A Course to Help Students Prepare for College ______________________________________________________________________ Welcome to CollegePrep-101! My name is Lance Millis and I will be your Instructor. It is my hope that after completing this course, you will be better able to make an educated decision as to a college, and have the tools to be successful once you get there. This course is intended to provide you with the information you will need as you embark on a major change in your life - deciding on and attending a college. Included in the lessons is information to help you prepare for college, select a college, ease the transition to college, and manage the changes in your life which occur during college. It is written with High School students in mind, but most, if not all of the information will be applicable to anyone involved in the process of selecting and attending a college (i.e. students, parents, grandparents, teachers, counselors, non-traditional students, those returning to college, etc.). In addition, the information will be useful to individuals planning to attend virtually any college or university, public or private. Each lesson will be written by someone I consider to be an expert in the given area. Most will be written by faculty, staff and students of Oklahoma State University, while some will be written by other individuals who have expertise in certain areas dealing with college. I have allowed, in fact asked, for the authors to write in whatever style they wished. The result is a very eclectic mix of writing styles and formats, which I hope is easy to read. The lessons are offered in two forms. First is the CollegePrep-101 Listserv (subscribe by sending a message to listserv@listserv.okstate.edu and in the body of the message, type: subscribe CollegePrep-101 yourfirstname yourlastname) Second is the self-paced CollegePrep-101 course available on the WWW (you're looking at it) which may be viewed and printed at your leisure. Although all parts of CollegePrep-101 are copyrighted, please feel free to share with your friends. Teachers and Counselors may also make copies for use by classes or groups. I ONLY ASK THAT NO-ONE MAKE ANY MONEY ON THEIR USE. To learn more about me and why I think I'm qualified to teach this course you may visit my homepage by clicking here. E-mail suggested educational links to me at lam2717@okway.okstate.edu CollegePrep-101 is sponsored by the College of Education and the Division of Student Affairs of Oklahoma State University, and is administered by the College of Education’s Office of Student Academic Services. ---------- SYLLABUS ______________________________________________________________________ To view a specific lesson, simply click either the Lesson # or the topic. LESSON SUBJECT CollegePrep-101 Homepage Lesson 1 Admission Standards Lesson 2 College Terminology Lesson 2 (Part 2) College Terminology (Continued) Bonus Lesson 1 Recruiters Lesson 3 Recruitment Materials Lesson 4 Application Process Lesson 5 Choosing a College Lesson 6 Campus Visits Lesson 7 Standardized Tests Lesson 8 Financial Aid Lesson 9 Scholarships Lesson 10 Campus Living Lesson 11 Roommates Lesson 12 Motivation Lesson 13 Transition to College Bonus Lesson 2 For Parents Lesson 14 Study Skills Lesson 15 Choosing a Major Lesson 16 Multiculturalism Lesson 17 Stress Management Lesson 18 Personal Responsibility Lesson 19 Time Management Lesson 20 Extracurricular Activities Lesson 21 Available Technology Bonus Lesson 3 Random Thoughts Lesson 22 Honors Programs Lesson 23 Academic Expectations Educational Links Page E-mail educational links to lam2717@okway.okstate.edu Thanks to those who helped produce this page MORE LESSONS ARE PLANNED IN THE FUTURE. Please feel free to e-mail suggested topics to me for consideration. Currently under consideration are lessons on issues related to those who are home-schooled, and transferring to another college. Thanks for visiting ______________________________________________________________________ For information about this page, send e-mail to Lance Millis. You may also want to visit my personal homepage Here. This and all parts of CollegePrep-101 are copyrighted by Oklahoma State University ---------- Lesson #1 Admission Standards ______________________________________________________________________ Hi gang, my name is Lance Millis and I’ll be your instructor for CollegePrep-101. Welcome to the first lesson of the inaugural course. Before we begin, I’d like to do a little housekeeping. First, you’re probably wondering who I am and why I think I’m qualified to tell you about preparing for college. Currently, I am an Academic Counselor at Oklahoma State University, in the College of Education. Before I was an Academic Counselor, I spent seven years as a University Representative (Recruiter) in the Office of High School and College Relations at OSU. I recruited students in Oklahoma, Kansas, Arkansas and Texas, and in High Schools of all sizes. I have a Bachelors Degree in Recreation Administration and Management with a Minor in Business Administration, from OSU, and I am currently working on a Masters Degree in Interdisciplinary Sciences, specializing in Management, Education, Ethics and Sensitivity. Second, so you’ll know what to expect in each lesson, the format will be as follows: Introduction of lesson’s subject Introduction of lesson’s author Lesson Additional comments from me (if necessary) Questions for additional discussion OK, on to today’s lesson. Since the purpose of this course is to prepare you for college, it’s only fitting that we start by covering Admission Requirements. This lesson will focus on admission concerns, list the entrance requirements for one school, then discuss additional criteria used by other universities. Today’s author is Gordon L. Reese. Gordon L. Reese is Associate Director of Admissions at Oklahoma State University. He has worked full-time at OSU since 1968, having started his career in the Registrar's Office in 1968, before becoming Assistant Bursar in 1979, and finally Associate Director of Admissions in 1988. He earned his Bachelor's degree in Business in 1975 and is active in both state and national professional organizations. ******************** GENERAL ADMISSIONS CONCERNS High school students who are contemplating going on to college after graduation from high school should begin the process of exploring and narrowing their selection of possible schools during their junior year. It is very important that the students obtain certain academic, scholarship and other financial information as early as possible. Many colleges require specific course work from high school in addition to performance requirements such as grade point average, rank-in-class, and/or standardized test scores such as ACT or SAT. While there is no substitute for high academic achievement in high school, some institutions may also require that the student prepare a portfolio or a resume containing honors and awards, potential for leadership, high school counselor recommendations, family financial situations, etc., while others may require essays or interviews as part of the selection criteria. It is very important that you know the admission requirements for each school you are considering as early as possible. In some instances schools may use all the above. Some of the most common factors affecting the student's final selection include costs, financial support, proximity of school to home, availability of major and perceived quality of the institution. Accordingly, students are encouraged to obtain as much information as possible pertaining to tuition charges and their projected increases, scholarship opportunities, financial aid and the qualifications required. In order to assess the quality of a university's academic programs, one should look at the number of faculty members with terminal degrees in their fields, the student-faculty ratio, retention rates of the freshman class, and 4, 5, and 6-year graduation rates, and the size of the library and the services it provides. Other useful information would include an in-depth look at the freshman class. What is their average ACT or SAT score? How many students ranked in the top 10%, 20%, 30%, etc. of their high school senior class? If at all possible, students are encouraged to personally visit schools prior to making their final decision. Get permission to sit in on a particular class or two. Visit the library, residence halls, student union, student athletic/recreational facilities, etc. to see if they meet your needs. Some questions you might want to ask are how late does the library stay open at night? Are freshman, sophomores, etc. required to live in the residence halls? How many computer labs and computers are available for student use? Where are the labs located and what are the hours? Knowing what to expect can help to minimize the "shock" or transition to a college or university setting. Most schools recognize the fact that the freshman year is the most important year in a student's college career so don't be afraid to ask questions. Anything the potential student can do to ease these concerns will help him/her to feel good about his/her choice and to adjust quickly to this new and challenging environment. ADMISSION TO OKLAHOMA STATE UNIVERSITY In order to be admitted in good standing to OSU as a new freshman, the applicant must have graduated from an accredited high school or have earned the GED, and meet both the performance and curricular requirements listed below: PERFORMANCE REQUIREMENTS: Must meet at least one of the following: 1. Attain a minimum composite score of 22 on the ACT, or 2. Attain a minimum total score of 1030 on the SAT, or 3. Achieve an unweighted GPA of 3.0 (on a 4.0 scale) and rank in the top 1/3 of the applicant's high school graduating class. CURRICULAR REQUIREMENTS: Must meet all the following requirements for courses taken in high school: 4 Units (Years) of English--Grammar, Composition, and Literature 3 Units (years) of Mathematics--Algebra I or above 2 Units (Years) of History--must include one year of American History 2 Units(Years) of Lab Science--Biology, Chemistry, Physics, Physical Sciences 1 Unit (Year) of Citizenship--Economics, Geography, Government, Non-Western Culture 3 Units (Years) of Other Guided Electives--Select from any of the above and/or Computer Science, and/or Foreign Language As is the case with many colleges, OSU has several special admission programs which might be used to admit students who do not meet the standards listed above. Applicants are encouraged to contact the Admissions Office to discuss these programs in detail. ******************** ADDITIONAL COMMENTS FROM LANCE In addition to the admission requirements for OSU, I wanted to give you an idea what other universities require. So I conducted a very unscientific survey, and the responses from the 14 schools which responded follow (schools which responded include public and private universities, some with big names, with enrollments ranging from 1,400 to 36,000, and geographically covered both coasts and the Midwest): Required ACT scores ranged from 18 to 23, SAT ranged from 870 to 1100 Minimum GPA’s ranged from 2.0 to 3.0 Required class rank ranged from the upper 50% to the upper 5% Few required interviews, but most required essays or personal statements Almost half of the schools made exceptions to admission requirements for students who met various criteria (e.g. lower GPA, balanced by a higher test score) Required Courses: Range Most Common English 4 years 4 years Math 3-4 years 3 years Science 1-3 years 2 years (l must include Lab) History 1-4 years 3 years Foreign Language 0-2 years 2 years Citizenship 0-2 years -------- Computer Science 0-1 year -------- Other: ½ of the colleges required 1-4 additional core cour ses 3 colleges required 1 Fine Arts course **************************************** QUESTIONS FOR ADDITIONAL DISCUSSION 1. What are the entrance requirements of the schools you are considering? 2. Where do you currently stand in relation to those requirements? 3. What are your options to make up for any deficiencies? 4. If you fall short of the stated requirements of your chosen schools, do they make exceptions for students who meet other criteria? What are those criteria? 5. Is there a deadline for admission applications at the schools you are considering? When is it? Is there an early decision period? ---------- Lesson #2 (Part 1) College Terminology ______________________________________________________________________ Hi class. Since this college "thing" is completely new to some of you, I thought it might be a good idea to let you in on some of the college lingo. People who work for colleges will often throw around words you’ve never heard before, and expect you to know what they mean. This can sometimes create problems when you think they mean something entirely different from what their intention was. In addition, each college has slang terms for many things, and you will need to be aware of what they are. This lesson might be one that will be particularly useful to print off and keep for a while, so feel free to do that, if you like. Anyway, the following is simply a list of college terms I think you will find useful. It is written by a good friend of mine, Mr. Bill Etheredge, and he has used it with his students for a number of years. Bill Etheredge has been in the field of Education for 27 years, 18 as Band Director and 9 as High School Counselor. He is currently High School Counselor at Marietta High School in Marietta, Oklahoma and teaches Psychology and Sociology for Murray State College. In addition, he serves as President of Band Boosters and Senior Advisor to the Band Alumni Association of his former school, Ardmore High School, in Ardmore, Oklahoma. He holds a Bachelors of Arts Degree in Education and a Masters Degree in Counseling from East Central University, in Ada, Oklahoma. A number of Mr. Etheredge’s college preparation materials are used statewide by High School and Vocational/Technical School Counselors. ******************** COLLEGE TERMINOLOGY (Because of its size, this lesson is in two parts and on two WWW pages) Academic Advisor/Counselor - This person will help you select the correct courses, review the course requirements in the field you have selected to pursue and help you with any academic problems you may encounter. At some institutions, academic advisement is conducted by faculty as part of their job duties. Other institutions may designate specific staff as academic counselors. Academic Probation - All colleges require students to maintain a minimum cumulative grade point average (GPA) to remain in school. Any student not maintaining satisfactory progress toward his/her educational objectives will be placed on probation for a semester. Academic Suspension - A student on Academic Probation may be placed on Academic Suspension if he/she fails to maintain or achieve the minimum cumulative GPA required. A student placed on suspension will be dismissed from the college for a specified time period - usually one semester. Specific requirements may be placed on the student’s re-entry into college. Advanced Standing Credit - These are credit hours that an institution accepts toward a degree from courses that the student has earned elsewhere. Such credit may be given for work done at another higher education institution, by examination or "testing out", or by military service. Alumni - people who have graduated from the institution. ACT and SAT - These letters are acronyms for the American College Test and the Scholastic Aptitude Test. Both tests are designed to measure a student’s level of knowledge in basic areas such as math, science, English and social studies. Colleges may require the results of either the ACT or SAT before granting admission. Application/Acceptance/Admission - Application is the process by which a prospective student submits the required forms and credentials to his/her chosen institution. Application criteria may include one or more of the following: previous academic records, test scores, interviews, recommendations, and other information provided by the applicant. Depending on the application requirements of a particular school, the student can gain Acceptance to the institution if the decision to accept the application is positive. Admission is the status granted to an applicant who meets the prescribed entrance requirements of the institution (It must be noted that there is a wide variation nationwide in the Application/Acceptance/Admission policies of higher education institutions. Check the college catalog for specific requirements of the schools you are considering). Associate Degree - The Associate Degree is granted upon completion of a program of at least two, but less than four years of college work. Associate of Arts and Associate of Science degrees are conferred upon students who successfully complete programs designed for transfer to a senior college. The Associate Degree requires completion of a minimum of 60 credit hours, exclusive of physical education activity courses or military science courses, with a cumulative GPA of 2.0 (a "C" average). Associate of Applied Science Degree - This degree is conferred upon students who successfully complete a program designed to lead the individual directly into employment in a specific career. The Applied Science degree has the same requirements as those stated above for the Associate Degree. Audit - A student who does not want to receive credit in a course may, with approval of the instructor, audit the course as a "visitor". A student who audits a course usually cannot ask or petition the institution at a later date to obtain college credit for the audited course. Bachelor’s Degree - This is the undergraduate degree offered by four year colleges and universities. The Bachelor of Arts degree requires that a portion of the student’s studies be dedicated to the arts - literature, language, music, etc. The Bachelor of Science degree requires that a portion of the studies be in the sciences - chemistry, biology, math, etc. The minimum credit hour requirement for a Bachelor’s Degree is 120 hours. Bookstore - All colleges have bookstores. It will generally stock all the books and other materials required in all the courses offered at the institution as well as providing basic sundries and clothing items. Business Office - The Business Office is responsible for all financial transactions of the institution. It may also be called the Bursar’s Office on some campuses. Catalog- College catalogs provide all types of information parents and students need to know about a school. It lists, for example: the institution’s history and philosophy, policies and procedures, its accreditation status, courses of study, degrees and certificates offered, physical facilities, admission and enrollment procedures, financial aid, student life activities, etc. CLEP - The College Level Examination Program can be administered to students who desire to obtain college credit by taking proficiency tests in selected courses. If the student scores high enough on the test, college credit can be awarded. There is a charge for each test taken. Information concerning an individual institution’s policies toward CLEP Tests can be found in the institution’s catalog. College - A College is an institution of higher education that grants degrees and certificates. The term is also used to designate the organizational units of a university such as the College of Education or the College of Engineering. Commuter - A commuter is a student who lives off-campus and drives to class, or commutes. Concurrent Enrollment - A student can enroll and attend two educational institutions at the same time provided that certain criteria are met. For example: In Oklahoma, a high school senior can concurrently enroll in high school and in college provided he/she meets established criteria. A college student can concurrently enroll at two higher education institutions provided that certain criteria are met. Permission for concurrent enrollments are generally made in advance. Course Numbers - All courses are identified by numbers usually containing 3 or 4 digits, for example Freshman English might be 1113. The first digit indicates the class year in which the subject is usually taken, the middle 1 or 2 digits identify the course within the subject field (nobody I’ve ever met knows what they mean), and the last digit indicates the number of credit hours the course carries. A course number beginning with a "0" indicates that it does not carry credit hours applicable to a degree. Credit Hours - Courses taken in college are measured in terms of credit hours. To earn one credit hour, a student must attend a class for one classroom hour (usually 50 minutes) per week for the whole semester (usually 16 weeks). Classes are offered in 1 - 5 credit hour increments, and sometimes larger amounts. Curriculum - A curriculum is composed of those classes prescribed or outlined by an institution for completion of a program of study leading to a degree or certificate. Degree Requirements - Those requirements prescribed by the institution for completion of a program of study are generally termed degree requirements. Requirements may include a minimum number of hours, required GPA, prerequisite and elective courses within the specified major and/or minor areas of study. Degrees - Degrees are rewards for the successful completion of a prescribed program of study. There are 3 basic types of degree: Associate - obtainable at a two year community or junior college, Baccalaureate or Bachelor’s - offered by four year colleges and universities, and Graduate - Obtained after the bachelor’s degree, i.e. Masters or Doctorate. Department - A department is the basic organizational unit in a higher education institution, and are responsible for the academic functions in a field of study. It may also be used in the broader sense to indicate an administrative or service unit of an institution. Division - A division could be several different things: an administrative unit of an institution, usually consisting of more than one department… a unit of an institution based on the year-level of students - i.e. lower and upper division… or a branch of the institution, instructional or not - i.e. the Division of Student Affairs. Drop and Add - Students are generally permitted to drop courses from their class schedules and/or add other courses. Colleges allow varying lengths of time for students to add and drop classes. The college catalog or class schedule should note the correct procedures. Students usually need written approval from designated college officials to initiate dropping or adding a class. A small fee is often required. Enrollment - This is the procedure by which students choose classes each semester. It also includes the assessment and collection of fees. Pre-Enrollment is the method by which students select courses well in advance of the official enrollment date of the next term. Extra-Curricular Activities - These are non-classroom activities that can contribute to a well-rounded education. They can include such activities as athletics, clubs, student government, recreational and social organizations and events. Faculty - The faculty is composed of all persons who teach classes for colleges. Fees - Fees are additional charges not included in the tuition. Fees may be charged to cover the cost of materials and equipment needed in certain courses, and they may be assessed for student events, programs and publications. Final Exams (Finals) - These exams are usually given during the last week of classes each semester. The type of final administered in a course is left to the discretion of the instructor. Final exams are given on specified dates which may be different than the regular class time, and are usually listed in each semester’s class schedule. Financial Aid - Aid is made available from grants, scholarships, loans and part-time employment from federal, state, institutional and private sources. Awards from these programs may be combined in an "award package" to meet the cost of education. The types and amounts of aid awarded are determined by financial need, available funds, student classification, academic performance, and sometimes the timeliness of application. Fraternities/Sororities (also called the Greek System)- Fraternities (for men) and sororities (for women) are social organizations which are active in various activities. Through a process of mutual selection, called Rush (which takes place during a specified period of time), students may be offered the opportunity to "pledge" a certain fraternity of sorority. Not all colleges have these organizations. Full-Time Enrollment/Part-Time Enrollment - A full-time student is enrolled in 12 or more credit hours in a semester (full-time status for a Summer term is usually 6 credit hours). A part-time student is enrolled in less than 12 credit hours in a semester (less than 6 in a Summer term). Honor Roll - Students are placed on honor rolls for GPA’s above certain specified levels. Criteria for President’s, Dean’s or other honor rolls vary at different institutions. In most cases, students must be enrolled full-time to be eligible. Humanities Courses - Humanities courses are classes which cover subjects such as literature, philosophy and the fine arts. Most undergraduate degrees require a certain number of humanities credit hours. Because of the length of this lesson, it is continued on the next page ---------- Lesson #3 Recruitment Materials ______________________________________________________________________ Hi people! Today’s lesson covers the mass of information you will be receiving in the mail over the next year or so from colleges and universities. Some of it will be extremely important, some you will wonder why it was sent to you, but all of it deserves a look. I think the following lesson will assist you in sorting through and understanding this information. Since I wrote this lesson, you won’t have to re-read an introduction on me. ******************** RECRUITMENT MATERIALS RECEIVED IN THE MAIL Probably the first contact you will have with a college is the seemingly unending stream of brochures and letters you will find in your mailbox over the next year or so. This information will come from schools of every shape and size, and from every corner of the globe. You may wonder how exactly that school got your name, and why it is that they are sending you information on their school, when you never requested it. While there are a variety of ways that colleges generate mailing lists, probably the most common method of generating names is by purchasing lists of names of students who have taken standardized tests. Remember when you signed up to take the PSAT, ACT or SAT, and you had to fill out that questionnaire about your interests, the classes you’ve taken, your grades, etc. Well, that information is compiled by the testing service and colleges are able to purchase names and addresses of students who meet criteria that they select (i.e. all students with a minimum test score who live in surrounding states, or all students with certain grades, a minimum test score, and a specific major, etc.). So you may fit a profile of students which that particular school wishes to recruit, or your major may be one which they offer, or any number of other possibilities. Another common way your name might have found its way to a college, is for you to have filled out an interest card at a College Fair or when a college visited your school. Usually, when colleges visit High Schools, they have every interested student fill out an interest card including name, address, major, and various other information. You may well have gone from booth to booth at a College Fair filling out cards and picking up free pencils and stickers, not thinking about what that information would be used for. Well, if you fit the profile of someone that college would like to recruit, you will likely receive information from them. A third way for colleges to get your name is through referral. Many colleges have alumni who are active in recruiting students from their area (this is especially common for private schools and those schools which are very distant from your location). Alumni may become aware of you through reading your name in the paper or when your parents brag about you at work, etc. Teachers and Guidance Counselors are also prone to refer students to their alma mater, and it is possible - only if you request it - that your Counselor may pass your name along to schools of your choice (check with your Counselor about their policy on this). It is very common for a recruiter to ask a Guidance Counselor if there are any "top" students that they need to meet, or anyone with special circumstances that they need to know about. If your Counselor’s policy allows it, and you request it, this is an excellent way of getting your name "out there". You will likely start receiving information in the mail late in your Junior year of High School, or a few weeks after you receive scores from any standardizes test you may have taken. To start receiving information earlier, simply contact colleges you are interested in, and request a packet of information. The easiest way to get in contact with a college, is usually through your Guidance Counselor. They should have information on a number of schools readily available, or may be able to give you a phone number or contact a school for you. Other sources of information are the World Wide Web (using virtually any Search Engine, and searching for either "colleges" or the name of the school you are looking for), school and public Libraries, your parents’ friends or other college alumni (they will likely receive information from their alma mater frequently), or simply call 1-800 Information at 1-800-555-1212 and ask for the school by name (many colleges have 1-800 numbers specifically for this purpose). One very important thing you need to remember about the information you receive is that while the viewbooks schools send out are very helpful, they are also very slanted. The viewbook gives you an idea how the school sees itself, or wants you to see it - not always how it really is. Don’t misunderstand, I don’t mean to imply that they are in any way inaccurate. They simply make everything look good. For example, usually all of the people in the photographs are attractive, everyone is usually smiling, photographs are usually taken on days with perfect weather, the campus’ ethnic diversity may not be accurately depicted in the photographs, only the most attractive buildings will be shown, etc. While this makes for good photography, the entire school and all of the students may not look that way. So my advice would be to take what you see in these brochures with a grain of salt. I will conclude the discussion of college information received in the mail by adding two pieces of advice which will help both you and the colleges who sent the information. 1. Look at everything you receive in the mail, particularly from the colleges you are interested in. There is no way to tell if it is a scholarship offer, invitation to campus, appointment for an interview, or something else, unless you open the envelope. Then if you are not interested, discard it. You would be surprised how many people don’t open their mail! Also, don’t expect your parents to read your mail and tell you what you need to do. It’s your responsibility. 2. Pay attention to who the letters you receive are from. Colleges and universities are made up of many separate departments (i.e. Housing, Honors, Financial Aid, etc.), and several different departments may send you information about their programs and offerings. It will only frustrate you to contact the wrong office to ask about information you received in the mail. In addition, it is not uncommon for one department to know nothing about other departments in the same university. **************************************** QUESTIONS FOR ADDITIONAL DISCUSSION 1. What is your Guidance Counselor’s policy on giving information to colleges on your behalf? 2. What information is available from your Guidance Counselor? 3. Who do you know who would be able to get you in contact with their alma mater? 4. How can the WWW be used to help you get information on colleges you are interested in? 5. What information is available at the Library, and how can you find it? ---------- Lesson #4 Application Process ______________________________________________________________________ Hi gang! Today’s lesson focuses on one of the crucial steps in selecting and attending college: the application process. While filling out and submitting applications to your chosen schools may seem like a one-time activity, it is actually a very fluid process which is spread out over time. The information presented in this lesson overlaps a little with the lessons on Recruitment Materials, Choosing a College, Financial aid and Scholarships. It also expands on those areas which overlap and presents an all-encompassing view of the process along with helpful hints to make it easier. Once again, I am the author, so no introduction is necessary. ********************* APPLICATION PROCESS Early in the Fall of your senior year, you should start the process of applying to College. Because this process can be somewhat tedious and repetitive and can get overwhelming, you should not plan on doing it alone. Enlist the help of your high school counselor and /or your family. I am not suggesting you ask, or even allow them to do anything for you, but they will be able to make your job go much more smoothly. Both counselors and your family can help you remember deadlines, clarify how to answer certain questions, make copies, get transcripts, possibly assist with typing (don’t ask your counselor for this one), and various other "chores" which will assist you without doing it for you. Make sure to check with your high school counselor about any specific procedures or deadlines they may require. That way you can build their requirements into your application process. In some cases, you may be totally on your own, and without help from either your family or counselor. By simply following the steps outlined in this lesson, you should be able to make your way through the process with a minimum of problems and headaches. The following steps detail the major tasks involved in the application process: Step 1: Gather Applications As your senior year begins, you should be gathering applications from the schools you are considering. Some may have already been sent to you, while others may be picked up in your counselor’s office, or at College Fair programs, while still others may have to be requested directly from the school (see the process of requesting applications, detailed in Lesson 3). Also, more and more colleges are making applications available for download from their websites, so you may need to check there. Since you are likely receiving information from a number of colleges, make sure to keep the applications from the schools you are interested in, separate from the others. This will make them much easier to find them when the time comes. Step 2: Know Deadlines Since you are probably considering several schools, knowing the deadlines is not as early as it may sound. Each school will have its own set of deadlines, as well as priority dates or other dates to remember. Each application will also probably have its own deadline, or priority date (a priority date is simply a date before which applications receive priority or special consideration). The best way to keep track of all of the dates is by using a calendar. Get a calendar (a big one) on which you can see an entire year at the same time - academic calendars are best since they start and end with the school year. Using a different color pen or pencil for each school you are considering, write the school and which application is due on the appropriate dates. You can also use this calendar to note scheduled campus visitation days, or keep track of schools you visit and when. You should also mark the dates when you send in applications to keep track of them. Be sure to place the calendar in a conspicuous place in your home where both you and other family members will see it regularly. Step 3: Apply for Admission Although this can be an expensive proposition, depending on how many and which schools you are considering, it is important that this be done early (during the Fall of your Senior year). Some schools, particularly those with early admission policies, and private schools may have deadlines early in the Fall, so be aware. Not until you have been accepted to a college will they consider you for financial aid, scholarships, housing, or anything else. Simply fill out and mail the Applications for Admission to the schools you are considering (you may want to peek at the process I suggest in the next lesson for narrowing down your choices). You should resist the temptation to wait until you have decided which school to attend, before you apply. If you do this, you will probably miss out on certain scholarships and financial aid. It sounds so easy, but mistakes on these applications can cause you major headaches later on. The following are suggestions which will help you avoid many of those mistakes. make copies of each application, hand write your responses on the copy, then type your responses on the real application. make sure to fill out the entire application. include official transcripts, along with anything else required, with each application. Official transcripts normally include all course work completed, standardized test scores, cumulative gpa, rank in class and an official stamp or seal from your school. always proofread applications before mailing. You would be surprised how many people mistakenly indicate they have been convicted of a felony, or give the wrong social security number. double check the address on each envelope to make sure you don’t put the application for one school in another school’s envelope. Yes, this has actually happened! ( This can be a potential problem if you are applying to several schools and all at the same time) Step 4: Apply for Financial Aid Depending on several factors including the scholarship deadlines of the schools you are considering and when your parents’ tax information is available to them, steps 4 and 5 may be switched. But do both as soon as possible. A great deal of specific Financial Aid information is contained in Lesson 8, which you will read later. The most important thing to remember is that applying for Financial Aid is a process which is separate from the application process you go through with each college. There is a uniform application, usually the Free Application for Federal Student Aid (FAFSA), which everyone fills out and submits to a central processor. You can list up to six colleges who will receive your financial aid information on the FAFSA. So you don’t have to have made any decision as to a college, before applying for financial aid. The universal applications are available from every high school counselor and every college or university (check with the schools you are considering as to which form to submit). The forms cannot be filled out before January 1 (of your senior year), but should be filled out and submitted as soon as possible after that date. Check with your high school counselor or any college Financial Aid Office for answers to specific questions. Step 5: Apply for Scholarships Lesson 9 details the process of applying for scholarship. During the time you are applying for scholarships, you may also be applying for special programs such as an Honors Program and/ or enrichment opportunities at your chosen schools. Usually, applications for these programs are similar to those for scholarships, and the same advice applies. carefully, neatly and accurately complete all portions of each application double and triple check your spelling make copies before sending any applications in the mail A note about recommendations - Letters of recommendation are reviewed in a variety of ways by colleges. Some see them as a very valuable tool for use in evaluating applicants. Some take them with a grain of salt because they are never bad - you are obviously going to have recommendation letters written by someone who thinks highly of you. Basically there’s no way around them: colleges need them so you’ll have to get them. 1. In choosing who to ask for these letters, you should remember a few things. The recommender should be someone who knows you very well - if they have a neat title or are somehow important or influential, that’s just icing on the cake. Vague recommendations from "big name" people rarely impress colleges (remember, they see thousands each year). 2. Ask if they would be willing to (and have time to) write a letter for you. Don’t assume that they were hoping you’d ask - they may be, but don’t assume it. 3. Give the people writing your recommendations plenty of time to think about and write the letters. As you start gathering applications, you should be contacting the people you would like to have write your letters. Tell them that you’re planning ahead and know you’ll need letters later on, and would they be willing to write one at a later date. That way they have plenty of time to think about it, and you get to them before anyone else does. 4. Plan to give each person writing a recommendation for you a copy of your resume. No matter how well they know you they couldn’t possibly know everything you’ve done. Once you have completed the previous steps, you will be in an excellent position: that of being considered for admission, financial aid and scholarships at each of your chosen schools, without having to spend a great deal of money or committing yourself to any one school. After completing the steps listed above, it’s time to start making some decisions. Before you move on to the next step in the process, you will either need to be narrowing down your choices, or making the financial commitment to pursue housing at all of the schools. Step 6: Secure Housing Note: Lesson 10 deals with campus living options, and Lesson 11 addresses roommate concerns. Securing a place to live (usually, securing a residence hall room) is the part of the application which usually requires a significant outlay of cash, but because rooms are almost always assigned on a first come, first served basis, you can’t afford to wait until you make your final decision. There is usually a fee to apply for a residence hall room, and there is almost always a fee to reserve a room. If you can afford to apply and reserve rooms at all of your chosen schools, go ahead (usually, a portion of this money is refundable if you choose not to attend and notify them before a deadline). Otherwise reserve a room at your top choices. There is a certain amount of "gambling" involved in the process, i.e. "Is it worth possibly losing my application fee if I don’t go to school there, just to make sure I get the room I want if I do go to school here?" So you’ll just have to decide that for yourself. Speed is usually the key. Residence halls fill up fast at many schools, so find out what its like at your schools. Step 7: Enroll and Attend Orientation Soon after securing a room (if not before) you will likely be entering a final decision phase. At this time, the only major activities remaining are enrolling and attending Orientation. The way schools enroll their new students and provide orientation are so varied, that there is very little universal information I can provide. Your school(s) will communicate to you exactly what, when and where you need to be, but if you plan to spend 2-3 days during the summer enrolling, and 3-4 days just prior to the start of school for orientation you’ll be on the safe side. Whatever you do, do not underestimate the importance of orientation. There wouldn’t be an orientation if you didn’t need it. HELPFUL APPLICATION HINTS make copies of everything before you send it apply early. Applying before a deadline can help if you leave a question blank or forget to send a transcript or something else. That way the school will have time to contact you, and you will have time to fix the problem before the deadline hits. Applying at the deadline leaves no margin for error if you want to apply for admission to a school, but cannot afford the application fee, check with your high school counselor or the admissions office at that school. The application fee may be waived in certain situations, if there is financial need keep extra transcripts on hand, and plan to send one with almost all applications except those for residence halls work closely with your counselor. Make sure to keep their busy schedule in mind as well as any procedures they may require - remember you are only one of the students they work with A special note about schools with an early decision or early admission window. These schools may have special requirements which I have not listed, or a special application process which differs from what I have outlined. Some may have a special type of early admission policy which is binding, and may actually prevent you from applying to other schools (If this is the case, you need to know exactly what is required of you, and what special dates are applicable). You should contact each school you are considering to find out any requirements specific to that school Whenever possible, enroll on the first possible date. College basically runs on a first come, first served basis, and this is particularly true with "good" class times. You will usually be able to take the same classes if you enroll at a later date, you will just be going to those class at 7:30 a.m., or at 3:30 p.m. on Friday afternoon, or at 7:00 p.m. on Thursday night (you know, during Friends), and obviously, that won’t work. QUESTIONS FOR ADDITIONAL DISCUSSION 1. What procedures does your counselor require when asking for help with applications or recommendation letters? 2. Who would you like to have write letters of recommendation for you? 3. What parts of the application process is it important that you actually do? What parts can a family member or someone else do for you? 4. Besides the calendar method described above, how will you keep track of all the deadlines, and where you are in each school’s application process? 5. What honors and enrichment programs are available at your chosen schools which are of interest to you, and that you’d like to apply for? What special applications are required, and where can you get them? ---------- Lesson #5 Choosing a College ______________________________________________________________________ Howdy! (say it like Minnie Pearl to get the full effect) Today’s lesson is on Choosing a College. It will give you a process to go through, suggest things to think about, and warn you of some things to be prepared for. This lesson contains a little more of my personal opinion than do most lessons, but I do have seven years recruiting experience... Again, since I wrote the lesson, no introduction is necessary. ******************** The Process of Choosing a College Choosing a college is probably one of the first truly major decisions you will make in your life. The decision you make will have far reaching effects on virtually every aspect of your life. OK, OK, OK, I know it’s already stressful enough having to make this decision, without my adding to it. I don’t mean that if you go to the wrong school you are going to be in the "poor house" for the rest of your life. What I mean is that at different schools you will meet different people, be involved in different activities, develop different areas of your self, interview with different companies, etc. All of these variables, among others, help determine the direction you will take after college. While it is very unlikely that the school you choose will affect the degree of success you experience during your lifetime, your life will clearly be different based on where you attend college. An example might be: Five years after receiving your Engineering Degree from College A, you might be a Project Engineer for General Motors (making $40,000 per year), live in Detroit with your spouse (the love of your life who you met in college) and two children, and donate money annually to the fraternity/sorority you were a member of. However if you had attended College B for your Engineering Degree, five years later you might be single, a Process Engineer for Anderson Consulting (also making $40,000 per year), living in Tucson, dating and actively searching for the love of your life, and volunteering a good deal of your time to help your community. As you can see, in both situations, you have a good life, but the point is that the two lives are very different. In order to make the best possible decision as to which college to attend, it is important to have a plan. The following list describes a process that I have come up with through my years as a college recruiter. If you already have your own plan in mind, don’t feel bound to this one, but use the information as a guide. Read through the mail you receive from colleges, and request more information from those you are interested in. In addition, if you have a college in mind which has not contacted you, request information from them (detained in the lesson on Recruitment Materials). Keep an open mind when reading, as you may learn something new about a school. Talk to parents, friends and other family members about college - both specific schools and their personal experience with college. Even those who did not graduate from college will likely have valuable input for you to consider. An obvious suggestion would be to write down what you are looking for in a college. In my experience, which includes asking hundreds of students what they were looking for in a college, most people don’t know. Beyond big or small, and close to home or far away, it is very difficult to put it into words. I can tell you that when you see "it", you’ll know it, but even then, you may have difficulty describing it. Make a "wish list" of colleges. Think both on a very grand scale and on the most basic level. List schools you would like to attend, from the school on the beach or in the mountains to the one with the best academic reputation in your major, but don’t forget the "school down the street" (by this I mean a school close to home - possibly a Junior or Community College, possibly not - but significantly less expensive and closer to home than the others). Include schools close to home and far away, public or private , and cost should not be a limitation. You may or may not want to consider the "school down the street", but you should... Remember that life is not predictable, and those who have a backup plan are usually much better off than those who don’t. If you plan to go "away" to college or to a fairly "expensive" school, the main reason to have a backup plan is that you may change your mind at the last minute - or be forced to. Too many times I have seen students scrambling at the last minute to change their college choice because they start to realize what it will be like to only come home from college at Christmas, or because they start to figure out how long it will take to pay off college loans for that $25,000 per year school. This is to say nothing about the possibility of parental job loss or other financial problems, significant health problems suffered by close family members, unexpected illness or injury suffered by yourself, or even a family move. In addition, although it is a very bad reason, some students change their college choice because of a desire to remain geographically close to a boyfriend/girlfriend or attend the same school. So please have a backup plan! Expect your parents to have at least a mental "wish list" for you. They’ll probably include some or all of the following; the "school down the street", Harvard and their alma mater. Consider adding their schools to your list. After you have spoken to a number of people about colleges and made up your "wish list, sit down with everyone who has a stake in your college decision. Usually, this will just be your immediate family (be sure to include siblings, even the little ones, as they need to be involved too), but could include a relative or other person who is helping you pay for college, a spouse or fiance, etc. Talk realistically about the schools on your list. Consider academic reputation, quality of their program in your major, cost, distance from home, student life, safety, support system, etc. Let everyone give their opinions, and be open to both pros and cons of schools you really like and those on your list only to please others. Be sure to take notes so you will remember what was said. After hearing what everyone else thinks, narrow down your list (but wait a few days to do it). Eliminate those which are not realistic based on your grades and standardized test scores (remember, you may be able to find a way to get into a school which seems out of reach, but it isn’t easy), affordability (remember, if you really want to go to school somewhere, there is money available through financial aid programs - which we will discuss in a later lesson), or whatever variables which are applicable to you. It is important to note that starting at one institution and later transferring to another (and of course, graduating from that school), is almost always possible. You should be able to narrow your choices down to between 3 and 6 colleges. Some of you may not have started with 6, but others will have difficulty narrowing it down to 10. Your final decision will not come until much later, and after you have visited the schools, applied to them, received scholarship/financial aid awards, etc. All of those subjects and more will be included in this course. You will need to consider every aspect, and write down a list of the pros and cons for each school (including the intangible feeling you get when you visit). Don’t forget that the way you are treated during the application process is probably the way you will be treated once you go to school there (good or bad). After going through the process of narrowing down your choices, then applying to the schools, then visiting, you should have a pretty good idea where you fit best. Hopefully you will not have to make your decision based entirely on finances, but particularly if you have two or three equal favorites, you may have to. This is a process, rather than a checklist, so flexibility is the key. This process will ideally be done during the Sophomore or Junior year of High School, or as far ahead of time as is feasible (this process will be somewhat time compressed for those not in High School, but can be just as effective). This is so you can begin visiting colleges during the Summer after your Junior year and not have to "cram" the process into too short a time. When you have completed the narrowing down process and have your list of 3 - 6 schools, you should plan to apply to each of those schools. The application process was discussed in the previous lesson. After applying, you should also plan to visit each school (covered in the next lesson). An important issue to note is the belief that the name of the school you attended will somehow make you more or less attractive to employers. Don’t spend too much time being concerned with which school has the biggest name (this is particularly true if you intend to go to graduate school). According to recent surveys, more important factors in the selection of job candidates and graduate school candidates are academic performance in college, extracurricular involvement, involvement in your area of study (clubs, research, volunteering, etc.), and quality work experience. If you excel at the undergraduate level, you may be able to secure a scholarship or Assistantship at a "big name school" which might pay for a good deal of graduate school. The bottom line is that, like most things, you get out of college what you put into it. It is possible to be a graduate of a little known school and supremely successful, just as it is possible to be a graduate of a "big name" school, and be unemployed or underemployed. **************************************** QUESTIONS FOR FURTHER DISCUSSION 1. What schools are you currently considering? What is your "dream school"? 2. Who has a stake in your college decision? Why? 3. Certain factors will definitely be issues in your college selection decision. What are they? 4. At the schools you are considering, is the academic program in your major nationally known? If not, are there other factors which might outweigh that? 5. Where can you get applications from the schools you are interested in? ---------- Lesson #6 Campus Visits ______________________________________________________________________ Hi gang! Today’s lesson is another one written by me, and it’s on Campus Visits. It contains a number of suggestions, only some of which you will wish to take. Select from the list, the ideas which are important to you and disregard the rest. If you tried to do everything I suggest, you may irritate the people at your chosen colleges, and you will probably pass out before the day is through. Anyway… on with the lesson. ******************** VISITING COLLEGE CAMPUSES You should plan to visit each of the schools you applied to. This is a major commitment for the entire family (often an expensive one), but a very important one. When you start planning your visits, make sure that you go with friends or family you can have fun with. I am not encouraging you to leave your parents at home, but you may want to discuss with them who will do the talking, etc. before you arrive. Because college visits are sometimes stressful, students sometimes get hacked off at their parents, or embarrassed by them. Do what you can to eliminate that possibility. This can make the visit much more pleasant. It may sound strange, but if you don’t have fun on your visit, you are much less likely to have a favorable impression of the school overall. Also, only as a last resort should you visit two colleges on the same day, as neither will get a fair shake. It will take at least half of a day to see the campus and visit with all of the people you need to. Campus visits should be set up by the college’s recruitment office (Admissions Office, High School Relations, or Prospective Student Services, etc.) or by the representative who visited your school. They should be able to schedule you for a tour and arrange appointments with the appropriate individuals. In some situations, you may have to call a couple of different offices before you reach someone accustomed to setting up a number of appointments for a visitor. In any event, there are a number of things you can do during a visit, and you should try to do as many of the following as is practical: Take the organized campus tour (even if you have been there before). Most tours include a look at a residence hall room, a look at the library, and at least a walk through an academic building - all are a must. Speak with representatives about the application process, financial aid, scholarships, etc., to see if you have done everything you need to. You may have to speak with different individuals about each subject. Speak with the representative who visited your school and others who have contacted you, even if its just to say hello. This will show your interest, maturity and initiative. Sit in on a class. Watch how the Professor teaches and how the students react. Speak with an Advisor/Professor/Department Head from your major (it’s okay to visit more than one department if you’re undecided about a major). These are the people you will work with directly if you attend their school. They can tell you about the specific classes you will take, their facilities, potential careers, etc. Spend the night on campus if possible. Things are sometimes different at night (the campus may be very busy, or it may be deserted). Attend a campus event. Most evenings on a college campus there are a number of things going on, like a sporting event, variety show, play, concert, or other student activity. Plan some free time. Walking around a college campus by yourself is very fun, and usually will give you a good idea what you will feel like if you attend there. In addition, you will see a great deal more than what you see on a tour. People watch. If you choose that school, you will be one of "those" people. Take notes on what people tell you (you don’t have to write down everything). You will be given far to much information to remember it all, and again, it shows your maturity. ADDITIONAL SUGGESTIONS If you can, you should take copies of your transcripts, applications, any letters of recommendation you might have, and test scores. You probably won’t need them, so it’s all right to leave them in your car, but having them handy could really pay off if they’ve lost your original, or need an additional copy. Don’t monopolize people’s time. They should be willing to speak with you if they are able, but be brief. They will let you know if they can spend more than a few minutes with you. When you leave, make sure that there is someone (an Advisor, Professor, Recruiter, Department Head, etc.) who you know, and who knows who you are. You’ve heard the phrase "It’s who you know", well sometimes "Its who knows you!" When you return home, maintain contact with the person/people you’ve met. Call or write once a semester "just to check in", and make sure you have completed everything you’re supposed to. Make sure to re-introduce yourself and remind them where you’re from. Even if you’ve been around a school quite a bit (gone to athletic events there, visited friends there, etc.), resist the temptation to think you know everything you need to know. Rarely will you just "pick up" the important information, and sometimes you may pick up the wrong information unintentionally. Even friends who attend that school may give wrong information, not knowing that policies have changes. College recruitment weekends are a very valuable way to find out about a school, and may be able to take the place of an individual visit. Usually, the recruitment events are planned to be very fun, and give you a brief look at nearly every aspect of their school, rather than an in-depth look at anything. Depending on the size of the group, you may or may not be able to get all of your questions answered. If not, and another visit is impractical, you may be able to get your questions answered via telephone or letter. **************************************** QUESTIONS FOR ADDITIONAL DISCUSSION 1. What individuals have been in contact with you from each school you are considering? 2. What office should you contact at the schools you are considering to arrange a tour? 3. What is covered on a normal campus tour? 4. Who should you take with you when you visit college campuses? 5. What college recruitment events are planned at the schools you are considering? 6. Are there specific parts of campus or facilities you will probably want to see on a campus visit? ---------- Lesson #7 Standardized Tests ______________________________________________________________________ Hi Group! Today’s lesson is on Standardized Tests. Yeah, I know… just what you what to read about, right. As you know there is a good deal of importance placed on your scores on these tests, so I thought it might be helpful to provide you with a little specific information about them. This lesson includes specific information on both commonly used standardized tests; the SAT and ACT. Today’s author is Nora Scanlan. Nora Scanlan graduated from Our Lady of Peace High School, St. Paul, Minnesota. She received her bachelor’s degree from Mundelein/Loyola University of Chicago, and her master’s degree in education from Queens College, City University of New York. She has taught school in Minnesota, New York, and New Jersey. For the last 25 years she has been a Guidance Counselor at Wilde Lake High School in Columbia, Maryland. ******************** WHAT’S THE DEAL WITH ALL THESE TESTS? By Nora Scanlan Every fall as students sharpen their minds and their number 2 pencils, their anxiety about taking college entrance exams returns. Standardized tests are an important part of the college admission process; but they are only one part. With a little preparation and a calm head, you can put anxieties about the SAT I behind you and focus on attending your dream college. Here’s why: Each year of high school gives you the opportunity to get better at what you are doing. You get more comfortable talking to other students and teachers. You understand how your high school works and what part you want to play while you are there. You get better at managing your time and you learn how to learn. As you grow, personally and intellectually, the college choices you will have after high school will increase. The college you want to attend will consider a variety of information, including an essay, recommendation letters, your coursework, and the grades you have earned. High schools differ from one another. Bigger schools with more students have more courses; schools where the majority of students plan to attend college can offer more Advanced Placement and upper level courses. Teachers grade differently. You know from experience that what is A work for one teacher is B work for another. Because many colleges have applicants from thousands of public and private high schools across the United States, it is difficult to compare students. That is why most colleges use a standardized measure to evaluate all applicants. That measure is a college entrance exam. Two entrance tests are used by colleges and universities in the United States. They are the Scholastic Assessment Test (SAT) and the American College Testing Assessment (ACT). You should be familiar with the content of both tests and know which is required by the college(s) you hope to attend. The SAT is the nation’s most widely used college admission test and has been administered since 1926. FAMILIARIZE YOURSELF WITH THE EXAMS The tests you take will probably be determined by the requirements of the colleges you’d like to attend. Some accept either test, the SAT I or the ACT. Some colleges insist on the SAT I, so check the catalog or admission procedure section of the college and university information book to make sure that you know exactly what tests you are required to take. If you take the exam more than once, most colleges will consider your best score and not be concerned about how often you took the test. Check with your guidance counselor on the school’s policy for posting test scores on transcripts. When you pick up the test registration materials in your high school guidance office, you can also get practice booklets. Familiarize yourself with the tests by taking the sample test offered in the practice booklet. If you are not pleased with your results, then you need a plan to prepare yourself. Practice can make a difference. A good place to begin is the Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT), which is given every October in your high school. Because you can only take the PSAT/NMSQT once a year, consider taking it twice, once as a sophomore and again as a junior. Only the score from your junior PSAT/NMSQT is used for scholarship recognition and enrichment programs given by the National Merit Scholarship Corporation, so sophomore year is a good time to get a sense of what the SAT I will be like. The PSAT/NMSQT is an hour shorter than the SAT I. It contains two 30-minute verbal sections and two 30-minute math sections. You can see how your verbal and mathematical skills compare to high school students across the country who will be applying for college when you do. Look at it like an audition where you get lots of feedback. In December you will receive your score report and your test booklet. This is a very comprehensive report and gives you a clear picture of your strengths and weaknesses on the test. Your score report shows your answers next to the correct answer for each question and the difficulty and type of question it was. You can use your test book to check questions you got wrong or skipped. Since early 1995, scores on the SAT have been reported on a new, recentered scale. This means that test takers and directors of admission will find it easier to interpret scores, since the average score on each section will be around 500 - the midpoint of the 200 - 800 scale. Most colleges and universities have revised their admission requirements to reflect the change in the scoring. Although recentered scores appear higher in comparison to scores on the former scale, they do not really represent better performance. Your percentile rank - the number that indicates the percentage of your peers who scored below you - does not change because of recentering. But you will not be able to compare your score with scores of test takers from the years before recentering, except with the aid of a conversion table. Once you identify your weaknesses in the math and verbal sections, you can make your plan of attack. You may have missed some skills along the way and need to set up a plan to review and strengthen your knowledge so you will have the skills you need when you take the SAT I. The PSAT/NMSQT will help you focus on what you need to do. You can also get feedback on your strengths and weaknesses by taking the SAT I and requesting the Student Answer Service (SAS) or the Question and Answer Service (QAS). The SAS provides your answers, the correct answers, and the difficulty level and type of question. The QAS also provides you with the test questions. Check the SAT Registration Bulletin to determine which service is available when you plan to take the test. You will never achieve the results you want by taking the test unprepared. Meet with your high school guidance counselor or a teacher to set up a study plan. Let your parents assist you in finding what resources are available in your school. You might also want to check out One-on-One with the SAT, the College Board’s interactive prep software. The software allows you to take a sample SAT, and gives you helpful hints and strategies to build confidence as you get ready for the test. You do not need to spend money on an expensive review course to do well on the Sat I. A good score cannot be bought. The SAT I is designed so that anyone who works hard and prepares can get a score that shows his or her ability. Don’t compare yourself to anyone else. Compare yourself to you. Is there a weakness that you need to work on? This is the time to work with a teacher or tutor so that you won’t have difficulty in college. Preparing to take the SAT I will also prepare you for college work. The SAT people are sending a strong message that the SAT I is not a measure of IQ, but of rigorous academic effort and a student’s potential to be a successful college student. Whether you use the free publication, Taking the SAT I; a study guide; a computer program; or choose to take a prep course, remember you will get out of it what you put into it. It will take time and hard work to build your strengths. ------------------------------------ What’s on the SAT? Let’s look at what you will face on the SAT. It has always measured verbal and mathematical skills and abilities. Much of the content of the SAT I: Verbal Test focuses on your ability to read critically. The SAT I: Verbal Test includes the following features: Reading passages - 400 to 850 words long: Almost half of the questions in the verbal sections are based on reading passages that reflect the thinking and reading level colleges will expect of you. Introductory information gives you the context for each passage. A Pair of reading passages on the same topic is presented. One of the passages will oppose, support, or complement the point of view expressed in the other. You will analyze and compare the two points of view in the passages. Questions that test your verbal reasoning skills and knowledge of vocabulary are included. Both are measured in the context of reading passages. Analogies and sentence completion questions are also part of the test. The content of the SAT I: Mathematical Test emphasizes your ability to apply mathematical concepts and interpret data. Let’s look at the SAT I: Mathematical Test: Ten questions ask you to produce your own answers and enter them on grids. The other questions are multiple choice. You can use a calculator Questions cover arithmetic, algebra, and geometry, along with topics such as the slope of a line and basic statistical concepts such as mean, median, and mode. Summing up the SAT I: Altogether, the test includes these: Three Verbal Sections: Two 30-Minute sections One 15-Minute section Three Math Sections: Two 30-Minute sections One 15-Minute section One "Equating" Section: A 30-Minute Verbal or Math section that does not count toward your score ------------------------------------ SAT II HELPS YOU SHOW YOUR STRENGTHS SAT II exams are not required by all schools. Competitive colleges usually require the writing and math tests and ask you to choose a third test. Check admission procedures to find out if you have to take them. Schools that will accept the ACT may also require SAT II exams. Again, check admission procedures. You have to register to take the SAT II exams. They are not part of the standard three-hour SAT I exam, but they are usually given on the same day and at the same place. Each test lasts one hour and you can take up to three of them on a testing day. If you are not satisfied with your SAT I verbal or math score you can always choose to take the SAT II: Subject Test in English or math to show your strengths in these subjects. It is another way to give admission counselors more information on your academic background. ------------------------------------ The SAT II: Subject Tests fall into six general subject areas: 1. English: Writing Literature 2. English Language Proficiency Test: (for ESL students) 3. History and Social Sciences: American History and Social Studies World History 4. Mathematics: Math Level I Math Level IC (Calculator) Math Level IIC (Calculator) 5. Sciences: Biology Chemistry Physics 6. Foreign Languages: Chinese with Listening French and French with Listening German and German with Listening Modern Hebrew Italian Japanese with Listening Latin Spanish and Spanish with Listening ------------------------------------ Remember that not everyone with a high SAT I score gets into the college he or she wants and many students with low SAT I scores are admitted to the college of their choice. How does that happen? Colleges admit people. The SAT I gives the admission counselor one more piece of information, one that helps in evaluating students from many different high schools more fairly. But it’s only one piece of information. As you prepare for your standardized tests, remember: High scores alone will not get you into college. If you do well in demanding courses and show potential to make a positive contribution to a campus, you will be a strong candidate for any college in the country. For more information on the SAT, you might want to check out the CollegeBoard’s web site: http://www.collegeboard.org. Reproduced with permission from College Times 1996-97 Copyright 1996 College Entrance Examination Board All rights reserved ******************** ADDITIONAL COMMENTS FROM LANCE Since the lesson from Ms. Scanlan primarily dealt with the SAT, I thought I’d give you a little information on the other commonly used college admission test; the ACT. The following is taken directly from Preparing for the ACT Assessment 1996-97, page 3(IC 3092.6), which is available from your high school counselor. The ACT consists of tests in four areas: English, Mathematics, Reading, and Science Reasoning. Each of these tests contains multiple-choice questions that offer either four or five answer choices from which you are to choose the correct, or best, answer. The following suggestions apply to tests in all four areas: Pace yourself. The time limits set for each ACT test give nearly everyone time to finish all the questions. However, because English, Reading and Science Reasoning Tests contain a considerable amount of text, it is important to pace yourself so you will not spend too much time on one passage. Similarly, try not to spend too much time puzzling over an answer to a specific problem in the Mathematics Test. Go on to the other questions and come back if there is time. Your supervisor will announce when there are five minutes remaining on each test. Read the directions for each test carefully. Before you begin taking one of the ACT tests, read the directions carefully. The English, Reading and Science Reasoning Tests ask for the "best" answer. Do not respond as soon as you identify a correct answer. Read and consider all of the answer choices and choose the answer that best responds to the question. The Mathematics Test asks for the "correct" answer. Read each question carefully to make sure you understand the type of answer required. Then, you may want to work out the answer you feel is correct and look for it among the choices given. If your answer is not among the choices provided, reread the question and consider all of the answer choices. Read each question carefully. It is important that you understand what each question asks. Some questions will require you to go through several steps to find the correct or best answer, while others can be answered more quickly. Answer the easy questions first. The best strategy for taking the ACT is to answer the easy questions and skip the questions you find difficult. After answering all of the easy questions, go back and answer the more difficult questions. Use logic in more difficult questions. When you return to the more difficult questions, try to use logic to eliminate incorrect answers to a question. Compare the answer choices to each other and note how they differ. Such differences may provide clues as to what the question requires. Eliminate as many incorrect answers as you can, then make an educated guess from the remaining answers. Answer every question. Your score on the ACT tests will be based on the number of questions that you answer correctly; there is no penalty for guessing. Thus, you should answer every question within the time allowed for each test, even if you have to guess. The supervisor will announce when there are five minutes remaining on each test. Review your work. If there is time left after you have answered every question in a test, go back and check your work in that test. Check to be sure that you marked only one answer to each question. You will not be allowed to go back to any other test or mark answers to a test after time has been called on that test. Be precise in marking your answer document. Be sure that you fill in the correct ovals and rectangles on your answer document. Check to be sure that the number of the line of ovals on your answer document is the same as the number of the question you are answering. Position your answer document next to your test booklet so you can mark your answers quickly and completely. Erase completely. If you want to change an answer on your answer document, be sure to erase the unintended mark completely. You are encouraged to visit the ACT web site at http://www.act.org **************************************** QUESTIONS FOR ADDITIONAL DISCUSSION 1. Which test is required by the colleges you are considering? Will they accept a score from the other test? 2. What are the differences between the tests? Similarities? 3. How many times can you take each test? Do the colleges you are considering average your scores or just accept the highest? 4. Many colleges offer what are called "residual tests" on their campuses. Are these available at the schools you are considering? What are the limitations of these tests? 5. What resources are available to you which could help you do your best on these tests? (Videos, computer programs, books, workshops, etc.) ---------- Lesson #8 Financial Aid ______________________________________________________________________ Hello guys and gals! Today’s lesson covers probably the most important part of preparing for and attending a college - Financial Aid. Wait, wait, wait, don’t tune me out, throw this lesson away, or delete it. While you may not think this is the most exciting information in the world, it is not as bad as you think - and it’s critical to most people’s attendance at college. The fact that it is a critical part of the college selection process, should maintain your interest. The financial aid package you receive from a school is directly related to your ability to understand the process, knowledge about the different forms of aid, ability to fill out the forms correctly, timeliness in filling out forms, and the availability of the appropriate documents. For the purposes of CollegePrep-101, I am differentiating between Financial Aid (based on financial need) and Scholarships (based on merit). The two forms of college funding are often treated as one by colleges, however many people will qualify for one and not the other. In addition, the processes of investigating and applying for the two are vastly different. To fill you in on the ins and outs of financial aid is Margaret Betts. Margaret Betts has served as the Coordinator of Financial Aid Information Services at Oklahoma State University, Stillwater, Oklahoma since 1989. She earned her bachelor's degree in Counseling and Guidance from East Texas State University in 1980 and began her work in higher education in 1982 as a residence hall director. Prior to joining the financial aid profession, she coordinated the freshman admission and enrollment programs at OSU. ******************** FINANCIAL AID Types of Aid Sources of funding include federal, state, and local governments, businesses and foundations, community groups, and colleges and universities. There are two basic types of financial aid: 1. GIFT AID Gift aid does not need to be paid back. There are two common forms of gift aid: GRANTS are awarded based on the applicant's demonstrated financial need. SCHOLARSHIPS are awarded to undergraduate students based on the applicant's academic merit, although financial need is sometimes taken into account in determining the award amount. Scholarships provide funds toward tuition, fees, and other required educational expenses. Most scholarships do not provide funds for living expenses. Some forms of gift aid, such as ROTC scholarships and certain medical fellowships, require a few years of service in exchange for the financial aid. If one fails to complete the service requirement, then one must pay back the award. But most forms of gift aid do not need to be repaid and do not include a service requirement. 2. SELF-HELP AID LOANS. Loans are normally repaid with interest. Some loans do not need to be repaid until the student has graduated or otherwise left school. Loans represent more than half of all financial aid. STUDENT EMPLOYMENT. There are three common forms of student employment: 1. Federal and state work-study programs. Work-study programs provide employment during the academic year that should be "career oriented", although some students have received gopher-type jobs. The work is part-time, and often limited to under 10 hours per week. Part of the salary is paid for by the government. Most students who receive work-study jobs are undergraduate students, but graduate students sometimes meet the eligibility requirements. 2. Assistantships. Teaching Assistantships and Research Assistantships normally provide graduate students with a full or partial tuition waiver and a small stipend and require them to perform teaching and/or research duties. 3. Regular part-time employment during the academic year or the summer months. Loans and student employment are sometimes collectively referred to as Self Help. Specific Requirements Most types of financial aid programs are "need-based". This means that the amount of aid you receive depends on your financial situation. Most government sources of aid are need-based. Other sources of financial aid are "merit-based", which usually depend on academic, artistic, or athletic talent, and may use your grades, test scores, hobbies, and special talents as awarding criteria. Most sources of financial aid require that you be enrolled at least half-time, though some awards are restricted to full-time students. There may be other restrictions as well. For example, most federal aid programs are restricted to US citizens, permanent residents, or eligible non-citizens. If you are a US citizen, male, and have reached age 18, you must be registered with Selective Service to receive federal aid. Your school's financial aid administrators calculate your financial need using information supplied by you. If you are classified as a dependent student, as are most undergraduate students, your parents will also be required to supply some information. Application Forms Much of this information is contained on the Free Application for Federal Student Aid (FAFSA). The FAFSA must be submitted for you to be considered for virtually all need-based aid, including most federal and state sources of financial aid. Some schools may require the Financial Aid Profile (formerly known as the FAF or "Financial Aid Form"), or a supplemental application form for additional information. Most schools suggest you submit the FAFSA as soon as possible after January 1 of your senior year in high school (the year you'll be starting college) and no later than May 1. The FAFSA should normally be submitted by March 1 for you to be eligible for most state aid. (Do not submit the FAFSA before January 1, or it will be automatically rejected.) The FAFSA requires financial information for the previous tax year. For example, for the 1996-97 academic year, you must provide 1995 financial information. Even though you may not be able to complete your federal income tax return until March or April, you should not wait to file your FAFSA until your tax returns are filed with the IRS. Instead, use estimated income information and submit the FAFSA as soon as possible after January 1. This practice is completely acceptable and recommended, especially if you anticipate your family circumstances changing during the subsequent year. The following documents from both student and parents, as appropriate, will assist you in filling out the FAFSA: US Income Tax Returns (IRS Form 1040, 1040A, or 1040EZ) for the fiscal year that just ended and W-2 and 1099 forms. Records of untaxed income, such as Social Security benefits, AFDC or ADC, child support, welfare, pensions, military subsistence allowances, and veterans benefits. Current bank statements and mortgage information. Medical and dental expenses for the past year which weren't covered by health insurance. Business and/or farm records. Records of investments such as stocks, bonds, and mutual funds, as well as bank Certificates of Deposit (CDs) and recent statements from any money market accounts. Social Security numbers. Four to six weeks after you file the FAFSA, you will receive a Student Aid Report (SAR). The SAR summarizes the information you provided on the FAFSA and indicates the amount of Pell Grant eligibility, if any. It also indicates the Expected Family Contribution (EFC). Calculations The determination of financial need depends on two numbers, COA and EFC: The Cost Of Attendance (COA) for your school. This may also be known as the school's "budget".The Expected Family Contribution (EFC). This is the amount of money your family is expected to contribute to your education. Your financial need is the difference between the COA and EFC: Financial Need = COA - EFC The amount of financial aid for which the student is eligible will be based on this number. Your school will try to meet this demonstrated need through a financial aid "package", which combines aid from federal and state sources with loans, institutional grants, and student employment. Unfortunately, your school may not be able to provide you with financial aid to meet your entire demonstrated financial need. Many colleges and universities must create a "Unmet Need" or "Need Gap" between the cost of attendance and the amount you can afford to pay because of limited funds. Schools have limited funds available for financial aid, and they must determine how to best allocate the funds to their neediest students. Very few schools can afford to meet the demonstrated need of all their students, so most assume that all students and/or parents must pay a certain minimum amount, regardless of their need. Others give financial aid only to the neediest students. You're expected to obtain the funds for the unmet need or gap through summer or term-time employment earnings and educational loans, including the Federal Parent Loan for Undergraduate Students (PLUS). Moreover, your financial aid package may be reduced by any "outside resources" you receive. A resource is something that is available because the student is in school, and is normally counted after need is determined. For example, if your parents have contributed money to a prepaid tuition plan, the money received from that plan toward the student's education will be subtracted from the determination of financial need. Other resources include VA educational benefits and outside scholarships. Thus the determination of the school's financial aid package is actually based on Remaining Financial Need = Financial Need - Resources So even though resources do not affect the size of the Pell Grant the student will receive, they do affect the amount of Stafford or campus-based aid available. They are often counted 100% toward meeting need, and the university will reduce the size of the financial aid package to compensate. Resources represent a direct reduction of cost (e.g., a prepaid tuition plan cuts the amount of tuition the student will pay) and therefore less need. The school's "budget" or COA will include tuition, fees, room and board, books and supplies, travel, and personal and incidental expenses. In many cases there is a standard fixed budget amount for some of these categories. For example, the budget amount for travel may vary depending on the student's home state. Likewise room and board expenses may be reduced and travel expenses increased for commuter students. Budget allowances are used only for determining the estimated expenses that a student will experience during the enrollment period. Actual costs will vary depending on the your particular lifestyle. If special circumstances should warrant a higher budget amount, consult your financial aid administrator, who is permitted to increase your budget, if appropriate, with documentation. For example, students with child care expenses or expenses related to a disability may be able to get their budget increased to compensate. If your books and supplies cost more than the amount in your budget, save your receipts and show them to a financial aid administrator. The federal formula approved by Congress to calculate the EFC is called the Federal Methodology (FM). The federal methodology is used to determine eligibility for federal funds. If a college or university relies on a different formula for awarding its own funds, that formula is called the Institutional Methodology (IM). Different colleges and universities may use different institutional methodologies. The EFC is the sum of the student contribution and the parent contribution: EFC = Student Contribution + Parent Contribution An independent student is not expected to have a parent contribution. To be classified as independent for Federal aid purposes, a student must either be 24 years of age or meet one of the following exceptions. 1.be married 2.have a dependent other than a spouse 3.be a graduate or professional student 4.be a ward of the court or an orphan 5.be a veteran of the US Armed Forces Some schools (mostly private) expect both natural parents to contribute to their children's educational expenses, regardless of a divorce or any court orders to the contrary. In cases of divorce where the custodial parent remarries, the financial information for both the custodial parent and the step-parent must be included on the FAFSA as well as any child support and/or alimony received from the non-custodial parent. If a student is classified as independent because of marriage, the spouse's financial information must be included on the form. The calculation of the expected student contribution changes from school to school, but is generally 35% of the student's assets and 50% of the student's summer earnings. (The federal calculation is 50% of the summer earnings above $1,750 and 35% of the student's reported assets.) The parent contribution depends on the number of parents with earned income, their income and assets, the age of the older parent, the family size, and the number of family members enrolled in postsecondary education. Income is not just the adjusted gross income from the tax return, but also includes nontaxable income such as social security benefits and child support. The Higher Education Amendments of 1992 eliminated home equity from the EFC, but many private colleges and universities still use a parent's home equity as a way of rationing their school's own grant and scholarship funds. Money set aside for retirement in a pension plan such as a 401K, IRA, Keogh, or 403b is usually not counted as an asset . However, the funds contributed to a tax-deferred retirement program during the previous year must be included on the FAFSA as "other untaxed income". In addition, an asset protection allowance shelters a portion of the assets from the calculation of the parent contribution. The asset protection allowance increases with the age of the parents to allow for emergencies and retirement needs. ******************** ADDITIONAL COMMENTS FROM LANCE The only things I would add are: 1.) You should not make any assumptions about whether or not you will qualify for financial aid (unless your last name is Trump). Not until you have filled out and submitted the forms and they have been processed, will you know if you qualify or not, and 2.) Don’t eliminate the possibility of taking out loans as a method of paying for college before you evaluate what the future benefits will be. Loans may be the means by which you are able to attend a seemingly out-of-reach school. The Office of Student Financial Aid at Oklahoma State University has an excellent web site which lists a number of resources which can help you locate financial assistance. Visit it by clicking here **************************************** QUESTIONS FOR ADDITIONAL DISCUSSION 1. Who are people who can help you get answers to your questions about financial aid? 2. Where can you find copies of the FAFSA? 3. Whose information will you need to fill out your FAFSA? (mother, father, step-parent(s), spouse, your own, etc.) 4. Do any of the schools you are considering require a supplemental financial form? 5. What are the advantages and disadvantages of taking out loans to pay for a school which might be more expensive than your other choices? ---------- Lesson #9 Scholarships ______________________________________________________________________ Greetings! Today’s lesson is on Scholarships and how and where to get them. Since I’m the author on this one too, no introduction is necessary. So lets begin. ******************** SCHOLARSHIPS While applying for scholarships is only one part of the college application process, it is by far the part which will require the most work. Both you and your parents will spend a great deal of time investigating sources of funding, requesting applications, and then filling them out (make sure you are the one filling them out). Before you start collecting specific information about scholarships, you should start a personal information file (You will need this information when you start filling out applications). Make a list of all of the activities, clubs and organizations you have been involved in since your Freshman year. Be sure to include any volunteer , church or civic activities you have participated in. If you don’t know what your cumulative grade point average and class rank are, find out (if you can get a copy of your transcript from your high school, do so). Also include copies of any standardized test results in your file. In addition, if you have ever written an essay about yourself or your goals, include a copy of that too. You should begin the process of finding available scholarships during your Junior year. Since most scholarships are awarded annually, being aware of what was awarded to the class ahead of you (especially by your schools of choice), can pay big dividends. If you know someone in the class ahead of you with similar scholarship potential to yours (similar grades or test scores, similar resume, similar field of study, etc.), ask them or their parents if they’ll share their scholarship information with you when they’re done. Although the contact person may change, the other information (deadline, criteria, address, etc.) will likely remain the same. You can request information from that address at the beginning of your Senior year and they’ll send you the appropriate information and applications. In addition to having a friend share information with you, there are a number of other places to look for scholarship information. First, and foremost, is your High School Counselor (High School Counselors are often willing to help those who are out of school too, but be conscious of their other priorities and time commitments). Counselors are generally the ones who receive information about new scholarships in the mail. So check with them periodically to see if there are any new scholarships you should be aware of. DO NOT EXPECT THEM TO TELL YOU ABOUT EACH ONE. Even if you have a very small graduating class, your Counselor can’t possibly remember what they’ve given to each of you. Often Counselors post new information on bulletin boards, print it in newsletters, or read it on the morning announcements. So find out how yours does it. For scholarships specific to your chosen schools, you should use the Representative of Recruiter as a resource. They should be able to let you know what you qualify for, but a little additional work could uncover additional funds. As we discussed in the lesson on Recruitment Materials, universities are made up of numerous different departments. Some departments may offer additional scholarships which are not as well publicized and may require separate applications. On rare occasions, departments may even "find" money to award to a student with whom they are impressed. The bottom line is that you have to take the initiative and do a little "hunting". Other sources you should investigate are civic organizations in your community, churches, and the local library (many books on scholarships are available). In addition, there is a growing amount of information on scholarships available on the Internet. Using virtually any of the available "search engines", you can visit the homepage of your chosen schools, and just browse around. You can also use the search engine to search for scholarships - simply type in "scholarships" in the Search for box. One resource which has been recommended to me by a number of people is fastWEB Scholarship Search located at http://www.fastweb.com . It’s free, so give it a try. On a rather touchy subject, I would like to make a comment regarding scholarship search companies. I neither endorse nor condemn outside search agencies which charge to locate scholarships for you. There are currently so many scams in the market, that the Office of University Scholarships at OSU routinely receives "alerts" from the Better Business Bureau. They suggest you walk away from anyone you don’t know who asks for money to look for or guaranties scholarships. If you are willing to do the work, you can usually find the same information yourself, for free. There are so many scholarships available today, that there are too many different criteria to list in this lesson. However, the most common criteria used are: Grade point average, rank in class, standardized test scores, extracurricular activities, leadership, community involvement and special talents such as music and art (many colleges and organizations which award scholarships take financial need into consideration also). Don’t get the idea that you are expected to "top out" in every single area. You will likely have one or two areas which are stronger than the others, and that is to be expected. Colleges look for well rounded students (as do organizations which award scholarships), and regardless of the stated criteria for the award, a strong resume with varied experiences is almost always desirable. Many colleges require essays either as part of the admission application or the scholarship application, and private scholarships often require essays on various subjects. Therefore, it is very probable that you will be expected to write an essay about yourself or your goals, and some schools will place a very high level of importance on it. Dr. Bob Graalman, Director of University Scholarships at OSU goes as far as to suggest that clean, neat, and accurate forms are an absolute necessity. He says that in highly competitive situations, the decision whether or not to award, often comes down to a misspelled word or something else very basic. He suggests "Don’t just depend on a spell check, but proofread carefully and try to write in a lively, grammatical prose that illustrates a thoughtful and disciplined mind." So good writing skills can make a difference. Most scholarships, whether private or college-based, will have deadlines between November and March of your Senior year. You should have all your resources gathered by November (or sooner if you have an earlier deadline), and plan to have most of your applications completed before you return from Christmas Break, at the latest. Applications filled out at the last minute usually look like they were, so plan ahead. If there is a problem with an application which arrives early, there is time for you to fix it. If you are waiting on test scores to arrive in the mail, you should probably go ahead and send the application in, ensuring its arrival before the deadline, then contact the organization or college when your scores arrive. Given the choice between a late application with test scores included and an application received on time, but lacking a test score which arrives a little later, I’d meet the deadline. Additional Suggestions Always send thank you notes to organizations and individuals involved in awarding you scholarships Your Counselor is your best resource and friend in this process. Do not take them for granted and do not take advantage of them. Ask how you should go about keeping up with the latest information, without driving them nuts. Type your applications. It sounds silly, but it makes a difference. Type all scholarship applications, check spelling, sign and date them, and fill out all applicable spaces. Incomplete applications may miss deadlines or even be eliminated from consideration. Accepting a scholarship from a college is in no way, shape or form a commitment to attend that school. Only when you show up for the first day of class are you truly committed (what are they going to do, come to your house and drag you to their school?). If a deadline to accept a scholarship is upon you, and you still haven’t decided if you will attend their school, but you are genuinely interested. Accept the scholarship. You earned it, and you should be able to take whatever time you need to decide. Besides, the college will be able to find someone to take it, should you later decide to decline it. If you do decide to decline it, do it promptly. ******************** QUESTIONS FOR ADDITIONAL DISCUSSION 1. What scholarships are you currently aware that you will apply for? What are the requirements? What is the deadline? 2. Who is a person in the class above you who might share with you their scholarship information? 3. What additional sources for scholarships are you aware of? 4. Based on your major or area of interest, what departments or individuals at your chosen schools should you contact about scholarships? 5. What items will you/have you included in your personal information file? 6. What policies and practices does your High School Counselor have with relation to giving recommendations, and giving assistance with applications? ---------- Lesson #10 Campus Living ______________________________________________________________________ Hi class! Today’s lesson covers a subject which is near and dear to many of your hearts - Campus Housing. WHERE AM I GOING TO LIVE! While many colleges require all Freshmen to live on campus, you still may have two or three options. The obvious first option is living in the residence halls, while the second option is the greek system (fraternities and sororities), which often have separate housing adjacent to campus (some colleges may have a greek system which is contained in the residence halls, so the housing may actually be identical in both), the third option is one I do not recommend - living off campus. Students who live off campus, particularly during their first year, are more likely to have poor grades or drop out of college. And anything you can do to increase your chances of success, is a good idea. Both residence halls and the greek system have advantages and disadvantages, and you will have to decide for yourself which option is best for you. Covering the residence halls for us will be Shannon Baughman. Shannon Baughman is a 1992 Graduate of East Central University in Ada, Oklahoma where she lived in the residence halls all four years, and was a Resident Assistant for 2 1/2 years. Currently she is the Marketing Specialist for the Department of Residential Life and is pursuing an MBA at Oklahoma State University. And covering the greek system will be Marilon Morgan. Marilon Morgan is Manager of Greek Life at Oklahoma State University, and has been a Career Guidance Counselor and Associate Director of Admissions at colleges in Texas and Missouri, respectively. She holds a Bachelor of Arts Degree in Physical Education/Health Education from Sam Houston State University, in Huntsville, Texas, and a Master of Education Degree in Guidance and Counseling from Angelo State University in San Angelo, Texas. Her professional goal is to pursue the position of Dean of Students at a Liberal Arts College. In her spare time, Marilon enjoys golf. ******************** CAMPUS HOUSING RESIDENCE HALL LIVING Welcome home! During your college career, you will probably live in some type of on-campus housing. Many universities require students to live in a residence hall at least during the freshman year, and some require it longer. Living in a residence hall is fun and exciting, and it is convenient. You don’t have to worry about circling for hours to find a parking space, and classes are just a short walk away. As a resident, you become a member of a very tight knit community. There is always something going on - a game of touch football on the lawn, a study group preparing for a history exam, or a special meal in the dining hall. There is a great amount of variety and diversity in the residence halls. Many campuses offer a number of options from traditional residence hall living to high-rises. Others offer apartment style living as another alternative. Some halls house all classifications of students, while others are reserved for upperclassmen. You can choose from co-ed or single sex living environments, and have your choice of a private room or sharing with a roommate. Some universities offer a suite style living arrangement with two rooms sharing a bathroom, while others offer stand-alone rooms with the bathroom just down the hall. Just because you are living on your own for the first time, doesn’t mean that you have to do without the comforts of home. Most halls offer air conditioning, cable television, laundry facilities, voice mail, and in-room Internet connections or computer labs on site. You can personalize your room with mementos from home, including your television, computer, microwave, stereo, plants, posters, and pictures. Another great thing about living in the halls - you don’t have to cook your own meals! Leave that to the professional staff. Nationwide, universities have adapted to meet the needs of their residents by offering more diversity in their meal plans. Many campuses boast bakeries, pizza parlors, hamburger grills, coffee houses, convenience stores, and ice cream fountains right in the halls. Traditional cafeteria lines are becoming more varied as well with the additions of stir fry wok lines, Italian buffets, Tex Mex cafes, and healthy choices for those counting calories and watching fat grams. There is something available any time the munchies strike, and you don’t have to do the dishes! You also don’t have to look far to find opportunities for involvement in the residence halls. Engineering, foreign language, and intensive study floors offer unique studying and living environments. Student governments allows students to share their voice in hall government, and programming occurs on an on-going basis. Faculty Associate Programs allow faculty members and students to develop relationships outside of the classroom. If you find that you do need help adjusting to your new home, there are many people in the halls to help. Resident Assistants (RAs) are students, like you, who live on your floor and are there to answer questions or concerns. Hall Directors and Residence Halls Coordinators are professionals who are also there to offer advice or to just lend an ear. There are a number of opportunities for you to earn money while attending college, and these job possibilities abound in the residence halls. Each year, universities hire students as RAs, desk clerks, night guards, and clerical and dining assistants. The best part about it is that these jobs allow you to work without interfering with your class schedule, and going to work can be as simple as walking down the hall from your room. Each university is different in the types and number of services that they offer, so compare thoroughly. One thing is true: living on campus is great fun, and a wonderful part of the college experience. So experience it for yourself, and welcome home! ******************** FRATERNITY AND SORORITY LIVING (GREEK LIFE) Fraternities and Sororities have been associated with Colleges and Universities since the seventeen hundreds (1700’s). They were established by students to not only enhance scholastic endeavors, but also to encourage student participation in activities outside the classroom environment. Many of these "out of classroom" activities were established by fraternities and sororities. Activities such as debate clubs, leadership councils, community and campus service projects and organizations, intramural and team sports, as well as alumni clubs. These activities provided and continue to provide an avenue for students and alumni to participate fully in their College or University community. Today, membership in fraternities and sororities still provide "out of classroom" experiences that not only enhance the College and University community, but provide an individual with leadership opportunities and an environment in which to apply what he/she has learned in the classroom. Fraternities and Sororities were founded on the principals of scholarship, leadership, service, brotherhood/sisterhood, honor, integrity, and love. These principals have not changed in over two hundred years and, for the majority of these organizations, serves as the guiding light for all fraternity and sorority activities. Scholarship programs that not only support the individual student’s academic endeavors, but also emphasizes the reason why we chose to attend College, to get an education, is a major focus of many fraternal organizations. Leadership and service opportunities within the fraternity or sorority provide an individual with the skills to organize projects and people in order to reach the group goal. This opportunity is not limited to fraternity or sorority activities. In all fraternities and sororities, members are encouraged to participate in campus/community activities and organizations. By emphasizing campus and community involvement, additional opportunities for leadership and avenues of service are created. Brotherhood and sisterhood is perhaps the most special aspect of membership in a fraternity or sorority. When one takes the oath of membership, they enter into a deeper sense of caring and friendship for all who wear the organization’s badge. It requires of the individual to remember that they represent not only themselves, but their brothers and sisters. It means that one must think before they act; to speak the truth and live honestly among others; to love before understanding as well as taking the time to understand. Membership in a fraternity or sorority is a life long commitment, surrounded by friends for a lifetime. Membership in a fraternity or sorority is obtained through either a formal, informal or summer rush process. Rush is a way to facilitate access into membership in the fraternities and sororities represented on the College or University campus. Formal, informal or summer rush is a process of mutual selection, matching the characteristics and personalities of both the men and women interested in joining a Greek organization and the individual fraternity or sorority. Formal rush typically occurs before school or at the beginning of the fall or spring semester. Informal rush occurs immediately following the formal rush period, and summer rush, obviously occurs during the summer months. It is important to note, that men’s fraternities on a college campus may elect to participate in a formal, informal or summer rush process. Women’s sororities, however, use the formal and/or informal rush process. In either case, students wishing to participate in rush should contact their College or University’s Department of Campus Life/Greek Life or Dean of Students Office for information regarding the Greek system and specific rush process on that campus. **************************************** QUESTIONS FOR ADDITIONAL DISCUSSION 1. What are the advantages and disadvantages of joining a fraternity or sorority? 2. Do you have the option of choosing your roommate at your chosen schools? Which building you will live in? The type of room? 3. What are the advantages and disadvantages of co-educational residence halls? 4. What is the study environment like in each of the choices discussed? 5. Are intramural sports and extracurricular activities available in each of the choices, and to what extent? ---------- Lesson #11 Roommates ______________________________________________________________________ Hello Class. Today’s lesson is on something you may spend a great deal of time "stressing" about… roommates. Whether you live in a residence hall, off campus, or in a fraternity or sorority, you will likely have a number of different roommates during college, and you are also likely to have problems with at least one of your roommates. You shouldn’t think you will be immune to this problem if you know your roommate ahead of time. It is often people who know one another who are most likely to either take advantage of each other, or fail to communicate adequately when problems do arise. To make you aware of some of the potential problems and give suggestions which will help you avoid them, today you will hear from both a professional who has a number of years experience working in the residence halls, and a student who has a number of interesting experiences with roommates. First will be Kent Sampson. Kent Sampson is Assistant director for the Department of Residential Life at OSU, with special emphasis on long range planning for student life. He has witnessed the OSU Residence Hall Association win the National School of the Year Award four times (more than any other school in the U.S.). He has served as President of their regional housing association, and has been district representative to the national association, twice. He has been published in "Advice for Advisors", and enjoys volunteer-coaching girls softball and basketball. Then you will hear a narrative description of her roommate history from Bonnie Guara. Bonnie Guara is a Junior elementary Education major from Bartlesville, Oklahoma. She plans on teaching during the school year and running summer camps for kids. ******************** You are Your Roommate’s Roommate A roommate can be a huge asset. Most people enjoy the company of others and desire the opportunity to share opinions, interests and good times. Sharing a room with another individual can sometimes result in a few problems, but they need not become so irritating as to upset the enjoyment found in residence hall living. One should remember that roommates do not have to be best friends. It is not always necessary to have common interests or to share in that sought-after "togetherness". However, one of the most rewarding experiences while in college is getting to know many different kinds of people. Learning to tolerate the differences in your roommate can be a valuable part of your education. Your first obligatio