The Leysin American APPROACHADVISINGUNIVERSITYSchool
AT LEYSIN AMERICAN SCHOOL, WE BELIEVE College is a match to be made, and not a prize to be won. University advising is about students finding their perfect university fit.
Whether a student is planning for university, a gap year, or military ser vice, life after LAS can be exciting, a bit scary, and life changing for all concerned. Therefore, through our university advising program, the LAS university advisors guide all our students and families through these pro cesses so that our students can make the best decision that aligns with the next steps in their post-LAS journey. The LAS university advisors also want you to know that we are here to help each student succeed in that journey!
Since every student has different interests, academic needs, talents, and personalities, the LAS university advisors recognize the need to per sonalize a plan to help each student develop a realistic and balanced list of universities to which to apply in order to maximize acceptanc es. At LAS, our philosophy is to guide students in their quest to find the pathway that “best fits” their abilities, interests and requirements. To that end, our team leads university-related programming, hosts approx imately 100 university representatives yearly from a variety of countries at our Belle Epoque campus, and holds one-on-one meetings to educate students about the many different pieces of the university admissions puz zle for the country or countries to which students are considering apply ing. By grade 12, LAS students, who are highly regarded, are well-posi tioned to compete for admission to worldwide colleges and universities.
Finally, this process is a team effort that begins with a conversation. My team and I look forward to assisting your child with their post-sec ondary plans regardless of what they are. The LAS university advisors can be reached at universityadvising@las.ch if you have any questions.
FROM THE DESK OF THE DIRECTOR
Kind regards, Rich Modica Director of University Advising
Also, the university advisors at LAS are experienced, have visit ed over 250 universities, and maintain direct contacts with admis sion reps in over 600 universities worldwide. We constantly have the most up-to-date information on trends in the university admissions world. As such, we serve as resources who can answer or find an swers to any question that may come up in the application process.
Our well-thought-out university advising program is a distinctive com ponent of a Leysin American School education. It centers on build ing close relationships with students through formal and informal programing, and by providing individual, personalized attention.
Leysin American School’s university advisors enhance op portunities for academic success, help students develop so cial maturity, and provide the tools they need to research, plan, and prepare for higher education around the world.
LAS takes the university advising process very seriously and therefore, allo cates significant space, time, and staffing to help students and parents navi gate through the often complex and confusing university admissions process.
LAS UNIVERSITY ADVISING: AN OVERVIEW
Our university advisors provide a friendly and welcoming atmo sphere, encouraging students to drop in before or after school, during their independent study blocks, at lunch, or by schedul ing an appointment. We have an open door policy, and all students are invited to meet with their university advisor throughout the year.
Further, grade 11 students will meet individually with their uni versity advisor to discuss the application process, which in cludes talking about the country/countries to which the stu dents are applying, their university considering list, application essays/personal statements, developing a testing plan if necessary, etc.
GRADE 12 is the time for applications for most LAS students. De pending on the country and course to which they are applying, uni versity deadlines can be as early as October 15th or as late as July after graduation. Grade 12 students also attend a weekly Student Suc cess course, which is focused on the university application process.
GRADE 11 students focus on doing well academically and on re searching post-secondary plans. This exploratory time is one for the stu dents to concentrate on their learning, their aspirations, and to honest ly self-evaluate strengths and weaknesses. This will inform their research and assist them in finding what post-LAS options are available to them.
GRADE 9 students focus on transitioning into high school, do ing well academically, and joining extra-curricular activities. There fore, instead of concentrating on university, we would like Grade 9 stu dents to do those three things well and get to know their learning style.
To achieve this, students attend a weekly Student Success course. Also, grade 11 students work regularly with MaiaLearning, our school’s on line career and university program. In addition to MaiaLeaning, ap plicants to the UK should be using the UCAS course search tool while applicants to Dutch universities should refer to Study in Holland. For information on studying in other countries, students can find a wealth of resources and links under the Resource tab in MaiaLearning.
GRADE 10 students concentrate on further leveraging their strengths, personality and interests. In the spring of Grade 10, academic planning (IBDP, APs, and LAS high school diploma pathways) is a major focus.
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GRADE 9
GOALS + PRIORITIES:
Grade 9 is considered the beginning of high school, and semester grades matter in the university admissions process.
U.S. universities prefer quality of activities to quantity of activities (length of commitment vs. how many activities).
U.K universities prefer to see activities related to the student’s future program of study (if possible).
Students reflect upon interesting things that they would like to do during the summer vacation.
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Students find and maintain a balance between academic life and ex tra-curricular activities.
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Semester grades are recorded on the LAS transcript, which is an official document of courses taken and grades earned and which is required by many universities worldwide.
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Students work to develop strong study skills in each subject. Students get involved in the activities that interest them and remain committed to those same activities for 3 to 4 years.
Students should read as much as possible because avid readers tend to have an easier time on standardized tests such as the SAT or ACT.
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The focus is on transitioning from grade 8 to 9 and adjusting to the new academic demands.
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• Students think about and decide on which LAS academic pathway is best for them in grades 11 and 12 based on their post-LAS plans.
• Students meet with a university and academic advisor about appropri ate course selections for grade 11.
Students continue participating in activities and are committed to them.
• Students start to think about the LAS experience. Could a favorite class lead to a major/program of study in university or a career in life?
Students actively listen to the info shared by the university advisors about the different LAS pathways (LAS high school diploma, Advanced Placement (AP) courses, and the IB Diploma) available at the Belle Epo que campus.
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Students review and discuss the Guide to Learning in the Diploma Years (2nd semester) with their parents.
Students should maintain strong academic performances each semes ter
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• Students continue to read as much as possible.
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• Students begin thinking about which country or countries to apply to for university.
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GOALS + PRIORITIES: GRADE 10
Students reflect upon relationship building. Does the teacher know the student well? Does the student make thoughtful contributions in class? Does the student seek help when needed? If asked, how would the teacher describe the student?
GOALS + PRIORITIES: GRADE 11
• Students think about relationship building because they will need two teacher letters of recommendation and one from their university advi sor for their university applications.
• Students meet individually with a university advisor regarding post-LAS plans (i.e. gap year or university). These meetings start in late January.
• Students attend and are attentive during the weekly Student Success class hosted by the university advisors.
Students continue to put forth their best effort academically each se mester; it is very important since many universities put a heavy empha sis on these grades.
• Students attend in-person and virtual university visits or presentations.
• Research, Research, Research! It’s necessary for students to know about university entry requirements, application deadlines, and the applica tion documents required.
• Students take the PSAT exam in October; it’s good practice for anyone who will take the SAT in March.
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• Students take the IELTS (English Proficiency Test) exam; any student who holds a passport from a country where English is not the official language is advised to take this test.
• Students remain committed to participating in extra-curricular activi ties.
Students continue researching universities’ admission requirements. Students create a Common App account and begin filling in the bi ographical data (U.S. applicants). Students create a UCAS account per the step-by-step presentation provided in May (UK applicants).
GOALS + PRIORITIES: SUMMER BEFORE GRADE 12 •
Students should visit universities on their Considering List or Applying List in MaiaLearning if possible in order to verify if they are the ‘right fit.’
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• Students work on drafting university essays and/or personal statements. Students update their Resume of Activities in MaiaLearning. Students research gap year plans if applicable. Students prepare for any required admissions tests (i.e. BMAT, UCAT, LNAT, SAT, etc.).
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Students should find time to rest and relax before hitting the ground running in early September. Grade 12 will be very busy.
Students add universities to their Considering List in MaiaLearning. Re member that the final list should be balanced and realistic to maximize chances of admission.
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• Students participate in an internship or work if possible.
• Students work on their Extended Essay draft if they are an IB diploma student.
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• Students attend their graduation ceremony in late May. Students join the LAS alumni network.
• Students finish the academic year on a strong note because all offers of admission are conditional and can be rescinded.
GOALS + PRIORITIES: GRADE 12 •
Students schedule times to meet regularly with their university advisor to review their university applying list, discuss their essays and personal statements, application questions, etc. Students attend in-person and virtual university visits by admission reps or presentations by them. Students finalize the country/countries and universities to which appli cations will be sent. Students take the SAT and/or IELTS exams one last time if applicable. Students attend and are attentive during the weekly Student Success class hosted by the university advisors. Students make sure to know the university application deadlines and to meet all LAS internal deadlines.
• Students must reply to university admission decisions by the deadlines (usually May or June); this is another reason to check emails regularly.
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• Students check emails regularly because they receive important infor mational emails and updates from the university advisors.
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School where he was the Head of Department, in Singa pore, and most recently in Zurich. In addition to coordinating all aspects of the counseling program at KIS, he oversaw the development of the school’s first K-12 Comprehensive Guidance Program including a college counseling program. Rich has visited over 250 colleges and universities around the world. Finally, he has been a frequent speaker at international college admission conferences.
MEET GETADVISINGUNIVERSITYTHETEAMINTOUCH
The LAS university advisors can be reached at universityadvising@las.ch if you have any questions. If you would like to schedule an appointment, please feel free to do so using your child’s university advisor’s Calendly Internationallink.
Schedule an appointment with Mr. Modica: calendly.com/rmodica-1
RICH MODICA Director of University Advising Rich joined LAS in August of 2021 as the Di rector of University Advising. Originally from Massachusetts, Rich was a teacher for thir teen years having worked in California, Guin ea, South Carolina, and New Hampshire. He also served as a university counselor in the Sultanate of Oman, in South Korea at Korea
Nunana is passionate about helping stu dents find university pathways which allow them to fulfill their potential and thrive as their full selves. Prior to joining the Univer sity Advising team, Nunana worked for the Council of International Schools provid ing programming and services which sup ported student post-secondary transitions
NUNANA NYOMI University Advisor
Schedule an appointment with Mr. Nyomi: calendly.com/nnyomi
PAIGE MATTHIE
Schedule an appointment with Ms. Matthie: calendly.com/pmatthie between 1300+ schools and universities worldwide. He also previous ly oversaw international student admissions for a university in the U.S. Nunana is a Third-Culture Kid who grew up in the U.S., Ghana, Kenya, Switzerland, and the U.K. He has a BA in International Relations and French (Calvin University) and an MA in Higher, Adult, and Lifelong Ed ucation (Michigan State University).
University Advisor As part of the University Advising team, Paige supports LAS students in building university and college lists, writing essays and personal statements, and leaning into their strengths and passions. Paige is Ca nadian and holds a BA in History and En glish Literature (University of Prince Edward Island) and a Master of Letters in Museum and Gallery Studies (University of St Andrews), as well as a certification in College Admissions Counseling (University of California, San Diego).
UNIVERSITY ADVISING APPROACH www.las.ch | admissions@las.ch | + 41 24 493 4888 Chemin de la Source 3, 1854 Leysin, Switzerland Follow us @leysinamericanschool
