Episode 79: What To Do This Summer

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

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

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

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

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

1. High School and College Study

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

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

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

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

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

2. Family Travel

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

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

3. Internships and Volunteer Work

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

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

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

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

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

4. The New Report

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

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

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

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

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

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

5. Spotlight on After-School Programs

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

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

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

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

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

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

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

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

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

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

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

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Episode 22: Preparing for Essays

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

NYCollegeChat episode 22 tips for preparing high school students to write college application and scholarship essays

Whether your child will be completing The Common Application (which is currently used by over 500 colleges), the Universal College Application (which is currently used by over 45 colleges), or an individual college’s own application when a college does not use either one, there will most likely be a required essay, sometimes called a “personal statement.”  While some large public colleges do not require essays, most selective colleges do require essays.

Sometimes there will be more than one required essay.  Sometimes the required topic or topics will be given to the student; sometimes the student may choose from several topics.  Sometimes the essays are quite short—just 250 to 300 words; when they are this short, there is usually more than one required.  Sometimes they are longer—more like 500 to 650 words.  Sometimes there is an actual character count, like 2,500 characters.  That means that every letter and space counts.  That is when great editing really comes in handy.

It goes without saying that students should write their own essays.  It also goes without saying that adults in a student’s life might read and reflect on that essay with the student—in other words, help the student do the best job possible.  Indeed, some high school English teachers do just that when they have students write personal statements for use in college applications as a class assignment.  It seems to me that many—even most—students get some kind of adult review of their application essays, and I imagine that colleges understand that.  Nonetheless, these essays should tell students’ own stories, their own views, and their own observations and should be told in the words of teenagers—albeit, teenagers trying to put their best feet forward.

This episode is not about actually writing the college application essay.  We might do one on that later, and there are other resources that can help you help your child produce a nicely edited essay.  This episode is instead about what you can do to help your child prepare to write those essays eventually.  There are two kinds of essays that students can, in a way, prepare for in advance.

1.  The Why-Did-You-Choose-Us or Why-Are-You-a-Good-Fit-for-Us Essay

Essays with topics like these require students to have some understanding of the college and of how they would fit in well at the college.  To answer such a question, your child will need to know how to do research about a college, find out what makes it unique or special, understand the academic majors it offers (and, if it is a university, the various colleges or schools it comprises), the activities and sports it does and does not offer, and the type of community it is located in.  All of these could be addressed in such an essay.

No college wants to hear that a student is applying because that student thinks that he or she can get in.  Your child has to make a more convincing case than that.  So, as college application time approaches, help your child study up on colleges of interest.  Internet websites can be a great way to do that, but some college websites are really quite difficult to comprehend.  Even professionals have trouble with them.  So, start early.

At a minimum, understand exactly the name of the major your child would be interested in at each college he or she is applying to.  Keep in mind that something as simple as a biology major is not called the same thing at every college; furthermore, at universities, a biology major might not always be in the same college or school within the university (i.e., sometimes in arts and sciences, sometimes in health sciences, sometimes in something else).

If your child is interested in continuing with certain extracurricular activities or sports in college, it is important to see that those activities and sports exist at the college.  For example, a student should not write about his interest in continuing to be part of a wrestling team if the college does not have one.

So our advice is this:  Doing research about potential colleges of interest ahead of time enables you and your child to call an admissions office with questions—before it is time to write that essay.  It also enables you and your child to realize that some colleges might not be what you had thought and are not necessarily the right choice after all.

For more tips, listen to our Series 2: Choosing Where to Apply episodes here.

2.  The What-Can-You-Contribute-to-Our-College Essay

This is a slight variation on the first topic, but with more of a focus on what your child brings to the college.  This is not so much a how-do-we-match-up essay, but more of a why-should-we-admit-you essay.  This topic requires your child to speak about his or her accomplishments and why those would improve that college community.  It’s a bit like, “Ask not what the college can do for you; ask what you can do for the college.”

Admittedly, this can be daunting.  What can one high school kid contribute to life at Stanford University?  Well, it’s time to help position your child to answer that question.  Encouraging your child to play an instrument, participate in drama groups, play on sports teams, be part of the student government, write for the newspaper or yearbook, help younger students in school, and/or do volunteer work outside of school to help others—all of these are values and talents and abilities and skills that your child can bring to a college campus that can help make life on that campus richer for other students.  If your child does very little in your community or at school, except go to classes, writing this essay will be very difficult indeed.

Of course, academic contributions could be important, too, but it is hard to imagine what they might be.  Perhaps participating in science competitions or successful independent research projects or inclusion in selective school literary publications or being part of a winning robotics team could count for something.  So encouraging your child to go the extra mile when it comes to academic competitions certainly couldn’t hurt.

The Bottom Line

Other essay topics do not require so much preparation in advance.  Essay topics I have seen recently include these:  write about a person, who is not in your family, who has had a major impact on your life; choose a current issue and tell us your feelings about it; write about something that is so important in your life that it defines you; invent a course that all freshmen should take.  All of these take thought on the part of your child, but they are not really questions that your child needs to prepare for before it is time to complete the college applications.

The bottom line is that there is nothing worse than having nothing to say in an essay.  That problem cannot be fixed by editing.  It is just like having no activities to list in the activities section of an application.   So you and your child must think ahead.

When it comes time for your child to write the essays, he or she would likely benefit from talking about them with you or an older sibling or a teacher or another caring adult.  Sorting through ideas and experiences can be a difficult process.  But you have to have ideas and experiences to sort through—and that’s why you can’t wait till the last minute.

Listen to the podcast to find out about…

  • Whether essays can be important, even if not in the application process
  • Why talking to an adult can really help your child think through an essay
  • How to think about family responsibilities as topics for essays

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Episode 15: Activities, Activities, Activities

Happy New Year! This week, we’re starting our third series: Getting Ready to Apply, by focusing on high school activities.

Listen to the podcast to find out about…
Inventing 21st century activities, like student-created online publications, blogs, and podcasts
Turning a hobby into an activity for college applications
Taking online courses instead of private lessons

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This week, we’re beginning our third series, Getting Ready to Apply, by exploring some of the many activities your child may participate in during their high school career.

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

NYCollegeChat Episode 15 Activities Activities Activities from Series 3 Getting Ready to Apply

Whether your child will be completing The Common Application (which is currently used by over 500 colleges), the Universal College Application (which is currently used by 46 colleges), or an individual college’s own application when a college does not use either one, there will likely be a section that asks your child to make an elaborate list of activities that he or she participated in while in high school (though there are some exceptions to this, especially among community colleges and some less-selective colleges). Having something to say in the activities section of the application is important in showing that your child is a well-rounded individual, who is likely to contribute to the college community outside of the classroom.

You will hear advice of all kinds from consultants and from college admissions officers about whether it is better for your child to have a few activities that he or she participated in year after year or for your child to have an array of activities covering all kinds of interests (such as music and sports and debate and theater and student government), even if they do each one for just a year or two. It is doubtful that any ninth grader beginning life in a new high school can really plan to choose one path or the other and then execute that plan. But the more you know about the options available to your child in school, the better you can help your child take advantage of the activities that are offered—and you might decide that you want to supplement what the high school offers with activities outside of school, whether those are community activities or private lessons and whether they are free or expensive.

Let us say that many applications also ask whether students have had any honors or leadership roles in whatever activities are listed—like winning a regional speech contest or being elected president of the student government or serving as editor of the school newspaper or being selected as the captain of a city championship baseball team. So let your child know that trying for a leadership position is always a good idea.

Let’s look at some possible activities in and out of school and consider why each is valuable for your child—both in your child’s life generally and for college applications down the road. Some of them require talent or aptitude, to be sure, but not all of them. While this is not an exhaustive list of every possible activity, it offers broad categories of the more common ones.

1. Music

By the time students get to high school, you might think it is too late to start playing a musical instrument or singing in a chorus. You might think that musical talent has to be developed when a child is young. Undoubtedly, you have seen your share of Suzuki violinists and heard these pint-sized kids playing classical violin pieces. But even Dr. Suzuki himself believed that musical ability could be developed through proper training and that it was not a talent that children are simply born with. So, maybe it is never too late.

If your child has played an instrument in elementary and/or middle school or sung in school choruses, tell your child not to quit now. While that might mean taking music as a subject for a grade in your high school and/or attending early-morning or late-afternoon practices and rehearsals, it is all worth it. Furthermore, it is worth it to continue with music lessons and performance groups through high school even if your child does not want to continue with music in college.

If it is too late for your child to learn to perform well enough to be in the performance ensembles at school—the orchestra, band, show orchestra, jazz ensemble, string ensemble, chorus, choir, or whatever your child’s high school has to offer—you could still consider music lessons after school. While we could go on and on about the value of playing an instrument or singing well—the discipline, the culture, the camaraderie, and more—the fact is that music is a great activity to have for life and a great activity to have for college applications.

2. Student Government

Being a member of the student government of a school is automatically a leadership position because it means that your child was elected by his or her peers to represent a class, a grade, or however your child’s school sets it up. We are the first to admit that student governments in high schools are sometimes ineffective and not useful for the students or the school. Nonetheless, the idea of student government is an important one, and colleges know that. So, if your child can run for the student government—as a class representative or as an officer—that is a good thing and should be encouraged. Starting down that road in ninth grade is also a good idea while most of the students are still new to each other and no cliques have formed yet. Plus, being elected in ninth grade could lead to being elected in later grades.

3. School Newspaper, Yearbook, Literary Magazine, Etc.

Writing for any school publication is the kind of academic-flavored activity that can be impressive to colleges because it shows that a student is both competent in the valuable academic skill of writing and willing to take on extra work outside the classroom. But it is not only about writing. Artwork is also often needed on school publications; so, if your child is a talented artist or photographer, then school publications are also a good choice. Working on a school publication also shows that a student is organized enough to meet deadlines and is able to work reasonably well with others inasmuch as all publications require some teamwork. Rising to a leadership position—like sports editor or editor-in-chief or art editor—also gets students points on the leadership scoreboard.

4. Debate, Speech, Model United Nations, Etc.

This is another set of academic-flavored activities, all of which require public speaking skills, analytical thinking skills, and the ability to think on your feet. Many high schools offer students the opportunity to participate in one or all of these. They typically involve competition within the school and with other schools—locally, statewide, regionally, and even nationally. These competitions give students a chance to earn awards of various kinds, all of which can be detailed on college applications. For students who are relatively smart and have enough confidence to speak in front of others and argue persuasively in front of others, these kinds of activities are a great choice.

5. Theater

Who doesn’t love a school play—whether it is a traditional drama, like 12 Angry Men, or a classic musical, like The King and I, or a more modern, contemporary piece that most of us never heard of? If your child has any acting talent—or dancing talent or musical talent—then you should encourage auditioning for any school play coming up. If your child loves the theater or movies or even television, then you should encourage auditioning for any school play coming up. And remember that there are plenty of behind-the-scenes roles for students, too—stage crew, technical crew (like lighting and sound), set design and construction, costumes, props, even advertising the production.

Putting on a play is all about teamwork, and working on a play demonstrates that your child has those valuable skills. Theater activities can also be great practical experience for students who imagine themselves with college majors in theater, fashion design, architecture, interior design, art, music, dance, and even business. Putting on a play usually requires a substantial time commitment, which can be proudly noted on college applications that ask students, as many do, how many weeks and how many hours per week they engaged in each activity on the list.

6. Service Organizations

Many schools have various clubs and groups that serve others in the school community—peer tutoring, tutoring younger students, working in the library, maintaining school computers, working in the school office, volunteering in summer orientation programs for incoming ninth graders, and more. Doing this kind of volunteer work shows colleges that a student is responsible, dependable, caring, and concerned for others. It shows that a student can work well with classmates, with younger or older students, and/or with adults. It shows that some adult in the school thought a student was reliable enough and perhaps smart enough to do the work being asked of him or her. If these kinds of service assignments are available at your child’s school, they are a good way for your child to demonstrate lots of skills and traits that colleges are looking for, especially if your child does not do volunteer work in the community or have a paid part-time job outside of school time.

7. Specific School Subject or Future Career Clubs

There are many clubs that are focused on a school subject or a future career choice, sometimes sponsored by outside professional and nonprofit organizations—for example, the French Club, the Math Club, the Physics Club, the Robotics Club, the American Society of Civil Engineering Club, Future Farmers of America, and so on. These subject-specific clubs may give students an opportunity to get to know individual teachers better (which is especially helpful in the future when college recommendations are needed), and these career-oriented clubs may give students an opportunity to get to know professionals working in a field they are interested in (which is especially helpful in the future when a summer internship might be sought). As with all clubs, they give students a chance to form friendships outside of the classroom and, in some cases, such as a Robotics Club, give students a chance to learn how to work as a team.

8. Athletics

Some college applications have a separate question about athletics, and it is a shame not to have anything to say in that spot. Athletics includes club sports, intramural teams, junior varsity teams, and varsity teams; and, of course, athletics includes both individual sports and team sports. Students who are good athletes—or even great athletes—will, not surprisingly, have a lot to say at this point on a college application. They will often play more than one sport a year and may even be the captain of a team. As always, showing that your child played on a team throughout his or her high school years is the best case scenario, but that requires talent as well as commitment that your child might not maintain for four years. Participating on an athletic team indicates a lot of positive things to a college—even if your child is not pursuing an athletic scholarship and even if your child will not continue with the sport in college.

But what if your child is not a great athlete—or even a good one? What if he or she likes sports, but is not very talented? Then, encourage your child to play on intramural teams or on noncompetitive club teams.

Or consider getting your child lessons so that he or she is engaged in athletics, but not necessarily on school teams—for example, fencing, boxing, or karate, which are all individual sports likely requiring lessons outside of school and could all be started as late as high school. Summer athletic programs can also serve as an alternative to school athletic teams in some sports, like fencing.

9. Private Lessons

We have just talked about private lessons in various sports. And, of course, there are private lessons in instrumental music, vocal music, visual arts, dance, gymnastics, and more. If your child is taking any private lessons outside of school, they should be included in his or her list of activities. A commitment to some of these takes up hours and hours of a child’s time every week. For example, a student who is not serious about dance, but enjoys hip-hop, might spend an hour and a half in a hip-hop class once or twice a week; a student who is serious about dance is more likely to spend 10 to 15 hours a week in ballet, modern, and tap classes. Colleges want to know what students are doing with their time outside of school and whether that time is being used productively. Clearly, taking private lessons is one productive use of that time.

10. Community Activities

There are many kinds of community activities that students might engage in—from playing on competitive travel sports teams to taking classes at community centers to playing in community musical ensembles to participating in Boy Scouts or Girl Scouts to working with community theater productions on stage or backstage to going on service trips with church groups. All of these are interesting and valuable ways for your child to use free time, and all of these should be included in his or her list of activities on college applications. These community activities can be especially important for your child to seek out if your high school does not have an array of after-school activities or if your child’s commute to school or responsibilities at home, such as picking up a younger sibling from school, make it difficult to stay late enough to participate in many after-school activities.

 

Internships, volunteer work in the community, and paid employment will be discussed in our next episode.

One Final Note: Some college applications ask whether the student plans to continue each activity while in college. When filling out the application, your child should think hard about that. If there is an activity—and, hopefully, there is more than one—that your child has a continuing interest in, make sure that he or she checks that box. Colleges want to see that students are bringing more to the campus than what they bring to the academic classroom. That is part of what makes a college campus a great place to live and learn.

Remember that activities during the high school years are more important to have when applying to selective colleges. But because a child does not know in ninth grade what kinds of colleges he or she might want to attend or might be eligible for, engaging in activities can prove beneficial in the short run and in the long run. Besides, extracurricular activities make high school life a whole lot more interesting.

Listen to the podcast to find out about…

  • Inventing 21st century activities, like student-created online publications, blogs, and podcasts
  • Turning a hobby into an activity for college applications
  • Taking online courses instead of private lessons

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