In fact, the biggest mistake that most teens make is waiting until the Summer to make these vital college visits.  Student life is the single most important characteristic of any campus.  Though your parents may still marvel at the architecture, the curriculum, and the student-to-faculty ratio (and you may be nothing but bored at these features of a school), you as a prospective student owe yourself the marvel at real college students in their natural habitat.  Simply put, college is more than school.  It will be your home; suburban or urban, small or large, college-based or university-based, it will become your community. And, as the traits and nuances of any community cannot be found on a bland website or in empty buildings, community must be experienced.

So, when you visit a school, don’t take just the standard campus tour.  Observe how the students there behave in class, act around campus, and – especially – commune in the dining hall (the belly of every community).  Take time to linger in each new environment and imagine yourself among its vibrant crowd.  Ideally a collegiate reverie will titillate your teenage soul, inspired into an urgent sense of optimism about making this daydream a reality; ideally you’ll know that that school – that that community – is meant for you. Alternatively, if you find yourself not daydreaming but dreading a certain undergraduate experience instead, then you will still have done yourself a favor; as you begin to plot your future, you’ll have the knowledge that that experience, or at least that that community, doesn’t ring true for you. You’ll even have plenty of time to prepare for a gap year . . . but that’s a matter for another article.

In the meantime, don’t hesitate to hit the college circuit and figure out the nuanced differences between the communities of Wellesley and Wesleyan, Williams and William and Mary, for yourself.

This article is an adaptation of an article, written for Teen Life by the Veritas Team.

Intro. statistics and social-sciences students, stay tuned; next week, the Veritas Blog will premiere its new series on introductory statistics, geared for social-scientific research!

Happy Presidents’ Weekend, all!
The Veritas Team

In Summary:

In 12th Grade:

On 11th Grade:

On September 6th The New York Times ran this article, debunking many of the sacred cows of education like learning styles and study habits.  Here is our take on these issues and personal psychology:

The first and perhaps most controversial finding mentioned in the Times’ article is that learning styles don’t matter.  Here’s an excerpt:

Take the notion that children have specific learning styles, that some are “visual learners” and others are auditory; some are “left-brain” students, others “right-brain.” In a recent review of the relevant research, published in the journal Psychological Science in the Public Interest, a team of psychologists found almost zero support for such ideas. “The contrast between the enormous popularity of the learning-styles approach within education and the lack of credible evidence for its utility is, in our opinion, striking and disturbing,” the researchers concluded.

Though it is rare for individuals to fall into a single learning category (most tend to be “multi-modal” in psychology speak), there is ample evidence to support theories like Howard Gardner’s work on Multiple Intelligences.  Though the style of learning may matter less than we once thought, framing topics in terms of students’ personal interests, passions, and existing knowledge does make a significant difference in outcomes.  Education is not so much about to which sense as about to which sensibility a teacher appeals.

Then, the article explores the nature of studying and the way in which varying question types can improve problem-solving ability by 100+%.  Here are a psychologist’s remarks on his related findings:

“When students see a list of problems, all of the same kind, they know the strategy to use before they even read the problem,” said Dr. Rohrer. “That’s like riding a bike with training wheels.” With mixed practice, he added, “each problem is different from the last one, which means kids must learn how to choose the appropriate procedure — just like they had to do on the test.”

Nate Kornell, a psychologist at Williams College and the lead author of the study, [adds]: “What seems to be happening in this case is that the brain is picking up deeper patterns when seeing assortments of paintings; it’s picking up what’s similar and what’s different about them,” often subconsciously.

To anyone who has taught standardized tests or has tutored a student over the long term, this finding shouldn’t be surprising: Students who learn to assess and then apply the appropriate mechanism by which to solve any SAT problem, for example, tend to test better than students who learn only to apply a set of fixed mechanisms to a list of formulaically presented problems.  Any experienced teacher or tutor should know that learning drops-off considerably when students are in “autopilot” mode.  However, while variation does improve problem-solving ability and learning, we would posit that the explanation of this improvement isn’t as simple as mere deeper-pattern recognition and contrast.  Soliciting critical thought, breaking any habit relying on a formulaic approach, and generally turning on a student’s mind round out the pie of features that variation employs to lead students’ performances to increase.  In my own lessons, students never go more than twenty minutes without applying their knowledge to solving novel problems, and this practice is always followed by my immediate targeted feedback.

Last (but not least), the article advocates for more testing in school rather than less.  The reason: “Testing not only measures knowledge but [also] changes it.”  In short, a student’s reviewing his or her test results reinforces his or her knowledge of the material fore later recall.  The test, then, is not the assessment of recall, but the method for strengthening it for later assessments (e. g., real-life problems).  Tutoring is the ideal setting for a nearly constant progression of this reinforcing type of testing over time.

In truth, these “findings” are an excellent confirmation of many of the practices that we at Veritas are already employing on a regular basis.  We remain acutely aware of the latest research in education, to improve our services and achieve the best results possible.

We recently received a question from a parent asking about a policy change at her child’s school, the esteemed Boston Latin School.  With rampant student competition, the school has recently changed its policy to remove Honors classes from its Freshman curriculum.  With no GPA weighting for ninth grade BLS students, this curious parent wondered whether her daughter’s chance at admission to a top college would be limited.

In short, the answer is no.  Colleges are acutely aware of context when evaluating every applicant.  They know the policies and expectations of every applicant’s school of origin.  Even top colleges with exceptional applicant pools will not penalize a student with no AP courses if her school does not offer that curriculum.  As such, administrations are taking justifiable steps to throttle back over-achieving students.  Rather than creating a crucible of competition and stress, students ought to be encouraged to pursue activities and passions for long term interest and fulfillment.

Admissions offices certainly understand the virtue of academic passion but also recognize the life-shaping value of extracurricular interests.  The ability to learn and perform for the external motivation of grades is one indicator of diligence; however, the passion to pursue interests – such as music, sports, art, or volunteer work – for internal reward will get a student into college but more importantly into herself.

Therefore, every member of the Veritas Tutors staff is not only a expert teacher but an inspiring mentor.  It is our mission to improve student outcomes within and without the classroom by fostering sustainable curiosity, passion, and success for the school setting and beyond.  We help students discover their passions, whatever they may be, and guide them to excellence in that field.  When was the last time you asked yourself, “What am I passionate about?”

As always this was an informative and interesting discussion with Chris H. as we explored the intimate details of the admissions process.  For more information on College Admissions please visit the Veritas Blog.  Without further ado, here is the seminar in its entirety.

To download, follow this link: http://drop.io/HowToGetIntoHarvard/asset/how-to-get-into-your-harvard-2010-mp3

As usual, we recorded and shared these lessons freely with the world. Without further ado, here are the lessons:

Lesson One: Introduction to tutoring, education, and disruptive market forces
Download lesson here

The first choice students must generally make is between a university and a college.  For those who don’t know the difference, universities include both undergraduate and graduate programs.  Universities tend to be larger, to possess abundant resources, and to focus on research ahead of instruction.  For those self-motivated and aware undergraduates who know what they want, the university setting provides a near-infinite setting for exploration and learning.  Liberal Arts Colleges, however, focus unwaveringly on undergraduate education, providing smaller classes and focused attention and mentorship.  For bright students whose pursuits are undefined, the intimacy of a college can be far more enriching than the vast scale of the university.

Beyond that large question, there are numerous issues of personal preference – city vs. suburb, geography, proximity to home, cost, abroad opportunities, campus culture, even culinary options – to consider.  When trying to decide, the best course of action is to visit each school and mingle with the community of current and incoming students.  That’s right, if you’re considering attending a school sight-unseen, think again.  A prefrosh visit is utterly essential.  You wouldn’t buy a pair of jeans without trying them on… so don’t even consider attending a college without first seeing how it fits.

When visiting a school, the most important variable is the student body.  This is the community in which you’ll be living, working, and socializing for the next four years.  If you feel at home and happy early-on, the transition to independent and challenging academic work will be much easier.

Along that line, the best place to look for a diverse, social college experience is the dining hall.  This is the single place on campus that will showcase the entire cross-section of social life.  Everyone has to eat, and generally speaking, like-minded people tend to dine together.  If you want to understand the implicit and explicit social dynamics of a college, then take a long lunch and/or dinner and pay attention to your surroundings and even try meeting some of the people you find interesting.  As a prospective student, you will certainly be welcomed and inundated by numerous opinions about the school.  Let this be your first lesson in filtering information to suit your preferences rather than someone else’s.

Last and certainly not least, you must go to some classes in subjects you find interesting.  While the anonymity and awe of large lecture classes is appealing, also seek out smaller seminars to gauge the collegiate discussion dynamic.  Of course scholarship is going to transcend most high school curricula.  Don’t be daunted; you’ll fit right in by the end of freshman year.

Last but not least, you have to understand that there is no perfect school out there.  Every setting will have times both good and bad.  Exams and papers will be more frequent than parties as well.  The key is to place yourself in an environment conducive to success within and without the classroom.  That way you’ll get the most out of the next four formative years of your life.

In many cases, College selection is an example of the Paradox of Choice.  To learn more, check out this Ted Talk by Barry Schwartz:

“The unexamined life is not worth living.”
-Socrates (470-399 BCE)

When official visits and peer enthusiasm crest in springtime, however, even the most intrepid students are persuaded to follow the ordinary path to college. Since adulthood is about successful autonomy, I never compel compliance. I do, however, endorse active self-discovery during adulthood and adolescence alike.

Perhaps not always a year in duration, contemplation of the self is invaluable during periods of transition – geographic, academic, and occupational. That is, relaxed reflection is essential to the practice of everyday life with particular focus on the space between the signposts of success. Simply put, scenic detours engender happiness, encourage exploration, and reinforce confidence. Although it is best to start young, it is never too late to begin living the self-examined life Socrates could not live without.

Before reading on, you may also listen to a full recording of a seminar on the gap year, which was held in Spring 2010.  Feel free to listen here or download the file for later.

The Arguments Against

Fortunately, I have learned from my students’ reaction to deferred promotion and thus have a certain amount of insight into the teenage psyche. Teens, like the rest of us, are creatures of habit, whose daily environment of bells and corridors seamlessly leads intellectual growth from one level to the next. In fact, “staying back” in the K-12 system engenders perpetual promotion to college and beyond. It is this concern for continuity, which constitutes the primary student arguments against the gap year.

Why wait when I am ready for college now? This is always the first question high school students ask when confronted with the prospect of a gap year. In most cases, students are not ready for collegiate success; they merely think they are based on the immature students who have made (or are making) this transition. In truth, the student capable of simultaneously adapting to a new set of social, amorous, and academic responsibilities is rare indeed. Rather than confront all of these trials at once, it is best to tackle each of these matters over a full year without the burden of classes – and tuition.

If I take time off now, I worry I won’t go back to school. This is one of my favorite excuses, because it is simply ludicrous. If, however, a student feels this is a genuine concern, there is a sure fire solution: get a job. After a month of 40-hour workweeks, any teenager will be begging for school. The discipline of rising early for work is also an invaluable academic practice. From personal experience (albeit not until senior year), a 9-to-5 approach to school ensures excellent grades without the burden of stressful cramming or all-nighters. In fact, most students will find a full academic workload corresponds more closely to thirty than forty hours per week.

By next year, I will be too old for college. The movie, Old School, should have confirmed you are never too old for college. If, however, Frank the Tank is not a credible mentor, it is worth recognizing that college is the first step to eliminating the artifice of age from one’s consciousness. College courses, unlike those in high school, are homogeneous mixtures of lower and upperclassmen with a few graduate students mixed in. As such, the age of any college student has little import within or without the classroom.

For the most part, the social stigma of “staying back” seems to prevent many students from taking a necessary moment to pause and reflect on life and learning. As a result, social inertia pushes students along – often to places they are not ready go. While some are ready for promotion, others are much better served by a break – an opportunity for contemplation, introspection, and exploration.

The Argument in Favor

The concept of a gap year (often up to 15 months including two summers) is almost always misunderstood. Parents and students fear the onset of lethargy and mental atrophy and wonder what to do over that seemingly interminable span. To those people, I always stress a multi-faceted approach. Imagine the opportunity for personal growth inherent in the following timeline:

• June: Graduation
• July – September: Summer employment
• September – January: Travel abroad to learn a foreign language and culture
• February – June: Work, intern, take a course or two, and visit with friends
• July – September: Continue study, work, and connecting with friends

Beginning school as a freshman the following fall, a gap-year student has the distinct advantage of maturity, additional education, a rested mind, and increased social confidence. Often self-growth is the process that occurs in the background of life, while we aren’t paying attention. As a result, it tends to be ignored or devalued. The self, especially during times of transition and growth, should instead be prioritized. During adolescence, little is more important than understanding of the self in isolation as well as in worldly context.

With self-awareness and confidence comes success in academics and work. Unfortunately, other pressing priorities overwhelm this subtle necessity. It usually takes decades to fully know thyself – in fact, most people never get to that point. It’s best to begin early and practice the art of reflection often. If you do, you will have more success and less stress – while saving tuition money in the process.

If my anecdotal authority is not persuasive enough, the following excerpt from “Time out or Burn out” by William Fitzsimmons, Harvard College Dean of Admissions and Financial Aid, should bolster the argument for a gap year:

For over thirty years, Harvard has recommended this option, indeed proposing it in the letter of admission. Normally a total of about fifty to seventy students defer college until the next year.

The results have been uniformly positive. Harvard’s daily student newspaper, The Crimson reported (5/19/2000) that students who had taken a year off found the experience “so valuable that they would advise all Harvard students to consider it.” Harvard’s overall graduation rate of 98% is among the highest in the nation, perhaps in part because so many students take time off. One student, noting that the majority of her friends will simply spend eight consecutive terms at Harvard, “wondered if they ever get the chance to catch their breath.”

During her year off, the student quoted above toured South America with an ice-skating company and later took a trip to Russia. Another interviewed in the article worked with a growing e-commerce company (in which the staff grew from ten to a hundred during the year) and backpacked around Europe for six months.

[http://www.admissions.college.harvard.edu/prospective/applying/time_off/timeoff.html]

Rather than dwell on the potential downside of a year spent exploring the path less traveled, we should all consider its benefits. So, once you’ve finished the getting into college, do yourself a favor and pause to consider setting aside some time for getting into yourself. You’ll be happier that you did.

If you don’t believe me, listen to Stefan Sagmeister’s argument for “time off”: