May 30, 2020 Dear Parents, We have revised this handbook for these unprecedented times, which we will continue to complement with emails and posts to the Parent Portal in the “Advising” section. While a useful guide, this handbook does not stand alone. It is a precursor and complement to the caring and individualized counsel that takes place in the many meetings between college advisors and their students (including by Zoom!). This handbook will help you understand our partnership, and the indispensable support you (parents) provide your daughter/son. The student’s voice is preeminent throughout this experience; therefore, this handbook is primarily written to the student. The importance of each student’s voice cannot be over-emphasized. It is, after all, the student’s journey that is the most important story of their application. Knowing the applying student is what colleges seek, and it is our students, your sons and daughters, whose agency, experiences, and potential are on display in their applications. Over the last few years, the landscape has changed dramatically, and SARS 2/COVID 19 brings us a new problem set. For now, test-optional is quickly becoming the rule of the land, but what “test-optional” means at individual colleges is still a work in progress. One in which we continue to invest significant time - Testing will certainly be a topic that we will continue to address over the summer and through fall updates. College advisors focus on where each student is on their journey. Each student’s path is made up of many actions and their decisions, each of which is a critical part of their experience and emerging sense of identity and agency. Our time with each student is invaluable. It provides and reveals priceless anecdotes and experiences that contribute to writing their college recommendations. The time together provides college advisors openings to share additional opportunities worth exploring as they continue to articulate their unique needs and wants. Practically speaking, we recommend that students build a thoughtful and balanced list. One that has a foundation of two to three “likely” colleges or universities, three “target” colleges or universities, and two to three “reach” colleges or universities. We place a strong emphasis upon the fit of the program and educational approach, and we expect students to articulate both for each college to which they plan on applying. These are critical understandings that each student works on identifying through their selfreflections (self-understanding) and research. Selective colleges who practice holistic admission need to see these understandings meaningfully demonstrated by competitive students to see how they may fit in their communities. Colleges each want to know, “Why us?” In seeking this information, they also acknowledge that imperfection is real; it is human. This means that the student’s authentic voice complementing their academic credentials and providing individualized context is the best path. Culver graduates are well-prepared to thrive in college, and they navigate this modern rite of passage very well. They understand that there is a fantastic universe of college and university opportunities ahead for them. Your sons and daughters are ready, and we are here for them every step of the way. We look forward to being your experienced partners in this exciting journey - Embrace the opportunity. Learning to Lead. Leading to Serve David S. Bonner, Director of College Advising
Table of Contents Culver Mission and Principles............................................................................................................................................ 4 School Code and Advisor Contact Information ........................................................................................................... 4 Our Partnership with Students and Families............................................................................................................... 5 Students are responsible for............................................................................................................................................... 5 Counselors are responsible for .......................................................................................................................................... 6 Parents are responsible for ................................................................................................................................................. 6 Overview – Types of Colleges ............................................................................................................................................. 7 Private Colleges and Universities ..................................................................................................................................... 7 Eight Myths about College Admissions .......................................................................................................................... 8 Where to Start ....................................................................................................................................................................... 10 Academic ................................................................................................................................................................................. 10 Personal ................................................................................................................................................................................... 10 Where Do I Apply? ..................................................................................................................................................................................12 Step 1: Honestly Assess Your Profile ............................................................................................................................ 12 Step 2: Factors to Consider in Researching and Selecting a College ............................................................... 13 Step 3: Create a List of Colleges to Investigate ......................................................................................................... 15 Step 4: Visiting Colleges ..................................................................................................................................................... 16 Step 5: Meet with College Representatives and Attend College Fairs ............................................................. 19 How and When Do I Apply? ..............................................................................................................................................................20 Step 1: Get the College Applications ............................................................................................................................. 20 Step 2: Keep a Log of Deadlines...................................................................................................................................... 21 Step 3: The Application: Applications, Supplements, Essays & Recommendations .................................. 26 Step 4: Submit the Applications ..................................................................................................................................... 28 Step 5: Communicate Any Changes ............................................................................................................................... 28 The Admissions Interview................................................................................................................................................ 29 Sample Resume ..................................................................................................................................................................... 31 SAT and Subject Tests ...........................................................................................................................................................................32 ACT...................................................................................................................................................................................................................33 Test Preparation ................................................................................................................................................................... 33 Procedure Regarding Applications for Accommodations on Standardized Tests...........................................34 Students with Learning Differences and/or ADHD ................................................................................................ 36 Financial Aid........................................................................................................................................................................... 38 NCAA Clearinghouse Preview ......................................................................................................................................... 40 Check Lists Junior/Second Classmen Checklist........................................................................................................................ 41 Advice to Juniors/Second Classmen from Graduating Seniors/First Classmen ................................. 42 Senior/First Classmen Checklist ............................................................................................................................ 42 Military Academies .............................................................................................................................................................. 44 Campus Visit Clusters ......................................................................................................................................................... 46
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CULVER ACADEMIES College Advising Guide • 2019-2020
Table of Contents (Continued) Additional Suggestions by Region Northeast ...............................................................................................................................................................48 Southeast................................................................................................................................................................50 Midwest ..................................................................................................................................................................51 Southwest ..............................................................................................................................................................53 Northwest ..............................................................................................................................................................54 Additional Applications and Application Types .................................................................................................................... 55 British Universities (UCAS) ...............................................................................................................................................56 Suggested Online Resources .............................................................................................................................................57 Glossary.....................................................................................................................................................................................58 Note pages ......................................................................................................................................................................... 61-62
College Advising Office Staff David Bonner Director of College Advising dave.bonner@culver.org (574) 842-8096 Legion Memorial, Lower Level
Nathan Walker Associate Director of College Advising nathan.walker@culver.org
Stephanie Hall Associate Director of College Advising stephanie.hall@culver.org
Amah Medard Associate Director of College Advising francois.medard@culver.org
Brian Rodgers Associate Director of College Advising brian.rodgers@culver.org
Culver Academies School Code (College Board, ACT, or CEEB Code)
150 695
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The Culver Mission Culver educates its students for leadership and responsible citizenship in society by developing and nurturing the whole individual - mind, spirit, and body - through an integrated curriculum that emphasizes the cultivation of character.
Principles Culver is committed to the intellectual growth of all members of its community through participation in a demanding curriculum that prepares students for success in higher education. Culver’s curriculum emphasizes critical thinking, problem solving, writing, research, artistic expression, and foreign language proficiency through innovative teaching methods and technologically rich classrooms. Equally important is the cultivation of those virtues that develop both a lifelong love of learning and a commitment to the responsible stewardship of knowledge. Character development is essential to the Culver mission. For over a century, the foundation of the Culver model has been an education in the classical virtues of wisdom, courage, moderation, and justice. Given that habits of mind, spirit and body develop slowly, an education in the virtues requires understanding, self-discipline, and practice. All aspects of Culver’s academic, residential, extracurricular, and athletic curricula are designed to provide students with opportunities for individual growth within a carefully structured environment and provide opportunities for them to begin the difficult task of developing lifelong habits.
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At Culver, leadership training is both an end in itself and the means by which students develop a sense of social responsibility. Culver Military Academy is organized around its own distinctive military system of student leadership, while Culver Girls Academy is modeled on a prefect system. With these distinctive systems of leadership, Culver’s students enjoy the benefits of equal leadership opportunities in their separate residential programs, while sharing in the advantages of a coeducational program in most other areas of school life. Through the enactment of leadership ideals made possible in and through these systems, they develop confidence in their abilities to complete difficult and challenging tasks, as well as habits of inquiry and self-discipline central to an education in the virtues. Culver is committed to the spiritual development of its students. To encourage students to take the pursuit of spiritual truth seriously, Culver provides a variety of opportunities for the exploration and expression of religious faith. To this end, every student participates in a school chapel service or similar faith activity. While Culver’s religious heritage is rooted in the JudeoChristian tradition, we recognize and celebrate the diversity of faith and practice among our students. The fruits of the cultivation of the spirit – a regard for the beauty of the world, a reverence for the gift of life, and a recognition of the limits of our understanding - are important components of a virtuous life. Culver’s programs in the visual and performing arts pro- mote both aesthetic literacy and artistic practice. The arts are the common language of humanity and their study can lead to a deeper understanding of life and respect for cultural diversity. Emphasizing both theory and practice, Culver’s arts programs contribute to the intellectual and personal development characteristic of an integrated approach to education and to an education in the virtues. Culver’s athletic, health, and physical education programs are an integral part of our curriculum. Participation affords a significant opportunity for the development of the virtues associated with personal integrity. While we encourage individual and team excellence, Culver’s rich and varied programs are designed to present students of all skill and experience levels with opportunities to develop both a lifelong interest in sport and a lifelong regard for good sportsmanship. Culver’s health and residential life curricula emphasize sound decision-making through programs that include fitness, nutrition, and respect for the body.1
Adopted in July 2000 by The Culver Educational Foundation Board of Trustees.
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Our Partnership with Students and Families Culver’s College Advising Office guides students and families through the college admissions process, helping students select and gain admission to colleges and universities appropriate to their interests and demonstrated abilities. The more obvious and natural aim is for Culver to find the right collegiate home for our graduates and to make college exploration another powerful learning experience, developing in our graduates lasting and transferrable skills. We work to help students identify and discern opportunities, while cultivating self-presentation skills that may help advance the college admission process and, ultimately, careers. Building upon Culver’s leadership programming, advisors engage students frequently in scheduled, unscheduled, formal, and informal group and individual conversations designed to help students reach a greater awareness of who they are and to help them focus on ideal learning environments. Parents have opportunities to engage in group programs and in individual and family meetings with advisors throughout the Culver experience.
It is critically important that we work as partners to the benefit of our students. In the spirit of Culver’s student-centered approach to learning, we begin below with an articulation of student responsibilities, followed by counselor and parent commitments in this process.
Students are responsible for… •
Adhering to Culver’s core values of honesty, respect, responsibility, fairness, and compassion.
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Engaging in serious self-reflection to identify personal and educational goals.
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Being honest, and aspiring to authenticity in all communications with the college advisors, colleges, and in applications.
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Communicating regularly and often with their college advisors and their families.
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Meeting all deadlines established by the College Advising Office and those set by colleges and universities.
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Researching and adhering to specific admission requirements and deadlines (standardized testing, academics, interviews etc.) of each institution to which they apply.
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Submitting all application materials and standardized testing (where appropriate) to colleges to which they ultimately apply.
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Maintaining an accurate college application list on CIALFO.
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Maintaining a healthy approach to grades, commitments, and responsibilities throughout the senior year, both application-related and beyond.
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Considering the possibility of experiential learning opportunities, including a gap year, that could complement their college education.
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Protecting the privacy and confidentiality of their classmates.
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Counselors are responsible for… •
Advising with the highest ethical and professional standards consistent with Culver’s core values of honesty, respect, responsibility, fairness, and compassion.
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Being supportive of the school, the class, and each student.
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Staying abreast of current trends within college admission.
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Providing access to information, scholarships, financial aid, and educational opportunities to all students.
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Encouraging and challenging both students and families to explore the broad range of educational opportunities.
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Working closely with students and families to critically examine the “why” of colleges they consider, including programs and their own learning styles.
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Encouraging students to be thoughtful and careful in their research of admission requirements, policies, and procedures of individual colleges and universities.
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Providing appropriate support of applications and essays while encouraging students to build upon their core competencies of critical and creative thinking and writing.
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To appropriately advocate for students to colleges throughout the admission process.
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Submitting transcripts, Culver recommendations, and secondary school materials to each college or university reflected on a student’s final list on CIALFO.
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Communicating with and being accessible to students and parents throughout the college search and application process.
Parents are responsible for…
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Upholding Culver’s core values of honesty, respect, responsibility, fairness, and compassion throughout the college process.
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Exploring and recognizing the value of the broad educational opportunities.
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Acknowledging that students are still developing into young adults and that they will continue to evolve as they learn more about themselves, including through the college exploration process.
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Encouraging independence, personal responsibility, and individual growth in their child toward the goal of preparation for independent life in college.
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Allowing and urging students to take the lead and own the college process while providing appropriate support.
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Being aware of deadlines for students established by colleges and universities, standardized testing organizations, and the Office of College Advising. Be aware of financial aid form deadlines.
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Providing the Office of College Advising with relevant information, context, and insights about their children and remaining engaged in communications from college counselors through the process.
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Helping students accept outcomes by modeling and encouraging resilience.
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Respecting the privacy of their child as well as those of other students and their families.
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Overview - Types of Colleges Private Colleges and Universities There are approximately 2,618 accredited 4-year colleges and universities in the United States. About 1,700 are private colleges and universities. These colleges do not have direct financial support from or control by state government. This independence means that they have greater freedom in designing programs, defining admission criteria and procedures, and determining the focus and culture of the school. Because of this self-direction, you will find great diversity among the private colleges.
They are large, medium, and small; secular and religious; greatly selective to quite modestly selective; traditional to innovative; specialized and liberal arts. Some are for women only or men only. Some are nonprofit; some are for-profit businesses. Campuses vary widely in location, environment, goals, admission requirements, and programs and degrees offered.
There are four types of private, four-year colleges: •
Research institutions such as the University of Notre Dame, University of Southern California, and University of Chicago.
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Small comprehensive universities such as Butler University, and Loyola Marymount University.
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Small specialized schools such as Rose Hulman, Harvey Mudd College, Babson College, and the California Institute of the Arts.
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Small liberal arts colleges such as Wabash, Kalamazoo, Bowdoin, and Kenyon College.
Factors taken into account when applying to private colleges: •
Your high school record
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Your high school
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College admission tests
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Extracurricular activities
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Essays and supplements
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Recommendations
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Interview
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Special talents/achievements
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Personal background
Factors taken into account by all colleges: •
A sound college preparatory program
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Challenging course selection that requires critical thinking
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Participation in extracurricular activities
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Participation in community activities
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Strong writing skills
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Indication of personal development (maturity, responsibility, ability to collaborate, decision-making skills, and flexibility) CULVER ACADEMIES College Advising Guide • 2019-2020
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8 Myths About College Admissions MYTH #1: It is better to go to a big university that is well known than to a small college that few people have heard of. FACT:
This generalization about large versus small schools is quite misleading. While a large university with wide name recognition (such as University of Michigan, Ann Arbor) may be ideal for many students, others may perform better in a smaller, more personalized environment (such as Dickinson College). Just because your next door neighbor hasn’t heard of a particular college doesn’t mean the school is not prestigious. Graduate schools and employers make it their business to know which colleges turn out the brightest and most capable graduates, and the size of the school has very little to do with it. It is important to define the things you want in a college – to understand yourself, not to be unduly influenced by the opinions of others. Ultimately, it’s “better” to find the right fit.
MYTH #2: The only private colleges worth applying to are the Ivy League colleges. FACT: This is cliché. Less than half of one percent (0.5%) of undergraduates attend one of the Ivy League colleges. The eight Ivy League colleges are among the most selective schools in the nation, and they may not offer what you want; besides, the “Ivy League” is simply an athletic league like the Big 10 or the Pac 12. Certainly the Ivy League is known for its academic quality, but it does not have a monopoly on academic quality. Suggested reading: Looking Beyond the Ivy League by Loren Pope.
MYTH #3: Colleges receive so many personal essays they probably only glance at them. FACT: Private college admission officers read personal essays with great care (same for the UCs and other large public universities that have a Comprehensive Review process). Writing about yourself in a way that makes you unique is the one significant thing you can do to set yourself apart from other students in the applicant pool. Don’t wait until just before the deadline to rush to write your essay just to get the application in the mail on time. A well-written essay can tip the scales in your favor; the personal essay can make a difference. This is a focus topic in our College Advising Class, Culver’s writing center does excellent work with our students, and College Advisors are always available to work with students throughout their writing process (for example, personal statements for the common application, supplemental essays).
MYTH #4: I am disadvantaged by Culver’s rigorous curriculum. FACT: College admissions processes that are numerically driven (typically large state university systems) may not look at an applicant holistically. However, most colleges do review an applicant within the context of the school they are attending. They rely heavily on the school profile that accompanies the transcript and take into account the strength of curriculum and difficulty in grading. In addition, the Advising staff works to build relationships with the admissions office staff so that we can further explain the curriculum and grading at Culver. Colleges are universally impressed by Culver’s academic offerings. Colleges do not com- pare student GPA’s from one school to the next and Culver’s students are NOT penalized for rigorous grading.
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MYTH #5: Colleges don’t look at the senior/first-class year grades. FACT: All college admissions committees will not only review senior year grades, but also the degree of difficulty of the senior year course of study. All acceptances are on the contingency of successful completion of work-in-progress. They are expecting that the student finishes senior/first class year with same level of success as they started. If there is a significant change (decline) in academic performance from February to June, the college that originally accepted you might require summer school work, put you on probation for the first semester of college, or rescind your acceptance. Colleges review final transcripts. Since that review is typically completed in in July or August after high school graduation, there are serious consequences for you if your admission offer is rescinded one month before the fall term begins.
MYTH #6: It is important to have as many extra-curricular activities as possible to impress college admission people because it “looks good.” FACT: Colleges are “looking” for quality of involvement, not simply quantity. They want a well-rounded student body made up of students who are passionately interested in particular activities, those who haven’t spread themselves so thin that their extra-curricular commitments are superficial. Colleges prefer, for example, the student solely dedicated to being the yearbook editor over the student who has some participation in 10 different activities. This is what is called “productive follow-through.”
MYTH #7: Colleges just don’t have enough money to give families financial aid. FACT: Financial aid continues to be more readily available than you might think in the forms of grants, loans, work-study, and merit scholarships. Read the financial aid section in this handbook, review the resources available on our web site, use Net Price Calculators, share and discuss your need(s) with your College Advisor, and investigate websites such as www.fastweb.com or www.finaid.org.
MYTH#8: If I make the wrong decision about college, my life will be ruined. FACT: While it is important to realize the significance of your college choice, take it seriously, and spend time on all the steps of the college process, you should remember to keep things in perspective. If you find, in spite of an informed choice, that you are not well-suited to your college, you can transfer to another college. Culver’s College Advising Office is here to serve you through your college or university graduation.
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Where to Start? The admissions process is an attempt by colleges and universities to select the most qualified students for their particular institution, carefully matching student and program. The basis of this selection is determined by an evaluation of the following:
Academic Information: 1) The transcript which includes: ✓ Academic grades ✓ Type and number of courses ✓ Level of courses ✓ Grade point average(s) 2) Test results ✓ SAT or ACT ✓ Subject Tests ✓ AP Tests ✓ TOEFL
Personal information contained in: 1) Autobiographical essay/writing sample 2) Resume of extracurricular activities: ✓ Leadership roles ✓ Activities and clubs ✓ Sports participation ✓ Work and travel experience ✓ Unique talents and interests ✓ Volunteer service 3) School recommendation 4) A personal interview
in admission of an applicant,
Academic More than anything else, strong academic credentials build the foundation for college admissions. These credentials include your scholastic achievement, strength of curriculum, and standardized test results. While scores on the SAT and ACT can be significant, especially at state institutions and the most selective colleges and universities, the most important criteria will be performance shown by your four-year classroom record. Admissions officers place a high value on students with consistent academic success in demanding programs. A simple rule-of-thumb for courses and grades: Take the hardest schedule you can handle without getting a “C”. “C’s” are acceptable in college admissions, but “acceptable” doesn’t mean “desirable.” Of course, you should always do the best you can, and sometimes a “C” is doing the best you can.
Personal Getting your academic house in order is the first rule for progress in the college application process. After that, it is time to find out who you are, what you are good at, and how adventuresome you are. Achievements outside the classroom are also a factor 10
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and for many of the selective colleges, a student’s non- academic record can allow him or her to be accepted before applicants with similar academic credentials. Colleges are not as interested in students who participate or dabble in a large number of activities as they are in applicants who have become sincerely involved in a few meaningful endeavors. Choose the activities that interest you most, and make a real commitment to them. If possible, work toward a leadership position(s) in your activity(ies). Spend some time with yourself and notice what you think about, dream about, and perhaps want to try. If you think you would be good at public speaking, take a class, join the Speech Team, Model UN, or become more involved in student leadership. If you would like to develop artistic talent, take advantage of the excellent visual arts program at school and/or learn about summer programs at art colleges. Though it is important that you learn about yourself and develop yourself as a person, it is also important in the college admissions process. Colleges are looking for interesting people. You will hear that they want people who have a passion. Perhaps some of your classmates have already found theirs, but maybe you are still looking. There are unlimited opportunities for exploration. If you get stuck, see your counselor, mentor, or advisor for ideas about volunteering, interesting classes,
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Or summer opportunities. A growth curve is important. Most colleges are looking for students who are growing steadily as a student and a person. Achieving just a satisfactory level of performance and staying there often indicates complacency and a lack of motivation. If you apply yourself daily and pursue real interests, you will enter the college application process with confidence and direction.
Culver’s mission explicitly and implicitly embeds self- exploration in every student’s Culver experience. Starting with the leadership curriculum and student life through College Advising class, self-exploration and self-awareness are a hallmark of a Culver education.
This self-exploration will also benefit you in the college search process by helping you identify institutions that would match or further your interests both inside and outside the classroom.
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Where to Apply? Let’s start with a reality check: 3,350 of the 3,500 colleges in the nation DO NOT turn down more applicants than they accept. So does it make sense to limit yourself to the stressful, hardball game of highly selective college admissions? Only you can answer that. The College Advising staff will work with students to explore a wide range of possibilities. Ideally, we will assist in developing a list of colleges, based not only upon selectivity, but also upon the important things: environment, programs, great teaching, the opportunity to meet interesting people (and perhaps lifelong friends), and the chance to be challenged both personally and academically. In the field of college advising, we call this the right match or fit. And there is no perfect college for you. There are a number of colleges that may be right for you. While it is true that there is undoubted- ly a type of college which is more suited to your needs than another type, it is not wise to immediately narrow your sights to only one or two colleges. A better plan is to investigate several possible options and you will discover that each one has its own advantages.
STEP 1: Honestly Assess Your Profile Building upon Culver College Advising classes (which start in Term 3 of junior year) and the work of Student Life, much of our early work with juniors will be spent on self-assessment and reflection. A successful search requires that the student has an understanding of who they are, what they aspire to be, and what sort of environment will best match those things. A realistic self-assessment will help students examine their academic and personal strengths and weaknesses, as well as their reasons for going to college and what they are seeking in a college education. The process involves a combination of looking back at your students high school career and looking ahead to how a college education will prepare them for their post-collegiate years. Students: Answer these questions in an honest and thoughtful manner. A self-evaluation will help you understand what to look for in your selection of prospective schools, and it can prepare you for statements you will be asked to make about yourself in essays and interviews when you apply. Goals and Values • What is your main educational goal? • What values do you consider most important? • What kind of person would you like to become? • Which of your unique gifts and strengths would you like to develop? • What events or experiences have shaped your growth and way of thinking? Education • What are your academic interests? • Which courses have been most satisfying for you? • What interests beyond daily class assignments have
• • • • •
you pursued in research papers, through independent projects, and through recreational reading? How much do you genuinely like to read, discuss issues and exchange ideas? What has been your most stimulating intellectual experience in recent years? In what academic areas do you feel confident? Inadequately prepared? Are there outside distractions which have interfered with your academic performance? Consider such things as family problems, health, and other responsibilities.
Activities and Interests • What activities outside of the daily school routine do you enjoy the most? • Which have meant the most to you? • Do your activities show any pattern of commitment, competence, or contribution? • What do you do for fun and relaxation? • What distresses you most about the world around you? • What would you do if you could change certain aspects of your world? Personality and Relationships with Others • Are you competitive? If so, to what extent? • What kind of a person are you? • What three adjectives would you use to describe yourself? • How would someone who knows you well describe you? • What are your finest qualities? Your most conspicuous shortcomings? • How do you feel about choices and making decisions for yourself?
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Where to Apply...
STEP 2: Factors to Consider in Researching and Selecting a College What NOT To DO When choosing a college Put any faith in US News and World Report or similar rankings. Just because a school is highly ranked doesn’t mean that you will like it or that it will suit your needs. The rankings are based on factors that include things like faculty salaries, average SAT score, alumni giving rate, and the number of students who transfer. While these factors are important to the college, they have little or nothing to do with whether or not you will be happy there. Believe your best friend’s boyfriend who didn’t like the school he attended. Just because he didn’t like the college doesn’t mean that you won’t. There might be a very specific reason that he was turned off by the school – a weird freshman year roommate or a professor with whom he didn’t click. Those things can happen at any school. Be your own person in researching colleges.
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Believe statements that begin with “I heard that . . .” Much of the information that floats around about particular colleges is often outdated or based on a singular experience. Many colleges that had fairly lightweight academic reputations in the 70s/ 80s have refocused their priorities and are now top institutions. Similarly, some schools were considered party schools, and others were considered easy to get into. Schools have changed, and the way they might have been 10, 20, or 30 years ago is the way they might seem to your parents. Do your research. What are the social and academic realities now? I’ve never heard of it. Many of the small, liberal arts colleges are actually some of the best colleges in the country, and they might be some of the best-kept secrets, too. The average welleducated person can probably name only a small number of the almost 3,500 colleges and universities in the United States. These tend to be older Eastern schools, the large state universities, those with outstanding athletic teams, or those that happen to be near home. It is important to remember that a college which may be right for you may be one that is unknown to you now. While some of the universities you are most familiar with may not be appropriate choices. Keep an open mind.
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Start by Making a List of Things You Want in a College Suggestions to Consider: 4 School Size
Do I want the anonymity of a large school versus the personal attention from professors at a smaller school? Think about the learning environment in a lecture hall of 400, where you might be able to go through four years without being called on more than a few times; as opposed to the smaller class size, even seminar classes at small schools, where your participation is expected. It may be easier to have an impact on life at a smaller school, since you will be better able to get to know the administration and many of the other campus leaders personally. At large schools, the tradeoff for personal interaction may be a wider range of activities, clubs, or academic programs from which to choose.
4 Weather
Can I live through wind, snow, rain, and sleet – in a word: weather.
4 Academic Atmosphere
What environment suits me? Tense or relaxed, competitive or geared to individual progress, high or low academic expectations, opportunities for recreational and cultural activities to supplement academics, honor systems, and academic discipline codes.
4 Graduating In 4 Years
Is it important to you to graduate in four years? You may not know that the norm for colleges to quote graduation statistics is now six years, as in “We graduate 65% of our students in 6 years.” It is possible to graduate in four years. Be sure to find out how many students do that at the school you are considering.1
4 Social Structure and Campus Lifestyle
4 Setting
Have I visited a school in a suburban or rural area, so that I know what it means to distinguish between urban, suburban, or rural campuses?
Is a residential campus important? This is an especially important question for students planning to attend out- of-state colleges. Weekend social life, on and off campus, types of entertainment favored by the students, fraternities and sororities, and system of student rules are all important factors in the daily life of a student.
4 Location
4 Position In The Incoming Class
Distance from home. Do you want to be far or near? A drive away or a plane ride away?
4 Programs
Am I looking for a specialized school? (engineering, music, fashion design)
4 Co-Curricular Activities
Do I want to attend a school with a strong sense of campus community? Big-time sports can make you feel like you belong the minute football season begins. Do you like the tradition that goes along with big-time sports programs? Or are you trying to find a school with an orchestra, an award-winning student newspaper, political demonstrations, or important guest speakers?
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Do you want to be one of the better students at the school, or do you want the challenge of working extra hard to keep up with the top 25%? Would you consider entering an Honors program at a somewhat less competitive school in order to get the best education possible at a large school in a smaller group experience? Think Arizona State University or U Mass– Amherst.
4 Calendar
Is the school’s calendar important to you – semesters or quarters?2
4 Consider Your Own Priorities
Think about the dozens of other things that you, as an individual, might consider: athletics, performing arts, distance from home or relatives, cost, public/private, religious affiliation, specific programs or interdisciplinary majors… add your own special considerations.
1 Some colleges/universities (IU and Purdue, for example) have great 3-year paths to graduation. What fits your needs? Colorado College has a quarter system similar to Culver’s; Union College has a Trimester system that has students taking nine courses a year in stead of eight.
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Where to Apply...
STEP 3: Create a List of Colleges to Investigate You might want to create a section of a notebook or a spreadsheet for keeping track of your research. Make notes initially about size, location, selectivity, and special features based upon some of the qualities/characteristics noted in Step 2. Be honest about the kind of student you are. In terms of grades and standardized test scores, what kind of
student are you? In our individual meetings with you, we will help you assess the likelihood of admissions based on your academic profile. We will categorize colleges in the following categories: Unlikely, Reach, Possible (Target), and Likely.
Help in your research: • • •
•
Attend all college advising classes and individual appointments with the college advising staff. Ad- visors are there to answer questions and make suggestions, but they are not there to do your work for you. Research is work. Also take advantage of some guidebooks, such as The Fiske Guide to Colleges, Princeton Review’s Best 351 Colleges, or The College Board’s College Handbook. We have the books available for you to use or they can be borrowed through the library. You can do searches online through CIAFLO and College Board (Big Future). These programs al- low you to identify particular aspects of colleges, and then they will yield a list for you to research. Almost all colleges have websites to provide students with information. You can submit your name online to get on a particular college’s mailing list. They will follow up with catalogs, view books, and applications. Don’t forget the visits by college representatives to Culver Academies in the fall. These are great opportunities to meet with the person who will probably be reading your application.
A list of 20 or more colleges to research in the spring of junior year is reasonable. You need to begin narrowing your list down to a reasonable six to twelve colleges. Narrowing down the list is a task made successful by good research.
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CULVER ACADEMIES College Advising Guide • 2019-2020
Where to Apply...
STEP 4: Visiting Colleges Beyond all of your research on the internet, in general reference materials, and in all the view books, videos, catalogues, and brochures from individual schools, there is nothing like visiting a campus and seeing for yourself what a school is like. You will want to visit the schools that especially interest you, and certainly the ones that accept you, once you have completed the application process. If you are fortunate enough to be able to visit major cities with loads of colleges, like Boston or Philadelphia, then by all means, go and see as many schools as you can. If you are not, we recommend that you visit some campuses close to home or near vacation destinations. You can visit virtually any type of college within driving distance. Some of the area colleges might approximate the size and setting of a school that you may be considering. There is a list of suggested colleges for visiting later in this handbook (see the Table of Contents) and you will find some additional suggestions on News and Views (the College Advising Blog). •
Before the Tour •
•
•
The timing of a visit can make a significant difference in your impressions and opinion of the school. Try to plan your visit when school is in session, if at all possible. Advance planning with the college’s admission office is important to help you make the most of your visit. Most colleges encourage campus visits, and many publish special brochures to help you plan one. The admission office can assist you with travel information, driving directions, and scheduling your itinerary. Call the admissions office, and set up a day and time for a tour. If this is a serious visit, you (the student) might want to ask about staying overnight in a residence hall. Ask if they can make arrangements. If this is not possible, ask for assistance in finding lodging for the night, if you need a place to stay. Some have arrangements with hotels or motels in the area.
During your visit •
•
•
During your visit, try to meet with someone from the admission office, attend an information session, and take a tour of the campus. If possible, meet with a Culver graduate attending the school and someone from the area(s) in which you are interested in studying. Learn all you can and take notes. You will never be indifferent after a college visit. You will have strong impressions. Write them down, good or bad, and start learning about what you want in terms of size, type of school, people, dorms, activities, etc. You might want to make a comparison chart to take with you if you plan to see several schools at one time. If you do not make notes of some kind, you will find that your memory of specifics becomes vague after visiting sever- al schools. Follow up with a thank you note to the admissions person who helped you arrange your tour, or who spent time with you on campus.
• • • • • • • • • •
General appearance of the campus (deferred maintenance, vandalism, campus pride) Student attire (name brands, very casual, pajamas) Friendliness (eye contact, offer to help, hellos or ear buds in and looking down) Student conversations (topic, tone, classes, papers, books, parties) Transportation (bikes, cars, foot, shuttles) Faculty presence (office hours posted, open doors, student interaction) Library (hours, easy access) Laboratory and computer facilities (hours, easy access) Fine arts facilities (studios, practice rooms, performances) Residence Halls (singles, doubles, suites, coed, sub- stance free or wellness, guaranteed housing) Dining Halls (faculty sitting with students, athletes separate)
Questions to Ask Campus Representatives • • • • • • • • • • • •
What percent of applicants are accepted? What percent of first year students return as sophomores? What percent of entering students actually graduate? In how many years? How much flexibility will I have in my curriculum? Can I double major? Is a core curriculum required? What is the average class size? What is the faculty/student ratio? Will I be taught by graduate assistants? What percent of the faculty teach first and second year students? What percent of the faculty are women? People of color? How many credits/classes do students usually take in one term?
What to Look for On a Tour CULVER ACADEMIES College Advising Guide • 2019-2020
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• • • • •
What percent of graduates who apply to law school are admitted? Medical school? Do you have Honors programs? What percent of students receive need based and/or merit based financial aid? What proportion of need is met? What is the average loan debt upon graduation?
Questions to Ask Students on a College Visit Stop several students and ask them about the school and their programs. Watch for their facial expressions and any hesitation in their voice.
Some sample questions you could ask: • If they were choosing a college today, would this college be their first choice? • Is there anything about the school they would change? If so, what would it be? • What are the school’s strongest or most popular majors? • Is housing guaranteed for freshmen? • Will you need a car? • Are there parking restrictions and fees for parking? • Is there public transportation to nearby destinations (shopping, museums, etc.)? • What do students do on the weekends? Also, ask questions about your own particular interests, such as internships in your field, fraternities/sororities, stu- dent organizations, intramural leagues and/or club sports, or student government.
Other Helpful Activities When You Are on a Campus • • • • • • • •
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Look at school newspapers, kiosks, and bulletin boards for activities that interest you and give you insight into issues students care about. Eat in the dining hall (you may need permission from the admissions officer). Visit the student union. Talk to professors of classes or majors you may be interested in. Attend a class, if possible. Talk to coaches, if you plan to play a sport. Try to connect with team members, ask about coaching style. Visit the housing complexes. Spend the night in a dorm room with a friend, if possible. Visit the libraries. Find a location on campus that connects to you. Where will you study?
CULVER ACADEMIES College Advising Guide • 2019-2020
College Visit Preparation Worksheet Name of College: Location (urban/suburban/rural): Size:
Selectivity (your guess): 1 (reach) 2 (possible/target) 3
(probable) Day of visit: Weather conditions: Tour: Yes / No with Quality of tour: Other students: Best questions: Interview? Yes / No with Quality of interview: Send a “Thank You” note. Information session? Yes / No Quality of information: Did you learn anything new? What? Did you meet the faculty/staff member (i.e., professor or coach)? Yes / No Facilities: academic:
dorm:
athletic:
Pros (at least 5 things you like about the school): Cons (what you did not like): What was your first impression when you visited? What is your “gut” feeling about the school?
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Where to Apply...
STEP 5: Meet with College Representatives Over the course of any given year, Culver welcomes many college admission officers. The largest concentration takes place between August and November. Visits are posted on the Student Calendar so every student, 9 – 12, has the schedule amidst their assignments. Students from any grade level are welcome to meet with our guests, and we encourage all students to meet with college representatives as part of their college search, application, and decision processes. We feel that it is particularly valuable for students to start engaging college representatives when they visit in the fall of the student’s junior year. Demonstrated interest is an important factor at many selective colleges and universities. This provides an added incentive for students to make sure that they connect with our campus visitors (admission offices visiting Culver), and reach out to them, or the admission office when visiting a college campus, and/or connect through e-mail. We believe if you are interested in, or plan on applying to a particular college or university, you (student) should make every effort to meet with their representatives when they are on campus. A range of colleges visit Culver; some will be colleges and universities with which you are less familiar and offer exceptional opportunities. We encourage students to stretch themselves and explore. Over the last several years we have had students apply to and choose to attend col- leges that were not known to them before they met with a
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representative. In some cases, those have opened them up to opportunities where a Culver student’s academic record and standardized testing have qualified them for significant merit scholarship opportunities. In short, as impressive as Culver’s matriculation list may be, each decision represents a unique path and story. Many colleges also coordinate alumni interviews on Culver’s campus. While a number of colleges and universities coordinate those efforts through our office, students and families should know that College Advising/Academic Affairs will be happy to provide space for such interviews on campus. College Fairs can be great opportunities to meet with college admission representatives. We encourage you to approach these opportunities in a similar fashion. That is, use them to not only learn more about those schools you are already interested in, also use them to learn more about those colleges with which you are less familiar. College advisors provide additional advice to students in college advising classes as well as in one-on-one meetings. Students are encouraged to be proactive and to make sure to meet with their college advisor on a regular basis for on-going advice, strategy, and coaching through their college process.
CULVER ACADEMIES College Advising Guide • 2019-2020
How to Apply? STEP 1: Get the College Applications You know your grades through the end of junior year; you know your SAT or ACT scores (you might test again, but you have to go with what you know for this step); and you have done your research. You have your final list categorized by Reach, Possible (Target), and Likely. Run the final list by your advisor for input and information that may be new to you and then get your applications. Most applications are online. If you are on the mailing list already, schools may still send you paper versions. Many private colleges are members of The Common Application, and Culver’s College Advising Class requires every student to complete the Common Application. It is introduced and started in the Junior Term 3 Class and completed in the Senior Term 1 Class (for more information on the common application visit the web site: www.commonapp.org).
The Common Application is accepted at the vast majority of colleges/universities to which Culver students apply and contains the information required by all of those who have a unique application. Culver’s College Advisors provide supplementary support for students applying to colleges or universities that have their own application (for example the University of California system), are Coalition exclusive, or accept international applications such as UCAS (for the United Kingdom). Remember, when you use the Common Application (Coalition and Universal) be sure to look for supplements required by many colleges. Organizational note: Set up a filing system that works for you. Keep a separate file for each college to which you are applying. Organizational tips are provided in College Advising Classes as well as in one-on-one meetings with advisors.
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How to Apply...
STEP 2: Keep a Log of Deadlines Chart each application deadline and fee, advisor/teacher recommendation(s) required, personal essay requirement, SAT/ACT test dates and scores, and date mailed/submitted. Applying to colleges can be a draining and time-consuming business. Organization of files and information will help alleviate some of the stress during this time. Deadlines are critical. Given that deadlines are as varied as the number of colleges and universities out there, keeping track of them is crucial. Note schools’ deadlines carefully, as well as any standardized testing deadlines if you plan to test in the fall. Some private colleges have deadlines called Early Decision (ED) and Early Action (EA). ED and EA deadlines are usually November 1st, with a promise of an early answer, usually December 15th. There is a big difference between these two early deadlines.
At Culver Students start engaging college representatives in the fall of their Junior year.
Early Decision (ED): If you are admitted as an EARLY DECISION applicant, you must attend that college, and you must withdraw all other applications. This is a highly competitive applicant pool, but because the college can get the best applicants early out of this pool, they sometimes take students with slightly lower overall grades/test scores than it might in the regular application pool. The real issue for advisors, and hopefully for you too, is that you might change your mind between December and the universal May 1st decision date. Most high school seniors do, and if you are accepted ED, the entire process of decision-making is short-circuited. You absolutely must see your advisor before you can send in you ED application anyway, since he or she must sign it, but do be careful that you have absolutely no doubt that if accepted, you will attend this school. There is no room for doubt - EARLY DECISION is a binding contract. It is meant for the student with a CLEAR first choice school; it is not a way to “game” the system. Early Action (EA) refers to a non-binding early admission program. Students admitted under this program are not committed in any way, and may, if they wish, file admissions applications to other colleges. Colleges that have “Single Choice Early Action” (SCEA) or “Restrictive Early Action” (REA) programs do not allow candidates to apply to other schools during the early-action period only. However, once they receive REA (Restricted Early
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Action) decisions (mid-December), then applicants are free to apply elsewhere, if they so choose. Students receiving deferral notifications will be reconsidered with the regular applicant pool. Early action pools are also very strong, so if you aren’t that strong, you might actually run the risk of being rejected outright. Talk it through with your advisor. There are issues concerning Financial Aid with both ED and EA, so again, speak with your advisor regarding these early deadlines. Finally, you should be aware that if you file an application as an ED or EA applicant to a school and are denied admission, you may not apply again to the same school for the same admissions year as a regular admissions applicant.
Priority Application: Priority
applications are a recent development in the ad- missions landscape. Sometimes the colleges refer to them as the “leadership application”, “distinguished applicant” or “VIP application”. These applications usually have an early deadline and require no application fee, have an abbreviated essay requirement and promise a quick decision. These applications are a marketing tool for colleges to increase their applicant pool. Our recommendation is to use this application if the school was already on your college list and does not accept the Common Application. Otherwise, no matter how simple the application, it is a waste of your time and theirs if you would not attend if ad- mitted. For those colleges who use the Common Application, we recommend that you use your common application. The college will grant you a waiver, or provide a code so that you may submit your application without a fee.
Rolling Admissions: With rolling admissions, the
admission application is reviewed as soon as the file is complete. The college notifies the student of its decision within a short time, usually four to six weeks. Due to the increasing competitiveness of college admissions, it is a good idea to apply early to these colleges.
Open Admissions: Some colleges do not practice
selective admissions and offer admission to all students who apply. Generally, there are no admission deadlines for colleges that follow this policy. The community colleges are an example of this type of admission.
CULVER ACADEMIES College Advising Guide • 2019-2020
How to Apply...
Do not procrastinate
If applying to private schools, write a resume
Do not treat the deadlines as though they are flexible. Be sure you mark your progress on your Deadlines Chart. Our work with seniors during the fall operates under the presumption that all applications will be completed before Winter Break (regardless of regular deadline date). Our Senior Term 1 College Advising Class is intended to guide and support students toward this goal.
Most college applications will contain sections that ask for your activities and interests outside of the academic class- room setting. A resume will be a handy document for you to reference when completing your applications. It is also quite useful for many who are applying for internships and summer jobs. A sample copy can be found on page 31 (we have a specialized version for those considering a Military Academy or ROTC program). The resume may also be used by your advisor, teachers writing recommendations, admissions officers, and possibly a coach or interviewer.
Advisors recommend students apply to colleges in two waves: A first wave that includes early admission programs, those where there is a meaningful advantage for the student to apply early. And, a second wave that takes into account decisions rendered before or in December that may knock off regular application colleges (or those where there is no meaningful advantage in applying early). The purpose is multifaceted. Top reasons are to optimize fit, reduce any real or perceived cannibalization, and reduce the expense of applying to college (with application fees of $70 or so without submission of standardized testing, hundreds of dollars may be saved). More importantly students can really put their best efforts into their applications, with more time and focus on unique application supplements and demonstrating interest where it is valued. College Advisors hold supplemental meetings to address unique application processes (for example, the Military Academies and the University of California System). For the Academies, we start meetings for those interested in any of the Military Academies as early as Grade 10, with a hard start in grade 11 to prepare students for the summer seminars and Culver’s recommended timeline. For the University of California system we have dedicated times during the evenings where we will assist students in completing the UC applications. These applications require you to input your academic record, and the systems are not intuitive for students on a block schedule such as Culver’s. DO NOT WAIT UNTIL THE LAST MINUTE TO FILE APPLICATIONS. Computer systems have been known to crash due to overload.
Your resume should include information such as: • • •
•
•
• •
Personal data: full legal name, address, telephone number, and email address. Educational background: school(s) attended with the CEEB code (Culver code: 150 695). Extracurricular, personal, and volunteer activities you have done either in the summer or during the school year while in high school – community service; family activities; church, synagogue, or youth group projects or activities; school activities outside of class (sports, theatre, musical talents, art projects, cheerleading, scouting, student committees, etc.); significant travel experiences; summer camps or special outdoor pro- grams; independent projects you have completed. Include specific events, major accomplishments, special awards, or honors in any of these activities (musical instruments played, acceptance to a program by audition, elected offices held, varsity letters, workplace awards, etc.), and note any leadership roles you may have held. Indicate your level of involvement with each item (hours per week, weeks per year, or overall time involved). The length of time spent in each of your endeavors is not the most crucial factor since the type of venture or your level of responsibility may be more important. However, time spent reveals the degree of your commitment. Special interests and hobbies: This category usually includes activities that show great dedication and participation over a long period of time. Work experience: Not only should you list your job(s), but also the number of hours you worked during the period(s) of employment.
The Common Application as well as other institutional applications will generally require a School Report and one or more Teacher Recommendations. These forms, transcripts, and recommendations will be submitted electronically by the College Advising Office. CULVER ACADEMIES College Advising Guide • 2019-2020
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Note: Separate athletic, drama, music or other specialized resumes are necessary when applying for competitive programs. They should provide a complete review of training, participation, and performance, as well as future intentions. Include references with names, addresses, and telephone numbers.
Limit your requests for teacher recommendations to two teachers. Colleges rarely ask for more than two teachers. It is important that you personally ask a teacher to complete the teacher recommendation form. The teacher you choose should know you well enough to give several specific examples describing your characteristics as a person and student, your written work, the degree and quality of class participation, and your interest in the subject. This is not necessarily the teacher who gave you an “A.” Recommendations should preferably come from junior level teachers. Students are informed when to ask for recommendations in the Term 3 College Advising Class. In addition to your teacher recommendation, you will also have a school recommendation written by one of Culver’s college advisors. These letters provide a more holistic view on who you are as a person beyond the classroom. These letters provide pertinent information regarding your extra- curricular activities, contributions to the community, family background, etc. They also provide the admissions offices with context regarding the rigor of Culver’s curriculum and a student’s achievement within the academic offerings. Discipline Disclosure: Under certain circumstances Culver Academies (along with the student) may be obligated to disclose disciplinary violation(s) (whether academic or behavioral). In such cases, Student Life will initiate that discussion supported by College Advising. In such cases, the School Recommendation will contain any disclosure and explanation. The student will also submit an explanation of the misconduct in their application materials. Any questions should be directed to the Dean of Girls or Boys, the Commandant, and the student’s College Advisor or the Director of College Advising.
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CULVER ACADEMIES College Advising Guide • 2019-2020
How to Apply...
How to Request Letters of Recommendation What to Do 1.
During the Grade 11 Term 3 College Advising Class, advisors will review the recommendation re- quest process and address any unique situations. In general, we will share and require the return of a recommendation request form and teacher recommendation survey. Once the request form has been returned to the advisor, it is entered into our system. The teacher recommendation survey provides a series of questions teachers have found helpful in framing their recommendations. It should be sent to the teacher and advisor after the teacher agrees to write for the student.
2.
Complete the Teacher Recommendation Survey (noted above) and Advisor Survey.
3.
Make a request and complete the survey before you leave campus for the summer (Grade 11).
4.
Be sure to send each teacher who wrote for you a kind, personalized thank you note. For reference, College Advising sends teachers a list of the recommendations that they have agreed to write over the summer and provides reminders upon the start of the academic year.
What NOT to Do •
Assume that recommendations are quickly and easily prepared (they are not).
•
Ask a teacher to write a recommendation on the day it is due – this must be done the spring of Grade 11, there should be no late requests. Advisors work closely with students regarding senior year updates and any useful supplemental recommendation requests.
•
Ask more than two teachers to write recommendations for you unless special circumstances dictate and you have the approval of your college advisor. This is an inefficient use of teachers’ time and is considered to be an imposition on the third teacher when only one or two recommendations are needed.
•
Neglect to thank the teacher for his or her help.
•
Neglect to let the teacher know where you have been admitted, especially if they wrote and sent a letter of recommendation to a school where you have been accepted.
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Writing Your Essays (Personal Statement) While the personal narrative is part of each student’s Humanities experience, college advisors introduce the common application topics in the Grade 11 Term 3 College Advising Class. The Writing Center staff visit class, and students are asked to complete several writing exercises around the common application personal statement prompts (we use the most up-to-date prompts). Advisors encourage juniors to continue to work on their essays during Term 4, are available to work with them over the
summer, and encourage students to complete them prior to the start of their senior/first-class year. Personal statements and essays are a big part of our Senior Term 1 College Advising Class. There will be a prompt in the application if an essay is required. This can be anything from “Tell us something about yourself” to something off-the-wall that will enable the creative student to do his or her thing. The length of the essay should be approximately 500 words and no longer than 650.
The Class of 2020 Common Applicant Prompts: 1. Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story. 2. The lessons we take from obstacles we encounter can be fundamental to later success. Recount a time when you faced a challenge, setback, or failure. How did it affect you, and what did you learn from the experience? 3. Reflect on a time when you questioned or challenged a belief or idea. What prompted your thinking? What was the outcome? 4. Describe a problem you’ve solved or a problem you’d like to solve. It can be an intellectual challenge, a research query, an ethical dilemma - anything that is of personal importance, no matter the scale. Explain its significance to you and what steps you took or could be taken to identify a solution. 5. Discuss an accomplishment, event, or realization that sparked a period of personal growth and a new understanding of yourself or others. 6. Describe a topic, idea, or concept you find so engaging that it makes you lose all track of time. Why does it captivate you? What or who do you turn to when you want to learn more? 7. Share an essay on any topic of your choice. It can be one you’ve already written, one that responds to a different prompt, or one of your own design.
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CULVER ACADEMIES College Advising Guide • 2019-2020
How to Apply...
STEP 3: Applications, Supplements, Recommendations, and Essays Cont.
Essays: What To Do
Essays are important, so do not leave this piece until the night before you submit your application. Write it (3 or 4 rough drafts is the norm for writing a good essay), set it aside, revise it, have someone else edit it, and then finalize it when you know it really reflects who you are. If you are short on ideas, one of these might help:
•
•
Do you participate in class? Think of a time when something you said sparked an interesting discussion.
•
•
Think of your best qualities: leadership, persistence, compassion, humor. Tell a story about a time when that quality exhibited itself in your life.
• •
•
Do you excel in some extracurricular activity? Do you play the French horn? Do you tear up the soccer field? Do you write so beautifully that it brings tears to the eyes of the reader? Tell an anecdote from your life about your talent.
•
•
•
Do you bring diversity to the (future) campus? If you have a different perspective to add to the student body at your hoped-for college, talk about it. Was there a time in your life when you failed at something, and now, looking back, you can see how much you learned from your failure/mistake?
• •
•
Be original in your word choices and the way you present your ideas. Be authentic and avoid generalities Personalize your essays. The admissions reader wants to know about you. Keep your essays short, and stay within the space provided whenever possible. Have someone else read your essay and give suggestions. Write about something you really care about. Limit the narrative description about the situation, person, or experience, and focus your writing on the outcome or what you learned.
Essays: What Not To Do • • • • •
•
Try to write a funny essay if you are not a good comic writer. Repeat information from other parts of your application. Use your essay to list things you have done. Write about “last summer” unless it is really important to you. Try to write what you think they want to hear. Admissions officers have enough experience reading to be able to sense if the author is using an authentic voice. Go over the word (or character) limit.
Did you gain insight after an experience, or after meeting someone special, that changed your outlook on a person, a group, or a situation? Talk about that personal growth.
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CULVER ACADEMIES College Advising Guide • 2019-2020
Testing Each student is responsible for sending official test scores to each college. If you coded colleges on your standardized test registration forms, then you have al- ready sent official copies. If you didn’t, log onto the College Board (www.collegeboard.com) or ACT (www.act.org) and send the scores as soon as you have decided to apply to a college. There are charges for send- ing scores. It takes 2-3 weeks for the testing services to send your scores to the colleges. Keep this in mind and send your scores in advance of the application deadlines. For specific information about testing, see the testing section of the handbook.
Interviews Interviews might be required by some colleges. Check the college’s website for instructions on setting up an inter- view. Sometimes interviews are optional. We recommend that you interview whenever the opportunity is available. Interviews are rarely makeor-break events, so relax and be yourself. Dress appropriately, speak well, make eye contact, and be confident that the interviewer will only ask you questions for which you know answers. See Tips for Interviews on the next page of this handbook.
Auditions and Portfolios If you are applying for a competitive program in the arts, you will be required to audition or submit a portfolio. Check the college’s website and sign up for an audition as soon as you are able. Auditions dates/times can and do fill up. Some colleges will not let you set up an audition time until you have submitted the application. You may be required to go to their campus to audition, others will have regional auditions or participate in National Audition/Portfolio Days.
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How to Apply...
STEP 4: Submit the Applications Do not wait until the night before the stated deadline to submit your application. Computer servers can become painstakingly slow or even crash the night before the dead- line. Do not add a level of stress to this process by being
locked out of an application on the eve of the due date. Most colleges now send an acknowledgement via e-mail confirming receipt of your applications.
STEP 5: Communicate Any Changes Take responsibility for communicating with the college ad- missions office if anything should change after you file your application. For example, if you must drop a class that you listed on your application, you must notify the college in writing that you have done so (Grade 12 mid-year course changes in core curriculum areas are discouraged and
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require permission from both the Registrar and Director of College Advising). If you stated that you planned to be on a team or club during the year and you decided later not to participate, you must notify the college in writing of this change. See your advisor to discuss any questions.
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The Admissions Interview Purpose To help the college gather further information about your suitability as a candidate. To help you determine if this college is a good match.
Before the Interview Know yourself: Identify and be ready to talk about your strengths, interests, challenges. Know the college: Research the school and compose a list of questions about its programs in your areas of interest, and/or its admissions process. Dress comfortably but appropriately.
Two people talking 1. Shake hands with the interviewer and look the interviewer directly in the eye. 2. Know the interviewer’s name. 3. Introduce your parents, if they are with you, and then invite them to leave. An interview typically lasts about 30 minutes and is likely to cover these topics: Personal Background (The purpose is to put you at ease.) • Where you have grown up? • What are your parents’ occupations/interests? • Gather information about your siblings and colleges attended by family members. Academic Background • Information about Culver and the curriculum. • Why you have taken certain classes? • What has sparked your interest academically? Extracurricular Activities • What activities mean the most to you and why? • Have you had any specific roles within an activity? Academic Interest • What are you interested in studying and how have these interests developed? • What are your future career goals? College Choice • What are you looking for in a college/university? • What expectations do you have for a school? Why this school? • What brings you to this particular school? • How does this school fit into your criteria?
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CULVER ACADEMIES College Advising Guide • 2019-2020
The Admissions Interview Continued 1. 2. 3. 4. 5.
Be sure to have at least two questions to ask the interviewer. Ask questions that you don’t know the answers to (and can’t easily find) and that are open-ended. Optional: come with a resume/transcript to leave with the interviewer. Get the interviewer’s name, email address, and mailing address (i.e. business card) and ask if it would be okay to follow up with them if you think of more questions. Thank the interviewer, shake hands, say goodbye. Handwrite (if possible) or email a personalized thank you note to the person who interviewed you.
Academics • • • • • • • • •
Tell me about your high school—what kind of environment does it have? What are your classes this year? What is your favorite subject? Why? What has been the most difficult course you have taken during high school? Is there a specific teacher or course that has really caught your interest? Why? What has been the most exciting academic project you have done in high school? What has been your most significant academic accomplishment? Have you taken any classes/gotten any exposure in high school to what you want to study in college? Tell me about a challenge you have faced academically. What was it and how did you overcome it?
Activities • • • • •
What are some of the things you do outside the classroom? At your high school? In the local community? How have you spent your summers? Why have you spent them that way? Would you like to continue to participate in any of these activities in college? Is there anything new you would like to try in college? Tell me about your leadership experiences.
• • • • • • •
Family • • •
• • • • •
•
• •
• •
Are you the oldest? Youngest? Middle? Only child? How do you think your parents feel about you leaving next year? How do you feel your family or hometown has influenced who you are today?
College-specific
Open-ended If you got to go back to high school and be Head of School, what would you change? What will you miss most about high school or your high school years? If I were to visit your school and talk with some of your friends, how would they describe you to me?
What has been the most significant personal challenge you have ever faced? What do you feel is the greatest challenge facing your generation? Give me an example of how you would go about remedying this. What books have you read for pleasure recently? What have you done to better yourself in the last year? If you could be any [fill in the blank: historical figure, type of shoe, etc.], who/what would you be and why? What are your greatest weaknesses? What questions were you hoping I would ask during this interview? How would you respond?
Have you visited? Why and what are you interested in this particular college/university? Do you have an intended major? If so, why are you interested in that area of study? What will you bring to our campus? How would you use your talents at our university? What other colleges are you applying to? Is our college your #1 choice? What are your plans for after college? Why should our university admit you? (Your 30-second “elevator pitch” to an Admissions Dean)
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Sample Standard Resume Culver’s standard resume is based upon the current standards and practices of college career service offices. Student resources include position descriptions, action word lists, and individualized language from Your Science assessments of aptitudes and interests.
Note: Culver College Advising recommends a specific format to those who also anticipate applying to and seeking a nomination and appointment to one of the Military Academies, and/or are seeking ROTC scholarship. Please reference the Military Section, attend all military call outs, discuss this with your advisor, and keep them up to date. The resume is also addressed in the Grace 11 Term 3 college advising class. 34
CULVER ACADEMIES College Advising Guide • 2019-2020
SAT and Subjects Test Culver Academies School Code (College Board, ACT, or CEEB Code)
150 695 The majority of colleges require either the SAT or the ACT for admissions consideration. Some highly selective colleges also require Subject Tests. It is advisable for juniors/ second classmen to take the SAT by June of their junior year, and two or three SAT Subject Tests, depending upon college admissions requirements. Seniors/first-classmen have three test dates remaining for fall admissions: October, November, and December.
NOTE ABOUT TESTING: A growing number of colleges have adopted test optional policies and have dropped the testing requirement. For a complete list of colleges with flexible testing policies, go to http://www.fairtest.org. Also a number of colleges who require Subject exams will accept the ACT with Writing in lieu of the SAT + Subjects. It is important to understand what is required by each college on your list to formulate a testing plan.
All SAT exams are administered on Saturdays at national test sites. This new SAT will allow a student to take the exam with or without the Writing section. We recommend registering and sitting for the Writing section. Colleges are continuing to formulate their policies on whether they are going to require this section (or not).
The SAT Subject Tests are approximately one-hour in length, and it is possible to take three on one test date. It is not possible to take SAT Reasoning Test and SAT Subject Tests on the same day. Two test dates are required if you plan to take both. For students who will need Subject exams, it is encouraged that they begin the testing in spring of grade 11.
2020-21 SAT & Subject Test Dates Visit www.collegeboard.org for up-to-date information and to register for an exam. Dates are being added due to the cancelation of the Spring test dates
Registration Deadlines Regular Late (by phone/online)
Test Date
Test
March 14, 2020
SAT only
February 14, 2020
February 25, 2020
May 2, 2020
SAT & Subject Tests
April 3, 2020
April 14, 2020
June, 6, 2020
SAT & Subject Tests
May 8, 2020
May 19, 2020
August 28, 2020*
SAT & Subject Tests
July 26, 2020
August 7, 2020
October 3, 2020*
SAT & Subject Tests
September 1, 2020
September 13, 2020
November 7, 2020*
SAT & Subject Tests
October 5, 2020
October 16, 2020
December 5, 2020*
SAT & Subject Test
November 3, 2020
November 15, 2020
*August, October, November and December dates for 2020 are tentative. CULVER ACADEMIES College Advising Guide • 2019-2020
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Registration is available in July, and College Board had not finalized these dates as official at the time of printing.
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CULVER ACADEMIES College Advising Guide • 2019-2020
ACT Testing Culver Academies School Code (College Board, ACT, or CEEB Code)
150 695 The ACT is an alternate college admissions test. This means that it is accepted in place of the SAT at almost all schools. The ACT is administered on Saturdays, just as the SATs are, but never on conflicting dates. The ACT has four sections, each of which count as 25% of the composite score: Reading, English, Science Reasoning, and Math. The ACT should be taken with the optional Writing section for it to be equivalent to the SAT. Registration is available online at www.act.org.
It is advisable for some students to try the ACT as well. The two exams are structured quite differently. Some students do much better on the ACT and colleges will use the stronger of the two exams in their review process. 2018-19 ACT Test Dates
2020-21 ACT Test Dates Visit www.collegeboard.org for up-to-date information and to register for an exam.
Registration Deadlines Regular Late (by phone/online)
Test Date
Test
February 8, 2020
ACT
January 10, 2020
January 11-17, 2020
April 4, 2020
ACT
February 28, 2020
February 29-March 13, 2020
June 13, 2020
ACT
May 8, 2020
May 9-22, 2020
July 18, 2020
ACT
June 19, 2020
June 20-26, 2020
September 12, 2020*
ACT
August 10, 2020
August 11-17, 2020
October 24, 2020*
ACT
September 22, 2020
September 23-30, 2020
December 12, 2020*
ACT
November 10, 2020
November 11-17, 2020
*Registration deadlines for 2020-2021 will be announced in March 2020
Test Preparation All Culver students have access to Test Preparation. We meet with Grades 9 and 10 students after the PSAT to link their scores with Khan Academies highly-rated and effective SAT Test Preparation. By linking the PSATs to Khan Academy, each student receives a topically personalized preparation plan. Each plan provides students the ability to adjust the time of day they receive reminders as well as the option for every upcoming
SAT date.
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In Term 3, Culver hosts a SAT and ACT Test Preparation Class. Michael Goldstein and his staff offer a SAT and ACT Preparation Class that is designed to work around Culver’s class schedule. Michael and his staff rotate their time in residence at Culver and offer office hours for added support and advice, as well as for students to make up any missed classes. There is a modest fee for the Term 3 class; financial support is available for those who have demonstrated need.
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CULVER ACADEMIES College Advising Guide • 2019-2020
Accommodations on Standardized Tests Application Procedure The PSAT, SAT, and SAT Subject Tests
The ACT Test
Tests administered by The College Board include the PSAT, SAT, and SAT subject tests. Applications for accommodations for these tests are completed online by the Culver Academy’s School Psychologist. A recent and valid assessment completed by a psychologist (or other approved professional) that includes recommended accommodations for standardized testing is required to be on file with the School Psychologist. Once parents sign a consent to release information form, the application for accommodations process will begin. Once a student has been approved for accommodations for the College Board tests, they are given a unique SSD number that will be used during the registration process to use accommodations on all College Board tests.
Students who are interested in applying for accommodations for the ACT should contact the Testing Coordinator no later than 2 months prior to their anticipated ACT test date, indicating they are interested in taking the ACT with accommodations. They will then register for the ACT, making sure they check the appropriate accommodations request box during the registration process. When ACT sends the student an email confirming request of accommodations, the student MUST forward the email to the Testing Coordinator for further processing. The Testing Coordinator will then submit the online application for accommodations on behalf of the student. It is important to note that, historically, it has been more difficult to obtain accommodations for the ACT test than it has been for College Board Tests. In the event that a student is approved for ACT accommodations, those accommodations are granted for one test date only. If a student desires to retake the ACT test, they will need to notify the Testing Coordinator no later than 2 months prior to the next anticipated ACT test date, and the School Psychologist will complete the online application to arrange testing again. ACT publishes deadlines for receiving accommodations requests on their website (www.act.org), and Culver must abide by these deadlines.
It is very important to note; new accommodations requests are due at least 7 weeks prior to the anticipated College Board testing. College Board publishes these deadlines on their website (www.collegeboard.org/ssd), and Culver must abide by these deadlines. Culver Academies School Code (College Board, ACT, or CEEB Code)
150 695
General Guidelines for Requesting Accommodations with Both Companies Both ACT and College Board request the following documentation when requesting accommodations: •
Formal diagnosis and/or report from a licensed professional (e.g., doctor, psychologist, psychiatrist, etc.), including recommendations for academic accommodations and a diagnostic code
•
Documentation of need and use of accommodations in school previously (e.g., Individual Education/Learning Plan, 504 plan, Official Accommodation Plan, etc.). If the Learning Resources Department does not already have copies of these documents on file, they will contact the student and family in order to request the files.
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Accommodations on Standardized Tests Application Procedure Important Dates Because all 9th – 11th graders take the PSAT in October and because the College Board’s deadline for PSAT accommodations are in early August (before school begins), it is imperative new students share their diagnoses as early as possible. If not, we cannot guarantee accommodations for PSAT. 9th Grade In the fall of 9th-grade year, the Learning Resources Department applies for accommodations with The College Board for students with official accommodation plans that include recommendations for standardized testing accommodations. The Testing Coordinator distributes a consent form to parents to start that process in 9th grade (or any time after that for students with new official accommodation plans). 10th Grade In the fall of 10th-grade year, the Testing Coordinator applies for accommodations with The College Board for students with official accommodation plans that include recommendations for standardized testing accommodations. The Testing Coordinator distributes a consent form to parents to start that process in 10th-grade (or any time after that for students with new official accommodation plans). 11th Grade • • •
Students who are interested in applying for accommodations for the spring tests (ACT or SAT) must notify the Testing Coordinator by December 7th of their junior year. Spring: Students may opt to take either the ACT or SAT. If they are choosing to take the SAT, they will register for the test using their SSD number to secure their accommodations. If taking the ACT, you must select the box requesting accommodations each time you register. Then forward your registration to the school psychologist.
12th Grade •
•
Students may opt to retake the ACT or SAT. If they are choosing to retake the SAT, they will register for the test using their SSD number to secure their accommodations. Students who are interested in retaking the ACT, must indicate during registration for the test they are requesting accommodations and forward the email registration to the Testing Coordinator by August 15th. Deadlines for requesting accommodations for each test will be updated on the College Advising webpage on www.culver.org, each year. Note: The Learning Resources Department will not be able to process application materials submitted after these deadlines. Please contact the Testing Coordinator with any questions.
Chrystal Dyess
Testing Coordinator Chrystal.Dyess@culver.o rg 574-842-8426
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CULVER ACADEMIES College Advising Guide • 2019-2020
Students with Learning Differences and/or ADHD Many students with diagnosed learning differences and/or ADHD have received accommodations throughout their secondary school careers. At Culver, accommodations are generated through the Learning Resources Department and that information is disseminated to the student and the appropriate teachers. At the collegiate level, students will need to self-disclose their disability to the campus’ disability services center, and it will be up to the student to advocate for accommodations in class. Colleges will only know if you have had a previous IEP, 504, or official accommodations plan (Learning Support Plan) if the student discloses this information. Culver Academies, The College Board, and ACT are not legally permitted to share accommodation information with colleges or universities. The only way for a college or university to know about a student’s learning difference is for the student to selfdisclose.
Disclosing information about diagnosed learning differences (LD) at the collegiate level ensures that students will qualify for the legal protections afforded to them. Because of the pace and limited number of assessments offered at the university level, we recommend that students previously receiving accommodations visit their college/university disability services center as early as possible. Connecting with the disability services center will not only ensure that students know and understand their rights, but it also ensures that students are informed of academic resources offered on campus. This step toward becoming an independent learner is crucial to success in college, and students with learning differences would be well advised to get all the assistance available at the beginning of the college experience.
No college has the right to ask an applicant if he/she has a disability. However, there may be very good reasons to self-disclose, such as: •
Grades in classes such as math, foreign language, or English were consistently lower than other classes.
•
The disability was identified at a certain point in high school and grades improved dramatically once the student began receiving accommodations.
•
The student was unable to pursue a high level of study in a certain subject, such as foreign language, due to the disability.
There are three categories of assistance provided by colleges: •
Structured Programs: Colleges with structured programs offer specific services for students with LD/ ADHD that go well beyond mandated services. These services might include special admissions procedures, specialized and trained professionals, compensatory strategies, one-on-one tutoring, additional fees, compulsory participation, and monitoring.
•
Coordinated Services: Colleges with coordinated services offer programs for students with LD/ADHD that might be somewhat involved with the admissions decisions and might include voluntary participation, services beyond those that are mandated, low or no fees, and less structure.
•
Basic Services: Colleges with basic services comply with Section 504 of the Rehabilitation Act of 1973, but rarely have specialized LD staff, do not have monitoring, and are totally dependent on student advocacy.
•
A useful guidebook: “The K&W Guide to College for Students with Learning Differences, 14th Edition” by Marybeth Kravets, MA and Imy F. Wax, MS
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Students with Learning Differences and/or ADHD The student with LD/ADHD must take these steps when applying to college in order to be eligible for services: • • •
Self-disclose the LD or ADHD Request accommodations Submit current and appropriate documentation
The colleges will then exercise their right to independently examine the documentation and identify the services they feel are reasonable and appropriate.
Colleges recommended for students with Learning Differences or ADHD: Curry College, MA Hofstra University, NY Landmark College, VT (Must have a learning diagnosis to attend) Linfield College, OR Lynn University, FL Mitchell College, CT Regis University, CO University of Arizona SALT Program, AZ University of Denver, CO Also very good colleges: Arizona State University, AZ Lake Forest College, IL Boston College, MA McDaniel College, MD Brigham Young University, UT Menlo College, CA Brown University, RI New York University, NY All California State University (CSU) campuses Old Dominion University, VA Catholic University, DC All University of California (UC) campuses Chapman University, CA University of Colorado, Boulder College of William and Mary, VA University of Nevada, Las Vegas Colorado State University
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University of Oregon Cornell University, NY University of the Pacific, CA DePaul University, IL University of Redlands, CA Dickinson College, PA University of Vermont The George Washington University, DC All Washington State Universities Georgetown University, DC Western Maryland College, MD Green Mountain College, VT Whittier College, CA
CULVER ACADEMIES College Advising Guide • 2019-2020
Financial Aid The first smart step in the college application process is to apply to a college that is financially feasible. For middle-in- come families, a community college, or a state or regional campus may provide a solid financial alternative.
after October 1st of your senior year; the state/federal deadline is March 2nd. However, many colleges have an earlier “priority” deadline. The FAFSA form is available online at: http://www.fafsa.ed.gov.
Who is most likely to get need-based or merit-based aid?
The FAFSA is automatically reviewed for:
•
Students with “A” averages who apply to schools where there are mostly “B” students. Another way to look at it is this - apply to colleges where academically you will be in the top 25% of the class, not the middle 50% or the lowest 25% of the class. Students with athletic or arts talent. Students whose family income is less than $60,000. Underrepresented students (African Americans, Hispanics, or Native Americans) who apply to schools where they will be at least in the middle academic range for that college.
•
Next, apply for financial aid. The process for applying begins on October 1st of a student’s senior year. The financial process is a separate but tandem process to the admissions process. Many colleges require that you apply even if you are interested only in a merit-based (versus need-based) scholarship or loan. To apply for financial aid, your parents will have to fill out one or more financial aid forms.
•
• • •
If your family has absolutely no financial need, then it is probably not worth applying for financial aid. If a college’s financial aid materials state that their admissions policy is “need aware”, that means the college will consider a family’s ability to pay the full sticker price in the admissions process. If paying full price for four years might jeopardize your family’s financial security, then by all means, apply for financial aid. If you are hoping to get need-based financial aid, then study hard. The better your grades and test scores, the more likely you are to receive a generous package. As noted above, you are more likely to receive aid if you apply to a school where you will be in the top 25% of the applicants. You must meet each college’s financial aid deadlines. Check with each college for deadline information. For early decision and early action, deadlines can be as early as October of the senior year. There are three main financial aid forms. The most important one is the Free Application for Federal Student Aid (FAFSA). It is best to fill out this form as soon as possible
•
•
•
•
Federal Pell Grants: Unlike a loan, a Federal Pell Grant does not have to be repaid. Generally, Pell Grants are awarded only to undergraduate students who have not earned a BA or professional degree. The maximum amount of the award is $5,815 per year. Federal Supplemental Educational Opportunity Grants (FSEOG): A FSEOG is for undergraduates with exceptional financial need and gives priority to students who receive Federal Pell Grants. The FSEOG does not have to be paid back. The maximum amount awarded is $4,000 per year. Federal Work-Study: The Federal Work-Study Program provides jobs for undergraduate and graduate students with financial need, allowing them to earn money at a campus job to help pay education expenses. The total Federal Work-Study award depends on when you apply, your level of need, and the funding level of your school. Federal Perkins Loan: A Federal Perkins Loan is a low-interest loan for both undergraduate and graduate students with financial need. Your school is your lender, with government funds, with a share contributed by the school. You must repay this loan to your school. The maximum loan amount is $5,500 per year. Federal Stafford Student Loan: These loans may be subsidized or unsubsidized. Subsidized loans are awarded based on need, and interest does not accrue until after you have completed your studies. Unsubsidized loans are not based on need and start accruing interest during your studies. Federal PLUS Loan: These are loans available to parents of dependent students. Note: If you list a state college on your FAFSA form, then you will automatically be considered for State Aid, which is state-funded money which is not repaid. Need level and GPA are used to determine State Aid eligibility.
Once you have filed your FAFSA form, it will be processed and a Student Aid Report (SAR) will be mailed to you. If there are corrections to be made, make them at once and
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Financial Aid return the form as instructed. Remember that accurate figures from completed income tax returns are necessary. The third form you might be asked to fill out is the CSS/ Profile. This is a financial form used in addition to the FAFSA by some private colleges. If a school you are applying to is listed on the CSS Profile registration form, then you must fill it out. Go to www.collegeboard.com to complete your personalized Profile application. Site opens October 1st. It is not free, so be sure to fill out the registration form and send in the correct payment well in advance of January 1st. Individual forms customized for each college will be sent to you so that you can file them during the same time period as the FAFSA. For complete financial aid information, go to http://www.finaid.org. Culver provides financial aid information in a variety of forums. Please reference the web site for announcements and details. Critical to this process is working with Net Price Calculators and being transparent with College Advising.
Note: Whatever you do, stay away from the scholarship scam artists. You may receive very official looking envelopes that offer to do the scholarship search for you. If you have to spend money, then it is a scam. If they promise to find money for you that no one else can find, then it is a scam. There is no scholarship out there that a scam artist can find for you that you cannot find for yourself. Do not fall for their promises. Let your counselor know about these organizations if you are not sure about something you receive in the mail.
Students and families who require financial aid should familiarize themselves with the Net Price Calculators avail- able on College Web Sites. It is in their best interests to use these to frame their expectations. Students and Families who seek financial aid are recommended to be as trans- parent as possible with their college advisor (including Net Price Calculator results). Beyond the tools shared above, College Advisors can provide more specific advice and other potential tools that may be of use to families in need of Financial Aid.
Scholarships: Most students who receive large scholarships earn them from the institution they end up attending. There are, however, thousands of outside scholarships that range from very small amounts ($25) to very substantial ($10,000). Most of these scholarship applications will ask for an essay. Here are some ideas for researching scholarships:
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•
If your parents work for a large company, be sure they check with their Human Resources office to see if scholarships are offered to children of employees.
•
One of the most reliable websites for scholarships out there is www.fastweb.com. It is really difficult to get through the thousands of entries, but there is a search engine that can help you sift through some of it. It is not always realistic in its search results, but at least it will narrow the list of those you have to read.
•
Local chapters of civic organizations such as the Optimists/Soroptimists, Rotarians, Eagles, Elks, etc. all offer some type of scholarship. Call the local offices and ask.
•
Watch for announcements and ads in the local news- paper. It is amazing how many organizations decide to offer a scholarship and simply tell the local press. CULVER ACADEMIES College Advising Guide • 2019-2020
NCAA Clearinghouse Preview IMPORTANT INFORMATION FOR ATHLETES
The Key Features of the Eligibility Center Include: •
You may access the Clearinghouse Homepage directly at www.eligibilitycenter.org or through links from the NCAA’s website at www.ncaa.org.
•
From the NCAA website, prospective student-athletes are able to access information needed to understand the Division I and Division II eligibility requirements, register with the Eligibility Center, and access individual records.
•
Prospective Student-Athletes who are eligible for a waiver of the Initial-Eligibility Certification Fee may complete their Student Release Form (SRF) online. NOTE: to be eligible for a fee waiver, you must have already received a fee waiver (not state voucher) for the ACT or SAT. Your high school counselor will also be required to submit an electronic fee waiver verification on your behalf (high school counselors with PIN access may submit waivers for eligible students from the High School Administrator section of the Clearinghouse website).
General Information on the Eligibility Center Website: • • • • •
Links to the NCAA website. Core-course listings for high schools. Online version of NCAA Guide for the College-Bound Student-Athlete. Online information about Division I and Division II initial-eligibility requirements. Online Frequently Asked Questions (FAQs).
Prospective Student-Athletes: • • • •
Register with NCAA Eligibility Center at www.eligibilitycenter.org. Submit your Student Release Form (SRF) via the Web. Registered Students – Update your registration information (if necessary). Registered Students – Check your certification status.
NCAA Customer Services •
NCAA Eligibility Center mailing address: NCAA Eligibility Center, P.O. Box 7110. Indianapolis, IN 46207
•
Customer Service Lines: Domestic callers only: 877-262-1492 (toll free)
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Junior/Second Classman Year Checklist August •
Get off to a strong academic start!
September/October • •
Take the PSAT in October (usually the second Wednesday). Keep your schedule strong and work hard. The grades you earn this year will finalize the GPA with which you apply to college next fall.
November/December •
Consider taking your first SAT or ACT (must have completed or be completing Intermediate Algebra).
January/February • • • •
Begin Term 3 College Advising classes. Register for a spring SAT or ACT exam. Start a file of brochures and applications for schools you like. Begin test prep class at the beginning of Term 3 (Recommended).
March/April • • • • •
March SAT for those in Test Prep course. Select and request two teachers to write letters of recommendation on your behalf. Visit a few college campuses during Spring Break. ACT for those in Test Prep course; Registration deadline for the June SAT & Subject Tests. Attend the Culver College Advising Presentation and Culver Case Studies Program on Parents Weekend.
May/June • • • • • • • • • •
SAT on first Saturday in May. If not already complete, select and request two teachers to write letters of recommendation on your behalf. Registration deadline for the June ACT. Registration deadline for the July ACT. Make plans for summer college visits. If interviews are available, make an appointment. Be sure to follow visits/interviews with thank you notes. Finalize plans for summer jobs, camps, and educational opportunities. Begin working on your essays (and continue the work through summer). Start researching for outside scholarship opportunities. Many local civic, cultural, and service organizations in your area award scholarships to graduating seniors. Start a file. Registration for the August SAT & Subject Tests.
July • • • • •
46
ACT on the second Saturday, July 13, 2019 (Not offered on Culver Campus). Work on Essay. Visit College/University Campuses. Register for the August SAT. Keep in touch with College Advisor.
CULVER ACADEMIES College Advising Guide • 2019-2020
Advice to Juniors/Second Classmen from Graduating Seniors • • • • • • • • • • • • • • • • • • • •
The cumulative GPA you have by the end of your junior year is the GPA you will put on your college application. Work hard now. It is harder to raise your GPA in the senior year than you think it will be. Start looking at colleges in the spring; start your essays over the summer. When visiting campuses, ask yourself, “Could I feel at home here?” Ask about the negatives when you visit colleges. Quick campus tours can help you narrow your list. Fully visit your final choices. Like your back-up schools – you may need them. Don’t just pick a school just because your friend likes it. Don’t get hooked on just one school – you might not get in there. Your ideas about what you want will change over time. Don’t obsess over the college process – you still need to do well in school. Don’t just focus on school. Find something you love and make a difference. Don’t let the college process dictate what activities you do. Start forming good relationships with teachers now so you have people you can ask to write recommendations for you. Ask your teachers early to write letters for you so they have time. If you want to submit artwork with your applications or audition, talk to your art, drama, or music teachers now about what you will need to do. Look at some applications (paper and online) now to learn what they ask. Plan carefully to take your SATs and Subject Tests (where they are required) so you can fit them all in. Consider taking the ACT. Research ACT and SAT differences and similarities. You may find that you are better suited to one over the other. Use the Common Application. Save an excellent, highly graded writing sample from junior year. Some colleges ask you to submit a graded paper with your application.
Senior/First Classman Checklist August • • • • • •
Be sure to finalize your schedule making certain that you have all the classes you need for graduation and to meet college entrance requirements. Registration for the September ACT Begin to finalize your college list. Term 1 College Advising Class starts upon return to Culver Essay Workshop Take August SAT.
September/October • • • • • • •
Registration for the October SAT & Subject Tests Registration for the November SAT & Subject Tests (including Language with Listening) Pay attention to the schedule of college visits to Culver. Sign up for visits at least a day in advance and ask permission from teachers to be excused from class. File the FAFSA beginning on October 1st. Access the application at www.fafsa.ed.gov, or call 1-8004FED- AID to request a copy. If applying to private schools, find out whether they require the CSS PROFILE supplemental financial aid form. Fees are required for filing the CSS. Website: http://student.collegeboard.org/cssfinancial-aid-profile or call 1-800-778-6888. Attend College Advising Classes and Meet with Visiting College Representatives. Finalize your early application list.
CULVER ACADEMIES College Advising Guide • 2019-2020
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• • • •
Figure out which colleges require supplements. Complete applications. Review and confirm Early Applications for all early deadlines. This will enable us to know where to send letters of recommendation, transcripts, and school profile. Registration for the December SAT & Subject Tests
November/December • • • • • • •
Continue meeting with your college advisor. Applications accepted by the UC System beginning August 1st; deadline is November 30th. Go online to www.universityofcalifornia.edu/admissions. Finalize supplements for Regular Application dates. Observe all college application deadlines. Finalize your college list. Be sure all applications are sent in before Winter Break. Remember, many colleges have a January 1 deadline. You will not be able to reach teachers or your counselors during the Winter Break if you have forgotten to request letters of recommendation or transcripts. Financial Aid Applicants: Check CSS Profile for Document Requests.
January/February • • •
Parents must get income tax forms prepared early; schools may request them to prove eligibility for financial aid. Rank your finalized list of colleges. Financial Aid Applicants: Check CSS Profile for Document Requests.
March/April • • • • • • • •
Receive college admissions notifications. Plan time to discuss your options with family, teachers, and college adviser. Carefully compare various financial aid packages. Helpful website: https://www.salliemae.com/college- planning/financial-aid/ Consider visiting campuses in order to make a final college decision (take advantage of admitted student programs). If you are waitlisted, decide on your options. Return all paperwork on time, paying special attention to the May 1 deadline by which many colleges must have your decision and a deposit. Visit campuses of schools you have not seen if still in doubt about a final college decision. Continue to apply for private and independent scholarships.
May/June • • • • • • •
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May 1st is the National Candidates Reply Deadline. This is the day you must notify colleges and put down a deposit if you plan on attending. It is still not too late to apply to colleges with rolling admissions (but don’t expect financial aid). Seniors still looking for colleges after May 1st, visit this page for a list of colleges with space available for qualified students: http://www.nacacnet.org. Fill out and return all college forms regarding housing, student orientation, registration, loan applications, etc. Make certain that your final transcript request has been filled out and returned to your College Advisor. Email polite letters of refusal to all colleges you will not attend. Notify your College Advisor which school you have chosen to attend and any awards or scholarships you have received. Thank your teacher recommenders again. Notify them of which school you are planning to attend.
CULVER ACADEMIES College Advising Guide • 2019-2020
Applying to a U.S. Service Academy For those students interested in a career at one of the United States Service Academies, which include, the US Naval Academy, US Military Academy at West Point, the Air Force Academy, the Coast Guard Academy and the US Merchant Marine Academy, the application process is one that should start in their sophomore year. A long and challenging process, it has many early deadlines and requirements that the student must complete. It is recommended that students meet early and often with their assigned college advisor to make sure they are moving forward in the process. 9th grade: The key to candidacy at an Academy is simple: achieve good grades in challenging college prep courses, participate in athletics and practice your leadership skills in clubs and serving your community. • For those interested in the Naval Academy, they offer a unique Summer STEM (Science, Technology, Engineering and Math) program for rising 10th and 11th graders that can be a wonderful opportunity to explore both the Academy and a STEM-related career. • Applications open in January of your 9th and 10th grade year. 10th grade: Continue taking the most challenging classes you can and focus on your extracurricular activities, leadership roles on campus, and doing well on the PSAT in the fall. • In January, apply for the Summer STEM program at the Naval Academy. • Plan on taking a SAT or ACT at the beginning of your junior year. 11th grade: Starting in October of your junior year, (if not sooner), take the SAT and ACT exams. If you do not score well on one, then take the other. All the Academies combine your best scores so you can take the tests often and continue to work to improve. Score results are accepted all the way up to February of your senior year. • December - March: Summer Seminar applications open for all the Academies excluding Merchant Marine. This application serves as a preliminary application for all academies so there is no need to submit another one later. • March of junior year, the preliminary applications open for each Academy. (You do not need to do this if you apply for their Summer Seminar.) • Spring of junior year: begin contacting the office of your Congressional Representative and your two US Senators to request materials needed for a nomination packet. • Packets should be completed and mailed to the offices of your representatives and senators over the summer/early fall of the student’s senior year. • June of junior year to September of senior year, open and complete your online applications for the service academies. Once you complete over 50% of application, you will be directed to take medical examinations thru the Department of Defense Medical Exam Review Board (DODMERB). • From experience we have found that the quicker this process can be completed over the summer, the better chances that student has in order to be complete before the first board starts reviewing applications in the fall. • DODMERB has proven to be one of the biggest obstacles to overcome in the application cycle. It pays to get your application done early in the summer of your senior year so that this process can be completed quickly. • There are other nominating sources such as the Vice President, Presidential and Children of Deceased/ Disabled Vets and Medal of Honor Recipients, so make sure you look at all sources for which you are qualified. • You MUST obtain a nomination in order to be offered an appointment at one of the Academies (excluding the Coast Guard Academy), so take this step seriously and make sure you are aware of all deadlines and requirements. • Most interviews will take place in the fall/early winter of senior year. Summer and Fall of senior year: practice and test for the Candidate Fitness Assessment (CFA), given in midSeptember on campus. You may also take the test during the summer at home as long as you have a qualified instructor to administer the test for you. Check each Academy’s web site for whom they consider a qualified instructor.
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Applying to a U.S. Service Academy (Continued) 12th grade: Continue to challenge yourself academically. • Take the ACT/SAT multiple times. • Train for the CFA; retest if you have to. • Seek out leadership opportunities and update your application with new test scores, leadership, and academic awards. • Make sure DODMERB is complete. • Attend US Congressional and Senatorial nomination interviews. Appointments normally begin in late February of senior year; although we have known qualified candidates who have all steps completed early to get appointments, Letters of Assurance, or LOA’s, as early as November of their senior year. Being proactive and early in the process definitely puts your candidacy in a better situation and gives your application more time to be reviewed by the admissions board.
Applying to a ROTC program For students who are interested in a career in the military but would also like to attend a civilian college or university, the Reserve Officer Training Corp (ROTC), offers 2, 3, and 4-year competitive scholarships. The Army, Navy, and Air Force sponsor ROTC programs, and applications can be completed starting in the spring of their junior year. • The application process is much less rigorous than a service academy, and there is no nomination needed to receive a scholarship. • Students should complete application online over the summer of their senior year. They will also be required to pass a modified version of the CFA. • If they receive a scholarship, they will then be required to complete DODMERB. • The earlier the application is fully complete, the better opportunities they will have during the board reviews. • Most boards meet in late September, early November, and January of the senior year. • Ideally, applications should be done by September 1st in order to meet the early September reviews.
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CAMPUS VISIT CLUSTERS Below are suggestions as you plan your college trips. This is not an exhaustive list but does include a wide range of schools. NEW YORK CITY AREA Large: New York University Medium: Columbia University, Fordham University, The New School/Eugene Lang College, Princeton University (NJ) Small: Barnard College (women’s college), Sarah Lawrence College CONNECTICUT Large: University of Connecticut Medium: Fairfield University, Yale University Small: Connecticut College, Trinity College, Wesleyan University
CENTRAL PENNSYLVANIA Large: Pennsylvania State University Medium: Bucknell University Small: Dickinson College, Gettysburg College WESTERN PENNSYLVANIA-OHIO Large: Miami University (OH), Ohio State University Medium: Case Western Reserve University (OH), Carnegie Mellon University (PA) Small: Allegheny College (PA), College of Wooster (OH), Denison University (OH), Kenyon College (OH), Oberlin College (OH), Ohio Wesleyan, Washington and Jefferson College (PA)
RHODE ISLAND-SOUTHEASTERN MA Large: University of Rhode Island Medium: Brown University (RI), Providence College (RI) Small: Bryant University (RI), Rhode Island School of Design, Stonehill College (MA), Wheaton College (MA)
PHILADELPHIA AND SURROUNDING AREA Large: Drexel University, University of Pennsylvania, Temple University Medium: Lehigh University, Villanova University Small: Bryn Mawr College (women’s college), Franklin & Marshall College, Haverford College, Lafayette College, Swarthmore College
BOSTON AREA Large: Boston University, Northeastern University Medium: Boston College, Brandeis University, Harvard University, Massachusetts Institute of Technology, Tufts University Small: Babson College, Emerson College, Wellesley College (women’s college)
WASHINGTON DC-BALTIMORE AREA Large: George Washington University (DC), University of Delaware, University of Maryland, College Park Medium: American University (DC), Georgetown University (DC), Howard University (HBCU-DC), Johns Hopkins University (MD), Loyola University of Maryland Small: Goucher College (MD), St. John’s College (MD)
NORTHERN NEW ENGLAND Large: University of Maine, University of New Hampshire, University of Vermont Medium: Dartmouth College (NH) Small: Bates College (ME), Bowdoin College (ME), Colby College (ME), Middlebury College (VT) UPSTATE NEW YORK Large: Binghamton University-SUNY, Cornell University, Rochester Institute of Technology, Syracuse University Medium: Ithaca College, Rensselaer Polytechnic Institute, University of Rochester Small: Alfred University, Bard College, Colgate University, Hamilton College, Hobart and William Smith College, Skidmore College, St. Lawrence University, Union College, Vassar College CENTRAL-WESTERN MASSACHUSETTS Large: University of Massachusetts-Amherst Small: Amherst College, Clark University, Hampshire College, College of the Holy Cross, Mount Holyoke (women’s college), Smith College (women’s college), Williams College, Worcester Polytechnic Institute
SOUTHEAST Large: George Mason University (VA), James Madison University (VA), University of North Carolina-Chapel Hill, University of Virginia Medium: Duke University (NC), Elon University (NC), Emory University (GA), University of Richmond (VA), Vanderbilt University (TN), Wake Forest University (NC), College of William and Mary (VA) Small: Davidson College (NC), Guilford College (NC), Morehouse College (HBCU-GA), Roanoke College (VA), Spelman College (HBCU-GA), Washington and Lee University (VA) SOUTH Large: University of Texas-Austin Medium: Rice University (TX), Tulane University (LA) Small: Trinity University (TX)
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MIDWEST Large: DePaul University (IL), Indiana UniversityBloomington, University of Illinois-Urbana-Champaign, University of Michigan-Ann Arbor, University of Minnesota-Twin Cities, University of WisconsinMadison Medium: Northwestern University (IL), University of Chicago (IL), Washington University – St. Louis (MO) Small: Beloit College (WI), Carleton College (MN), Earlham College (IN), Grinnell College (IA), Kalamazoo College (MI), Lake Forest College (IL), Macalester College (MN), St. Olaf College (MN), Butler University (IN), DePauw University (IN), Denison University (OH), Kenyon College (OH), Ohio-Wesleyan, College of Wooster (OH). COLORADO Large: Colorado State University, University of Colorado-Boulder, University of Colorado- Colorado Springs Medium: University of Denver Small: Colorado College FLORIDA Large: Florida State University, University of Florida Medium: University of Miami Small: Eckerd College, Rollins College NORTHERN CALIFORNIA Large: UC Berkeley, UC Davis, UC Santa Cruz Medium: Stanford University, UC Merced, Santa Clara University, University of San Francisco Small: Mills College SOUTHERN CALIFORNIA Large: UC Los Angeles, UC Riverside, UC San Diego, UC Santa Barbara, University of Southern California Medium: Loyola Marymount University, University of San Diego Small: California Institute of the Arts, Claremont McKenna College, Harvey Mudd College, Occidental College, Pepperdine University, Pitzer College, Pomona College, Scripps College, University of Redlands, Whittier College PACIFIC NORTHWEST Large: University of Oregon, University of Washington Medium: Evergreen State College (OR) Small: Lewis and Clark College (OR), Reed College (OR), University of Puget Sound (WA), Whitman College (WA)
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Suggested Colleges for Visiting in the Northeast New England Amherst College Bates College Berklee College of Music Bowdoin College Brown University Bryant University Colby College Connecticut College College of the Holy Cross Dartmouth College Endicott College Fairfield University Mount Holyoke College Middlebury College Norwich University Providence College Rhode Island School of Design (RISD) St. Michael’s College Salve Regina College Smith College Stonehill College Suffolk University Trinity College United States Coast Guard Academy University of Connecticut University of New Hampshire University of Massachusetts University of Rhode Island University of Maine University of Vermont Wellesley College Wesleyan University Wheaton College
Amherst, MA Lewiston, ME Boston, MA Brunswick, ME Providence, RI Smithfield, RI Waterville, ME New London, CT Worcester, MA Hanover, NH Beverly, MA Fairfield, CT Holyoke, MA Middlebury, VT Norwich, VT Providence, RI Providence, RI Colchester, VT Newport, RI Northampton, MA Easton, MA Boston, MA Hartford, CT New London, CT Storrs, CT Durham, NH Amherst, MA Bristol, RI Orono, ME Burlington, VT Wellesley, MA Middletown, CT Norton, MA
Williams College Yale University
Williamstown, MA New Haven, CT
www.amherst.edu www.bates.edu www.berklee.edu www.bowdoin.edu www.brown.edu www.bryant.edu www.colby.edu www.conncol.edu www.holycross.edu www.dartmouth.edu www.endicott.edu www.fairfield.edu www.mtholyoke.edu www.middlebury.edu www.norwich.edu www.providence.edu www.risd.edu www.smvt.edu www.salve.edu www.smith.edu www.stonehill.edu www.suffolk.edu www.trincol.edu www.uscga.edu www.uconn.edu www.unh.edu www.umass.edu www.uri.edu www.umaine.edu www.uvm.edu www.wellesley.edu www.wesleyan.edu www.wheatoncollege.e du www.williams.edu www.yale.edu
Boston Area Babson College Bentley University Boston College Emerson College Harvard University MIT Northeastern Tufts University Wheaton College
Wellesley, MA Waltham, MA Chestnut Hill, MA Boston, MA Cambridge, MA Cambridge, MA Boston, MA Medford, MA Norton, MA
WPI
Worcester, MA
www.babson.edu www.bentley.edu www.bc.edu www.emerson.edu www.harvard.edu www.mit.edu www.neu.edu www.tufts.edu www.wheatoncollege.e du www.wpi.edu
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Suggested Colleges for Visiting in the Northeast New York City Area Barnard College Columbia University Cooper Union Drew University Fairfield University Fashion Institute of Technology Fordham University Julliard School of Music Marist University New York University Parson’s School of Art and Design
New York, NY New York, NY New York, NY Madison, NJ Fairfield, CT New York, NY Bronx, NY New York, NY Poughkeepsie, NY New York, NY New York, NY
Rutgers University Sarah Lawrence College Seton Hall University Stevens Institute of Technology United States Military Academy Vassar College
New Brunswick, NJ Bronxsville, NY South Orange, NY Hoboken, NY West Point, NY Poughkeepsie, NY
www.barnard.edu www.columbia.edu www.cooper.edu www.drew.edu www.fairfield.edu www.fitnyc.edu www.fordham.edu www.julliard.edu www.marist.edu www.nyu.edu www.newschool.edu/parso ns www.rutgers.edu www.sarahlawrence.edu www.shu.edu www.stevens.edu www.usma.edu www.vassar.edu
Potsdam, NY Hamilton, NY Ithaca, NY Clinton, NY Geneva, NY Ithaca, NY Canton, NY Syracuse, NY Rochester, NY Schenectady, NY Rochester, NY Troy, NY
www.clarkson.edu www.colgate.edu www.cornell.edu www.hamilton.edu www.hws.edu www.ithaca.edu www.stlawu.edu www.syracuse.edu www.uri.edu www.union.edu www.rit.edu www.rpi.edu
Loudonville, NY Saratoga Springs, NY Schenectady, NY
www.sienna.edu www.skidmore.edu www.union.edu
Upstate New York Clarkson University Colgate College Cornell University Hamilton College Hobart and William Smith College Ithaca College Saint Lawrence University Syracuse University University of Rochester Union College RIT RPI
Capital Region Sienna College Skidmore College Union College
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Suggested Colleges for Visiting in the Southeast Birmingham Southern College University of Alabama Hendrix College Eckerd College New College of Florida Stetson University Rollins College University of Central Florida Florida Southern College University of Tampa Barry University Ringling College of Art and Design Florida Gulf Coast University Nova Southeastern University Florida State University University of Florida Agnes Scott College Emory College Mercer University Savannah College of Art and Design Spelman College Morehouse College Centre College Bellarmine University Transylvania University Asbury University Berea College University of Kentucky Loyola University Tulane University Xavier University Louisiana State University Millsap College Guilford College Warren Wilson College
Birmingham, Alabama Tuscaloosa, Alabama Conway, Arkansas St. Petersburg, Florida Sarasota, Florida Deland, Florida Winter Park, Florida Orlando, Florida Lakeland, Florida Tampa, Florida Miami Shores, Florida Sarasota, Florida Fort Myers, Florida Fort Lauderdale, Florida Tallahassee, Florida Gainesville, Florida Decatur, Georgia Atlanta, Georgia Savannah, Georgia Savannah, Georgia Atlanta, Georgia Atlanta, Georgia Danville, Kentucky Louisville, Kentucky Lexington, Kentucky Wilmore, Kentucky Berea, Kentucky Lexington, Kentucky New Orleans, Louisiana New Orleans, Louisiana New Orleans, Louisiana Baton Rouge, Louisiana Jackson, Mississippi Greensboro, North Carolina Swannanoa, North Carolina
Davidson College Elon University High Point University North Carolina State University Wake Forest University Furman University Wofford College The Citadel College of Charleston University of South Carolina Clemson University Rhodes College Aquinas College
Davidson, North Carolina Elon, North Carolina High Point, North Carolina Raleigh, North Carolina Winston Salem, North Carolina Greenville, South Carolina Spartanburg, South Carolina Charleston, South Carolina Charleston, South Carolina Columbia, South Carolina Clemson, South Carolina Memphis, Tennessee Nashville, Tennessee
Belmont University Tennessee State University
Nashville, Tennessee Nashville, Tennessee
www.bsc.edu www.ua.edu www.hendrix.edu www.eckerd.edu www.ncf.edu www.stetson.edu www.rollins.edu www.ucf.edu www.flsouthern.edu www.ut.edu www.barry.edu www.ringling.edu www.fgcu.edu www.nova.edu www.fsu.edu www.ufl.edu www.agnesscott.edu www.emory.edu www.mercer.edu www.scad.edu www.spelman.edu www.morehouse.edu www.centre.edu www.bellarmine.edu www.transy.edu www.asbury.edu www.berea.edu www.uky.edu www.loyno.edu www.tulane.edu www.xula.edu www.lsu.edu www.millsaps.edu www.guilford.edu www.warrenwilson.edu www.davidson.edu www.elon.edu www.highpoint.edu www.ncsu.edu www.wfu.edu www.furman.edu www.wofford.edu www.citadel.edu www.cofc.edu www.sc.edu www.clemson.edu www.rhodes.edu www.aquinascollege.e du www.belmont.edu www.tnstate.edu
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Sewanee: University of the South
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Sewanee, Tennessee
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www.sewanee.edu
University of Memphis Tennessee Tech University Emory and Henry College University of Lynchburg Hollins College Virginia Military Institute Mary Baldwin University
Memphis, Tennessee Cookeville, Tennessee Emory, Virginia Lynchburg, Virginia Roanoke, Virginia Lexington City, Virginia Staunton, Virginia
James Madison University George Mason University Randolph-Macon College Christopher Newport University Bethany College
Harrisonburg, Virginia Fairfax, Virginia Ashland, Virginia Newport News, Virginia Bethany, West Virginia
www.memphis.edu www.tntech.edu www.ehc.edu www.lynchburg.edu www.hollins.edu www.vmi.edu www.marybaldwin.ed u www.jmu.edu www.gmu.edu www.rmc.edu www.cnu.edu www.bethanywv.edu
Suggested Colleges for Visiting in the Midwest Butler University Lake Forest College Northwestern University
Indianapolis, Indiana Lake Forest, Illinois Evanston, Illinois
DePaul University DePauw University Loyola University University of Chicago University of Illinois Chicago School of the Art Institute of Chicago University of Illinois at Urbana-Champaign University of Illinois System Eastern Illinois University Southern Illinois University Bradley University Illinois Wesleyan University Valparaiso University Purdue University System University of Notre Dame Bethel College
Chicago, Illinois Greencastle, Indiana Chicago, Illinois Chicago, Illinois Chicago, Illinois Chicago, Illinois Champaign, Illinois 3 Locations in Illinois Charleston, Illinois Carbondale, Illinois Peoria, Illinois Bloomington, Illinois Valparaiso, Indiana West Lafayette, Indiana South Bend, Indiana Mishawaka, Indiana
Indiana University System Manchester University Ball State University Indiana Wesleyan University Earlham College IUPUI IPFW Indiana State University Rose-Hulman Institute of Technology
Bloomington, Indiana North Manchester, Indiana Muncie, Indiana Marion, Indiana Richmond, Indiana Indianapolis, Indiana Fort Wayne, Indiana Terre Haute, Indiana Terre Haute, Indiana
Hanover College Cornell College
Hanover, Indiana Mt. Vernon, Iowa
Coe College Grinnell College Drake University University of Northern Iowa University of Iowa
Cedar Rapids, Iowa Grinnell, Iowa Des Moines, Iowa Cedar Falls, Iowa Iowa City, Iowa
www.butler.edu www.lakeforest.edu www.northwestern.ed u www.depaul.edu www.depauw.edu www.luc.edu www.uchicago.edu www.uic.edu www.saic.edu www.illinois.edu www.uillinois.edu www.eiu.edu www.siu.edu www.bradley.edu www.iwu.edu www.valpo.edu www.purdue.edu www.nd.edu www.bethelcollege.ed u www.indiana.edu www.manchester.edu www.bsu.edu www.indwes.edu www.earlham.edu www.iupui.edu www.pfw.edu www.indstate.edu www.rosehulman.edu www.hanover.edu www.cornellcollege.e du www.coe.edu www.grinnell.edu www.drake.edu www.uni.edu www.uiowa.edu
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Iowa State University University of Michigan University of Michigan – Dearborn
Ames, Iowa Ann Arbor, Michigan Dearborn, Michigan
Michigan State University
East Lansing, Michigan
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www.iastate.edu www.umich.edu www.umdearborn.ed u www.msu.edu
Suggested Colleges for Visiting in the Midwest (continued) Albion College Adrian College Alma College Hope College Hillsdale College Michigan Tech University Eastern Michigan University Western Michigan University Central Michigan University Ferris State University University of Detroit Mercy University of Minnesota - Twin Cities
Albion, Michigan Adrian, Michigan Alma, Michigan Holland, Michigan Hillsdale, Michigan Houghton, Michigan Ypsilanti, Michigan Kalamazoo, Michigan Pleasant, Michigan Big Rapids, Michigan Detroit, Michigan Minneapolis, Minnesota
St. Olaf College Carleton College Gustavus Adolphus College Augsburg University St. John’s University Macalester College University of St. Thomas University of Missouri University of Missouri – Kansas City University of Missouri – St. Louis Washington University in St. Louis St. Louis University Bowling Green State University Findlay University University of Toledo Ohio Northern University Ohio Wesleyan University Ohio University Marietta College University of Dayton University of Cincinnati Xavier University Miami University
Northfield, Minnesota Northfield, Minnesota St. Peter, Minnesota Minneapolis, Minnesota St. Joseph, Minnesota St. Paul, Minnesota St. Paul, Minnesota Columbia, Missouri Kansas City, Missouri St. Louis, Missouri St. Louis, Missouri St. Louis, Missouri Bowling Green, Ohio Findlay, Ohio Toledo, Ohio Ada, Ohio Delaware, Ohio Athens, Ohio Marietta, Ohio Dayton, Ohio Cincinnati, Ohio Cincinnati, Ohio Oxford, Ohio
Otterbein University Kenyon College Denison University Ohio State University College of Wooster Oberlin College Case Western Reserve University John Carroll University University of Wisconsin Lawrence University Marquette University
Westerville, Ohio Gambier, Ohio Granville, Ohio Columbus, Ohio Wooster, Ohio Oberlin, Ohio Cleveland, Ohio Cleveland, Ohio Madison, Wisconsin Appleton, Wisconsin Milwaukee, Wisconsin
www.albion.edu www.adrian.edu www.alma.edu www.hope.edu www.hillsdale.edu www.mtu.edu www.emich.edu www.wmich.edu www.cmich.edu www.ferris.edu www.udmercy.edu www.twincities.umn.edu wp.stolaf.edu www.carleton.edu www.gustavus.edu www.augsburg.edu www.csbsju.edu www.macalester.edu www.stthomas.edu www.missouri.edu www.umkc.edu www.umsl.edu www.wustl.edu www.slu.edu www.bgsu.edu www.findlay.edu www.utoledo.edu www.onu.edu www.owu.edu www.ohio.edu www.marietta.edu www.udayton.edu www.uc.edu www.xavier.edu www.miami.miamioh.ed u www.otterbein.edu www.kenyon.edu www.denison.edu www.osu.edu www.wooster.edu www.oberlin.edu www.case.edu www.jcu.edu www.wisc.edu www.lawrence.edu www.marquette.edu
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Suggested Colleges for Visiting in the Southwest
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University of Arizona Arizona State University Prescott College Stanford University Harvey Mudd College Pomona College Pepperdine University Claremont McKenna College California Institute of Technology University of Southern California University of California at Berkeley University of California Los Angeles University of California at Davis University of California at Santa Barbara University of California at San Diego University of California at Irvine University of California at San Francisco University of California at Merced University of California at Riverside University of California at Santa Cruz Santa Clara University University of San Diego University of San Francisco Scripps College Occidental College Pitzer College Cal Poly at San Louis Obispo San Diego State University Loyola Marymount University Chapman University St. Mary’s College of California University of Denver Colorado College
Tucson, Arizona Tempe, Arizona Prescott, Arizona Stanford, California Claremont, California Claremont, California Malibu, California Claremont, California Pasadena, California Los Angeles, California Berkeley, California Los Angeles, California Davis, California Santa Barbara, California San Diego, California Irvine, California San Francisco, California Merced, California Riverside, California Santa Cruz, California Santa Clara, California San Diego, California San Francisco, California Claremont, California Los Angeles, California Claremont, California San Louis Obispo, California San Diego, California Los Angeles, California Orange, California Moraga, California Denver, Colorado Colorado Springs, Colorado
United States Air Force Academy University of Colorado Boulder Colorado State University Colorado School of Mines University of Colorado at Denver Regis University University of Hawaii at Manoa Hawaii Pacific University University of Nevada at Reno Sierra Nevada College University of Nevada at Las Vegas University of New Mexico St. John’s College at Santa Fe New Mexico Institute of Mining and Tech University of Oklahoma at Norman University of Science and Arts Oklahoma State University University of Tulsa University of Texas at Austin
US Air Force Academy, CO Boulder, Colorado Fort Collins, Colorado Golden, Colorado Denver, Colorado Denver, Colorado Honolulu, Hawaii Honolulu, Hawaii Reno, Nevada Incline Village, Nevada Las Vegas, Nevada Albuquerque, New Mexico Santa Fe, New Mexico Socorro, New Mexico Norman, Oklahoma Chickasha, Oklahoma Stillwater, Oklahoma Tulsa, Oklahoma Austin, Texas
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www.arizona.edu www.asu.edu www.prescott.edu www.stanford.edu www.hmc.edu www.pomona.edu www.pepperdine.edu www.cmc.edu www.caltech.edu www.usc.edu www.berkeley.edu www.ucla.edu www.ucdavis.edu www.ucsb.edu www.ucsd.edu www.uci.edu www.ucsf.edu www.ucmerced.edu www.ucr.edu www.ucsc.edu www.scu.edu www.sandiego.edu www.usfca.edu www.scrippscollege.edu www.oxy.edu www.pitzer.edu www.calpoly.edu www.sdsu.edu www.lmu.edu www.chapman.edu www.stmarys-ca.edu www.du.edu www.coloradocollege.e du www.usafa.af.mil www.colorado.edu www.colostate.edu www.mines.edu www.ucdenver.edu www.regis.edu www.manoa.hawaii.edu www.hpu.edu www.unr.edu www.sierranevada.edu www.unlv.edu www.unm.edu www.sjc.edu www.nmt.edu www.ou.edu www.usao.edu go.okstate.edu www.utulsa.edu www.utexas.edu
Suggested Colleges for Visiting in the Southwest (Continued) University of Texas at Dallas Texas A&M University Texas Tech University Rice University Southern Methodist University University of Dallas Baylor University Texas Christian University University of Houston Brigham Young University Westminster College
Dallas, Texas College Station, Texas Lubbock, Texas Houston, Texas Dallas, Texas Dallas, Texas Waco, Texas Fort Worth, Texas Houston, Texas Provo, Utah Salt Lake City, Utah
University of Utah
Salt Lake City, Utah
www.utdallas.edu www.tamu.edu www.ttu.edu www.rice.edu www.smu.edu www.udallas.edu www.baylor.edu www.tcu.edu www.uh.edu www.byu.edu www.westminstercollege.e du www.utah.edu
Suggested Colleges for Visiting in the Northwest University of Puget Sound
Tacoma, Washington
Reed College Lewis and Clark College Whitman College Willamette University
Portland, Oregon Portland, Oregon Walla Walla, Washington Salem, Oregon
Linfield College Kansas State University University of Kansas Gonzaga University University of Washington
McMinnville, Oregon Manhattan, Kansas Lawrence, Kansas Spokane, Washington Seattle, Washington
Montana State University Creighton University University of Nebraska University of Oregon Oregon State University
Bozeman, Montana Omaha, Nebraska Omaha, Nebraska Eugene, Oregon Corvallis, Oregon
www.pugetsound.ed u www.reed.edu www.lclark.edu www.whitman.edu www.williamette.ed u www.linfield.edu www.k-state.edu www.ku.edu www.gonzaga.edu www.washington.ed u www.montana.edu www.creighton.edu www.unomaha.edu www.uoregon.edu www.oregonstate.e du
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Additional Applications and Application Types Every year students apply to colleges and universities that may require an alternative to the Common Application. We start with the Common Application as they invariably request the same information, and we have to start somewhere. Most information transfers easily from the Common Application to these alternatives, be it an institution-specific application, the Universal Application, Apply Texas, or the Coalition Application. We reference two commonly used applications below, yet work with students on any and all applications that they may need to use beyond the Common Application. Students who apply to colleges and universities that require an alternative to the Common Application are fully sup- ported. As with all applications, we expect students to review their application with their college advisor prior to submitting their application. Once we have reviewed their application, we will submit supporting documents as needed.
Annually, College Advisors guide students through a variety of additional applications: the Coalition Application, UCAS (for colleges and universities in the UK), The University of California Application, and Canadian College Applications, among others. As the timeline can start much earlier and we have increasing interest in Universities in the United Kingdom, a brief piece relating to the UCAS, their version of the Common Application, follows. Please also be aware that an increasing number of colleges and universities are using the Common Application, and in such cases, we recommend that students use the Common Application. Please direct any questions that you may have to your College Advisor.
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British Universities (UCAS) Most British Universities require students to apply using the Universities & Colleges Admissions Service (UCAS) forms (http://www.ucas.com), which is similar to the Common Application. The UCAS application is available online, and students are permitted to apply to up to 5 universities on UCAS. It is important to review each individual university application form and deadline. While some schools in the British system (St. Andrew’s) use a “rolling admissions” process, we recommend students submit application materials as early as possible. As a general rule, students should apply to British universities by October 15th. STUDENT EVALUATION British Universities typically assess students based on their standardized testing. U.S. applicants should expect to submit the SAT or ACT and up to 5 AP exams (depending on particular universities’ course requirements) and/or three to four SAT Subject Tests, depending on which university and program where they make an application. APPLYING TO ALL BRITISH UNIVERSITIES 1. By early August before senior year: select the schools (maximum of 5) to which you intend to apply. 2. Select a course (major) at each school. 3. Visit the web page on each school’s website for your course to determine: a. Qualifications: How many APs, Subject Tests, SATs and ACTs are required? Minimum scores, etc.? Some schools like London School of Economics require up to 5 AP Exams in specific disciplines. b. Whether there is a required exam. Examples: LNAT for law, BMAT for medicine, HAT for History. Registration deadlines for these tests may be as early as late August or early September. c. Register for any required exams. Deadlines for some exams are in early September, and the latest deadline is October 15, but register early! d. Some courses have UCAS deadlines earlier than applications to most of the other courses. For example, medicine at all universities has an October 15 deadline. You are well advised to apply to all schools and courses by October 15. e. Check to see if any schools have any written requirements. Some courses require the submission of papers or require a written test if you are offered an interview. f. Early September: Ask a teacher in a subject related to your course to write your reference. Inform your college advisor of this person. g. Mid-September: Write your personal statement and share with your college advisor and a teacher. The personal statement should discuss your refined interest in pursuing a particular course and why it interests you. Your statement should reflect a depth of understanding of the field, and you should be prepared to discuss scholarship in the field that informs your interest. h. Early October: complete and submit the UCAS. Buzzword: CulverEagles20XX
Other International Applications Please Contact Your Advisor
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Suggested Online Resources There are extensive resources available on the Internet for you to collect information about colleges and universities. Try some of these favorites:
Colleges www.collegeboard.com Do a college search, research colleges in the United States and beyond, and find National College Fairs and Visual and Performing Arts College Fairs. www.collegenet.com College search www.universityofcalifornia.edu/admissions/undergra pp Explore campuses; file your UC application online. www.nacacnet.org Students still looking for colleges with space available after May 7th of their senior year. Transfer openings information also available.
Social Media and Virtual Campus Tours www.youniversitytv.com Video tours of college campuses. www.campustours.com Virtual college tours, web cams, interactive college maps, college videos, movies, and pictures.
Testing – All are offered on campus at Culver www.act.org Register for the ACT. www.collegeboard.com Register for the SAT and SAT Subject Tests (students taking AP courses are advised to take the corresponding Subject Test); Honors Intermediate Algebra and Honors Pre-Calculus students are recommended to take the Math 1 and Math 2 subject tests, respectively). https://www.ets.org/toefl Register for the TOEFL. The TOEFL is required for stu- dents for which English is their second language. This is required from most international students whose native language is other than English.
Athletics www.ncaa.org Information for high school athletes regarding Division I, II, or III sports in college and NCAA Clearinghouse. www.eligibilitycenter.org The Official Web site of the NCAA Eligibility Center. www.sportsrecruits.com Culver has partnered with Sports Recruits (SR) to help students explore college athletic options and to best communicate with coaches. SR provides an exceptional platform for students to create a profile, link film, and from which to contact coaches. Introduced over the 2018-19 year, students started seeing interest right from the start. Culver’s partnership with SR means that this service comes at no additional cost to our families. Each season, Varsity and Prep rosters are updated, and new additions receive invitations to create their profile.
Financial Aid www.fastweb.com Comprehensive list of private scholarships; scholarship search. www.finaid.org Reliable information about financial aid, estimating family contribution, scholarship scams. www.fafsa.ed.gov Guide to applying for the Free Application for Federal Student Aid and a link for the online application. Provides eligibility requirements and guidelines for those applying for federal student loans and aid. www.collegeboard.org/profile Guide to completing the CSS Profile for financial aid and a link for the online application. www.accessapplied.com Access Applied is a subscription service Culver Academies has pre-purchased for Culver’s students and families to “demystify college financial aid and help families find the schools they can afford.” Access Applied provides an over- view and details of the financial aid process, including how colleges look at a family’s ability to pay. Timely webinars are also provided at key points in the process. Prior webi- nar recordings are also available. This resource is intended to complement conversations with college advisors.
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Suggested Online Resources (Continued) Some Scholarship Sites Speak to your College Advisor for more information: http://www.collegescholarships.com/ https://cnsearch.collegenet.com/cnsearch /#/ http://www.college-scholarships.com/ https://www.niche.com/colleges/scholars hips/
Test Preparation The SAT and ACT have free test preparation options on their web sites. As students at Culver take the PSAT in grades 9, 10, and 11, Culver has students link their Khan Academy accounts with their PSAT scores to create a personalized on-line test preparation path.
course works around Culver’s schedule. The teachers are in residence and offer office hours for those who need them or have conflicts. This course meets Academic Affairs’ 20- hour test preparation requirement. Additional information is sent from College Advising in October or November and is then available on the site above, and is found under group courses. Please be advised, Culver has a group discount you should use; financial support is also available.
Some Recommended Tutoring Options Beyond the Term 3 Class, the following are a sample of highly regarded firms with national reach who offer tutoring on-line:
www.khanacademy.com, www.act.com
Compass Education Group https://www.compassprep.com/
Highly Recommended
Academic Approach – Based in Chicago https://www.academicapproach.com/
Term 3 Standardized Test Prep Program Provided by, Goldstein Test Preparation https://goldsteintestprep.com/#/ During Term 3, Culver hosts Goldstein Test Prep’s customized class to prepare for the March SAT and April ACT. The
Revolution Prep https://www.revolutionprep.c om/ Summit Prep – Based in New York and New England https://mytutor.com
Glossary ACT: Abbreviation for the American College Test. This is an assessment in English, mathematics, social studies, reading comprehension, and science reasoning. Accepted by most colleges in lieu of the SAT. Associate’s Degree: An Associate of Arts (AA) degree is traditionally earned in two years at a community college. Bachelor’s Degree: BA – Bachelor of Arts, BS – Bachelor of Science. A diploma earned after successful completion (traditionally in four years) of required courses at a college or university. Calendar: The system used by an institution to divide its year into instruction periods. The most common are semester, quarter, and 4-1-4. • A semester system is a division of the school year into two parts, usually 18 weeks in length. Schools may have an additional 8-week summer session. • A trimester system is a division of the school year into three parts: fall, winter, and spring. Each trimester is approximately 12-13 weeks long. Typically, you can take three to four classes each trimester. • A quarter system is a division of the school year into three quarters, usually 11 weeks in length. Students take three or four courses per quarter rather than the traditional five in a semester system. • A 4-1-4 system consists of two terms of about 16 weeks each, separated by a one month intersession used for intensive study in one area, research, or internships. Candidate Notification Date: The date by which colleges notify students of admission decisions. Candidate Reply Date: The date by which students must reply to the colleges that admitted them. The universal date is May 1st.
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Glossary (Continued) CEEB: Abbreviation for the College Entrance Examination Board, which creates and supervises the administration of the SAT and the Subject Tests. The CEEB code for Culver Academies is 150 695. You will need this number every time you register for an SAT, ACT, or apply to college. Coalition for Access, Affordability and Success: This application tool is to be used only if you are applying to one of the following schools: University of Washington (WA), The University of Maryland (MD), and/or The University of Florida (FL). For all other schools we recommend the Common Application (see below). College: The term commonly used to describe any institution of higher education. This is usually an institution that grants a Bachelor’s degree. A college may also be one part of a university. For example, undergraduates apply to Harvard College, not Harvard University. Columbia College is the undergraduate division of Columbia University. Common Application: An application devised and accepted by over 400 colleges as equal to their own institutional application. The Common Application makes things easier for the student who can fill out one application for many colleges, rather than repeat basic information over and over again. See www.commonapp.org for additional information and a list of colleges who accept the Common Application. CSS/PROFILE: A financial aid form used by some private colleges and universities in addition to the FAFSA (see section on Financial Aid in this handbook). Early Action (EA): An admission plan whereby the student submits an application by November 1st and receives a decision by mid-December. If accepted, the student is not required to enroll, but is expected to notify the college about his/her decision by May 1st. Early Decision (ED): An admission plan whereby a student can apply to a first-choice college by November 1st and receive a decision by mid-December. Upon making the decision to apply early decision, the student agrees to enroll if accepted. Also, the student is expected to make no other application if accepted and withdraw all other applications already submit- ted. ETS: An abbreviation for the Educational Testing Service, an organization utilized by the College Board to write and ad- minister its tests (SAT and Subject Tests). FAFSA: Free Application for Federal Student Aid (see more in the Financial Aid section). General Education Requirements: Also called G.E., breadth, distribution, or core curriculum requirements, they are courses required by all candidates for the bachelor’s degree at a college. Graduate School: Usually part of a university, graduate school is an institution for students who have already earned the bachelor’s degree. Greeks or Greek Life: At a college campus, the collective term for members of sororities and fraternities. Ivy League: The term used to designate highly selective eastern colleges. Strictly speaking, however, it is an athletic league comprised of the following colleges: Brown, Columbia, Cornell, Dartmouth, Harvard, University of Pennsylvania, Prince- ton, and Yale. Legacy: An applicant who is the son or a daughter of an alumnus or alumna (or sometimes a more distant relative). Private colleges sometimes give special consideration to such candidates. Liberal Arts: The studies in a college (such as language, history, mathematics, literature, and abstract science) intended to provide chiefly general knowledge and to develop the general intellectual capacities, such as reason and judgment, as opposed to professional/vocational skills.
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Glossary (Continued) Major: The field of concentration or specialization for a college undergraduate. Usually students are asked to declare a major by the end of their sophomore year. A student normally spends one quarter to one third of their total undergraduate work in their major field. Minor: A secondary area of academic concentration, but requiring fewer courses than a major, which may or may not be required by an institution. NMSQT: The National Merit Scholarship Qualifying Test is combined with the PSAT, taken in October of the junior year. Scoring well on this test is the first requirement toward recognition in the National Merit Scholarship competition. PSAT: The Preliminary Scholastic Assessment Test is a scholastic assessment test administered to high school juniors. Scoring well on this test is the prerequisite towards qualifying for the National Merit Scholarship. Scores are reported on a scale from 20-80 for verbal, quantitative aptitude, and writing skills. Sophomores take this test for practice only. Restricted Early Action (REA): An early application deadline that is non-binding but limits the applicant to applying early to only that one institution. Rolling Admissions: A decision notification program whereby colleges inform applicants of admission decisions through- out the year on a “rolling” basis, rather than by a specified date. Students who apply to a college with a rolling admission program usually learn the admission decision within 4-6 weeks after the application is submitted. SAT Test: Formerly called the SAT I, this is a multiple choice test made up of Verbal, Math and optional Writing section designed to measure skills that are related to college success. Students receive three SAT scores, Verbal, Math & Writing, each reported on a scale of 200 to 800. SAT Subject Tests: Formerly called the SAT IIs, the Subject Tests are curricular-based tests that measure achievement in a particular subject. Each test is one hour in length and is scored on a scale from 200 to 800. It is advisable for students to take the Subject Test while studying or immediately upon completing study of the subject. Scholarship: Money or aid awarded that does not have to be repaid. Some scholarships are based on need, but most are awarded for exceptional talent or achievement in academics, athletics, or for special characteristics. In addition to awards offered by the colleges, many scholarships are awarded by corporations, ethnic organizations, and religious groups. Each scholarship opportunity has different eligibility criteria. Selectivity: A term used by admission offices to describe the ratio of admitted applicants to the total number of applicants at a given institution. Seven Sisters: Refers to Barnard, Bryn Mawr, Mount Holyoke, Radcliffe, Smith, Vassar, and Wellesley Colleges. Today all are women’s colleges except Vassar and Radcliffe. Transcript: The complete official listing of a student’s academic record (courses, grades, credits). In the college admission process, this document is traditionally given the most weight. Undergraduate: A college student who is a candidate for a Bachelor’s Degree or a program of study leading to a Bachelor’s Degree. University: A public or private institution that has both undergraduate and graduate programs. Yield: The number of students admitted to a college who ultimately attend that college. The yield is usually extremely high at selective colleges.
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