Brunswick Academy

 

 

 College Counseling Handbook

 

for Juniors and Seniors

 

 

2007-2008

 

 

 

 

Deborah R. Owen

Director of Guidance

owend@telpage.net

 Telephone:  434.848.2220

Fax:  434.848.0950

 

TABLE OF CONTENTS

 

 

 

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GUIDANCE AND COUNSELING

 

The Brunswick Academy Guidance/College Counseling Office supports the Mission Statement of Brunswick Academy that reads

The mission of Brunswick Academy, in cooperation with its parents and

community, is to provide in a trusting environment instruction which affords

our students a foundation on which to build their lives.

 

            To this end the guidance program strives to fulfill the expectations of the Board of Directors and administration of Brunswick Academy. The focus of the counseling office is to

be on college planning for juniors and seniors.

 

            Counseling in grades nine through twelve is provided by the guidance counselor in cooperation with the administration, faculty and staff. The guidance counselor works with students who are referred by the administration, teachers, parents, or themselves. In addition, the guidance counselor meets with parents and arranges parent conferences with individual teachers or in a group setting. Parents, teachers, students, administration, or the counselor may initiate these conferences.

 

            College counseling services are provided primarily for students in the sophomore, junior, and senior years. Group sessions for sophomores and juniors are held relating to PSAT testing. These include a pre-testing session for preparation and a follow-up session held at night. This follow-up session is not only for PSAT results but college planning as well. Parents are invited to attend this session with the students.

 

            The counselor arranges individual conferences for juniors and seniors to discuss college choices and career interests. Particularly for the juniors, parents are encouraged to be present for these conferences. Normally they are scheduled for 3:00 P.M., immediately after the close of school, to enable parents and students to attend together. These conferences help parents and students understand the college planning process for their busy senior year.

 

            A night workshop is scheduled in January for the parents of seniors and juniors to understand the financial aid process and the forms to be completed. Normally a representative from Southside Virginia Community College conducts this workshop. The guidance counselor provides parents with helpful planning materials as well.

 

            The guidance department has a resource center. College catalogs, brochures, CDs, and videos are available for colleges and universities within Virginia as well as those in other states. These items are placed in alphabetical order for ease of use. Military information is also available.

 

            Two sections of materials are available for student and parent use: one deals with college planning tools as well as financial aid and scholarship information; the other contains career planning information. Students may work individually with these materials.

 

            Various brochures are also available to students and their parents. There are PSAT information materials, SAT Registration Bulletins, SAT Critical Reasoning Test Sample Question booklets, SAT Subject Test Sample Question booklets, ACT Registration Packets, and ACT Sample Questions and Use of Results booklets.

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            The counselor sets up recruiter meetings for college/university representatives or the military to meet with interested students, discuss their programs, and answer their questions or concerns. A list of the appointments is posted to notify students of the appointments.

 

            Scholarship information is available in the guidance office. A blue scholarship folder contains information received in the guidance office. Presently an effort is being made to place scholarship information on the Brunswick Academy website. This posting will make for greater ease for parents and students in obtaining scholarship information.

 

            Seniors may bring their completed paper college applications to the guidance office where the counselor reviews them. Most schools are encouraging the use of on-line applications and we support this effort. Students are asked to furnish in writing to the counselor a list of the schools to which they want Secondary School Information sent (an official copy of their transcript, school profile, test scores, and letters of recommendation, if requested). Please note that it is the student’s responsibility to ask Mr. Newsom, teachers, the counselor, or others for letters of recommendation. The student can request that the letters be sent to Mrs. Owen to include with her mailing of the other secondary school materials.

 

            Students’ records for the upper school are housed in the guidance office. The record includes grades, community service hours, standardized test results, letters of accomplishment, and so forth. These are available to students, parents, and educators for review. A signed release of records is necessary for mailing them to the desired institution. After graduation, seniors’ files are moved to the alumni files.

 

            If students or parents have questions about any aspect of college planning, or any other concerns, they should feel free to schedule an appointment with Mr. Newsom or Mrs. Owen or telephone them. Our desire is to work cooperatively with parents, students, and faculty/staff to bring about desired mutual goals. Brunswick Academy is a family in the true sense of the word and we strive for the best for each of our members.

 

            The rest of this handbook is a specific outline for college planning. We want to thank St. Anne’s-Belfield School for their assistance with this handbook. Our hope is that it will prove to be a helpful tool to you.

 

 

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The Application Process

 

Applying to college is a daunting challenge. Where does one begin? It is the purpose of this handbook to remove the mystery of the college application process that causes many parents and students great concern. This handbook will outline the answers to various questions and concerns that families have and, hopefully, will provide the necessary assistance to making the application process easier.

 

A person is not expected to read this handbook from cover to cover; it should be used when needed. The material is organized in the same order in which it will be needed in the application process. Furthermore, it is indexed in such a way that answers should be readily accessible. If there is a topic that is overlooked or that we have not sufficiently addressed, please let us know. If we do not know the answer, we shall do our best to find the answer.

 

The college application process requires hard work and diligence. Students who are serious about the process should develop a realistic list of schools for consideration and obtain materials in a timely manner. If they observe deadlines and maintain close communication with their college counselor, they are more likely to be successful with their quest.

 

Parents can be very helpful in the college application process. This handbook suggests various appropriate ways that parents and their children can work together in this venture. Remember that parental over-involvement encourages student passivity. Neither parents nor counselors can supplant the student’s active engagement and responsibility.

 

Although the formal work of the application process does not begin until the spring of the junior year, preparation for college has been taking place throughout the upper school years, and indeed, throughout the student’s entire school career. Admission to college is the culmination of five years of hard work, appropriate course selection, responsibility for learning, and interests explored and developed.

 

The mission statement of Brunswick Academy reads

The mission of Brunswick Academy, in cooperation with our parents and community, is to provide in a trusting environment instruction which affords our students a foundation on which to build their lives.

Our school faculty and staff strive to help students learn who they are and how to set goals for whom they wish to become. This should be a positive experience in self-discovery and a valuable opportunity for student, parents, and faculty to work together for the betterment of all.

 

Our goal is to assist each of our students in his/her quest for selecting the most appropriate individual college choice. We recognize the right of each student to strive for the choice(s) that he/she and family select. The goal of the Brunswick Academy College Counseling Office is to help each child be successful and gain admittance to his/her choice of school(s). While we recognize that this expectation is not always possible, we continue to work with the child and his family recommending various options in this endeavor.

 

We look forward to working with each of you through the college application process, and anticipate with high expectations the achievement of our mutual goals. Let’s begin…

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Junior Year

 

Throughout the year:

·         Consider your career interests and plan a career path for the future.

·         Carefully select the most appropriate courses to achieve your goals for the future.

·         Work on achieving the best academic record possible.

·         Choose one or two activities to pursue in depth and look for leadership opportunities.

·         Maintain a record of your extracurricular activities, work experience, and community                                                                                    service. Imagine your resume. How would it look? Begin to create one on your computer

and update it as your proceed through the upper school.

·         Monitor announcements of college events and representatives. Try to attend as many sessions  as your schedule and interest will permit.

·         Explore websites for college information. Consider www.collegeboard.com, www.vacareerview.org , and other pertinent sites.

·         Monitor the websites of schools of interest. Attend open houses if possible. Schedule an appointment with an admissions counselor at the schools of high interest. Request and take a tour of the campus. Ask pertinent questions. Visit the financial aid office for information. Seek and obtain scholarship information.

 

Fall:

·         In October, travel to Southside Virginia Community College in Alberta, Virginia for College Day to visit with college representatives and collect helpful materials for college applications.

·         In October, take the PSAT. The counselor will provide sign-up materials as well as a    preparation booklet at least one week prior to the administration of the PSAT.

·         Actively use the Internet and the resources in the College Counseling office to explore colleges that interest you.

·         Take virtual college tours on the Internet.

·         Make a list of the schools to which you may want to apply in your senior year.

 

 

Winter:

 

·         Continue your research through guidebooks and the web.

·         Schedule an appointment with Mrs. Owen. (It would be helpful to have one or both of your parents or a guardian, if applicable, to be present for this meeting. In this way we, hopefully, will all be “on the same page” in terms of planning and expectations.) We shall evaluate your transcript, update cumulative grade point averages (on both the 100-point scale and the four-point scale), review your standardized test record and organize an appropriate standardized test schedule, discuss your career goals and aspirations, discuss your potential college list, learn how the actual application process will work, and relate other areas of interest.

·         Continue to update your resume of your activities, service, and work experience. Bring a draft of this resume to your first appointment.

·         Continue to make plans to pursue study or interests, to do community service work, or to take a job.

 

 

 

 

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Spring:

·         Participate in the Brunswick Academy PTO Career Fair to learn about various careers.

·         Research career areas. The website, www.vacareerview.org is very helpful.

·         Continue to research schools of interest.

·         Print some college applications from websites of interest to see what is expected on an      application.

·         Prepare a list of colleges/universities that are of interest to you. As you identify these schools, make your interest known to the institutions via letter or e-mail.

·         As advised by the athletic director and coaches at Brunswick Academy, write to coaches and others of special interest.

·         Visit colleges/universities during Spring Break or at other times as possible.

·         Note SAT Subject Test (formerly called the SAT II) requirements for schools that interest you and plan accordingly. Consult this guide, your teachers, and your college counselor about an appropriate testing program. Register for the tests, particularly the May and/or June tests as applicable.

·         Check the Financial Aid requirements for schools that interest you.

·         Plan a senior year schedule that will be challenging yet still allow you to pursue special interests.

·         Schedule a final spring or summer appointment with your counselor to evaluate your transcript, update cumulative grade point averages (on both the 100-point scale and the four-point scale), review your standardized test record, discuss your potential college list, and relate other concerns of interest.

·         Take the Southside Virginia Community College placement tests for senior year dual enrollment classes.

·        Monitor local civic clubs for scholarship information in order to be prepared for the senior year. Check by Mrs. Owen’s office for forms used by the seniors.

                                                                     

 

Summer:

·         Now that you have your SAT scores and your cumulative GPA, continue to develop a three-tiered list of schools—those at which you are likely to gain admission, those at which you think you will be competitive for admission, and those which you know are a stretch, but at which you think you have at least a chance of admission. (Remember, in the final analysis, the decision as to where you apply is your decision and your parents. Your counselor will assist you in any way to help you apply wherever you so desire!)

·         Visit colleges and universities.

·         Write for applications and financial aid forms or download them from the websites.

·         If you are planning to apply Early Decision, contact teachers and others to ask for recommendations as soon as possible. Be sure to inform them of the due date.

·         If you know which teachers you wish to recommend you, write to them now. Many receive multiple requests; get yours in early!

·         Spend some time thinking about the essay you may have to write. A sample of topics is included in the Essay section of this handbook.

 

               

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How Parents Can Help Their Juniors

• Encourage your child to set goals at the beginning of the pre-freshman year to develop the kind of record that will make possible the widest range of college admission options. While it is true that some students do not become as serious about their choices until their junior year, the official record (transcript) begins with some classes taken during the eighth-grade year. The longer a student procrastinates in doing his or her best work, the harder it becomes to achieve the type of record that might later be desired for the schools of choice.

 

• Encourage your child to keep a running list of activities and use it both as a record and as a diagnostic tool to determine further interests to be explored.

 

• Talk with your child about realistic college options as well as steps in general that students can take to make those options realities.

 

• Encourage your child to pursue special interests and to research actively those institutions that offer programs that will support those interests.

 

• Attend the PSAT Workshop for students and their parents in December to hear an overview of how the college counseling process will work and to ask questions.

 

• Promptly schedule the first college-counseling visit at the beginning of second semester.

 

• Bring to that visit the completed Parent Questionnaire, a document that is extremely valuable to college counselors in providing information unique to parents. It is very important in relating information in the letters of recommendation for your child.

 

• Make clear to the college counselor any special needs, such as financial constraints or family concerns.

 

• Support your child’s desire to visit appropriate colleges during free time. If you visit together, let him/her react before you do!

 

• Listen to your child. His/her aspirations may be quite different from your own.

• Encourage your child to take responsibility for the admissions process. When counselors or parents are too directive, students are likely to assume a passive role.

 

• While the primary relationship is between student and counselor, parents should never hesitate to contact the counselor to ask questions, seek clarification, or simply to express concern. Phone calls,

e-mails, and office appointments are welcome.

 

• Help your child structure a productive and interesting summer program. 

• Remember that the college admissions picture has changed significantly in recent years. Many institutions are far more selective than they formerly were!

 

• If your child seems reluctant to discuss college options or seems disengaged from the process, let Mr. Newsom or me know. It is usually far more productive for us to intervene than for you to push. We will be certain to let you know if we are concerned.

 

• Remember that this is likely to be an anxious topic for everyone. Acknowledging that concern will make it easier for your child to talk freely about it.

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Suggestions for Senior Year

• Meet with your College Counselor within the first month of school to review your list of schools. (Most students apply to three or four schools. Some students may apply to more. That decision is your choice. It is recommended by many counselors not to apply to more than ten schools. Some counselors recommend six schools to increase the chances of being accepted to at least two. We are positive and hope that you will be accepted to all schools to which you apply, but we also have to be realistic in this time of great competition.)

 

• Closely monitor all college representatives who are visiting our school as you may be interested in visiting with them for further information or clarification. Observe postings in the hallway near the guidance and principal’s office for college information. Keep visiting the websites of the colleges/universities in which you are seriously interested for updates and further information.

 

• Remain in active contact with your counselor to address any questions or concerns.

• Visit colleges as your schedule permits.  Arrange interviews if the colleges to which you are applying offer them.

• Maintain a current record of your activities, community service, and work experience in the guidance office. Let your guidance counselor know as you need to update it. (It is also recommended to maintain a record on your computer at home.)

.

• Make certain you have asked two teachers who know you well to write on your behalf. In general, it is best to ask a junior or senior year teacher.

 

• If there are others, such as a coach or an employer who know you well, ask them to submit a letter of recommendation to be sent by your College Counselor, as well.

 

• Make absolutely certain that you know the admissions requirements and deadlines for each school to which you are applying!

 

• Continue to take standardized tests according to the schedule you have developed with your counselor.

 

Final Step:

 

• Submit the FAFSA or CSS College Profile, if you will be applying for Financial Aid.

• Submit to your college counselor a final list of schools, deadlines, and the names of  those persons who will write your recommendations.

 

• Plan a timetable for completing your applications.

• Give your closest attention to your essays. Make certain that you have gone over them with your college counselor or English teacher or both before you submit them.

 

• When possible, apply on-line. Always print a copy.

• Once the application process is complete, continue to be the kind of student and school citizen that will make you attractive to the schools to which you have applied.

 

• Be certain to notify your college counselor of each decision as you learn it. Let those others who wrote for you know of your acceptances and thank them for their support.

 

• Once you have received all of your acceptances, reply by May 1 to all of them, indicating your choice. Sample letters are included in this handbook. This simple step is not only good manners; it may be helpful to those students who apply after you.

 

• Let your college counselor know if you wish to remain on a wait list.

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How Parents Can Help Their Seniors

 • If you are applying for institutional financial aid, complete the CSS College Profile as promptly as possible.

 

• If you are applying for federal financial aid, complete the FAFSA as it becomes available. (Please see the Financial Aid section.)

 

• Help your child assume responsibility for the application process by expressing interest, raising questions, and responding to requests without taking over the process yourself.

 

• Recognize that the harder we push, the more likely children are to resist. If someone has to be the heavy, let it be the college counselor.

 

• Talk with your child about developing a final list of schools. Encourage him/her to be realistic.

• Make plain to your child that you will support every aspect of the process, but that obtaining forms, distributing them to the appropriate teachers, developing a final resume, writing essays, sending SAT scores, and observing deadlines are his/her own responsibilities.

 

• Encourage your child to attend all senior class college meetings promptly and attentively, including the several informational and organizational meetings.

 

• Encourage your child to continue to take advantage of the visits of college representatives.

• Encourage your child to share his/her essays with you and with his/her English teacher and/or

the college counselor. Remember, however, that the essays must be the student’s own expression.

 

• Once the application process is complete, encourage your child to be the kind of student and school citizen that will make him/her attractive to the colleges to which he/she applied.

 

• Stay in touch with the college counselor if you have questions or concerns. Let your counselor be of help.

 

• Recognize that this is an anxious time for your child, although he/she may not acknowledge it. The more open we are about expressing a realistic confidence in our students, the more supportive of them we will be.

 

 

 

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SELECTING A COLLEGE

 

            College selection is a process that requires research as reflected in “good old hard work.” With over 3,000 colleges and universities in the United States, many choices are available. The sooner you begin to decide what it is that you wish to gain from your college experience, the more likely you are to develop a list of schools that is right for you. Your goal is to find a school that is best suited to your learning style, your goals, and your personal requirements.

 

            Begin this process with an open mind, and take the time to do your research carefully. Generating a list of schools that will be important to you will be the reward of your hard work. If you have done your work well, you will be surprised with your selections. You may even have on your list some schools that you had not heard of before.

 

            To begin your research, consider guidebooks, the web, view books, information sessions held at school, and other sources that you believe may be helpful. You may wish to consider the recommendations or opinions of teachers, religious leaders, counselors, doctors, friends, and family regarding schools.

 

Let the topics that follow guide your thinking and stimulate questions. Evaluate the information that you are given. Listed below are questions to consider. The list is not exhaustive; you will have many more of your own.

 

1. Location

• Distance from home

·  In-state or out-of-state school

• Climate

• Size of community - rural, suburban, urban

• Proximity to other colleges, cities, transportation, and cultural opportunities

 

 

2. Type

• Public, private, or sectarian

• Four year Liberal Arts

• Comprehensive University

• Engineering or Technical College

• Military School

• Professional School

 

 

3. Student Enrollment

• Percentage of graduates to undergraduates

• Size of freshman class

• Male/female ratio

• Percentage of minority students

• Geographic origin of students

• Percentage of Commuter/Resident students

 

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4. Admission

• Percentage of successful applications

• Mid-50% SAT range—and/or—ACT Composite range

• Testing requirements

• Is admission need blind, or is ability to pay taken into account?

 

 

5. Costs and Financial Aid

• Maximum-minimum total costs per year. (In addition to tuition and board, include

   fees, books, travel, and other incidental expenses.)

·  Difference between in-state and out-of-state rates, if applicable.

• Percentage of students with financial aid

 

 

6. Academics

• What courses are required?

• What are the requirements for graduation?

• What are the most popular majors?

• Is there an honors program?

• Does the school offer study abroad? Exchange programs? Internships or cooperative

   programs?

• What is average class size?

• What percentage of classes is taught by professors? What percentage by teaching

   assistants or graduate students?

• How does academic advising work?

• What characterizes the academic atmosphere? (competitive, relaxed, energetic, etc.)

• How is the calendar organized? (semester, trimester, special winter or summer

   programs?)

• What kind of support and accommodations are available for students with learning

   disabilities?

 

7. Quality of Life

• What is the freshman attrition rate?

• What is the four year graduation rate?

• What is the percentage of flunk-outs, drop-outs, and transfers?

• How safe is the campus?

 

8. Living Arrangements

• Percentage of students who live on campus

• Are there sufficient rooms for all interested students?

• How are dormitories organized (coed, single sex, special distinctions: athletic dorms,

   honors dorm, language dorms, etc.)

• Are there enforced quiet hours?

• Are most rooms singles, doubles, triples, suites?

• How are freshman roommate selections made? Do you have any input?

• Are students required to eat on campus?

• What food plans are available?

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9. Libraries, laboratories and computer access

• How is the library system organized? (one main library or departmentalized by subject

   area?)

• Are all resources easily accessible to all students?

• Where do most people study?

• How extensive are the hours for libraries and other facilities?

• Does the library have open stacks? (i.e., can you browse shelves or are you only able

   to obtain books by request?)

• How accessible are labs to undergraduates?

• What hours are they available?

• Are computers available to all students?

• Are the dorms networked?

• What are the foreign language computer facilities?

 

 

10. Extra-Curricular Life

• How important are athletics to campus life?

• What intercollegiate and intramural sports are offered? How easy or difficult is it to

   become involved?

• What are the athletic facilities like? How accessible are they?

• Is there a Greek system? What percentage of students belongs?

• What social activities exist for those who do not join the Greek system?

• What cultural activities take place on campus?

• What facilities exist for theater, art, music, and dance? Are these facilities available to

   students outside these majors?

• How many students take advantage of cultural events and other opportunities offered

   in the community beyond the college?

• How accessible to students are facilities outside of the college?

• Is the college active in the life of the community (particularly in community service)?

 

 

 

 

 

 

 

 

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Useful Publications for Your Research

 

About the Process: These books provide excellent background material and a context in

which to approach the college search.

 

Colleges That Change Lives: 40 Schools You Should Know About Even If You're Not a

Straight-A Student, Loren Pope. (An excellent resource for broadening a college search.)

 

College Admissions: A Crash Course for Panicked Parents, Sally Rubenstone and Sidonia

Dalby. (Despite the name, this book is useful for students as well as parents.)

 

50 College Admissions Directors Speak to Parents, Sandra F. MacGowan and Sarah M. McGinty.

 

Letting Go: A Parents' Guide to Understanding the College Years, Karen Coburn and Madge Lawrence Treeger. 

 

Looking Beyond the Ivy League, Loren Pope. (An excellent resource for finding colleges outside the Ivy League schools that provide a similar educational experience.)

 

Playing the Selective College Admissions Game, Richard Moll. (An especially useful discussion for parents.)

 

Questions and Admissions: Reflections on 100,000 Admissions Decisions at Stanford, Jean Fetter. (This one's probably for those who just want to know more about how the process works.)

 

Scaling the Ivy Wall, Howard Greene. (Particularly useful for students in learning how to present themselves to best advantage to highly selective institutions.)

 

Selecting the Right College: Over 50 Little Known Tips From a College President, Norman

R. Smith. Wagner College Press.

 

Comprehensive Guides: Among the many such guides, the following are especially useful.

 

Barron's Profiles of American College

The College Board College Handbook

The Internet Guide for College-Bound Students (published by the College Board)

Lovejoy's College Guide

Peterson’s Guide to American Colleges

 

Narrative Guides: While these guides are not objective, they are perhaps most helpful in providing insight into each institution.

 

The Fiske Guide to Colleges, This is our favorite account of academics, quality of life and social life. It is easy to read and highly informative, pointing to strongest programs and providing suggestions for similar institutions.

 

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Rugg's Recommendations on the Colleges. This guide ranks strength of areas of study at a wide variety of institutions. It provides very useful information for the student who is seeking information about potential major interests.

 

Insider's Guide to Colleges: Compiled by Yale students, this one is fun to read, but it is definitely subjective!

 

Guides for Special Needs:

College Admissions Index of Majors and Sports

 

Guide to Performing Arts Programs

 

The Winning Edge: A Complete Guide to Intercollegiate Athletic Programs

 

The K & W Guide to Colleges for the Learning Disabled

 

Guides to Financial Resources:

The Scholarship Book: The Complete Guide to Private-Sector Scholarships, Grants, and

Loans for Undergraduates

 

Don't Miss Out: The Ambitious Student's Guide to Financial Aid

 

Useful Web Sites

www.collegeboard.com On this site you can register for tests, send your scores, complete the CSS Profile, complete a personal inventory to develop a preliminary list of schools, and even find practice questions for the SAT Reasoning Test (used for college admissions) and SAT Subject Tests (one-hour achievement tests also used for some colleges, usually for placement in classes, formerly known as SAT II’s), and find a link to the Fiske Guide. This site is perhaps the best place to begin.

www.usnews.com This site contains links to many colleges and universities, as well as a program that allows you to compare them.

www.collegenet.com This site allows you to access web pages of many colleges and universities, learn about financial aid, and even apply to a few schools on-line.

www.commonapp.org This is where you will find the Common Application on line, as well as information about which schools accept it.

www.campustours.com Here you can find campus maps, virtual tours, and in some instances, web cams.

www.collegeview.com This site allows you to search for schools by name or criteria.

www.reviews.com The Princeton Review site, it contains abundant information about the tests, rankings, admission tips, and contains a link to Apply! an on-line application program.

www.C3Apply.com Here you will find college applications, tours, searches, financial aid estimators and scholarship information.

 

 

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VISITING A COLLEGE

 

1.      Plan your visit as far ahead of time as possible.

 

2.      Try to go when the college is in session. If possible, include part of a weekend.

 

3.      Call or e-mail for an appointment with the person who deals with applicants from Brunswick Academy. Calling is more efficient if you are scheduling visits to more than one college.

 

4.   Be certain to find out when information sessions are held, whether the school hosts overnight visits, and whether it will be possible for you to visit a class.

 

5.   Try to visit a class in a department you are interested in pursuing and to attend the same type of class at each college you visit.

 

6.  Come armed with a list of questions.

 

7.  Ask whether the college wants you to bring with you a copy of your transcript, test scores, and our school profile.

 

8.  Fill out an interest card to let the school know you have visited.

 

9.  And be certain to

 

• Check out the recreation center.

• Check out the bulletin boards.

• Pick up a copy of the student newspapers.

• Eat a meal where students eat.

• Find out about student transportation and take it if possible.

• Ask to see a dorm room.

• Talk to as many students as possible. Do not let your tour guide be your only source of       information.

• Browse the most recent yearbook, usually found in admissions offices.

• Jot down your impressions when you leave.

 

 

 

                                                                                                                   

 

 

 

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THE INTERVIEW

 

 

The purpose of interviews is to give colleges an additional way to evaluate you as a candidate, to allow you to describe yourself more fully, and to give you the chance to ask questions which have not been answered by the catalogue or other sources. Although the interview may be important, it is rarely the most important part of your application, and many schools do not require or offer interviews.

 

The interview should be a comfortable and helpful exchange of information, not a mutual third-degree. You are expected to be somewhat nervous, but it should not seem as if you are taking an examination. Your genuine interest in the school should show. Be honest and sincere. Try to relax and be yourself. Avoid using vague language (“Like…,” “You know…,” “Sort of…,” “Whatever…!”) and try to be precise. If you would like to schedule a mock interview, I would be happy to help. Or, if you wish, why not consider asking a parent or friend to practice with you!

 

Before applying to a school, you will naturally want to determine the school’s interview policy. Interview types may include:

 

Required Interview: This policy speaks for itself and indicates that the school places weight on the interview.

 

Recommended Interview: Often qualified by the word "strongly." If an interview is recommended, by all means take advantage of this opportunity to enhance your chances of admission. Colleges will view this as a measure of your genuine interest in the institution.

 

Voluntary Interview: This interview comes as a result of your initiative and may or may not be given as a part of your evaluation. Be sure to ascertain whether or not this interview will bear on your application. Find out if it will be given by an admission officer or a student intern. If given by a student, it is less likely to receive serious weight, but it may be a very helpful way for you to gain information and ask questions.

 

Alumni Interviews: Some students will arrange for you to be interviewed by a local alumnus. Again, it is very important that you take advantage of this opportunity as an expression of your interest. These interviews are usually held after you have made application, and generally they carry as much weight as one held on campus. These interviews will vary in content, as will those with an admissions officer.

 

 

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Some Guidelines for Preparation for Interviews

 

• Be on time and make eye contact.

• Go alone. If your parents accompany you to the Admissions Office, they will not be allowed to                be with you during the interview, although they may be invited in for the last few minutes. When you first meet the admissions officer, introduce your parents.

• Take a current copy of your transcript, test scores, and our school profile. Leave them with the Admissions Office.

• Be aware of current national, state, and local affairs.

• If asked your opinion, give it and back it up with reasons.

• Try to find a way to mention your strengths -- non-academic as well as academic.

• Be prepared to answer questions about our school, your record, your test scores, your career plans, your interests, and the contributions you can make to the college.

• Do not ask questions that can be answered by reading the catalogue. Rather use the catalogue as a springboard for questions. For example, I noticed in your catalogue that you have a debate team. What other colleges do you compete against? How does one get on the team?

• Do not be afraid to ask questions. It always helps to write them out in advance, even if you do not refer to them during the interview.

• Feel free to ask about your chances for admission.

 

Be prepared to answer questions like these:

 

• Is our school your first choice? (Unless you are applying as an Early Decision candidate, a good answer would be, "I'm still not sure. I'm here to get more information.")

• What other schools are you interested in?

• Why have you applied to this school, or why are you interested in this school?

• If I were to visit your school for a few days, what would I find is your role in the school community? What are your most important contributions?

• Where and when do you find yourself most stimulated intellectually?

• What books or articles have made a lasting impression on you or your way of thinking?

• Do you have any contemporary heroes? Any historical ones?

• What have you read, seen, and heard about this school? What rumors can I confirm or deny?

• What are your reactions to various current events?

• What is truly important to you? What are your values and ideals?

• What are your special talents and interests? (If you're not asked this, find a way to work it into the conversation anyway.)

• What is your over-riding consideration in choosing a school?

• What do you expect to gain from going to college?

• If I could hand you my telephone and let you speak to anyone living, to whom would you want to talk? Why?

• How would you describe yourself to someone who did not know you?

• If our roles were reversed, what would you like to know about me so that you could make an intelligent and fair decision on my application?

 

 

 

 

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STANDARDIZED TESTING

The Six Types of Tests

 

PSAT/NMSQT – Preliminary Scholastic Aptitude Test/National Merit Scholarship Qualifying Test

 

This test is given in October to Brunswick Academy sophomores and juniors. The school registers all students. The format of the test is the same as the SAT Reasoning Test; therefore, it is a useful predictor of SAT scores, as well as practice for the test. Sophomores take this test solely to gain familiarity with this type of standardized testing; their scores do not count. As some of the sophomores will not yet have studied geometry, their math scores are not indicative of how they will perform in their junior year. Juniors take the test as a first step in preparing for the SAT Reasoning Test and as a basis for the National Merit Scholarship competition.

 

SAT Reasoning Test

This is a three-hour and 45 minute test that measures the core reasoning abilities students need to do college-level work successfully. These include critical reading skills, mathematical skills, and writing skills. It is not intended to measure academic achievement, although the test has recently been revised to follow more closely the high school curriculum. The test is offered on seven dates throughout the year: October, November, December, January, March or April, May and June. Although there has been considerable discussion lately about the emphasis placed on this test, most competitive colleges and universities still require SAT  or ACT scores, described below, for admission. The test is administered by the College Board; when one score is reported, all scores from previous tests are reported. Most colleges will combine testings and use the highest score the student has achieved in each area to arrive at a composite score. Most Brunswick Academy students take this test in May or June of their junior year. Since our exams are in June, some students prefer to test then after a week of preparation and review. Students should register for this test on-line at www.collegeboard.com.

 

 

SAT Subject Tests

These are one-hour achievement tests (previously known as SAT II tests) designed to measure knowledge and the ability to apply that knowledge in specific subject areas. It is possible to take three tests on a given test date. Some 4-year colleges require three SAT II tests; many require no SAT II tests at all. It is imperative that students check the requirements of individual schools in which they are interested in