| Recently, colleges are reviewing too many | | | | breathe and relax, and 2) Commit to something that |
| applications where student are addicted to getting | | | | they love (or at least like). Students who are |
| good grades, but sacrificing the time to figure out | | | | committed to one activity for 2-4 years show a |
| what makes them "tick" becoming somewhat robotic | | | | much stronger commitment and level of motivation |
| in an increasing competitive atmosphere. Although the | | | | compared to the student with 20 for short periods |
| academic criteria remains the driving force of college | | | | of time. And still, students involved with more two or |
| admissions, the problem lies with what to do when | | | | more activities for 2-4 years shows even potential. |
| you have too many applicants have the GPA | | | | When I was an admission counselor for a University |
| between 3.80-4.0. Many of us have heard the stories | | | | of California campus, I questioned the college |
| of the students with the 4.0 not getting in, while | | | | application that listed a slew of activities, which |
| students with less academic numbers are. Sure, | | | | seemed to have no connection or correlation to one |
| colleges want students who will do well academically | | | | another. The applicant would squeeze activities on |
| at their campus, but also they want their students to | | | | the sides of the pages "1 month volunteering at the |
| come in with ideas and energy towards developing | | | | hospital, 2 times going to the homeless shelter, 2 |
| innovation, contributing creativity, and eventually | | | | months interning at the pet adoption center, 6 |
| receiving recognition. With this in mind, colleges need | | | | months taking piano lessons, etc." Although the page |
| students who can go beyond the expectation, who | | | | was "full," my first assumption was full of |
| has a love in life whether its sports, volunteer work, | | | | questionable motivation and lack of commitment. I |
| a talent, traveling, the list goes on. Most importantly, | | | | questioned if the student only participated in these |
| students need to articulate this "difference" in a 4-8 | | | | things for the sole purpose of filling out this page, |
| page application. | | | | and hoped to have an explanation in the student's |
| Ok, now how to do this. It is important that students | | | | essay. Many times I don't get the explanation and |
| do two things at all times while maintaining a good | | | | my assumption continues on. |
| academic record: 1) Have the personal time to | | | | |