UNIVERSITY PLANNING HANDBOOK
A short guide for students & parents
2012/13
LIFE AFTER HIGH SCHOOL UNIVERSITY PLANNING HANDBOOK A short guide for students & parents
Created by: Nick Van Herk, University Counsellor 2008 3rd Edition: June 2012 2 University Planning Handbook 2012-13 • Royal St. George’s College
Table of Contents Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Choosing a University Program
Ontario . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Applying to Ontario Universities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Admission Decision - Ontario . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Admission Requirements by Degree/Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6 6 6 7
Canada: Looking Beyond the 401
Why Leave Ontario? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Applying to Canadian Universities (Outside Ontario) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
US Colleges
Why the US? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Applying to the US . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 US Colleges - Admission Criteria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Special Cases: How a US College Chooses YOU . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 US College Checklist: How Do You Stack Up? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Planning Timeline for US-bound College Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
UK & Other International Universities
Studying in England, Wales and Northern Ireland . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Studying in Scotland . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Applying to the UK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Australia, New Zealand and other International Universities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Taking a Gap Year
The Gap Year Option . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
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Introduction
T
his 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 14 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. I have included a few key links throughout the text. More information, as well as a wealth of links, is provided on the RSGC website (Student Services > University Counselling). 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 conference (FirstClass email) and University Affairs calendar, and visit our RSGC University Counselling Office. Materials relating to US applications have been collected, adapted and updated over the past 14 years from numerous sources, including workshops and conferences. While much of what is on these pages is not original material, I am afraid that I have long since lost the original sources.
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 Fit1: 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!
CRITERIA FOR ATTENDING UNIVERSITY MOST COMMONLY CITED BY RSGC STUDENTS:
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 socially.1
* To experience independence, move away from home
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.2 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 cooperative 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!
* To live up to expectations (family, personal)
Students will explore this question in detail in their Career Studies course and with Mr. Van Herk (starting in Grade 11 and continuing in weekly sessions in Grade 12).
* To develop marketable skills
1
A few possible exceptions to this rule are accounting, engineering and journalism. 2
* To investigate new subjects/ interests
* To broaden knowledge * To party, have fun * To be challenged * To make connections, meet new people
* To pursue a professional career * As a stepping stone to higher education (Medical school, Law school) * Social status
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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 our 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-name-and-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 late November of their senior year. With the online form, students may apply to anywhere from three to 54 (!?) programs. Students may apply to up to three programs at any one university.3 For example, it is not unusual for a student to apply to both Engineering and Science, or Commerce and Arts, at the same university. 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. 3
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 • A list of Grade 11 courses and final marks • Any completed Grade 12 courses (i.e. those done in Grade 11 or over the summer) • A list of Grade 12 courses in which the student is currently enrolled 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. 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.4 These marks may include courses completed in Grade 11 or summer school but will mostly be mid-year grades for courses still in progress. 4
See tables on the following pages.
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Admission Requirements by Degree/Program
Engineering Entrance Requirements**
The e-info website, www.electronicinfo.ca, hosted by the OUAC, has detailed information on entrance requirements for every degree program in Ontario. Specifically, e-info indicates required courses, recommended courses, last year’s admission average, the number of applicants in the previous year and the number of students who were ultimately 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 ENG4U. However, many schools will require a Grade 12 math (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). 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*
Grade 11:
MCR3U - Math Two or more Grade 11 sciences: SBI3U, SCH3U, SPH3U
Grade 11:
MCR3U - Math SPH3U - Physics SCH3U - Chemistry Recommended: computer science
Grade 12:
MCV4U** - Calculus & Vectors SPH4U - Physics SCH4U - Chemistry MHF4U** - 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 - Math Recommended: CIE3M - Economics, BAF3M - Accounting
Grade 12:
1 or 2 Maths*** Recommended: CIA4M - Economics, BAT4M - Accounting ***Most Business/Commerce programs require two maths. MCV4U is required by McGill, Ottawa, Toronto, and Queen’s - most of which have entrance averages in the high eighties or low nineties.
Grade 12:
MHF4U and/or MCV4U Two or three of*: SBI4U, SCH4U, SPH4U, MDM4U *Refer to specific schools/programs for their list. University Planning Handbook 2012-13 • Royal St. George’s College 7
Canada: Looking Beyond the 401 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 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 University in Lennoxville, QC, would also fit this bill.) These are the schools that consistently rank at the top of the chart 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 downtown Toronto and cannot 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) and Vancouver (home to UBC and Simon Fraser, although both of these schools are about 20 minutes outside of the city).
require students to complete a separate application for each program. Application deadlines vary greatly across the country. Students are encouraged to apply either shortly before or after the Christmas break. Students should complete their Ontario applications first as many out-of-province universities access marks through the OUAC.
Applying to Canadian Universities (outside Ontario) Unlike the situation with the OUAC in Ontario, no other province has a central application site (although British Columbia, through PASBC, allows students to complete their personal information once on a common page and then fill out applications at each of the respective universities). Students must complete an online application for each school that they are considering. Some schools, like UBC and McGill, allow students two choices of programs on their application. Others 8 University Planning Handbook 2012-13 • Royal St. George’s College
FIND OUT MORE
www.aucc.ca: The Association of Canadian Universities and Colleges www.schoolfinder.com: Search by university and/or program plus scholarships. Maclean’s & The Globe and Mail: Both publications produce an annual university/college guide. While parents and students are urged to ignore the rankings, there is always a good deal of helpful information, especially for those families just starting the journey.
US Colleges Why the US? 1. To begin with, choice. There are over two and a half thousand four-year colleges in the US. These range from the small, liberal arts colleges (Amherst, Swarthmore, Williams, Colgate, Middlebury) to the large state schools (UCLA, Michigan) and the Ivy League (Brown, Columbia, Cornell, Dartmouth, Harvard, PENN, Princeton, Yale) to other large, private National universities (Georgetown, Duke, Stanford). 2. Size: Although the cost can be significantly higher than a Canadian education (see the section on cost later in this guide), 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 to dorms. (Although it has been my experience that dormitories tend to be the one place, if any, where American colleges skimp.) 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 quality5. 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. Lastly, there is the weather. Winters in Boca Raton, FL or even Durham, NC, certainly compare favourably to those in Toronto! Only three Canadian schools scored higher than the US average in student-faculty interaction on the last NSSE survey: Mt. Allison, Huron (Western) and Acadia. 5
THE MYTH OF THE IVY LEAGUE ATHLETIC SCHOLARSHIP: Ivy League colleges DO NOT offer athletic scholarships. The only scholarships granted by these schools are “need-based”, 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!
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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, most 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: early decision/action deadlines are typically in early November (these are for students who have done all their research and have narrowed their search 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) or regular decision, usually January 1. 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.
US Colleges - Admission Criteria Whereas most Canadian universities focus solely on the courses that students take and the marks they earned, American colleges treat the application holistically. There are five criteria on which US schools focus: 1. Transcript 2. SAT/ACT 3. Student Summary 4. Teacher References 5. School Profile
1. Transcript This is the most important piece of the US application. Colleges are looking for rigour (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. Most US colleges have specific course distribution requirements which 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, social science in each year of high school) as well as at least two or three years of a second language. The basic rule of thumb: take the hardest courses you can handle.
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2. SAT/ACT
4. Teacher Reference
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. The SAT is composed of three sections: Critical Reading, Math and Writing. The last component is a fairly recent addition and replaces the old SAT II Writing test and includes a short 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 800’s every year!) Students will usually write the SAT in January and/or May or June of their Grade 11 year. Some schools also require students to write SAT subject tests (i.e. Math, Literature, American History, sciences and languages).
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) then 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 they 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 but is usually neither required nor encouraged.
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 most, but not 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. Many students will write both the ACT and SAT. 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! (Note: 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.) Schools 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.”
5. Secondary School Report This is the school’s responsibility. The report includes a school profile which 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, his ranking compared to his peers 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 they 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 over 700 on verbal, math and writing. 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 “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 well-rounded but well-pointed (that is, outstanding in one particular area). The College Major Category This is the category that almost all schools use as a matter of practicality, as they must have an even distribution of students for all majors. If you selected a major that is not en vogue, you might have a better chance at admission. However, don’t go looking for one of these, since you must be aware of all the career opportunities that a major may produce before you make a commitment and you have to enjoy what you’re studying. You also have to comvince the admissions team that you are passionate about that subject! 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, even the same position. This category is typically composed of recruited athletes only. Many Canadians at top US colleges fall into this category.
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. 12 University Planning Handbook 2012-13 • Royal St. George’s College
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 AP’s? Were you consistently ranked in the top 10-15% of your class? Do you have four “solids”: Senior (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? Whereas 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.
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Planning Timeline for US-Bound College Students Sophomore Year (Grade 10)
Do your best possible academic work. Each semester of high school counts equally in your high
school rank-in-class and on your transcript. Make an effort to get acquainted with who you are, specifically your strengths and weaknesses, your interests, your personal values and goals. 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. Register for and take the PSAT at RSGC in October. Be certain that you have chosen appropriate courses for your Grade 11 year with your educational and career goals in mind. Complete your community service hours early (exceed the requirement!) Plan a summer that will be both recreational and educational. This is a good time to visit colleges whenever possible. Tour campuses and attend group information sessions. 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 Continue to do your best academic work as this is a critically important year in the eyes of college admissions officers. Make sure to keep a second language and lab science course on your timetable. Register for and take the PSAT at RSGC in October. Register for an SAT prep course if you feel you need it. (Note: RSGC has hosted a Princeton Review prep course for the past three years. Students may apply for a scholarship to partially cover the cost of this course.) Attend college conferences given by admissions representatives visiting RSGC. Be prepared to 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! Attend US and International fairs held in Toronto as well as evening information sessions (ie. Ivy League universities often hold a session - two in recent years - for parents and students). Spring Continue to take your academic work seriously and do the best you can. 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. Research your college choices thoroughly online or through resources in the University Affairs office and the RSGC Guild Library. Write, call or email colleges for information. 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. Call or email admissions offices for information on tours and interviews or get this information from their websites.
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Summer 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. Spend your summer in a meaningful way (ie. community service, work, travel and/or other educational or cultural experiences). Begin to gather your thoughts and develop ideas for college applications essays. Write a few drafts of possible essays. Inquire about “merit” (as opposed to need-based) scholarship opportunities available through colleges, churches, social, fraternal and civic organizations. Parents should investigate merit scholarship opportunities through their place of employment.
Senior Year (Grade 12)
Fall Attend information sessions at RSGC, Toronto area fairs, evening information sessions. Provide the teachers who are writing your references with the necessary links or forms. Complete and submit Early Decision/Action application if you are taking this route. Rewrite the SAT/ACT if you absolutely feel you have to. Consider using the online Common Application (www.commonapp.org) to simplify the application process. Ensure that 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, if any, you 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
Continue to work hard at all of your courses.
Maintain your commitment to community service, leadership, athletics and other non-academic involvements.
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
Expect offers the first week of April or just before.
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 a high school graduate! Ensure your final report is sent to your college of choice. University Planning Handbook 2012-13 • Royal St. George’s College 15
UK & Other International Universities Universities in the UK are usually grouped into one of three categories: ancient (St. Andrews, Oxford, Cambridge and their ilk, many of which have been in existence for several hundred years), red-brick (originally six universities established in industrial centres like Birmingham and Liverpool in Victorian times - the list has since grown to include schools like Nottingham, Newcastle, Warwick and others) and new (founded since the 1960s and including many 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 undergraduate degrees in England are three years in duration. They are also much more narrow in focus than their North American equivalents. For example, a student pursuing a degree in History will take only History courses; any “elective” credit would be directly related to the subject of study. Students can also apply directly to four-year “Master’s” degrees, although these are considered undergraduate degrees in the UK. Students rarely attend the number of large lectures
that they would find here at home. Rather, 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 Undergraduate degrees in Scotland 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 system a lot smoother (and easier) than to the English one.
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selective.) Applying to the UK Applications to all UK schools are completed online through UCAS, the central clearing house for UK admissions. Students may apply to up to five schools (four in the case of Medicine) but must apply to the same program at each. The application is fairly straightforward and includes sections on personal information, previous courses (students self-report Grade 11 courses and 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 referee’s statement (a one-page assessment of the student’s suitability for the subject chosen). Students should ensure that all application materials are complete and submitted by December 1. Students applying to Oxford or Cambridge (you can only choose one!) or Med 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 considering Oxbridge, Imperial, LSE or other highly selective schools or those applying to medicine) should keep their 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 considerably more advanced in those subjects than their North American peers. Also, many UK students take a GAP year after graduation and are therefore starting university at around age 20. Successful applicants typically have consistent marks in the mid-80s to low-90s, especially in subjects 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
Australia, New Zealand and other International Universities Applications to universities in Australia and New Zealand are a bit of a hybrid between those of the Ontario, the UK and the US. Some require very 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 “middle men” 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 European universities have worked to create a common three-year undergraduate degree which allows for a great degree of 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. Students can search subjects and universities. UCAS also has a searchable database of programs and 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.
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The Gap Year Option Since the demise of Grade 13 in 2003, there has been an ever-increasing interest in the gap year option for students who, for whatever reason, 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. What follows are a few of the basic benefits of taking a gap year. You can find out much more 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.
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
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.
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