s topic focuses on something that you are just about to do totally wrong. Furthermore, our advice on this topic probably runs counter to what many “experts” are telling you to do right now, which is to start narrowing your list of colleges so that your teenager can get ready to apply in the fall.

In this episode, we are going to take the position that you should do the exact opposite, which is to start expanding your teenager’s list of colleges immediately so that you all are truly ready to narrow it in the fall. While that might seem unnecessary–even wasteful, given the thousand things you are trying to do this summer–we would contend that expanding the options now could make the difference between an okay college choice for your teenager and a great college choice for your teenager when it is time to accept a college’s offer next spring. Here’s why.

Episode 81: Assignment 1--Expanding, Not Narrowing, The College Search on USA CollegeChat podcast, with free printable

1. One More Research Study

Nicholas W. Hillman, an assistant professor at the University of Wisconsin–Madison (a great public flagship university, which we discussed in Episode 27) has written a recent paper, published in the American Educational Research Journal and entitled “Geography of College Opportunity: The Case of Education Deserts.” Catherine Gewertz reported on Hillman’s paper recently in the High School & Beyond blog in Education Week (“Why College Access Depends on Your ZIP Code,” June 24, 2016).

You loyal listeners might remember that we first met Professor Hillman back in Episode 66 when we talked about his earlier report entitled Education Deserts: The Continued Significance of “Place” in the Twenty-First Century (co-authored with Taylor Weichman). One statistic that the authors quoted in that report is this: About 57 percent of incoming freshmen at public four-year colleges attend a college within 50 miles of home. Now, think about that from a freshman’s point of view. If you are a freshman standing on your four-year public college campus, more than half of your classmates live within 50 miles of where you are standing. Clearly, those students did not get outside of their “geographic comfort zone,” which is one of our most talked about and least favorite concepts here at USACollegeChat. (Remember that about 70 percent of high school graduates attend college in their home state. That’s just too many kids staying within their geographic comfort zone, in our opinion.)

This time around, Hillman maps both public and private two-year and four-year colleges and universities in 709 “commuting zones” across the U.S.–that is, in 709 bunches of mostly contiguous counties where people live and work. And, when I say “maps,” I mean that he locates the colleges and universities on a map of the U.S. and colors in the commuting zones where they are located so that anyone can see at a glance which commuting zones have a lot of colleges (five or more is the top of his scale) and which don’t have even one.

We are going to skip over private two-year colleges, inasmuch as they are the rarest of college types, and look first at public two-year colleges. Looking at Hillman’s map, we notice that there are relatively fewer public two-year colleges west of the Mississippi River until you get to the Far West and Southwest border states. Turning to public four-year colleges, we notice that there are even fewer public four-year colleges than public two-year colleges in the Plains and Rocky Mountain states. And finally, coming to private four-year colleges, we notice that the coverage is especially good east of the Mississippi–particularly in New England and the Mid-Atlantic states–and again in parts of the Far West.

So, where is the “education desert”? The maps would say, generally speaking, that it is in the Rocky Mountain and Plains states. What that means is that college students who live there are likely to have fewer nearby options than students in other commuting zones–say, those in the Northeast. Of course, even in the Northeast, you might live in a particular commuting zone that just doesn’t have many colleges. And that matters because so many kids stay close to home for college–perhaps too close.

But that’s not the worst of it. Gewertz explains:

Hillman found that zones of opportunity put specific groups at a disadvantage. Latino and African-American communities tend to have the fewest colleges, and less-selective colleges, nearby, while white and Asian communities tend to have more colleges, and more selective institutions, nearby to choose from. . . .   Hillman argues that most policy that seeks to improve college access focuses on the process of opportunity–with initiatives that aim to get more information into students’ hands, so they can make good college choices–instead of the geography of opportunity. (quoted from the article)

Well, now we have a societal problem as well as an individual student problem. As Hillman noted in his first report, the college decisions of students from working-class homes and the college decisions of students of color are most negatively affected by home-to-college distance. So, when it turns out that there are relatively fewer college options and relatively fewer selective college options in Latino and African-American communities and when we know that lots of those kids do not travel very far to attend college, for whatever reason, those students end up not having the range of college choices that they deserve.

2. Your Assignment #1

Download the Assignment #1 printable worksheet

Why are we telling you this? Because all of you should expand the college options for your teenager before you narrow them, and this is especially true if you live in an area that has few nearby colleges or few good nearby colleges. Whether you are Latino, African American, Asian, or white, those of you living in an education desert must look outside your geographic area in order to find a choice of good options for your teenager. Why should you be content with the only option in town no matter how good it is? For many of you, the chances are that it is not good enough.

But, to repeat, this advice is not just for those of you living in education deserts. This advice is for all of you who are busy making up a short list of colleges for your child to visit this summer and apply to in the fall. It simply is not time yet to be making up that short list, to be narrowing down the choices, to be closing off opportunities, and to be settling either for colleges that are nearby or for colleges that you already know about. It is unnecessarily soon–even for those of you who want to look at an Early Decision or Early Action option.

So, since it is July 1 and your teenager might have a bit of free time, we are ready to give him or her–and you–an assignment every week until September. The more you can get your teenager to do the work, the easier it will be for you; however, you will need to provide some life experience and adult judgment throughout the assignments. We do guarantee that you both will be better equipped by September 1 to start the actual college application process.

We thought hard about what your first summer assignment should be and settled on this: With your teenager, listen to our virtual nationwide college tour (Episodes 27 through 53) again?or for the first time?or skim the show notes if you prefer. By the way, these episodes do a good job of differentiating between the public and private colleges, which could well be one of the first decisions you will make when it is time to shorten your teenager’s list in September.

Together, choose at least one college in every state to put on your teenager’s list. Put those 50 on what we will call “your teenager’s long summer list of college options.” Just add them to any colleges you already have on the list.

Okay, if that’s too outlandish, try this: Choose at least one college in each of 25 states of your choice to put on your teenager’s list. Heck, that’s only half the states. You are getting off easy. Put those on your teenager’s long summer list of college options.

Still too tough? How about this: Choose at least two colleges in every geographic region of the U.S. to put on your teenager’s long summer list of college options. Remember that the Bureau of Economic Analysis (an agency of the U.S. Department of Commerce) has divided the U.S. into eight regions, with each region’s covering four to 12 states. So, that would give you 16 colleges–plus, let’s say, add two extra colleges in your home state for good measure.

But wait: Put five public flagship universities on your teenager’s long summer list of college options. Any five. You choose. This will ensure that your teenager has some great public options to consider, too. As we have said before, public flagship universities might be the hidden jewels in the college landscape.

And those of you who are longtime listeners know that this piece of advice is coming: Choose at least one college not in the U.S. to put on your teenager’s long summer list of college options. The global future is here. Join it.

Now that you have the long summer list of 20 or 30 or 40 or, better yet, 50 colleges, have your teenager read about each one on the college’s website before talking with you and recommending whether it should be kept on the list. Believe me, you can learn a lot from reading a college website. Furthermore, you can learn not only about that one college, but also about colleges in general and what to look for on the next website. It’s an education in itself.

Our virtual tour gave you a lot of the information you should consider already, but let your teenager confirm it and look further into particular things that interest him or her about the college. Make sure your teenager checks out at least these topics:

  • Enrollment, broken down by undergraduate and graduate (if any) students
  • Retention and graduation rates (search the site for “common data set” or go to College Navigator, sponsored by the National Center for Education Statistics)
  • The history of the college (always my favorite topic)
  • Academic divisions in the institution (that is, colleges or schools within a university)
  • Academic departments and majors offered
  • Study abroad options
  • Extracurricular activities (including fraternities and sororities)
  • Intercollegiate and intramural sports
  • Tuition and housing costs (of course)

Finally, make sure that your teenager writes down (or makes a spreadsheet of) the information they find on each college. Believe me, after about four colleges, it’s impossible to remember which college has which attractive and unattractive features.

Personally, I wouldn’t have your teenager start poring over admission standards just yet. I would rather he or she look at the range of great opportunities out there and perhaps get a bit motivated by what those websites offer. Your teenager needs an education about higher education first. Some of those websites are so good, in fact, that they make me want to go back to college.

And, by the way, I wouldn’t have your teenager start looking at two-year colleges yet, either. Those of you who listen to us know that we have some reservations about two-year colleges, especially for students who have just graduated from high school and are moving directly into college full time. We know that they are a great choice for saving money and for helping kids who need a bit more maturity or a bit more academic preparation, but we worry because the transfer rates to four-year colleges are scandalously low, and we worry about what opportunities that fact closes off for too many kids. Two-year colleges can easily be added to the list in September, because we are assuming that the choice of a two-year college is largely affected by geography and that students are most likely to attend the one closest to them.

So, what is the point of today’s episode? It is simply that expanding your options now–before narrowing them in the fall–is a way to let both you and your teenager consider colleges you have never thought about. That’s because there are some really interesting ones out there, including perhaps the one that is best for your teenager.

Depending where you live, here are a few public and private choices you probably aren’t thinking about (some that are very selective, and others that are not):

By the way, I really do not want to hear one more of my friends here in New York say, “Oh, she can just go to Binghamton. It’s a good school.” With apologies to Binghamton, which is a fine state university in upstate New York, I would like my friends to look around first. I would like many more colleges on their teenager’s long list. I would like many colleges on that list to be outside New York State. I would like some of them to be outside the Northeast. I would like some of them to be public and some of them to be private. Binghamton isn’t going anywhere. It will still be there in the fall.

Download the Assignment #1 printable 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 on the show notes for this episode at http://usacollegechat.org/episode81
  • 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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Episode 48: Colleges in the Mid-Atlantic Region–Part IV

In our episodes for the past three weeks, we have focused our virtual tour of colleges on the public and private higher education institutions in the Mid-Atlantic region: Maryland, Delaware, the District of Columbia, New Jersey, and Pennsylvania. As we explained earlier, we are going to put off a discussion of New York (also part of the Mid-Atlantic region) for a couple of weeks; we know that it is the home state of many of our listeners, and we know that they will be especially interested in it (though, as we have said repeatedly, we wish you New Yorkers would look outside your own state).

Virtual tour of colleges in the Mid-Atlantic Region—Part IV on the NYCollegeChat podcastLast week, we looked at some of the many private colleges and universities in the rest of the Mid-Atlantic region. We examined a handful of nationally known higher education institutions as well as several that are perhaps a bit better known on the East Coast. We also talked about a handful of institutions with a special academic focus on the arts and on technology.

Today, we will move on to a dazzling selection of liberal arts colleges, faith-based institutions, and a couple of institutions focused on special populations of students.

Listen to the episode in the player, download it here, or subscribe on iTunes, Stitcher, or TuneIn.

Again, I want to apologize for spending so much time on the Mid-Atlantic region, even though it is full of well-known colleges and universities. Perhaps it is because I grew up in Pennsylvania and have been around these colleges and universities literally my whole life. Even so, I learned things about them when I wrote these episodes. As we often say, information about colleges changes all the time. It is hard to keep up, even when it is your job to do it.

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

1. Liberal Arts Colleges

Let’s start by looking at three nationally known, top-tier liberal arts colleges, which all happen to be in suburban Philadelphia, where I grew up: Bryn Mawr College, Haverford College, and Swarthmore College (all in suburbs of the same names). All three have great academic reputations, long histories, and lovely campuses, and all three draw students from across the globe and are extremely selective. Together, they make up the Tri-College Consortium, which allows for cross-registration of courses at the three colleges (plus some courses at the University of Pennsylvania downtown) and which offers Bryn Mawr and Haverford students a residential exchange program at the other’s college.

All three colleges were founded by Quakers (not surprising, given their location near Philadelphia): Haverford in 1833, Swarthmore in 1864, and Bryn Mawr later in 1885. While Haverford was founded as a men’s college (and remained so until 1980) and Bryn Mawr was founded as a women’s college (and still admits only women to its undergraduate programs), Swarthmore was founded as a school for Quaker children and for the education of teachers, specifically for equal numbers of men and women. Swarthmore was originally owned by 6,000 stockholders (who paid $25 each), after a special act was passed by the Commonwealth of Pennsylvania to allow women to own property.

Today, Haverford enrolls about 1,200 undergraduate men and women (about 35 percent are students of color). Bryn Mawr enrolls about 1,300 undergraduate women (about 25 percent are international students) and another approximately 400 graduate men and women; Bryn Mawr was the first women’s college to offer graduate study leading to the Ph.D. Swarthmore enrolls about 1,500 undergraduate men and women. So, these are all very small colleges, which are proud of the close attention they give their students and are proud of their student-to-faculty ratios of 8 or 9:1. As well known as I believe these three colleges are, about 35 to 45 percent of their students are from the Mid-Atlantic states.

Haverford, Bryn Mawr, and Swarthmore are truly liberal arts colleges (though Swarthmore also offers a degree in engineering). Haverford writes about its “intentionally diverse curricular requirements” across three academic divisions on its website. Haverford’s Honor Code, which dates from 1897, is a way of life at the College, and it also lays out the College’s policy of exams without proctors. Students at Bryn Mawr and Swarthmore choose from about 40 liberal arts majors. At Swarthmore, one-third of the students are enrolled in the Honors Program, with small seminar classes, extensive student–teacher dialogue, independent projects, and an examination by outside scholars after two years. Two-thirds of Swarthmore students complete College-funded research projects or independent creative projects.

Given the size of the colleges, it is perhaps surprising that Haverford fields 23 varsity teams, Swarthmore 22, and Bryn Mawr 12 (only women’s teams, of course). Interestingly and perhaps impressively, Haverford’s faculty is about 25 percent people of color, and about 60 percent of its faculty members live on campus.

As I said earlier, these colleges are well known for their high academic standards, with average SAT subtest scores for incoming freshmen (fall, 2014) running in the high 600s for Bryn Mawr, low 700s for Haverford, and just a bit higher than that for Swarthmore. Starting with the 2014–2015 year, Bryn Mawr became a “test-optional” college, meaning that students are no longer required to submit SAT or ACT scores with their applications (you can read about the research Bryn Mawr did on this topic on its website). Bryn Mawr is one of the academically prestigious Seven Sisters colleges, an association of seven women’s colleges in the Northeast; we have already discussed four of them in New England and will talk about the final two when we turn to New York in the coming weeks.

Swarthmore, Bryn Mawr, and Haverford are all quite pricey, with tuition and fees running from about $45,000 to $49,000 per year. However, your child would first have to have outstanding high school grades (about 95 percent of Haverford freshmen were in the top tenth of their high school classes) and college admission test scores (in the case of Swarthmore and Haverford) before you worry about paying tuition.

There are many more liberal arts colleges in this region, any of which could be discussed—Lafayette College, Dickinson College, Gettysburg College, and Franklin and Marshall College in Pennsylvania or Hood College in Maryland. But, instead, let’s turn to a group of college we have talked about throughout our series.

2. Colleges That Change Lives

As we have said before, Colleges That Change Lives is a nonprofit organization that was founded after the publication of the book Colleges That Change Lives, by Loren Pope, a retired New York Times education editor. There are now 44 colleges and universities profiled in the book and on the organization’s website. Those that are included are not necessarily famous institutions. Most are smaller colleges and universities that have proved to be successful at developing students both personally and academically so that they can succeed in life after their undergraduate college years.

Six of the 44 institutions profiled are located in the Mid-Atlantic region. You should read about them in the book or on the website to learn more about them. They are Allegheny College in Meadville, Pennsylvania; Juniata College in Huntingdon, Pennsylvania; Ursinus College in Collegeville, Pennsylvania; Goucher College in Baltimore, Maryland; McDaniel College in Westminster, Maryland; and St. John’s College in Annapolis, Maryland.

Let’s look at St. John’s—which sounds faith based, but isn’t—very briefly because we already spent some time on it when we profiled Colleges That Change Lives in the Southwest states (in Episode 38). Why did we do that, you ask?   In case you don’t remember, it is because it is one college with two campuses: St. John’s Annapolis in Maryland and St. John’s Santa Fe in New Mexico. St. John’s was founded in Annapolis in 1696 as King William’s School and was chartered in 1784 as St. John’s College. The Santa Fe campus was established almost two centuries later in 1964. While it is not unusual, of course, for a college to have two campuses, it is unusual for a college to have two campuses almost across the entire country from each other and to have two campuses that allow students to transfer back and forth between the two. Many students spend a year at the campus they did not start at.

But the real unique idea at St. John’s is its liberal arts curriculum, based on collaborative inquiry in small class discussions, with the professor acting as a tutor and mentor—all based on the original texts of great authors in almost every subject field. The Seminar, as St. John’s calls it, is the foundation for the curriculum, and it is described this way:

Students participate in far-reaching and free but disciplined conversations about major works of literature, philosophy, political theory, theology, history, economics, and psychology from Homer and the Greek historians, playwrights, and philosophers in the freshman year, through the Renaissance in the sophomore year and the Enlightenment in the junior year, to the contemporary world in the senior year. (quoted from the website)

Students are also required to take four years of mathematics, three years of laboratory science, two years of music (including singing in the Freshman Chorus together), and four years of a second language (two years of Ancient Greek and two years of modern French). This is an impressive liberal arts curriculum.

Each campus enrolls just about 450 to 475 undergraduate students (there are also a couple of graduate programs), drawn from all 50 states and about 20 foreign countries. The student-to-faculty ratio is an enviably low 8:1—about like the three liberal arts colleges we have already discussed in this episode.

Located in Maryland’s lovely and historic state capital on the Chesapeake Bay, the campus provides students with easy access to water and offers varsity sports teams in fencing, crew, croquet, and sailing—a bit of an unusual mix.

Students interested in St. John’s are expected to have taken a rigorous course of study in high school and must complete a “short set of reflective essays” (quoted from the website) as part of the application procedure. SAT and ACT scores are optional, though students are encouraged to provide them (the 55 percent of freshmen in the fall of 2014 who provided scores posted average SAT critical reading and mathematics scores in the mid- to high 600s).

Undergraduate tuition and fees are, not surprisingly, quite high at about $49,000 per year. But you can see why. I believe that St. John’s is probably worth it, which is not true of some colleges charging that much.

According to the website, St. John’s “is in the top 2 percent of all colleges in the nation for alumni earning PhDs in the humanities, and in the top 4 percent for earning them in science or engineering” (quoted from the website), which seems remarkable for a tiny liberal arts college, albeit with two campuses. I would like to say again what I said in Episode 38: You can see why this college changes lives.

Let’s look at one more of this group—Goucher College on 287 wooded acres in the suburb of Towson, Maryland, just north of downtown Baltimore. Founded in 1885 by the Rev. John Franklin Goucher as the Woman’s College of Baltimore (it was later renamed for its founder), the College became coeducational in 1986. Serving almost 1,500 undergraduates and about 650 graduate students today, Goucher was the first U.S. college to require its undergraduates to study abroad (and they do so in more than 30 countries in three-week intensives, semester programs, or full-year programs). Students study in 33 liberal arts majors and enjoy a good student-to-faculty ratio of about 9:1.

All Goucher students take at least one course in environmental sustainability; 20 local farms provide food for the College, where about half the food served is vegetarian or vegan. About 80 percent of Goucher students complete an internship in more than 200 organizations worldwide.

And here is an interesting statement on the admissions page of the website:

At Goucher, we understand that the traditional admissions process—while great for many students—does not showcase everyone’s true talents and abilities. We believe access to higher education should be about potential, not just previous achievement. We still accept the Common Application. But we created the Goucher Video App to provide another opportunity for students to show us what makes them unique, why they would flourish at Goucher, and how they will fit into our community of learners. (quoted from the website)

So, that’s actually a student-produced video application! While Goucher is a test-optional college and does not require applicants to submit college admission test scores as part of the admission process, the College does require students who are admitted and enroll to “furnish test scores for research and advising purposes” (quoted from the website). Incoming freshmen posted average SAT subtest scores in the high 500s and a 3.2 high school GPA.

Because these Colleges That Change Lives institutions are relatively small and thus are not particularly well known outside of their geographic region, it is my feeling that out-of-state students with a good high school record and good college admission test scores might have a good chance of being accepted.

3. Faith-Based Institutions

The Mid-Atlantic region has many institutions that were originally founded by religious groups; we just heard about several in Pennsylvania founded by the Quakers, though these institutions consider themselves nondenominational now. But there are others as well, including five of the 28 Catholic Jesuit universities in the U.S. The best-known and the most selective of these five is Georgetown University, located in Washington, D.C.

Founded in 1789, Georgetown is the oldest Catholic and Jesuit university in the U.S. It became coeducational in 1969. Today, Georgetown’s eight undergraduate, graduate, and professional schools and colleges serve about 7,000 undergraduates and about 10,000 graduate and professional students. Undergraduates study in the schools of foreign service, business, or nursing and health studies or in Georgetown College, the liberal arts college that first established the institution. Before pursuing one of more than 40 majors, students in the College must complete core requirements in a wide range of humanities and science fields, including two courses in theology, starting with either The Problem of God or Introduction to Biblical Literature as freshmen.

As we have said about Jesuit universities in earlier episodes, they are well respected for their intellectual rigor and their social justice mission:

Students are challenged to engage in the world and become men and women in the service of others, especially the most vulnerable and disadvantaged members of the community. These values are at the core of Georgetown’s identity, binding members of the community across diverse backgrounds, faiths, cultures and traditions. (quoted from the website)

Jesuit institutions are concerned with educating the whole person—including each student’s spiritual growth—but notice Georgetown’s reference to “diverse backgrounds, faiths, cultures, and traditions.” Students who are not Catholic are typically very comfortable at Jesuit institutions. Georgetown offers 50 religious services each week for Catholics, Muslims, Orthodox Christians, Jews, and Protestants. Volunteer service opportunities, 23 varsity sports teams, and over 200 student organizations round out university life for Georgetown students.

Georgetown makes this enlightening statement about admissions, which I believe holds true in general for lots of colleges in the U.S.:

Since the mid-1970’s, the applicant pool for Georgetown’s first-year class has changed dramatically. In 1975, 50% of the applicants were offered admission; in 2015 only 17% of the applicants were admitted. Over this period of time, there has been an increase in not only the number of students applying but also, and more importantly, in the abilities and achievements of the students in the applicant pool. The combination of these factors has resulted in an increase in the competition for admission. (quoted from the website)

About one-third of freshmen starting this fall are fluent in more than one language, and about 25 percent have lived outside the U.S. at some time. Only about 30 percent live in the Mid-Atlantic region. Freshmen enrolling at Georgetown College, on the average, were in the top 5 percent of their high school classes and posted SAT subtest scores in the mid-700s. By the way, Georgetown does one of the best presentations of freshmen student characteristics in its Profile for Schools and Candidates of all of the colleges we have looked at so far.

Undergraduate tuition and fees run about $49,000 per year, which is no longer surprising, unfortunately.

If you are interested in a Jesuit education in the Mid-Atlantic region (though we will talk about New York faith-based universities in the coming weeks), you can also check out Loyola University Maryland, St. Joseph’s University, St. Peter’s University, or the University of Scranton—all of which are better known regionally than nationally. But let’s look at another Catholic university—this time, an Augustinian university—which is also better known in the region than outside it. That is Villanova University, located in Villanova, Pennsylvania, which is on the lovely suburban Main Line outside Philadelphia and which is literally just down the road five minutes from Haverford College and Bryn Mawr College.

Founded in 1842, Villanova offers “a comprehensive education rooted in the liberal arts; a shared commitment to the Augustinian ideals of truth, unity and love; and a community dedicated to service to others” (quoted from the website). Today, it enrolls more than 10,000 undergraduate, graduate, and professional students—about 6,500 of them undergraduates. Undergraduates study in about 50 bachelor’s degree majors in the colleges/schools of the liberal arts and sciences, business, engineering, and nursing (by the way, Villanova also has a law school).

Undergraduates in the College of Liberal Arts and Sciences take a set of core curriculum courses that includes an impressive two-semester humanities seminar based on Augustinian inquiry and readings from great books, two theology courses, two diversity courses, an ethics course, a philosophy course, and a mix of the traditional mathematics, natural sciences, social sciences, foreign languages, arts, history, and literature and writing. This broad liberal arts program, with a religion-related center, is not unlike what we have seen at other Catholic universities.

I think that one statement from the description of the humanities seminar—which, by the way, is a requirement of all Villanova freshmen, regardless of their school/college—should put non-Catholic students interested in Villanova at ease:

Like Augustine, we seek to come to terms with the biblical, Greek, and Roman traditions; also like him, we engage with the best of what has been written and thought, whether it belongs to our tradition or not and whether we agree with it or not, in order to respond creatively to the needs of the present. (quoted from the website)

Like most universities of this size, Villanova offers over 265 student organizations and activities and 24 varsity sports teams. And I can tell you that many of Villanova’s Olympic athletes have come from its world-class men’s track and field team (hats off to you, Erv Hall and Larry James, from the Mexico City Olympics in 1968, my personal favorites).

Freshmen who enrolled this fall posted an average SAT composite critical reading and mathematics score of about 1365, with an average high school GPA of about a 4.0 (on a weighted scale). Undergraduate tuition and fees will set you back about $46,000.

4. Other Institutions with a Special Focus

Students with Special Needs. In an early episode of NYCollegeChat, we spotlighted some colleges and universities that are dedicated to serving special needs students. One was in Washington, D.C., and one was in Rochester, New York (although we are turning to New York in a couple of weeks, we are going to do this very special institution here).

Gallaudet University in our nation’s capital was established as a college by an Act of Congress in 1864 to serve deaf and hard-of-hearing students. It was then and still is the world’s only such institution. The President of the United States signed the first diplomas of graduates in 1869 (that was Ulysses S. Grant), and that is a tradition that continues to this day. Interestingly, up to 5 percent of the seats in each incoming undergraduate class are open to hearing students. Those seats are likely sought after by students who have a career interest in working with deaf children and adults in many different ways. Gallaudet’s more than 1,700 students are pursuing both undergraduate and graduate degrees in what Gallaudet itself describes on its website as a “bilingual, diverse, multicultural institution”—with “bilingual” defined as American Sign Language and English. As an added bonus, Gallaudet’s tuition is remarkably reasonable at about $14,000 a year because it is actually a public college (in this unusual case, funded by the federal government).

In upstate New York at the Rochester Institute of Technology, students can find the National Technical Institute for the Deaf, one of nine colleges of RIT. Established by an Act of Congress in 1965, NTID is the world’s first and largest technology-focused college for students who are deaf or hard of hearing. NTID offers career-oriented associate’s degrees in technical fields and associate’s degrees that lead directly into bachelor’s degree study at RIT’s other colleges. NTID also offers the support services that deaf and hard-of-hearing students would need to study in the other RIT colleges. Because it is a public college, even though it is within a private university, the tuition is quite reasonable.

If you have a child with hearing difficulties or a child interested in working in that field, please go to the websites of these institutions for more information.

HBCUs. We talked about HBCUs (historically black colleges and universities) in our look at public institutions in the Mid-Atlantic region a couple of weeks ago in Episode 46. We said that there were eight public HBCUs located in this Mid-Atlantic region—the University of the District of Columbia; The Lincoln University in Chester County, Pennsylvania, and Cheyney University of Pennsylvania; Delaware State University; Morgan State University in Baltimore; and three campuses of the University System of Maryland, namely Coppin State University, Bowie State University, and the University of Maryland Eastern Shore. In this episode, we are going to look at one of our best-known and most highly respected HBCUs—that is, Howard University in Washington, D.C.

This is how Howard describes itself on its website:

Since 1867, Howard has awarded more than 100,000 degrees in the professions, arts, sciences and humanities. Howard ranks among the highest producers of the nation’s Black professionals in medicine, dentistry, pharmacy, engineering, nursing, architecture, religion, law, music, social work and education.

The University has long held a commitment to the study of disadvantaged persons in American society and throughout the world. The goal is the elimination of inequities related to race, color, social, economic and political circumstances. As the only truly comprehensive predominantly Black university, Howard is one of the major engineers of change in our society. Through its traditional and cutting-edge academic programs, the University seeks to improve the circumstances of all people in the search for peace and justice on earth. (quoted from the website)

Chartered by an Act of Congress and named for General Oliver O. Howard, a Civil War hero and the University’s founder, Howard now serves about 10,500 undergraduate, graduate, and professional students—about half from the Mid-Atlantic region—in 13 colleges/schools. Howard’s almost 7,000 undergraduates study in 64 majors in the arts and sciences; business; communications; education; nursing and allied health sciences; and engineering, architecture, and computer science.

Howard fields 17 varsity sports teams and offers its students over 200 student organizations—plus, of course, the many cultural resources of Washington, D.C., which we have talked about in recent episodes.

Incoming freshmen last year came with an average high school GPA of about a 3.4 (on an unweighted scale) and average SAT subtest scores in critical reading and mathematics of about 550. Tuition and fees are just over $24,000—which is actually a bargain price, given the tuition figures we have been seeing in this part of the country for private institutions. In some cases, it is just half as expensive as other private institutions.

So, all that we have left on our virtual college tour is our last stop in our home state of New York. Stay with us.

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  • College locations that are ideal
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