Universities, Life, Journeys, and Roundabouts

Driving in the UK, it is very noticeable  that there is a lot of open space. There is flat land, and hilly land, and  there are wide roads, and narrow roads.  There are two - lane roads, motorways, back roads, side streets, one-way lanes that pretend to be two-lanes and there are many, many roundabouts.

As Pamela is driving we start a conversation about all the roundabouts and link the roundabouts to life in general, and university decisions and life outcomes, more specifically. 

Life is like a roundabout. 

There is always a new path and there is always a way to get back on your original path, if you so need to. There is also always a way to turn around and try a new path or turn around and go back to where you started. 

Students and families may think that there are only a few places (paths/roads) that will lead to the final destination : success and happiness. These few paths generally seem to be known as highly selective universities all around the world. These places are seen as short cuts or "sure cuts" to ensure life outcomes.

We are not saying do not apply to highly selective universities, we are not stating that highly selective universities do not lead to success; what we are trying to convey is : there are also other paths. 

We encourage families and students to explore those paths as well. Also explore the paths that are less travelled. 

It is important for students to recognise all the role models around them and recognise the people they respect. Students should investigate these individuals. They should ask their parents,  aunts, uncles, cousins, siblings, neighbours, grandparents, friends' parents about their life path.  

Some questions to consider:

Did you, oh someone I think is very successful, go to university?  

If not, here's a great place to begin to discuss what makes this role-model successful.

If yes, where did you, successful person, study for your undergraduate degree?

Did you pursue a masters? Where?

The places where these successful people work, did other equally successful individuals they work with attend the same institution? 

Are people in a student's life just as successful if they did not attend a famous institution? 

We would say, for the most part yes.

We say it over and over again, and Frank Bruni has written a whole book about it, Where you Go is Not Who You Will Be. It is not where you go that matters. It is what you do when you are there that really matters.

Travelling in the UK we met many of our former students attending very different institutions. All of them were very happy with their choices, even if it was not their first choice university. All of them were making the most of the opportunities afforded to them at their universities. All of them were creating avenues for success for themselves.

However, despite everything we say, if attending a highly selective institution is a life ambition, know there are many paths to get there:

• be accepted and attend as an undergraduate student 
• complete undergraduate studies somewhere else, do really well, apply to graduate programmes right after your undergraduate degree, at your dream university
  
• apply for PhDs or MBA programmes at dream universities after working for a little while
  

Anything is possible.  There are many paths.

Have many dreams and many first loves when it comes to university choices. 

There will be flat roads, and ups and downs on hilly roads. There will be times when you will be able to see for miles and miles ahead and there will be times when the path is unclear. There will be yet other times, you'll have to stop to let incoming traffic through.  There will be times when you do not see other cars coming your way and times when you just have to rest on the hard shoulder.  There will be times when you keep up with traffic, other times when you slow down, and yet other times when you overtake others.

Just remember there is more than just one path. 

Life in general is like a roundabout: you can keep going on the same path, try new paths, or turn back around. 

There are always possibilities, you have to be open to them to see them and explore them.

That 'Useless' Liberal Arts Degree Has Become Tech's Hottest Ticket - Forbes

As students start thinking about returning to school, we thought we'd share this article with you. Here's an excerpt:

Engineers may still command the biggest salaries, but at disruptive juggernauts such as Facebook and Uber, the war for talent has moved to nontechnical jobs, particularly sales and marketing. The more that audacious coders dream of changing the world, the more they need to fill their companies with social alchemists who can connect with customers–and make progress seem pleasant.

East University Advisor Joan Liu's article in NACAC Bulletin

Our very own Joan Liu was featured this month in the National Association for College Admissions Counselling (NACAC) Bulletin.  NACAC is the largest professional organization of college counselors in the world and its readership exceeds 13,000.  Joan's excellent article shows a deep understanding of how international students approach the US college admissions process. Great Work Joan!  

Eight Tips for Counseling International Students at US High Schools by Joan Liu, University Advisor at United World College of South East Asia, East campus and OACAC Vice President for Inclusion, Access and Success. 

The IB is temporary, but what UWC leaves you with is forever : Amu's Reflections on UWC and University

"I'm in a state of relative calm right now as I write this as my toughest exams of my first semester at university are behind me. I have just one left (beginner level Kiswahili) and then I'm off to sunny, beautiful South Africa for Christmas break. Shoutout to everyone reading this - I miss UWC and Singapore so much! I digress. The first semester of university has been similar to my first one ever at UWC - a massive jumble of trying to figure things out. Where classes are, where is it cheap to eat; how little homework can I get away with doing and still keep a solid GPA (they do GPAs in America!) ... I came to uni with this in mind: before anything else - I'm going to have a fun first semester. Putting that in the front of my mind meant I was not killing myself trying to do every piece of reading, going to every extra credit lesson, sleeping at 2am every night and passing up getting to know new people. Deciding from the get-go to seek balance made it come a lot easier than it did when I was in the tumultuous beast we lovingly refer to as the IB. Don't get me wrong - I have been working hard - haha! It hasn't all been meeting new people and seeing new places. In terms of academics, I'm so thankful for the intense training of IB. Three papers, a presentation and two midterm exams in five days? Is that all? Are you sure? No problem! My time at UWC has taught me invaluable time management skills. Most importantly - don't multitask! Do one thing at a time, focus and do it well. Then pick up the next thing and repeat. Shout out to Mr O'Connor for that life lesson.

My favourite thing about uni is the total control I have over my time. No more curfews! Woohoo! Time in between classes is in abundance and so there really is no excuse for unproductivity. Plus, there is plenty more time to do things that interest you, as well. Uni classes are like a buffet - so many different options. So, everybody's academic experience is really different. A lot of my courses this semester were to do with development, trade and humanitarianism and they overlapped well, which I suggest. Next semester, I've set up a completely different set-up with a focus on creative writing. How cool is that?!

One of my greatest frustrations was being in class with many people who have not experienced cultures other than their own and take offense when you bring up a different perspective rather than respect and think about it. I think coming from a UWC inevitably places that curse on us. But if I had to pick a curse, it would be this one! My suggestion? Patience. I have had to keep reminding myself how privileged I am to have gone to a school as phenomenal as UWC and that it is unfair of me to hold it against others that they have not had the same privilege.

There's so much more to write but I could go on for days!

My overall advice to you all as you decide what university you're going to, is to think with your heart. Gather all you can about what it will feel like to live there and be a part of that community. Prioritise what's important to you: diversity? a particular range of courses? the opportunity to study abroad? extracurriculars? and go to a university that fits that rather than one with a fancy reputation. You need to be happy, or else everything will suck. For four years. That's 48 months.

Have a great rest of your year and soak it all in - you are in one of the most magical places in the universe. Every time I (or any of the other UWCers here) explain what UWC is, the usual reaction is, "What?! That is the coolest thing I've ever heard! I'm so jealous!" 

The IB is temporary, but what UWC leaves you with is forever.

"All I know is in retrospect.." Jamie looks back and discusses life at Yale - NUS

Jamie Buitelaar on Life at Yale - NUS

It's been - what, eleven months? - since I sent in my application, ten since I was accepted, and two since I moved in to college. 

Frankly, I have no idea how to respond to this information, now that it's laid out in front of me. All I know is in retrospect, the process seems incredibly short - applying, getting in, getting to know other admits, moving in, starting college life...this all seems to have happened over the course of about a week.

Now that I'm actually studying, there are other things to think about. How do you explain a parallax angle in a single, uncomplicated sentence? Should I sign up for ballroom or bhangra? What would Confucius' fanboy Xunzi say to Socrates if he came over for tea? 

And yes, that last one was actually a real assignment.

The readjustment has happened and while I am still in close contact with old friends, I am also having heaps of fun with the new environment I'm in. 

As someone who applied to all of one university, I can't say whether I ultimately "chose" the right school out of my offers. What I do know is that I'm in the right place - or, at least, the place that seemed like home three weeks in. 

To close, let me be cheesy and thank, with utter sincerity, the East UAC, because I would NEVER have gotten here without them. To the teachers who wrote my recommendations - woah, you guys must've really worked some word-magic. Either way, thank you so much, to UWCSEA, for not only supporting me while I was on campus, but helping ensure I was taken care of afterwards as well. 

I'm out of cheese - see you guys later! For those of you starting the applications process (early action/decision people, hats off to you), best of luck, and please don't worry - the other side is 100% worth it.

University Acceptances and Success : TedX

Our colleague at UWC Dilijan addressed the UWC Costa Rica community in a powerful TedX Talk. 

Grade 12 is for celebrating achievements, saying goodbye to high school…and college applications. Brian seeks to change the way you think about college admissions by answering the age-old question : "Why didn't I get in?"

Brian worked at United World College Cost Rica as a University for three years and is now working at United World College Dilijan.  He has seen every type of college application: the great … and the not-so-great. His job has given him perspective into what colleges are looking for and the concept of institutional priorities. 

We encourage our community to watch the video. Please also let us know what you think.

Learn How to Cook : Transitioning from UWCSEA - East to a Gap Year

LEARN HOW TO COOK!! PLEASE! For your own good (and survival)!

 The very first thing I realized when coming to China was: I am hungry. The second thing I realized was that one cannot go to restaurants everyday, for three meals a day. It is simply not smart in terms of finances and health - nor for personal growth. I contacted my mum, cousins, aunts, friends and more, asking for easy recipes. Problem solved! 

It is all about learning, and solving the (many) obstacles you might encounter. It also about having the best time possible. Work hard, push your limits - do further research. I am currently working in a school in the outskirts of Beijing, China; and I am really enjoying the challenges.  

Contrary to the misconception of Gap Years being lazy years, I always find myself busy. If I am not at work, doing household duties, exploring the country or meeting friends…….I would be reflecting! 

I honestly reckon that when we fall into the routine of just following schedules, we do not stop to just THINK! 

So my suggestion would be to take breaks, read a good book, eat good and healthy food, sit down at parks, watch people interacting, make plans, travel, create stories. And more importantly, create your own story :-) 

Take care, and Happy UWC Day! 

Miguel Angel

Transitions: Goodbye! Good luck! Keep in Touch!

Today is the last day of classes for our Grade 12 students.  We have had the immense pleasure of working with the closely. We are sad to see them go.  Our final transitions assembly was one filled with  loads of advice. We've whittled it down to a few bullet points:

1. Be kind to yourself

2. Make time for yourself

3. Be safe

4. Be  a good bystander

5. Keep in touch


There's also a great Buzzfeed article on leaving school. Please check it out here. 

Finally here is the video of Grade 12 Mentors giving Grade 12 students advice. (Thank you to Joan Liu for running around getting the mentors to record the advice, to the Grade 12 mentors for taking the time, and finally to Grade 11 student Shukri for putting it all together for our department).

When Mom Takes the SAT

Here's a recent interesting article we read recently in The New Yorker.  Ms. Stier a divorced mother of two decided to take the SAT to understand what her son was going through.

Here are a few snippets from Elizabeth Kolbert's article :


 I felt increasingly at a disadvantage, and not just because the last time I reckoned the surface area of a cylinder my fellow test-takers had not yet been born. As the morning wore on, they seemed to be growing perkier, while I was suffering from caffeine deprivation.

.....

“There was anxiety everywhere,” she writes of the run-up to her first SAT of the year. “My anxiety level was soaring,” she observes of the approach to the second. “I started to panic,” she says, recalling the weeks leading up to the third.

.....

As an adult, I found the test more difficult than I had as a teen and, at the same time, more disappointing. Many of the questions were tricky; some were genuinely hard. But, even at its most challenging, the exercise struck me as superficial. Critical thinking was never called for, let alone curiosity or imagination.

After you read the article, please let us know what you think.

College Acceptances and Making the Right Decision

Here's a great article for families to read on College Acceptances and Making the Right Decision. Thanks to Grade 12 student Dylan Sparks for sharing it with us.

An excerpt from the article :

CONGRATULATIONS. You’ve been accepted to more than one college. Now comes the hard part: deciding which to go to. Make a mistake and you could be repeating the whole application process again next year — to transfer out. 

Let’s say the cost is similar. How to choose between two good options?

Read on to find out more.

How the College Bubble Will Pop

Richard Vedder ( an adjunct scholar at the American Entreprise Institute, a teacher at Ohio University, and the director of Center for College Affordability and Productivity) and his student at Ohio University, Christopher Denhart discuss how despite education being promoted as the ticket to economic success, college enrollment has fallen.  

The article, titled, "How the College Bubble Will Pop" published in the Wall Street Journal on January 8 2014,  states:

Yet despite such exhortations, total college enrollment has fallen by 1.5% since 2012. What's causing the decline? While changing demographics—specifically, a birth dearth in the mid-1990s—accounts for some of the shift, robust foreign enrollment offsets that lack. The answer is simple: The benefits of a degree are declining while costs rise.

You can read the full story here.  

Thank you to Katie Day at UWCSEA East Library for passing on this article. 

Harvard President and Composer on the Value of an Arts Education

Harvard President Drew Faust invited  trumpeter and composer Wynton Marsalis to discuss the value of an arts education. They state the arts prepares students with skills, for a world we do not know yet.

Here is an excerpt from the article in USA Today:

We need education that nurtures judgment as well as mastery, ethics and values as well as analysis. We need learning that will enable students to interpret complexity, to adapt, and to make sense of lives they never anticipated. We need a way of teaching that encourages them to develop understanding of those different from themselves, enabling constructive collaborations across national and cultural origins and identities.

In other words, we need learning that incorporates what the arts teach us.

Read the full article here. 

Applications: Hard Work and then the Waiting Game

Jamie Buitelaar, Grade 12 student, describes the "Waiting Game" in the college admissions process. Read on and wish her luck:


It's December and my application has been submitted. I wrote my essays myself, checked off all my references and wore a nice skirt to my interview. 

Now what?

Now, I wait. 

I have to say, it is excruciating. There is a deadline looming and I've been counting the days since I left that Starbucks table in my nice skirt and sweaty palms. I am consistently revisiting my application in my head. There are some things I know I should have done - I should have taken the "additional details" section a little more seriously. Who knows? Maybe something someone else says creates the tipping point. Maybe all the things I wanted to say but couldn't find the space to could find their way into my application through that little "upload" button. 

Memories of my interview are never far behind. Was my skirt nice enough? Did I say what the interviewer was looking to hear? Did I smile enough? Did I fidget? Despite the fact that I was sufficiently prepped-up by the UAC office, and the welcoming air of the interviewer, I was much more nervous than I suppose I had the right to be. Even now, I can't help wondering, did I, did I, did I? 

At the same time, however, it's very comforting to know that I've gotten through it, and this last stretch is no longer in my control. Applying to a liberal arts college is interesting in that sense - it gives you control over so many aspects of the application. Your essays. Your short answers. Your interview. You can sculpt your application however you want. The thing is, there comes a time after that "submit" button has been pressed when that is no longer the case. It is the neater of the beast, and it must be accepted. 

Having gone through the process of application even once leaves me with a feeling of completion. I am so thankful to my teachers and counsellor and parents - oh my gosh, my parents - for the megaton of help they've given me. Now all that's left is to focus on my studies and wait. 

And hope. 

Oh, and wish. Wish on every star, eyelash and 11:11. Let's not forget the wishing. 

Nupur, a Grade 12 Student,Writes for a Second Time with Application Advice

Nupur, in Grade 12, has completed her UK applications and is about to complete an Early Application to the US. She has some advice for Grade 11 students on the process. Read on because this whole experience is so fresh in her mind.

Dear Grade 11 students:

I hope you had a good and restful holiday, because Grade 12 has really taken off, snapping at our heels with deadlines for Extended Essays, university applications and numerous pieces of classwork. The best I can do right now is provide a plethora of advice that will hopefully help you during your own process. Here goes: It is absolutely imperative to adhere to each of the deadlines. My suggestion is to make a spreadsheet listing each of the colleges that you would like to apply to, their external application deadlines and your personal deadlines (these should be at least two weeks before the external deadline to account for any administrative issues). Having encountered credit card problems myself, while submitting UCAS, I was glad to have some leeway in terms of time.

If the universities are not part of the UCAS or Common App system, it is best to independently find out relevant deadlines and notify your advisor well in advance. Quite often, universities that are not affiliated with these systems run their own application website – they require candidates to self-report grades and other information so be completely honest (as there may be verification) and keep a copy of your transcripts and achievements with you as you fill in the details.

Once you start applying to universities, even if it is through the comprehensive system of UCAS system, there may be many accounts that you will need to keep track of. The universities tend to send you an acknowledgement of receipt of your application, and simultaneously enroll you for their personal online system. Try to organize all these login details in a comprehensive way.

During one-on-one university meetings, be open with your advisor – let her know of any concerns. If you have something in mind, any changes in application plans, queries regarding the process, ask her.  I have found this to be very useful not only to stay on top of everything that needs to be done, but also as a way of communicating my progress through the process.

As the number of university representatives visiting our campus steadily increases, it is highly likely that someone from a university that you are applying to will come to visit. Make sure you sign up for these events on Naviance (and now you can keep track of them on the new Facebook site and Follow the office on Twitter as well).

Ask the representative questions that are not necessarily available on the website, reconfirm pre-requisites for specific courses (one of my friends experienced a horrifying situation in which the university had not updated its website, but had changed its requirements). Be engaged throughout these meetings, as representative do tend to remember who had turned up. I hope these tips give you some insight as to what to expect, and how to handle it when the time comes. As I increasingly realize, it is crucial to stay calm and be organized in your thoughts and actions. 

Good luck!

Lifting the Veil on the Holistic Process at the University of California, Berkeley

Want to understand what goes on in admissions? There's a great article in the NY Times entitled, 

Confessions of an Application Reader : Lifting the Veil on the Holistic Process at the University of California, Berkeley. 

The article highlights the nitty gritty of holistic/comprehensive admissions policies. 

Once you've read the article, please let us know what you think of this "confession."

Predicted Grades and Developing a Balanced List of Universities

Grade 11 students have completed their exams and are nearing the end of their first year of the rigorous IB program.   Everyone in Grade 11 will be invited to meet their University Advisor in the last few weeks of Term 3 to discuss their university research and go over a checklist for the summer.  Parents who would like to attend this second meeting should ask their child after May 17th for the date of their appointment and have him or her inform the University Advisor that parents would like to join.

Given UWCSEA’s limit of 10 university applications per student, it is not a good strategy to apply indiscriminately. We recommend that students develop a balanced list of universities, with 1-2 in the “reach” category, 2 or more in the “likely” category and the rest in the “match” range.   How do students determine whether a particular university is a reach, match or likely option for them?

In the UK, Canada, Hong Kong and a few other destinations, universities publish the minimum IB requirements for particular courses of study and make offers based on the school’s submission of students’ Predicted Grades, the professional judgment of teachers regarding the grade in each subject a student is likely to achieve as a final result in the IB Diploma Program (this is not the case in the US, as discussed below, or in Australia where students apply after final IB results, or where offers are portfolio or audition-based).  UWCSEA keeps Predicted Grades confidential so that universities can be assured that they are the teachers’ most accurate prediction.  However, Predicted Grades are usually closely aligned with assessed grades, so students should develop their list of reach, match and safety schools based on their assessed grades from their report cards.   The most recent Grade 11 exams are merely one component of the Predicted Grade and should not be considered a proxy for Predicted Grades.

As an example, for an international student to study Mechanical Engineering at Bath University in the UK, an applicant would need a minimum of 36 IB points overall (including core points) with at least a 6 each in HL Mathematics and HL Physics and a 5 in English.  If a student’s most recent assessed grades added up to 34 points with the required grades in these specific subjects, a student should consider Bath a match (assuming he would earn at least two core points from TOK and the Extended Essay).

UK applicants need to pay careful attention to the fee status category they apply in.  Students who are considered residents for home fee status in most cases put themselves in a more competitive applicant pool, particularly in Scotland, where Scottish and EU residents attend university tuition-free.  For example, for those wishing to study Business at the University of Edinburgh, a Korean student would need to earn 34 points whereas a French (EU resident) student would need to earn more like 41 points to enter the same course.  In this case, university websites may have the most accurate information about entry requirements.

In Canada, international and Canadian students are treated the same, and offers of admission made on Predicted Grades are unconditional.   For example, either a Canadian or an Indian student who would like to study a Bachelor of Commerce at McGill University in Canada would need to be predicted at least 35 IB points (not including core points) with either a 5 in HL Mathematics or a 6 in SL Mathematics.  A student who has achieved above these grades in her latest assessment should feel that McGill is likely to make her an offer.   

Because US institutions consider students holistically, it is much more difficult to gauge how likely students are to receive offers from particular colleges and universities.   US universities do not publish minimum grades or scores, but often share averages based on Grade Point Average (GPA) and SAT scores.  GPA doesn’t translate easily to IB scores so is not a reliable source of information.  SAT scores alone should never be considered as minimum entry qualifications.  US universities consider the entire transcript of assessed grades starting in Grade 9 and may put less weight on Predicted Grades, as most American high schools do not predict grades for their students.

It is possible to organize US universities into reach, match and likely categories based on academic qualifications, but harder to predict outcomes, because decisions often hinge on subjective factors, like a student’s ability to write and her teachers opinions of her, as well as factors outside of a student’s control, such as her citizenship, ethnicity, gender and family’s ability to pay.  Based on published statistics regarding averages and data from past applicants at UWCSEA’s Dover campus, University Advisors can help guide students in arranging their US university list into “reach,” “match” and “likely” categories, with the caveat that being academically qualified is a necessary but not sufficient condition for success at many US universities.

Students should give some serious thought to whether they would really be happy to attend every school on their list.  A “likely” choice is not a meaningful one if students are listing it only to appease their University Advisor or their parents.   For each university on their list, students should be able to give a thoughtful answer to the question “Why are you applying to this university?”   The more research a student has done prior to his or her appointment, the more productive our meeting will be.  In the meantime, students are welcome to drop by or email with any questions.

Great Information, Advice, and Tools at the Careers Fair

We have our first Guest Blogger! 

One of our Grade 11 students, Istvan Cselotei, reflects on the Careers Fair (held on March 2, 2013; organised by our Parents Association). Istvan writes about the information he gathered, the advice he gained, and the tools he now has to help him on his journey. Read on to hear from him:


I arrived at the Careers Fair without much knowledge of what to expect. I was not the only one to do so. We (the High School Community of UWCSEA) all came, in order to find out new information about possible careers. I, for one, have no idea what I want to pursue as a job, though I do have some areas of interest. During the fair I was able to find out more aspects of these, and many other occupations in a friendly ambience fostered by the neighboring barbecue to support our school's Global Concerns.

I found the Fair extremely useful, because it granted me the opportunity to test my communication skills, and to practice 'selling myself'. Through this process, I was lucky enough to encounter two highly memorable people. One of them serves as a 747 pilot at Cathay Pacific, while the other (an economist by qualification) is currently on the board of our school. With both of them I was able to converse about not only their occupations (which they elected following their passion - a decision which they have never regretted), but also their opinions on many issues regarding our global and local community. I enjoyed being able to receive knowledge that interested me; as I was able to discuss personal matters with them, and I had the freedom to ask questions.  

 

Others had a similar view on the event. Those I consulted during the writing of this post shared the unanimous view that the event was beneficial for both those who had a particular career in mind, and for those who have yet to decide. In order to provide a greater understanding of the Fair I would like to share a few of the reflections:

Saksham emphasized how he was exposed to previously unknown occupations, such as human resources - a field he is now considering to engage in.  Sophie also gained ideas for her future, when consulting with a gene-specialist, who explained how information from research could be converted into helping others.

One of the great features of the day was that numerous experts attended, hence it was impossible to not find someone of your field of interest, for instance Jennifer was extremely happy that she could seek advice from individuals who conduct a life based on service. Sanjana stressed her appreciation of the helpful personalities of the participants, a fact that helped her learn about everyday facts regarding the professions, such as how it enriches day-to-day life.

All in all the Careers Fair was a resounding success and helped us think more about our decision-making process. We’d like to thank the Parents Association for organizing the event and also all the volunteers for spending their Saturday afternoon speaking with several students and answering questions with a smile. Thank you!

Istvan Cselotei
Grade 11

Application Essays and Involvement of Parents

Following on from our previous post on the application essay, we found an article on parents involvement in the process.

The article entitled Is it a Parent's Right to Read Their Kids College Essay? details Shelley Emling's journey through her child's college applications.


What are you thoughts? Are college essays personal? Should a parent have the right to read the application essays? Let us know what you think!

Finding Your Voice: Writing a Personal Essay for College Admissions

Over the summer holidays our Grade 11 students will work on college essays for US admissions and they will write a personal statement for UK admissions. Some other country destinations or specific universities/ colleges may require a statement of purpose or ask the question, “Why do you want to study at X Higher Learning Institute?”

Admissions offices don’t just come up with these questions just for the fun of it. There is a real purpose to all of this. Admissions officers, when they read these essays and statements, are trying to gauge a student’s personality. They have the numbers already: attainment grades, predicted grades, standarised test scores, admissions test scores. In addition to the numbers they want to make sure that the student and the university/course are a perfect fit.  For US Admissions purposes, students will write on an essay topic on the common application and will be required to write a few more essays for individual university applications. For the UK, students will write a personal statement on the UCAS website. This personal statement is not tailored to a specific university, it is generally about demonstrated passion for the intended course of study.

It’s nerve-racking for most students. They know why they want to study somewhere but they are not quite sure how to articulate it.  We have some tips on that for students:

• Free- Write. Write for 15 minutes, without stopping, without editing. Just write. Whatever comes into your mind. Hopefully, you will find a thought will pop into your head that you can then expand on. Continue doing this until you are able to tease out a topic.

• Ask yourself questions. Then you must answer them. Why are you applying to college? What do you hope to gain? Why do you want to study at this place? Why do you want to pursue this course? What have you learned about this place? What have you learned about this course?

• Be aware of your strengths and weaknesses. Think about how you have changed since you    arrived at UWCSEA- East. What have you learned about yourself? How were you able to handle challenges?

• Think about your activities (Make sure your resume is up to date). Look at your CAS reflections. Find several significant moments in your activities and try and think about what they meant to you. What did you gain?

• Demonstrate Passion: Research the course/major you would like to pursue. Look at university course outlines. See what they offer and link those with things you already do/have done.

• Take a risk. Write a Dangerous Essay.

• Be Honest. If you are, you cannot go wrong. If you’re asked a question in an interview, you will be able to answer it.

• Write using your voice. Admissions officers, like your teachers, can pick up when something does not sound like you. Yes, get help with proof-reading to ensure you’re not making silly mistakes, but ensure the essay is true to who you are.

• Avoid writing about the three D’s: Death, Divorce and Destruction

• Brainstorm. Write. Proof-read. Revise.  The writing process is an important element in ensuring your essay will be of the best possible quality.

We’re running a 7-week writing workshop right now. We intend to offer it again in Season Four. In addition, all Grade 11 students will attend a session, in May, with their university advisor on personal essays and subject specific essays.  We, as University Advisors, will also offer feedback of essays and personal statements after the summer break.

We encourage you to find your passion, find your voice, and write!

Self-Assessment and Career Exploration Tools

Students thinking about university often jump right to “Can I get in?” without spending sufficient time on "What do I want from a university experience?” and "Which kind of university is right for me?"   The first step in identifying which universities would be a good match must start with students themselves.  It is important that students invest some time and energy reflecting on their own interests, learning styles and aspirations as they embark on their university search and application process. Students with a higher degree of self-awareness are better able to determine what criteria would make a college or university a good match for them.  This week Grade 11 students will be meeting with University Advisors to learn about some resources to explore their own interests and potential future careers. Here are some of the online tools we will share.  These resources will be made available to younger high school students over the course of the school year.

FAMILY CONNECTION
Family Connection is the university and career website that is used to manage and track all university applications of UWCSEA students.  It provides a self-discovery assessment called Do What You Are an online questionnaire to help students match themselves to careers and majors or courses of study.   Students can take about 30 – 45 minutes to complete the questionnaire and get immediate feedback.  By clicking on the Explore Careers tab in Family Connection, students can search careers by name or keyword and read detailed profiles of specific careers.  Under Explore Interests, students can complete a Career Interest Profile and identify interests based on Holland Occupation Themes, a system of matching personalities to careers.

CAREERSCAPE
Careerscape is a UK-based careers exploration site where students can learn about many different careers and the courses of study recommended as preparation.  Careerscape includes information on all UCAS Higher Education courses (currently around 50,000). This information is organized by career or by a search facility for keyword, region and type of course.

UCAS
UCAS is the online site students will use when the time comes to apply to universities in the United Kingdom.  Under Course Search, students can see the different kinds of courses of study that are available in the United Kingdom and the increasing variety of joint degree combinations.  Students interested in particular careers can see where in the UK a variety of professional degrees are offered.


We recommend that parents start a conversation with their children about their own career paths and share how their thinking about careers and career preparation has evolved over time.  Many of us are not currently in the career that we initially studied for.  The path to a satisfying and fulfilling career is not usually a straight line, and students will be comforted to know that the decisions they make now about which subject to study or where to enroll in university are not final determinants of their potential for success.