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Admissions Activity

Admissions Activity. You are the admissions officer 5 candidates  Accept: 1 or 2  Deny: everyone else. Judging Applications Activity. Here are 5 students that you get to be the judge of whether they get accepted into the schools they desire based on the following criteria: Academic rigor

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Admissions Activity

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  1. Admissions Activity You are the admissions officer 5 candidates Accept: 1 or 2  Deny: everyone else

  2. Judging ApplicationsActivity • Here are 5 students that you get to be the judge of whether they get accepted into the schools they desire based on the following criteria: • Academic rigor • Love of learning • Excellence • Passion • Leadership

  3. Student 1 • Gender: M • Nationality: USA • Race: White • Home State: NY • Academic Summary: Ranks 4th/ 250 students A’s in all courses since 9th grade Mix of honors and regular level courses in 9th and 10th grade All honors courses in 11th grade All honors and 1 AP course in 12th grade His school offers AP course in 8 subjects. • SAT: Math 780, Critical Reading 760, Writing 750 • SAT II: 720, 790, 730 in English, Math, and French

  4. Student 1 • Academic Interests: Wants to study math and computer science in college and has an interest in technology. • Activities: 1) Computer Science club, 4 years 2) French Club, 4 years 3) Math Club, 4 years 4) Yearbook Staff, 3 years 5) Service Learning Club, 4 years 6) National Honor Society 7) Math Team, 3 years 8) Drama Club-- Lighting and Sound for school plays • Interview: Interviewer noted that the student clearly had the ability to succeed academically and had a facility for academics. The student was confident, albeit a little quiet, and would probably enjoy academic success while in college. Overall, the interviewer was impressed by the student’s academic record.

  5. Student 1 • Academic recommendations: Teachers said the student was a pleasure to have in class and was consistently one of their highest performing students. Always did assignments accurately and correctly, generally resulting in one of the highest grades in class. While the student didn’t really question much intellectually in his work, it was generally going to be A level work. • Essay: Student wrote an interesting piece on why he likes computer science, and how his interest in technology is motivated by wanting to contribute to the world by making it an easier place to do everyday things. The essay was well written.

  6. Accept or Reject?

  7. Not Admitted • Student 1: He was denied admission. His grades and test scores were strong, but the rigorof his curriculum was questioned. In addition, although he had a long list of extra-curricular activities, there was more quantity than quality. His participation lacked leadership or excellence. Finally, the interviews, recommendations, and essay revealed no real love of learning or intellectual curiosity.

  8. Student 2 • Gender: F • Nationality: USA • Race: African American • Home State: Minnesota • Academic Summary: Ranks 14th / 90 students Overall average of B+ Strongest grades were in English and literature (A’s). Weakest were in Math and Science (B’s). Graduated from a rigorous high school Her curriculum has comprised of all honors in 9th and 10th grade, All honors courses and 2 AP courses in 11th grade All honors and 4 AP course in 12th grade. Her school offers AP course in 7 subjects. • SAT: Math 770, Critical Reading 790, Writing 760 • SAT II: 720, 720, 730 in English, Math, and Spanish

  9. Student 2 • Academic Interests: • Loves writing and poetry and wants to major in English literature in college. • Activities: • National Honors Society, President • Piano—has performed with the Minneapolis symphony, New York symphony, and has ranked as a top-10 pianist in every major national competition. • Founder, Black Service Forum: she founded a non-profit organization to give underprivileged African Americans the opportunity to serve others in various capacities. The idea was to give those at risk of street crimes and gang membership an alternative path—service. The organization began in 9th grade with 4 members and by 12th grade, there were 75 members actively serving.

  10. Student 2 • Interview: Interviewer noted that the student clearly had an unusual intellectual curiosity and passion for her academic interests. Her ability to discuss literature reflected an intellectual maturity and meaningful level of insight. • Academic recommendations: Teachers said the student was a gifted writer and an intellectual leader in literature courses. She actively contributed to class discussions, often leading them informally with her insights, and had a real passion for the subject matter. An uncanny level of intellectual curiosity. • Essay: She wrote a moving piece about why she founded the Black Service Forum, and what she learned from it. Her sense of passion for her work was evident throughout the essay, as was her love of learning. The essay was extremely well written.

  11. Accept or Reject?

  12. Not Admitted • Student 2: She was denied admission. Her curriculum was challenging, and her test scores were strong. However, her GPA and grades were lower than they should be, and as a result, her academic index score (on a 240 point scale which will be discussed in the presentation) was low. Her extra-curricular portfolio was excellent, and she demonstrated a high degree of intellectual curiosity, but ultimately, in a competitive process where there are other choices, she just didn’t have it all. There was a push to wait-list her, but she didn’t make it through committee.

  13. Student 3 • Gender: F • Nationality: India • Race: Asian American/Indian • Home State: N/A • Academic Summary: Class Valedictorian with the highest results possible in the most challenging curriculum available. • SAT: Math 750, Critical Reading 750, Writing 730 • SAT II: 770, 730, 760 in English, Math, and Chemistry • Academic Interests: Loves science and wants to be pre-med in college.

  14. Student 3 • Activities: 1) Photography: developed an unusually high skill in photography and created a portfolio of extraordinary shots of some difficult social situations in India. After some works were published, she was sponsored to travel to Tibet and China to photograph risky political movements that she did in tandem with a Newsweek photographer. Newsweek is calling her one of the most talented up-and-comer photographers they have ever seen. Her work was submitted to this college’s department of fine arts, and Professor’s testimony is “of the highest quality-- must take her”. She spends some 20 hours a week traveling around adding to her portfolio. 2) Founder, Youth Leaders Initiative: she founded an organization that taught other young people in her community how to be leaders. Through her photography, she learned about where some important leadership opportunities were in the underprivileged world, and she was able to network and bring in important leaders to train members of her club. She is comfortable that the organization she built will continue after she lives, bringing in new students, teaching them to lead, giving them major projects to lead, and serving others. She noted this was a 10 to 15 hour a week project, and most weekends as well.

  15. Student 3 • Interview: What drive and ambition! The interviewer gushed and gushed about her endless energy. She was floored by how humble the student was, and the interviewer almost felt lazy around her, since the student was so motivated. How could she do so much and have time to study? The interviewer was convinced that the student would take full advantage of the resources available to her on campus, as well as serving as a student leader in some capacity. • Academic recommendations: Teachers called her the best student they had taught in years. Her love of learning was extraordinary, and she had a real passion for her academic interests as demonstrated by how she tied her extra-curricular interests to her academic interests. • Essay: She wrote an excellent essay about her motivation to found YLI and what she wants to do in the future, and how it relates to her decision to study medicine. She related it very well to how photography served as a stepping stone to seeing how she “fits in this world”, and how she can make a difference. The essay took a risky topic (idealism) and made it very credible. The essay gave a real sense of who she is, what her fears are, and made her a feeling human.

  16. Accept or Reject?

  17. Admitted • Student 3: She was admitted. She had it all: academic success in the most rigorous curriculum available. Her extracurricular activities were exceptional, and her essay, interviews, and recommendations demonstrated a true love of learning, intellectual passion and curiosity, and a real sense of who she was.

  18. Student 4 • Gender: M • Nationality: USA • Race: White • Home State: Texas • Academic Summary: Ranks 3rd/290 students Average of A Graduated above average All honors in 9th and 10th grade All honors courses and 3 AP courses in 11th grade All honors and 5 AP courses in 12th grade His school offers AP course in 9 subjects. • SAT: Math 800, Critical Reading 800, Writing 800 • SAT II: 790, 770, 740 in English, Math, and Physics

  19. Student 4 • Academic Interests: Likes math and wants to get into business. • Activities: 1) National Honors Society, President 2) Varsity soccer team captain 3) Editor-in-Chief for school newspaper 4) Senior class president 5) Math team captain

  20. Student 4 • Interview: Interviewer noted that the student liked math because “he was good at it”, and generally seemed to do very well in school. The student liked all his courses and noted a preference for economics because he liked business. He wants to be CEO of a company someday and ultimately give back to society as he grows professionally. • Academic recommendations: Teachers said the student was a good student who was reliably a top-performer on all tests. They liked having him in class and were confident that he would excel academically in college. They urged that we accept him and thought he would be an asset to the class. • Essay: He wrote a very interesting essay about being on theVarsity soccer team, and what he learned from playing, including the importance of teamwork, unity, and the sense of motivation from competition. He also noted that he had learned persistence, never giving up, and the spirit of winning.

  21. Accept or Reject?

  22. Not Admitted • Student 4: He was denied admission. In many respects, this student is the classic applicant to a tier one school. He has great grades, great test scores, and a pristine list of activities and leadership. These types of students are the most surprised when they get rejected because they ask: “what more could I possible have done”? The answer is that colleges reject “perfect” students all the time if they are “perfect on paper” but have not demonstrated that they are intellectual leaders. The conclusion was that he got good grades to get good grades; he was prepared for the tests and did well; but he had no real insight as to who he was; he wasn’t self-aware or reflective; and he had no real intellectual interests or passions.

  23. Student 5 • Gender: M Nationality: USA Race: White Home State: CA • Academic Summary: Ranks 5th/490 students Overall average of A Graduated from a rigorous high school All honors in 9th and 10th grade All honors courses and 2 AP courses in 11th grade All honors and 3 AP course in 12th grade Her school offers AP course in 9 subjects. • SAT: Math 770, Critical Reading 740, Writing 700 • SAT II: 700, 750, 740 in English, Math, and U.S. History

  24. Student 5 • Academic Interests: Likes math and chemistry the most but has no idea what he wants to pursue in college. Also has no real career plans. He views college as his chance to explore. • Activities: 1) National Honor Society, President. 2) Star player on the Varsity basketball team. Being recruited by various schools. Considered one of the top prospects in the country. 3) Editor in Chief of school newspaper. • Interview: Interviewer noted that the student gave excellent, concrete examples of leadership on and off the basketball court, and felt that the student did a good job relating basketball to real leadership. Worried that the student would be a “dumb jock”, the interviewer probed for academic passion and was pleasantly surprised by the student’s demonstration of intellectual curiosity and a love of learning.

  25. Student 5 • Academic recommendations: Teachers said that the student was engaged, interested, and an in-class leader. He was not interested in grades as a motivator, but instead genuinely interested in expanding his mind. They thought he was an excellent role model. • Essay: He wrote an unusual essay on an all-too familiar topic: being a member of the basketball team. In the essay, he explains of a couple of key turning points in the season, when things were going poorly, and how he rose to the occasion, even though he was not the team captain. His essay on the importance of stepping-up as an informal leader was an inspirational read. It gave a very unusual perspective on the topic. The essay did not focus on winning, or provide an uplifting story about how the team won at the last minute of a championship match because he shot the winning, improbable shot. Instead, it was a thoughtful, reflective, humbling piece about turning things around at the bottom—it was something the reader did not expect and did not see it coming! Refreshing.

  26. Accept or Reject?

  27. Admitted • Student 5: He was admitted. Like student 3, he had it all. Great grades and test scores, but unlike student 5, he was motivated by a real love of learning and intellectual curiosity. And his essay revealed a real sense of self. It is totally ok that he has no clear path or plans; colleges encourage exploration. And they knew that with his track record of demonstrated love of learning, he’d make full uses of the college’s resources.

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