UNIVERSITY PLANNING HANDBOOK
A short guide for students & parents
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University Planning Handbook A short guide for students & parents TABLE OF CONTENTS Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Choosing a University Program Finding the Right Fit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ontario - Why Ontario?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Applying to Ontario Universities . . . . . . . . . . . . . . . . . . . . . . The Admission Decision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Admission Requirements by Degree/Program . . . . . . . . . .
5 6 6 6 7
Canada: Looking Beyond Ontario Why Leave Ontario?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Applying to Canadian Universities (Outside Ontario) 9 US Colleges Why the US? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Applying to the US. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 US Colleges - Admission Criteria . . . . . . . . . . . . . . . . . . . . . 12 Special Cases: How a US College Chooses YOU . . . . . . . 14 US College Checklist: How Do You Stack Up? . . . . . . . . . 15 Planning Timeline for US-bound College Students . . . . . 16 UK & Other International Universities Studying in England, Wales and Northern Ireland . . . . . . Studying in Scotland or Ireland. . . . . . . . . . . . . . . . . . . . . . . Applying to the UK. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Australia, New Zealand & other International Universities. . . Taking a Gap Year The Gap Year Option. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Rights and Responsibilities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 School Visit Q&A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
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INTRODUCTION This guide is meant to serve as a short primer for students in Grades 9 through 12 to help them on their journey as they prepare for university (and for parents as they support them along the way). Most of this material has been cobbled together from almost 20 years of slide shows, workshops, handouts and presentations, and may be familiar to many readers. In no way is this meant to be an exhaustive treatment of a very involved (and hopefully personal) process. Most of the material herein covers the basics of admission requirements and the application process. Some few key links are included throughout the text. More information, as well as a wealth of links, is provided on University Planning pages on the RSGC website. Students are encouraged to research on their own, visit universities, attend information sessions both at RSGC and elsewhere, keep on top of postings on the University Affairs calendar on FirstClass and visit the RSGC University Counselling Office. Materials relating to US applications have been collected, adapted and updated over the years from numerous sources, including workshops and conferences. While some of what is on these pages is not original material, the original sources have long been lost! For more information or if you have any questions, please contact: Nick Van Herk Director of University Counselling 416.533.6724 x 246 nvanherk@rsgc.on.ca
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CHOOSING A UNIVERSITY PROGRAM Finding the Right Fit Earning a university degree can take three to five years of your life (or more) and cost thousands of dollars. Sadly, it is reported that teenagers (especially males) spend more time researching the purchase of their first car than they do their university options! Once you have determined that you do, in fact, want to go to university, you need to determine what you want to get out of the experience. Ideally, you should find a school that allows you to feel both challenged and rewarded academically as well as happy socially1. Students need to remember that university is not vocational school. You do not attend university (at least not at the undergraduate level) to gain entry to a specific career. Rather, the idea behind a university degree is to give you a skill set and/or knowledge base that will prepare you for any type of career. An undergraduate degree should provide students with skills in problem solving, communication (written and oral), the ability to time-manage and overcome adversity, and co-operative group work skills. Experts now estimate that this generation of high school graduates will have as many as five careers and eight jobs in their lifetime. Adaptability and resilience are key! Students will explore this question in detail with Mr. Van Herk starting in Grade 11 and continuing in weekly sessions in Grade 12. 1
Criteria for attending university most commonly cited by RSGC students: * To experience independence, move away from home * To investigate new subjects/interests * To live up to expectations (family, personal) * To broaden knowledge * To party, have fun * To be challenged * To make connections, meet new people * To develop marketable skills * To pursue a professional career * As a stepping stone to higher education (Medical school, law school) * Social status RSGC University Planning Handbook 5
Ontario - Why Ontario? Traditionally, about two-thirds of RSGC grads have attended an Ontario university upon graduation. The reasons? Ontario schools are good, affordable and close to home. It would be hard to imagine a program or major that is not offered by at least one of Ontario’s 21 universities. Most Ontario schools are research-based and offer a broad range of degrees at the undergraduate, graduate and post-graduate levels. What Ontario does not do well is deliver the small school, you-are-a-nameand-not-just-a-number type of experience that is associated with the high level of student engagement and low student-faculty ratio that we enjoy at RSGC. The affiliates at Western - King’s College and Huron College - are two good examples of exceptions to this rule.
Applying to Ontario Universities Application to all Ontario universities is made through the Ontario Universities’ Application Centre (OUAC). Students complete one common, online application with Mr. Van Herk at RSGC in November or December of their senior year. With the online form, students may apply to anywhere from three to 60 (!?) programs. Students may apply to up to three programs at any one university. For example, it is not unusual for a student to apply to both Engineering and Science or Commerce and Arts at the same university 2. Students pay one application fee for their first three choices and then pay extra for each additional choice. The exception to this rule is the University of Toronto. Students may only choose one non-professional program at the St. George (downtown) campus 2
The Admission Decision - Ontario All offers to Ontario schools are conditional upon the student’s final grades at the end of Grade 12. When a student applies to a university/program, the OUAC forwards to that university: • All their personal information (address, date of birth, etc.) • A list of Grade 11 courses and final marks • Any completed Grade 12 courses (ie. those done in Grade 11 or over the summer) • A list of Grade 12 courses in which the student is currently enrolled
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Ontario schools typically make admissions offers in two or three waves. The first “extra early” round of conditional offers can be made from before the Christmas break until early February. These offers are based on final Grade 11 marks and any Grade 12 courses already completed. Only a handful of schools make these offers and typically only to a few programs. The majority of offers come in the next two waves. The first wave arrives in late March to early April. These offers are based on mid-year marks that RSGC sends to the OUAC in late January or early February. The second wave arrives after updated marks are sent in late April. Admission to most programs at most schools in Ontario is determined simply by the marks earned in the prerequisite Grade 12 courses. These marks may include courses completed in Grade 11 or summer school, but will mostly be mid-year grades for courses still in progress.
Admission Requirements by Degree/Program eINFO, www.electronicinfo.ca, is hosted by the OUAC and has detailed information on entrance requirements for every degree program in Ontario. eINFO indicates required courses, recommended courses, last year’s admission average and the number of students who were enrolled in each program. There is also a brief description of each program and links to universities and faculties. Note: Grade 12 English ENG4U is a prerequisite for all university programs. Arts, Humanities, Social Science Entrance Requirements
No specific requirement other than Grade 12 English - ENG4U. However, some schools will require a Grade 12 math (typically Advanced Functions - MHF4U) or its equivalent if students want to pursue a major in Economics or Psychology (although the mark in MHF4U need not be included in the admission average). Many schools will also need a calculus course (taken at high school or in first year university) for those wanting to major in Economics. Fine Arts, Drama, Music, Design Entrance Requirements
Most programs in this group require a portfolio and/or audition, as well as a written supplemental application. Science Entrance Requirements (lots of variability between schools/programs – check eINFO & schools for specifics)
Grade 11: MCR3U - Functions Two or more Grade 11 sciences: SBI3U - Biology SCH3U - Chemisty SPH3U - Physics
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Grade 12: MHF4U - Advanced Functions and/or MCV4U - Calculus & Vectors *Two or three Grade 12 sciences: SBI4U - Biology SCH4U - Chemisty SPH4U - Physics Engineering Entrance Requirements*
Grade 11: MCR3U - Functions SPH3U - Physics SCH3U - Chemistry Recommended: Computer Science
Grade 12: MCV4U* - Calculus & Vectors SPH4U - Physics SCH4U - Chemistry MHF4U* - Advanced Functions Recommended: Computer Science *Although not all engineering faculties require both maths, one is the prerequisite for the other. Where MCV4U is not required, it is still highly recommended! Business/Commerce Entrance Requirements**
Grade 11: MCR3U - Functions Recommended: One or more Business or Economics Grade 12: 1 or 2 Maths** Recommended: One or more Business or Economics **Most Business/Commerce programs require two maths. MCV4U is required by McGill, Ottawa, Toronto and Queen’s - all of which have entrance averages in the high 80s or mid 90s.
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CANADA: LOOKING BEYOND ONTARIO Why Leave Ontario? One of the top reasons students give for attending university is to experience a sense of independence. This can be hard when you are a short bus/train/car ride from home. Some of the universities close to Toronto, for example, have a reputation as “suitcase” or “backpack” campuses. That is, many students return home on the weekends, leaving the campus and residence halls nearly empty. The Maritimes are home to most of Canada’s top small, liberal arts universities: Acadia, Mt. Allison, King’s College, Mt. St. Vincent, St. Thomas and St. Francis Xavier. (Bishop’s in Lennoxville, QC would also fit the bill.) These are the schools that consistently rank at the top of the charts in all categories of student satisfaction. Even larger schools (Memorial, St. Mary’s, Dalhousie, UNB) provide students with a combination of engaging academics and warm Maritime hospitality. Students who have lived their whole lives in Toronto and can’t bear the thought of being in a smaller city (but do not want to stick around Toronto or go to Ottawa) will find themselves at home in Montreal (home to McGill and Concordia), Vancouver (home to UBC and Simon Fraser, although both of these schools are about 20 minutes outside of the city) or perhaps Calgary or Edmonton.
Applying to Canadian Universities (outside Ontario) Unlike the OUAC in Ontario, no other province has a central application site (although British Columbia and Alberta now allow students to complete their personal information once on a common page and then fill out applications for each of the respective universities). Students must complete an online application for each school they are considering. Some schools like UBC, McGill and Dalhousie allow students two or three choices of programs on their application. Others require students to complete a separate application for each program. Application deadlines vary greatly across the country. Most Maritime schools make early decisions based on final Grade 11 marks, so students can apply as early as October. Find Out More * The Association of Canadian Universities and Colleges, www.aucc.ca * Search by university and/or program plus scholarships, www.schoolfinder.com * Maclean’s & The Globe and Mail annual university/college guide RSGC University Planning Handbook 9
US COLLEGES Why the US? 1. Choice: There are over 2,500 four-year colleges in the US. These range from the small, liberal arts colleges (Amherst, Swarthmore, Williams, Colgate, Middlebury) and the large state schools (UCLA, Michigan) to the Ivy League (Brown, Columbia, Cornell, Dartmouth, Harvard, Penn, Princeton, Yale) and other large, private national universities (Georgetown, Duke, Stanford). 2. Size: Although the cost can be significantly higher than a Canadian education, in many ways, you do get what you pay for. US colleges of all sizes tend to have much smaller classes at all levels (most taught by faculty, not teaching assistants) and in many cases, higher quality resources which can include everything from lab facilities and athletic facilities to dorms. It is not surprising that US colleges (especially the small, liberal arts colleges) tend to outscore Canadian schools in terms of the NSSE (National Survey of Student Engagement) and other student-centred measures of quality. 3. Athletics: A third criterion for choosing the US over domestic schools is the ability to compete in your sport of choice at a high level. Many Canadians are recruited to play at US colleges in any number of sports. Any school that competes in a Division I or Division II sport can offer scholarship monies to athletes. These amounts can be worth up to the full cost of an education. Families must keep in mind that many of the more selective colleges will still require an excellent academic record from their applicants (although they are usually willing to set the bar somewhat lower for highly recruited athletes). 4. Reputation: There is also undeniably the worldwide reputation of the top US colleges. Drop the names Harvard, Yale or Princeton anywhere around the globe and people will know from where you hail - although name recognition in itself does not necessarily guarantee quality! (Note: Many other US colleges do not have this same degree of recognition outside the US) 5. Weather: Winters in Boca Raton, FL or even Durham, NC certainly outshine those in Toronto!
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The Myth of the Ivy League Athletic Scholarship Ivy League colleges DO NOT offer athletic scholarships. The only scholarships granted by these schools are “needsbased”, where the amount is determined by parents’ ability to pay. So, your neighbour’s daughter may be at Cornell, she may be playing hockey, she may be on a scholarship, but she is not on a hockey scholarship!
Applying to the US US college applications are far more complicated than Canadian ones. Until recently, a US application in its entirety could be upwards of 20 pages long. Thankfully, paper applications have been made obsolete by online applications, especially for those colleges that subscribe to the Common Application (see “Find Out More” at the end of this section). This does not mean, however, that the amount of information required on the application is in any ways diminished. The Application With very few exceptions, a US college application is composed of five sections: transcript; standardized test scores; student profile; teacher reference(s) and a counsellor reference. Most schools give the student two options for application deadlines: regular decision (usually January 1) or early decision (ED) / early action (EA) (typically in early November). ED/ EA are for students who have done all of their research and have narrowed their search down to one college that is a perfect match - and for which they feel they have a good chance of meeting the admission criteria; early decision offers are binding contracts which should not be entered into lightly. Most US college applications can now be submitted online through a common application (commonapp.org). US Colleges - The Cost US colleges are more expensive, end of story. That being said, there are two things that families must consider. First, in most cases, you get what you pay for; second, many US colleges have huge endowment funds to which even many foreign applicants have at least partial access. Student athletes who are recruited to Division I or Division II schools may also be eligible for sizeable athletic scholarships. Colleges near the Canadian border often set aside scholarship monies specifically for Canadian applicants. RSGC University Planning Handbook 11
US Colleges - Admission Criteria Whereas most Canadian universities focus solely on the courses that students take and the marks they earn, American colleges treat the application holistically. There are five criteria on which US schools focus: 1. Transcript: This is the most important piece of the US application. Colleges are looking for rigour, i.e. did you take “college prep,” AP and/or enriched courses where they were available? Colleges also look to see where you are ranked compared to your college-bound peers. (Although – like most university prep schools, we no longer officially rank students, we must give an indication of where a student stands in his class.) Most US colleges have specific course distribution requirements that are different from those required to graduate high school or gain admission to university in Canada. Specifically, most colleges look for four academic “solids” (math, science, English and social science in each year of high school), as well as at least two or three years of a second language, although these distribution requirements are not necessarily binding for Canadian applicants. The basic rule of thumb: take the hardest courses (and overall course load) you can handle. 2. SAT/ACT: Standardized test results are usually the second most important requirement for many schools, and even more so in this age when application numbers seem to be growing exponentially. As of the spring of 2016, the SAT is composed of two sections (Mathematics and Critical Reading and Writing) with an optional 50-minute essay. Each of the three components is scored on a scale from 200 to 800. Successful applicants to selective schools typically score in the high 600s to high 700s. (Harvard turns away literally hundreds of applicants with perfect 800s every year!) Students will usually write the SAT in January and/or May/June of their Grade 11 year. Some of the most selective US schools also require students to write SAT subject tests (ie. Math, Literature, American History, sciences and languages). The ACT is an alternative to the SAT and consists of multiple choice questions in four subject areas (reading, math, science, English) and a 30-minute writing test. The ACT is accepted by all US colleges. Canadian students often find the ACT questions to be closer to what they are used to in the classroom, but the pace required to complete the test can be daunting. Students are encouraged to write both the ACT and SAT. 12 RSGC University Planning Handbook
3. Student Summary: In this section, students get to brag about their achievements outside of the classroom. They would list their involvement in the areas of community service, employment, travel, leadership, etc., as well as write one or two essays. These essays are a chance for the admissions team to meet the person behind the application. They should be personal and polished, but they must be the students’ own work! The more selective a college is, the greater the emphasis placed on this section. After all, if the majority of your applicant pool is extraordinarily accomplished in academics and SAT scores, there has to be some way to differentiate. That being said, many schools are now looking to the writing section of the SAT (or ACT) for “undoctored” evidence of a student’s writing ability. Colleges are really looking for students who have distinguished themselves in their community. As one Yale recruiter puts it, “We’re looking for evidence of good citizenship.” 4. Teacher Reference: Most US applications require one or two letters of reference from teachers who are familiar with the student’s work. These should be teachers who know the applicant well. If they also know the student outside of the classroom (ie. coach, advisor), this information can help round out the application; however, the focus of these references must be academic. Can the student handle the rigours of the college class? What will he bring to and take from classes? Teachers also rank students on criteria such as leadership, integrity, maturity and ability to handle setbacks. If there is someone who can add another dimension to the applicant, then a separate letter may also be included. This is usually neither required nor encouraged. 5. Secondary School Report: This is the school’s responsibility. The report includes a school profile that describes the RSGC community, highlights academic options and details where our grads matriculate. For example, if the profile indicates that we offer ten AP courses and the student’s transcript indicates that he took none, colleges would generally not be too impressed. The report also includes a reference from the counsellor (Mr. Van Herk), describing the student’s overall contributions to the school community and his likelihood of success in his chosen program.
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Special Cases: How a US College Chooses You! College admissions offices are not merely selecting qualified applicants. Actually, a college is putting together one freshmen class according to the following categories. Keep in mind that the more selective the college, the higher the expectations will be within each category. The Intellectual Category: Everyone wants to have scholars on campus and will go out of their way to bid for them. You typically must be in the top five per cent of your class and have SAT scores well over 700 on verbal, math and writing (although this is now the norm for most applicants to highly selective colleges). The Special Talent Category: A student may have one skill or ability that sets him apart. This may include leadership, athletic ability, talent or creativity. If you can project this to the admissions committee, you usually will be given special consideration. The higher the profile of your accomplishments, the better (ie. national is better than provincial is better than local, etc.). The Alumni Category: If members of your immediate family have attended the college and they have been successful as students or graduates, you are often considered special. This is true for private colleges, but not necessarily public colleges. If the alumnus is a strong backer and contributor to the college, you are an even stronger candidate. Private colleges do not rely on public taxes, so private supporters are essential to their existence. Make sure this status is clear on your application and essay. The Targeted Minority Category: Because of federal laws concerning discrimination, minorities may have a special advantage in the admissions process. Minority categories may include ethnic groups, but many schools also look for geographic diversity in their incoming class. The “All Around” Category: This category includes the good student (good grades, good course work with the right activities) who, while not exceptional in any one area, has put it all together. This is probably the largest group that most schools deal with. Note that this was the description of a typical applicant not that long ago. In today’s competitive market, successful applicants are not only wellrounded, but also “well-pointed” (that is, outstanding in one particular area). The Student Athlete Category: If you have distinguished yourself athletically, you may be placed in this grouping to compete for admission with other athletes being considered for the same sport or even position. This category is typically composed of recruited athletes only. Many Canadians at top US colleges fall into this category. Students looking for an athletic scholarship must also register with the NCAA Eligibility Center. 14 RSGC University Planning Handbook
US College Checklist: How Do You Stack Up? Selective American Colleges are basing your acceptance on the following criteria (in order of importance for most schools): Transcript: Did you take the most challenging course load available? Did you take lots of enriched classes and/or APs? Were you consistently ranked in the top 10-15% of your class? Do you have four “solids”: Grade 12 Math, Science, Humanities, English? Do you have at least two, if not three or more, years in a second language? SAT/ACT: Do you fall into (or above) the range that your college of choice usually accepts? Have you written the SAT Subject Tests where required? Personal statement/essay: Do you stand out as someone who will be able to handle the rigours of college? Do you show a “passion” for a specific field that you will bring to their college? Teacher/counsellor recommendation: Will teachers be able to speak of you in specific terms? Will they consider you one of the top students they have taught? While a “yes” response to all the above will not guarantee you admission, a “no” to one or two does not necessarily mean rejection (providing one or more of the others is exceptionally strong). Again, the more competitive the college, the higher the expectations in each and every category!
Find Out More www.collegeboard.com: SAT registration and college/ university search info www.act.org: Register and prepare for the ACT. www.commonapp.org: By using the Common App, students who apply to more than one college can complete their application, including essays, once and only once online. www.fairtest.org: Fairtest maintains a list of close to 800 colleges where the SAT is optional. RSGC University Planning Handbook 15
Planning Timeline for US-Bound College Students Sophomore Year (Grade 10) q Do your best possible academic work. Each semester of high school counts equally in your high school rank-in-class and on your transcript. q Make an effort to get to know yourself - your strengths and weaknesses, interests, personal values and goals. q Complete a career interest inventory. Explore your career interests and educational options. Use the Career Matchmaker on www. careercruising.com - ask Mr. Van Herk for access codes. q Register for and take the PSAT at RSGC in October. q Choose appropriate courses for your Grade 11 year with your educational and career goals in mind. q Complete your community service hours early (exceed the requirement)! q Plan a recreational and educational summer. This is a good time to visit colleges whenever possible. Tour campuses and attend group information sessions. q Increase your reading. The rule of thumb is to read a book a month in addition to regular school assignments. This is one of the best preparations for better SAT scores. Junior Year (Grade 11) Fall: q Continue to do your best academic work. This is a critically important year in the eyes of college admissions officers. q Keep a second language and lab science course on your timetable. q Register for and take the PSAT at RSGC in October. q Register for an SAT prep course, if necessary. (RSGC has hosted a Princeton Review prep course for three years. Students may apply for a scholarship to partially cover the course cost.) q Attend college conferences given by admissions representatives visiting RSGC. Ask informed questions (ie. never ask “What SAT scores do I need to get in?�) and make a positive impression. This admissions representative may be reading your application! q Attend US and International fairs held in Toronto as well as evening information sessions. Spring: q Continue to take your academic work seriously and do the best you can. q Register for and take the January or May SAT as well as June SAT Subject Tests (if necesary). If you receive Special Education services, discuss taking extended time on the SAT or SAT with Ms. Uhre well in advance. q Research your college choices thoroughly online or through resources in the University Affairs office and the RSGC Guild Library. q Write, call or email colleges for information. q Determine which teachers might be willing and able to write recommendation letters for you. You might want to approach them now to give them the heads up.
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Summer: q Learn as much as you can about specific colleges and college life by visiting colleges, taking tours and interviewing where appropriate. Current college students are an excellent source of informtion, particularly relative to life on campus. q Spend your summer in a meaningful way (ie. community service, work, travel and/or other educational or cultural experiences). q Begin to gather your thoughts and develop ideas for college applications essays. Write a few drafts of possible essays. q Inquire about “merit” (as opposed to need-based) scholarship opportunities available through colleges, churches, social, fraternal and civic organizations. Senior Year (Grade 12) Fall: q Attend information sessions at RSGC and Toronto area fairs. q Provide the teachers writing your references with the necessary links or forms. q Complete and submit Early Decision/Action application if you are taking this route. q Rewrite the SAT/ACT if you feel you have to. q Consider using the online Common Application (www.commonapp.org) to simplify the application process. q Ensure all applications and supporting documents are complete and submitted on time (in Mr. Van Herk’s office by Dec. 1). Check to see what supplemental documentation you may need to submit. For example, many colleges will ask for a statement of finances which shows that your parents are willing and able to pay for four years of college should you be accepted. Winter: q Continue to work hard at all of your courses. q Maintain your commitment to community service, leadership, athletics and other non-academic involvements. q Provide Mr. Van Herk with mid-year report forms for each school you have applied to. (Not necessary if you have used the Common App.) Spring: q Expect offers the first week of April or just before. q Finish strong. The way you finish your last year of high school is one of the best indicators of how you will perform in your first year of college. Congratulations! You are now a high school graduate! Ensure your final report is sent to your college of choice.
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UK & OTHER INTERNATIONAL UK universities are usually grouped into three categories: ancient (St. Andrews, Oxford, Cambridge and their ilk, which have been in existence for hundreds of years), red-brick (originally six universities established in industrial centres like Birmingham and Liverpool in Victorian times - the list has since grown to include Nottingham, Newcastle, Warwick and others) and new (founded since the 1960s and including schools that were originally labelled polytechnics). In addition to the typical range of undergraduate degrees, particularly strong students can apply directly to medicine, veterinary medicine, pharmacology and law. Cost per year is roughly $30,000 to $35,000 for Arts and Science courses and up to $70,000 for Medicine. Note: With very few exceptions, Canadian applicants are not eligible for any form of scholarship to study in the UK.
Studying in England, Wales and Northern Ireland Most undergrad degrees in England are three years. They are more narrow in focus than their North American equivalents. For example, a student pursuing a degree in History will take only History courses; any “electives” would be directly related to the subject of study. Students can also apply directly to four-year “Master’s” degrees, but these are considered undergraduate degrees in the UK. Students rarely attend the number of large lectures they would find at home. The emphasis is on independent reading/study, with very small group meetings with the student’s tutor. Courses (or modules) are usually one year long, culminating in year-end exams or, in some cases, one set of exams at the end of three years.
Studying in Scotland or Ireland Undergraduate degrees in Scotland and Ireland are closer in structure to those in Canada. Students study for four years, typically taking courses in two or three major areas for the first two years and then specializing in the final two years. Courses are a combination of lectures and tutorials. Canadian students usually find the transition to the Scottish/Irish system a lot smoother (and easier) than to the English one.
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Applying to the UK Applications to UK schools are completed online through UCAS, the central clearing-house for UK admissions. Students may apply to up to five schools (four for Medicine), but must apply to the same program at each. The straightforward application includes sections on personal information, previous courses (students self-report Grade 11 courses, marks and a list of Grade 12 courses), a one-page personal statement outlining their passion for the subject for which they are applying and a teacher referee’s statement (a one-page assessment of the student’s suitability for the subject chosen). Students applying to Irish universities complete an online application on the university’s website. Students should have all application materials submitted by December 1. Those applying to Oxford or Cambridge (you can only choose one!) or Med/Veterinary/Dentistry School must apply in September of their Senior year. Decisions are sometimes made on a rolling basis; others arrive shortly after the UK deadline (typically late-January to mid-March). Students applying to the UK (especially those applying to medicine or Oxbridge, Imperial, LSE and other selective schools) should keep competition in mind. Most UK students have completed A-levels (the equivalent of Grade 13) in subjects directly related to their chosen university majors and tend to be more advanced in those subjects than their North American peers. Also, many UK students take a GAP year after graduation, starting university at around age 20. Successful applicants typically have consistent marks in the mid-80s to low-90s, especially in courses related to their subject of interest at university (ie. Business applicants typically excel in Math, Economics and Accounting) and are able to clearly and concisely explain their passion for and interest in the chosen subject. (With over 100 universities in the UK, clearly not all will be this selective.)
Australia, New Zealand and other International Universities Applications to universities in Australia and New Zealand are a hybrid between those of the Ontario, the UK and the US. Some require little detail, others significantly more. As the school year in Australia and New Zealand starts in March or July, application timelines are much later. Students may apply to individual schools (usually online) or use agencies such as Australearn to assist them. Most European universities require a separate application which tends to be similar to those in England. Over the past several years, the majority of RSGC University Planning Handbook 19
European universities have worked to create a common three-year undergraduate degree, which allows for easier mobility between schools. Find Out More www.ucas.com: Universities and Colleges Admissions Service. UCAS is the central organization through which applications are processed for entry to full-time undergraduate courses in the UK. Search by subject, program and university. Lots of helpful tools for researching and applying. www.timesonline.co.uk: Online version of the Times Good University Guide with rankings by university and by subject, as well as hints on choosing and applying to university.
THE GAP YEAR OPTION Since the demise of Grade 13, there has been an increasing interest in the Gap Year option for students who feel they are not ready to make the jump straight to university after high school. Increasing expectations (societal, parental, peer and personal) and high profile press reports on stress at university have made this option more appealing than ever. You can find out more about Gap Years on websites such as mygapyear.ca (their list of “Ten Reasons to Take a Gap Year” is excellent) or by attending the annual Study and Go Abroad Fair in Toronto or the Travel and Experiential Fair at RSGC in February. Note: The majority of our students who plan a gap year will apply to university, accept an offer and then defer – although this is not absolutely necessary.
Why Take a Gap Year? •
A gap year lets students take a step back and “recharge” after years of the daily academic grind
•
Time off allows students time to think about their academic direction and professional goals before jumping in with both feet
•
Work experience, as well as volunteer and goodwill projects, are great résumé-builders and can result in increased focus and maturity
•
Working full-time can help students save up for tuition and other university costs
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RIGHTS AND RESPONSIBILITIES FOR THE UNIVERSITY APPLICATION PROCESS With thanks to Carol K. Jacobs, M. Ed., Director of College Guidance, Akiba Hebrew Academy Students: • • • • • • • • • • • • • • •
Communicate with your parents – your goals, progress and areas of concern Meet with the university counsellor about any questions or concerns Research and visit universities Attend relevant meetings and university representative visits at RSGC Choose the universities to which you will apply; inform the university counsellor of your choices Complete university applications online before deadlines Workshop, write and rewrite essays (with help from counsellors and/or Learning Centre)* Request teacher recommendations; provide all appropriate paperwork/links* Arrange all necessary interviews* Request transcripts from the guidance office if necessary Register for and take all required SAT/ACT tests, and send scores to each university* Meet ALL deadlines – there are no extensions! Keep track of ALL of the above – record dates, make copies, keep a hard-copy file Be sure to thank all the people who help you Complete transcript request forms and submit to Ms. Wagar for all out-of-province universities that do not subscribe to the OUAC
Parents: • • • • • • • • • •
Advise, encourage and listen Set limits and explain expectations – financial, geographic Accept your child’s need for independence Complete and file all financial aid forms where required* Suggest topics and/or proofread your child’s essays if asked* Assist in arranging university visits and trips Help with organization of materials Maintain a sense of humour Allow your son to establish his own goals Look at universities with a fresh eye – not with outdated perceptions RSGC University Planning Handbook 21
• •
Set realistic expectations; avoid setting up a dynamic for perceived failure Be discerning about everything you hear
Counsellor: • • • • • • • • • •
Listen carefully to the needs of each student/family Provide professional information, encouragement and guidance through regular group meetings and individual counselling sessions Advise and assist in the formation of a list of university “matches” Arrange university representative visits to RSGC Provide standardized test (SAT, ACT) information and forms* Co-ordinate test prep where necessary* Discuss choices for teacher recommendations* Provide scholarship and financial aid forms and information Send transcripts, school profile and school recommendation letter* Communicate timely information through University Affairs conference and calendar, Haiku, and e-mails to students and parents
* Refers specifically to US or international applications, major scholarships or universities/programs which require a supplemental application.
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HIGH SCHOOL VISIT, TOUR AND FAIR Q & A (Amend/Append to Suit Yourself!)
University: Name of Rep.: The following questions are posted in no particular order. Those in bold are most relevant to most students. 1. Do you use additional information such as personal statements in the admission decision process? 2. What was the admission range for my program last year? 3. Is there a mandatory supplemental form for my program? If so, when is it due? 4. What is the last day you will accept an amendment to my program at your school? 5. Are you making offers to my program based on the strength of Grade 11 courses? 6. How does your entrance scholarship grid work? 7. Are there scholarships at your university to which I can apply as a high school senior that require an application form? 8. As a first year student, am I guaranteed a place in residence? 9. Can a first year student have a single room? If not, can I ask for a particular roommate? 10. What percentage of students live on campus after first year? How easy is it to find off-campus housing? 11. Which courses are used in the admission average calculation for my program? 12. At what time of year will you begin to make offers to my program? RSGC University Planning Handbook 23
13. Can I do a double degree? With which majors? 14. Can I pursue a major or minor in a fine or performing arts discipline while studying business or engineering? 15. Is the residence meal plan mandatory for first year students? 16. Is the meal plan an “all you can eat� or a declining balance? 17. Can I purchase meals using my residence meal card on locations around campus other than the cafeteria? 18. If I want to try out for a school athletic team, what is the process? Who do I contact and when? 19. What clubs/extracurriculars do you offer? Do many people participate? 20. Do most people stay on campus over the weekend or do a lot of students go home? 21. What services are available to a student with a learning disability? 22. Is the presence of a diagnosis (i.e. educational assessment) used in any way during the admission process? 23. Who in admissions could I contact if I have more questions and what is their contact information?
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RSGC University Planning Handbook 25
manners maketh men Our Mission To challenge and inspire each boy to become the best version of himself.
Our Motto Scientia Pietate - Through Knowledge and Duty
Our Credo Manners Maketh Men
Royal St. George’s College 120 Howland Ave. Toronto, ON Canada M5R 3B5
Senior School Telephone: 416.533.6724 contactus@rsgc.on.ca rsgc.on.ca