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.
1. 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.
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.
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.
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!
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Hopefully, you have finished your 10 summer assignments designed to expand and then investigate seriously the colleges on your teenager’s long summer list of college options. So, let’s review what those 10 assignments were:
You will recall that our original challenge when the summer started was to do these assignments for 50 colleges–one from each state. But even if you did it for just half that many colleges, congratulations. And, as we said right before the Labor Day break, we hope you did it for at least 20.
Now the time has come to start narrowing down that list–finally! As the first deadlines approach for Early Decision and Early Action admissions–mostly around November 1?you and your teenager will want to skinny that list down to a manageable number of colleges, perhaps 15 or so. It seems likely to us, however, that if your teenager is interested enough in a college to apply under an Early Decision plan or interested enough in one or more colleges to apply under an Early Action plan, then you have already skinnied your list down substantially. That doesn’t mean, however, that you don’t need a few colleges still on the list to apply to if the Early Decision choice or the Early Action choices are unsuccessful.
So, we are going to help you with that narrowing process starting next week. This week, we want to make a few comments on a subject that we believe in strongly and that we have talked about in two of our summertime Facebook Live chats–and that is community service. Today’s episode, however, addresses community service through the lens of the college application essay, which we hope all of you are starting or maybe even already editing this month.
Watch our Facebook Live chats on community service at the end of this post.
1. Community Service: The Background
Let’s start with some background. Some months ago, back in Episodes 61 and 62, we took a look at a new report that grew out of a meeting 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. We have referenced this report from time to time in subsequent episodes as well.
The list of “endorsers” of the report included every Ivy League institution plus an impressive list of about 50 more higher education institutions, including some of our nation’s best small liberal arts colleges, best public flagship universities, and best private universities.
The question we have asked about the report and its endorsers is this: How much do they mean it? The jury is still out on that and might be for some time to come. But without getting into the politics of all that, which we believe are quite significant, one thing that is addressed strongly in the report is the value of community service. Four of the 11 recommendations in the report revolve around community service done by high school students, and personally I think that these might be the most sincere recommendations in the report. Let’s listen again to just the first of these recommendations:
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)
Here’s what that probably 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 should 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. As we have said before, Marie and I saw kids at the high school we co-founded in New York City with substantial family responsibilities, which made it very difficult for them to engage in the other kinds of service that students without such responsibilities had the free time to undertake.
I think that the report’s notion that the service last at least a year is also significant. The report is talking about sustained interactions over time that would speak to the genuine concern that a student had for whatever the community service project was. In other words, the college might not look so favorably on “high-profile” and “exotic” one-week community service projects in “faraway places”–unless perhaps a student did those projects summer after summer in some structured way and perhaps during other school vacations as well and/or had some other kind of follow-through during the rest of the year.
2. Frank Bruni’s Op-Ed Piece
Enter Frank Bruni’s excellent and though-provoking op-ed piece in The New York Times on August 13, 2016, provocatively titled “To Get to Harvard, Go to Haiti?”
I would like to read you the entire piece, but The New York Times might be slightly annoyed by that. So, let me offer a few quotations that are likely to send you off to read the full piece yourself, and you should absolutely do that. Here is how Mr. Bruni begins the piece:
This summer, as last, Dylan Hernandez, 17, noticed a theme on the social media accounts of fellow students at his private Catholic high school in Flint, Mich.
‘An awfully large percentage of my friends–skewing towards the affluent–are taking ‘mission trips’ to Central America and Africa,’ he wrote to me in a recent email. He knows this from pictures they post on Snapchat and Instagram, typically showing one of them ‘with some poor brown child aged 2 to 6 on their knee,’ he explained. The captions tend to say something along the lines of, ‘This cutie made it so hard to leave.’
But leave they do, after as little as a week of helping to repair some village’s crumbling school or library, to return to their comfortable homes and quite possibly write a college-application essay about how transformed they are.
‘It rubs me the wrong way,’ Hernandez told me, explaining that while many of his friends are well intentioned, some seem not to notice poverty until an exotic trip comes with it. He himself has done extensive, sustained volunteer work at the Flint Y.M.C.A., where, he said, the children he tutors and plays with would love it ‘if these same peers came around and merely talked to them.’
‘No passport or customs line required,’ he added.
Hernandez reached out to me because he was familiar with writing I had done about the college admissions process. What he described is something that has long bothered me and other critics of that process: the persistent vogue among secondary-school students for so-called service that’s sometimes about little more than a faraway adventure and a few lines or paragraphs on their applications to selective colleges.
It turns developing-world hardship into a prose-ready opportunity for growth, empathy into an extracurricular activity.
And it reflects a broader gaming of the admissions process that concerns me just as much, because of its potential to create strange habits and values in the students who go through it, telling them that success is a matter of superficial packaging and checking off the right boxes at the right time. That’s true only in some cases, and hardly the recipe for a life well lived. (quoted from the article)
Well, Mr. Bruni and Mr. Hernandez, it bothers us here at USACollegeChat as well. And I suspect it bothered the endorsers of the college admissions report, too. We know that it is tempting to pursue some community service option that looks spectacular on your college application, but it seems that those spectacular options are meeting with more and more skepticism by the college admissions officers. That problem is compounded when a student writes the all-important college application essay on such a community service experience. Here is what Mr. Bruni said about that:
‘The running joke in admissions is the mission trip to Costa Rica to save the rain forest,’ Ángel Pérez, who is in charge of admissions at Trinity College in Hartford, told me.
Jennifer Delahunty, a longtime admissions official at Kenyon College, said that mission-trip application essays are their own bloated genre. (quoted from the article)
“Their own bloated genre”–that’s quite an indictment, I think. What that means is that kids have to be careful when they undertake to write their primary application essay about a mission trip or about other community service work. While Mr. Bruni says that he and Pérez and Delahunty don’t doubt that many students doing this kind of community service “have heartfelt motivations, make a real (if fleeting) contribution and are genuinely enlightened by it,” he also tells a number of rather surprising anecdotes in the piece about upper-income parents who can and do buy short charitable experiences for their kids just so their kids have something to write about. Those are the essays that college admissions officers are on the lookout for–essays that don’t appear to come from some genuine and long-term interest on the part of the kid.
Looking at the other side of the issue for a moment, we can sympathize with kids who are faced with community service requirements from their high schools or who believe they are faced with community service as a necessary aspect of their college applications–even it that is not their essay topic. We know that kids have lots of demands on their time, including after-school clubs and sports and SAT prep and music lessons and dance lessons and the very real family responsibilities that many kids have. We know that community service can become just one more thing to do?not for its own sake, but for the sake of the college application. And, as Mr. Bruni writes, “Getting it done in one big Central American swoop becomes irresistible, and if that dilutes the intended meaning of the activity, who’s to blame: the students or the adults who set it up this way?”
So, who’s to stop that cycle? My vote would be you, parents. It is your responsibility to ensure that any community service activity that is undertaken by your own teenager is done for the right reasons and is carried out with genuine interest on his or her part and with respect for those being served. That is not the high school’s or the colleges’ responsibility. And your responsibility for this doesn’t start when your teenager is a senior. It starts much earlier, perhaps even in middle school, if we are to take into consideration what the new report says–that is, that colleges should start looking for “at least a year of sustained service or community engagement.”
Mr. Bruni has a great ending to his piece, thanks in part to the words of Mr. Hernandez. Here it is:
There are excellent mission trips, which some students do through churches that they already belong to, and less excellent ones. There are also plenty of other summer projects and jobs that can help students develop a deeper, humbler understanding of the world.
Pérez told me that his favorite among recent essays by Trinity applicants came from someone ‘who spent the summer working at a coffee shop. He wrote about not realizing until he did this how invisible people in the service industry are. He wrote about how people looked right through him at the counter.’
Helicopter parents, stand down! Pérez’s assessment doesn’t mean that you should hustle your teenagers to the nearest Starbucks. It means that whatever they do, they should be able to engage in it fully and reflect on it meaningfully. And if that’s service work, why not address all the need in your own backyard?
Many college-bound teenagers do, but not nearly enough, as Hernandez can attest. He feels awfully lonely at the Flint Y.M.C.A. and, in the context of that, wonders, ‘Why is it fashionable to spend $1,000-plus, 20 hours traveling, and 120 hours volunteering in Guatemala for a week?’
He wonders something else, too. ‘Aren’t the children there sad, getting abandoned by a fresh crop of affluent American teens every few days?’ (quoted from the article)
That’s a stunning question from a 17-year-old. It makes me doubly proud of the work that some of our local teenagers do at Adventures in Learning, the nonprofit after-school program for low-income kids that we talked about in one of our Facebook Live chats. Maybe it isn’t as glamorous as going to Costa Rica to save the rain forest, but it’s something real that high school students can do, and they can see the results of their work in the lives of those kids every day.
One last word: Mr. Bruni writes, “A more recent phenomenon is teenagers trying to demonstrate their leadership skills in addition to their compassion by starting their own fledgling nonprofit groups rather than contributing to ones that already exist–and that might be more practiced and efficient at what they do.” Agreed, Mr. Bruni. It’s hard to create a nonprofit organization, especially one that has significant impact. So, teenagers, think about finding one near you and lending your support to it. And do that over time, not for a week. And look for ways to be a leader in that context?recruit other teenagers, make presentations at local community events, spearhead a fundraising campaign. We mentioned in one of our Facebook Live chats that Heifer International is a wonderful organization to volunteer with and that it offers suggestions on its website for volunteers leading their own activities.
Kids, there’s plenty of work to be done. Do some of it and then consider how to write about it thoughtfully in your college application essay. Be reflective. Be specific. Be persuasive. And be thankful that you had the opportunity to serve.
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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Last week, we continued our virtual tour of colleges with the private colleges in the six states of the New England region: Maine, New Hampshire, Vermont, Rhode Island, Massachusetts, and Connecticut. As we said then, there are a lot of well-known and not-so-well-known institutions in these New England states, even though the states themselves are quite small, and a lot of those institutions are in the Commonwealth of Massachusetts.
Last week, we discussed nationally known higher education institutions, which draw students internationally, as well as a selection of institutions with one or another kind of special focus (that is, faith-based institutions, single-sex colleges, institutions with a particular academic focus, and one college for students with special learning needs). This week, we are going to talk about a host of small liberal arts colleges and a few institutions that are probably better known in the New England region than in other regions of the country.
A special heads up to our New York State listeners and other listeners in the Mid-Atlantic states who are worried about sending their kids away to college: New England is not really very far away. Maybe this is as outside your comfort zone as I am going to get you. But there are so many options in New England that it might be enough.
And, as we always say, no college has asked us or paid us anything to include it. These are our very own selections.
1. Liberal Arts Colleges
Let’s start by saying that some of our most prestigious and some of our oldest small liberal arts colleges are located in New England, including several consistently ranked in the top 10 by anyone’s standards and a bunch more that would be in anyone’s top 20.
Turning first to a trio of colleges in Maine, we have Bowdoin College in Brunswick, Colby College in Waterville, and Bates College in Lewiston—all small liberal arts colleges, with a couple thousand students, attractive student-to-faculty ratios of 9:1 or 10:1, and just over 30 varsity sports teams. Though SAT scores are optional at both Bowdoin and Bates, about two-thirds of their applicants submit them. Average SAT subtest scores are about 670 at Colby, 680 at Bates, and 730 at Bowdoin.
Bowdoin, one of the highest ranked liberal arts colleges nationally, was chartered in 1794 by the General Court of Massachusetts, when Maine was still part of the Commonwealth of Massachusetts. Governor James Bowdoin II and his son were both substantial benefactors for the college that today carries the family name (Anglicized from French grandfather and great-grandfather Pierre Baudouin, a Huguenot immigrant who arrived here in 1686). With an undergraduate-only enrollment of about 1,800 students (about 30 percent students of color and coeducational since 1971), Bowdoin offers 40-plus majors, grounded by traditional distribution requirements in five liberal arts and sciences areas.
Bowdoin makes an effective and official endorsement of the liberal arts in two ways—first, the Statement on a Liberal Education, adopted by the faculty in 2004; and second, what is known as “The Offer of the College,” written a hundred years earlier in 1906 by Bowdoin’s president, William DeWitt Hyde:
To be at home in all lands and all ages;
to count Nature a familiar acquaintance,
and Art an intimate friend;
to carry the keys of the world’s library in your pocket,
and feel its resources behind you in whatever task you undertake;
to make hosts of friends…who are to be leaders in all walks of life;
to lose yourself in generous enthusiasms and cooperate with others for common ends –
this is the offer of the college for the best four years of your life. (quoted from the website)
Bowdoin’s tuition and fees are what you might expect by now in our travels through New England—about $48,000 per year. Interestingly, Colby and Bates post a comprehensive fee (including room and board) at about $62,000 per year—so comparably priced for tuition, if it had been broken out separately.
Let’s look briefly at Colby, founded in 1813, the twelfth-oldest private liberal arts college in the U.S. Colby offers its approximately 1,850 undergraduates a choice of 57 majors. About two-thirds study abroad at some point in their college lives, perhaps in the College’s annual January Plan session, when students focus on one thing only—a course, an internship, a study-abroad opportunity, or a research project. Colby has a No-Loan Policy, which “will meet 100 percent of [a student’s] calculated financial need, and . . . will meet that need with grants and campus employment—not student loans” that have to be paid back (quoted from the website). As part of its serious commitment to the environment, Colby worked hard to achieve carbon neutrality—one of only a handful of colleges to do so.
Bates is located in Lewiston, home of substantial French Canadian and Somali immigrant communities. Founded in 1855 by abolitionists, Bates was the first coeducational college in New England. When it opened its doors, it admitted students without regard to race, nationality, or religion; some of its early students were former slaves. In keeping with its founding values, Bates is also known for its inclusiveness, where student organizations are open to all students and there are no fraternities or sororities. The approximately 2,000 undergraduates study in 33 majors in two semesters and a short-term session in the spring, when students focus on one thing, often off campus (similar to Colby’s plan).
Let’s move on to Vermont and take a look at Middlebury College in Middlebury, located between the Green Mountains and the Adirondacks. A prestigious liberal arts college, which also offers some graduate programs at other sites here and abroad, Middlebury has been known for its excellent language programs for a hundred years. Middlebury was founded by a few men in town in 1800 to educate men for the ministry and other professions. The first African-American citizen to earn a bachelor’s degree got it at Middlebury in 1823, after Vermont became the first state to abolish slavery.
Middlebury now serves about 2,450 undergraduates, studying in 44 majors, with a student-to-faculty ratio of 9:1—again common for these liberal arts colleges. As we have also seen at other colleges, Middlebury has a January term, when students focus on one course or an internship. In the best 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, with offerings in 10 languages); and (2) one course in each of four cultures and civilizations areas:
Courses that focus on some aspect of the cultures and civilizations of Africa, Asia, Latin America, the Middle East, and the Caribbean
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
Courses that focus on some aspect of European cultures and civilizations
Courses that focus on some aspect of the cultures and civilizations of northern America (United States and Canada) (quoted from the website)
With 31 varsity sports and 31 NCAA championships since 1995, Middlebury has an active sports scene—and a lot of skiing for fun. Admission is very selective, with the Class of 2019 posting average SAT subtest scores very close to 700. Most incoming freshmen are in the top 10 percent of their high school class. Like its collegiate peers, tuition and fees run about $48,000 per year.
Coming quite a bit later to the game was Bennington College in Bennington, Vermont, founded in 1932 as a progressive liberal arts institution. Originally a women’s college, it became coeducational in 1969. It claims to be “the first to include the visual and performing arts in a liberal arts education, and it is the only college to require that students spend a term—every year—at work in the world” (quoted from the website). Today, it serves just about 650 undergraduates in 10 areas of study and about 100 graduate students, with a student-to-faculty ratio of 9:1.
The seven-week off-campus winter Field Work Term, which is required of students every year, sees students working or interning in 35 states and 40 countries on five continents. Students complete two 14-week semesters in addition to the Field Work Term. Bennington’s liberal arts education is somewhat self-determined, as described on the website:
The Plan Process is the structure Bennington students use to design and evaluate their education. In a series of essays and meetings with the faculty throughout their years at Bennington, students learn to articulate what they want to study and how they intend to study it. They identify the classes they wish to take, as well as how those classes relate to each other and the rest of their Bennington experience: Field Work Term, tutorials, projects beyond the classroom, and anything else they undertake. (quoted from the website)
Some courses run three weeks, some seven weeks, and some the full 14 weeks each term, with credits assigned accordingly. Students receive narrative evaluations at the end of each course, but may request letter grades; students interested in graduate school are encouraged to request letter grades for at least two years so that a GPA can be calculated. Bennington has both a traditional application route, using the Common Application as a base, and a more unusual Bennington-specific application. In either case, college admission test scores are not required. Bennington’s undergraduate tuition and fees add up to about $48,000—unfortunately, the norm among these New England colleges.
Connecticut also has a trio of relatively well-known liberal arts institutions—Wesleyan University in Middletown, Trinity College in Hartford, and Connecticut College in New London. All are well-rounded traditional colleges with attractive campuses and excellent student-to-faculty ratios, as befits small colleges, from 8:1 at Wesleyan to 10:1 at Trinity.
Trinity is the oldest of these, founded in 1823, and is the second-oldest college in Connecticut (after Yale). It has been coeducational since 1969 and now serves about 2,100 undergraduates and about 100 graduate students. It has the oldest example of Collegiate Gothic architecture in the country. Trinity offers 39 majors, including engineering, with “two engineering degree paths: a Bachelor of Science degree, accredited by the Engineering Accreditation Commission of ABET [Accreditation Board for Engineering and Technology] and a Bachelor of Arts in Engineering Science degree” (quoted from the website)—truly unusual for a small liberal arts college.
Trinity is very proud of its Center for Urban and Global Studies (noting that over half of all people in the world live in cities today), its Human Rights Program and interdisciplinary major, its credit-bearing internships, and its study-away programs in New York City and seven sites outside the U.S. Incoming freshmen posted a B+ high school GPA, and tuition and fees will set you back about $51,000, on the high side of what we have been seeing.
Wesleyan, founded by Methodist leaders in 1831, shares a bit of history with Connecticut College, founded in 1911. Originally all male, Wesleyan became coeducational (to a limited degree) in 1872, about 40 years after its founding. Then, when it chose to exclude women again around 1911, some of its alumnae helped establish Connecticut College for Women, for obvious reasons. Today, Wesleyan enrolls about 2,900 undergraduates and about 200 full-time graduate students (about 30 percent are students of color). Its undergraduates study in 45 majors. Though Wesleyan does not require college admissions test scores, about 80 percent of the Class of 2019 submitted them for consideration. The average SAT subtest scores were about 730 to 740 across the board. About 65 percent of students were in the top 10 percent of their high school class. Not surprisingly, tuition and fees are about $49,000 per year.
Here is a quick look at Connecticut College, with about 1,900 undergraduate students studying in just over 50 majors and minors. Interestingly, each student is awarded $3,000 by the College to cover the costs of creating the perfect internship—in the U.S. or abroad—for each student in his or her area of interest. About 80 percent of students complete such an internship. Though the College does not require college admission test scores, about 70 percent of applicants provide them for review. Incoming freshmen post a set of SAT subtest scores hovering around 685. About 60 percent were in the top 10 percent of their high school class. The College has a comprehensive fee, which includes room and board, of about $63,000—which would be in keeping with residential students’ expenses at the other colleges we have been profiling. One of the most unusual things about the College’s website is the section called “Essays that Worked,” which is just that: sample essays from past applicants who were accepted. Of course, any college applicant could get value out of reading them.
So, let’s head north to Massachusetts to two of the traditionally highest-ranked liberal arts colleges in the U.S., both formerly men’s colleges: Williams College in Williamstown and Amherst College in Amherst. Williams opened in 1793, and Amherst followed some years later in 1821. Amherst’s first president had been president of Williams (there is still a rivalry today), and the president of the Board of Trustees at the time was Noah Webster. Amherst was established by Congregational clergy to educate primarily poor, but talented, students for a life in the ministry or other worthy careers. Williams went co-ed in 1970, followed by Amherst in 1975. Both have small enrollments of about 1,800 at Amherst and 2,000 at Williams (plus about 50 graduate students). About 35 percent of students at Williams and 45 percent of students at Amherst are students of color.
The colleges offer just over 35 undergraduate liberal arts majors. Student-to-faculty ratios are attractively low at 7:1 or 8:1. Williams offers its January Winter Study—the kind of focused program we have seen at a number of other schools (maybe New England is just too cold for students to be there in January), where students do a course, some research, an internship, or purposeful travel. Among its study-away options, Williams offers a semester at its Marine Studies Program at Mystic Seaport in Connecticut and a year-long program at University of Oxford. Amherst is a member of the well-known Five College Consortium, which we have talked about and will mention again. On an athletic note, Amherst and Williams played the first intercollegiate baseball game in the U.S. in 1859.
Students at these two colleges are super-smart. College admission test scores are required, and about 65 percent of freshmen in the classes of 2018 scored 700 or higher on the SAT subtests. About 85 percent of Amherst students and 95 percent of Williams students were in the top 10 percent of their high school class. As you might expect, tuition and fees are high: about $50,000 at Williams and a comprehensive fee (tuition, room, and board) of $63,000 at Amherst.
2. Colleges That Change Lives
As we have said in several earlier episodes, 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.
Three of the 44 institutions profiled are located in New England. You should read about them in the book or on the website to learn more about them. They are Clark University in Worcester, Massachusetts; Marlboro College in Marlboro, Vermont; and Hampshire College in Amherst, Massachusetts.
Hampshire is the fifth member of the Five College Consortium, centered in Amherst. It is by far the newest of the five colleges, having been founded in 1970 after a long planning process, and it is the least traditional of them as well. Its students are bright, creative, and motivated. While very selective in admitting freshmen to a student body of just 1,400 students, Hampshire does not consider college admission test scores “in any way” for admission or for financial aid awards. Its students study in five interdisciplinary schools and create their own individualized majors—called “the concentration” at Hampshire. The concentration includes courses and required volunteer work at Hampshire or in the community and required work from various cultural viewpoints as well as fieldwork and internships, if they make sense for the self-designed program. As seniors, Hampshire students complete a self-designed rigorous final independent project, which includes original work, similar to a graduate thesis. The campus is lovely and idyllic. The price tag is predictable at about $47,000 in tuition per year. My visit to Hampshire with my son about five years ago made me want to go back to school and go there myself.
You should read about both Clark and Marlboro in the Colleges That Change Lives book or on the website. Clark enrolls about 2,200 undergraduates and another approximately 1,000 graduate students and has incredibly appealing “5th-Year-Free Accelerated B.A./Master’s Degree” programs in 14 fields, in which students can earn a master’s degree in just one year at no cost. Marlboro’s approximately 230 undergraduate students (there are another approximately 80 graduate students) follow a self-designed interdisciplinary program while working closely with faculty in small classes, individual tutorials, and advising sessions and living in a self-governing college community. The average high school GPA of incoming freshmen last fall was a 3.6 at Clark and a 3.2 at Marlboro; college admission test scores are considered at both if submitted, but are not required by either institution (about 60 percent of admitted students submitted them at Clark, but only about 25 percent at Marlboro).
3. Institutions Better Known in New England
New England also has a large number of institutions that are better known in the region than in other parts of the U.S. Let’s look at a few.
Founded in 1914 by Gertrude I. Johnson and Mary T. Wales as a business school, Johnson & Wales University (JWU) has been adding new career fields, new degrees (now including advanced degrees), and new campuses (now including Charlotte, Denver, and North Miami) ever since. With its main campus in Providence, Rhode Island, JWU describes the program for its 10,000 students (largely undergraduates) this way:
Our educational approach is designed to help you identify your career field. You can develop a structured plan, starting your first term, to build industry knowledge, professional skills and practical work experience to excel.
Build a toolkit that serves you for life. Our unique education model integrates academics and professional skills, including real-world projects in our hands-on labs, taught by our industry-expert faculty.
Round out your education with related work experiences and structured internships around the globe, along with career services, community service and leadership opportunities. (quoted from the website)
Undergraduates pursue serious career preparation in the College of Culinary Arts, School of Business, School of Hospitality, School of Engineering and Design, School of Professional Studies (with three equine-related majors), and six majors (two of which are directly career related) in the School of Science and Liberal Arts. And, yes, there are student organizations and varsity sports teams, too.
College admission test scores are mostly optional, except for the Honors program and some majors. Undergraduate tuition and fees run close to $30,000 per year—which seems like a bargain, given the prices we have been seeing in this episode and in last week’s episode.
Founded in 1929 (a lot later than many New England colleges), Quinnipiac University, with about 6,500 undergraduates and 2,500 graduate and professional students, is located on two campuses near Sleeping Giant Mountain in the small New England town of Hamden, Connecticut (a third campus for the professional and graduate schools, including law and medicine, is not far away). Undergraduates can study in 58 degree programs in six schools and colleges: the College of Arts and Sciences and the Schools of Business and Engineering, Communications, Education, Health Sciences, and Nursing. Quinnipiac offers a traditional college experience, with Division I varsity sports teams, school organizations (including fraternities and sororities), and red brick buildings surrounded by trees and green lawns. And perhaps, with an election year approaching again, you have heard Quinnipiac University Poll results in the news.
Incoming freshmen this year at Quinnipiac posted average SAT scores in the mid-500s across the subtests, and about 20 percent were in the top 10 percent of their high school class. Admissions staff note that they are looking for a B+ overall high school average. About 50 percent of students come from New England states, and another approximately 45 percent come from nearby Mid-Atlantic states. Tuition and fees are about $42,000 per year—just about the going rate for the region.
Founded a few years later in 1932 as the New Hampshire School of Accounting and Secretarial Science, Southern New Hampshire University (SNHU) offered its first bachelor’s degrees in 1966 and has been expanding into other fields and innovative programs ever since. Currently, SNHU enrolls about 3,000 students at its main campus in Manchester, where undergraduates can study in about 50 degree programs in three schools: the Schools of Business, Education, and Arts and Sciences. SNHU also offers accelerated bachelor’s degrees completed in three years in 10 business fields.
College admission test scores are optional. A couple of years ago, average SAT subtest scores for the approximately 50 percent of admitted students who submitted them were in the high 400s, and admitted students posted, on average, a high school GPA of about 3.1. Undergraduate on-campus tuition and fees are a relative bargain at about $32,000 per year.
SNHU is, however, a leader in online education, with about 60,000 online students studying in more than 200 career-focused and liberal arts degree and certificate programs. The courses are “asynchronous”—meaning that students can do their coursework at any time of the day or night rather than in online sessions at specific times with faculty and other students. I heard a presentation by an SNHU administrator at a College Board conference a couple of years ago, and I was quite impressed then with what I heard. Online tuition runs about $10,000 per year if a student is taking a full-time college course load. That’s a great bargain if you have a child who needs to or badly wants to study online. As we have said a number of times in our NYCollegeChat episodes, we are wary of having first-time freshmen commit to full-time online study—or even a course or two online—because it takes a lot of maturity and self-motivation and self-discipline to study online successfully. Many college freshmen just don’t have that. However, your child might be an exception.
Let’s wind up with a smaller faith-based college in Colchester, Vermont: Saint Michael’s College (affectionately known as St. Mike’s), enrolling about 2,000 undergraduate and 500 graduate students. Undergraduates study in about 35 liberal arts and sciences majors, plus business, computer science, education, journalism, pre-pharmacy, and engineering (through two 3+2 programs, one with the University of Vermont and one with Clarkson University). Here is what St. Mike’s says about its Catholic foundation and its influence on life at St. Mike’s today:
Saint Michael’s College is . . . the only Edmundite college in the world. We were founded in 1904 by the Society of Saint Edmund, an order of priests that came to Vermont from France more than 100 years ago, and whose ministry is based on service, hospitality and education.
Our passion for social justice means we don’t just talk about improving the world. We have a history of it. Part of the Edmundite legacy is the vital role they played in the Civil Rights movement in the South. We embody that spirit with nearly 70 percent of our students volunteering through our MOVE (Mobilization of Volunteer Efforts) Office. Our Peace and Justice program of study brings issues into the classroom, and the Edmundite Center for Peace and Justice connects the campus community to peace and justice concerns and resources.
The Society of Saint Edmund has a meaningful presence on campus. Their inclusive nature, caring ministry, tradition of hospitality and passion for social justice are at the heart of on-campus culture. Several Edmundite priests are active members of the faculty, while others are focused on the Society’s ministries in Selma, Alabama and New Orleans, Louisiana.
Understanding the history and importance of Christianity and other religions, as well as examining questions of philosophy, ethics and the common good, are an integral part of the Saint Michael’s curriculum. In everyday life on campus, the opportunity to serve others, and the chance to look inside yourself and explore your own path to the greater good, are always at hand.
Our students come from all walks of life. No matter what your spiritual and religious affiliation (and even if you have none at all), you’ll be welcome and comfortable at Saint Michael’s. . . .
As part of our Liberal Studies Curriculum, students are required to take two courses in Christian Traditions and Thought. Both of these courses are College-level academic courses which do not require or expect any particular religious affiliation. The first course is a Religious Studies course in the general study of Christianity and the second, more specialized, course is chosen by the student from a list of qualifying Religious Studies or Philosophy courses. (quoted from the website)
Just over 50 percent of students at St. Mike’s are Catholic. St. Mike’s is a close-knit community, with all full-time undergraduates living on campus for all four years (unless they are living at home with their family)—a remarkable feature, which makes it easy for students to feel comfortable with each other, join clubs and sports teams, and make good friends. Classes are small, and professors care about their students.
College admission test scores are optional, but accepted students in the Class of 2018 who submitted SATs posted a trio of scores in the high 500s. About 20 percent of students were in the top 10 percent of their high school class, and about 70 percent came from New England. Tuition and fees are about $41,000 per year—evidently, in the ballpark of the going rate for private colleges in New England.
Listen to the podcast to find out about…
What these small New England campuses are really like
What college has a good reputation among business and industry leaders
Who might be right for online study as a freshman
Check out these higher education institutions and organizations we mention…