Spring 2013 Parent Newsletter

From Your CIS University Counsellors

With the Spring edition of the University Counsellor newsletter, the primary focus shifts to our Year 12 Parents whose are now entering the initial stages of the college process with their children. You will note that several articles focus on how parents can guide students toward nding schools with the right t. It needs to be underscored that no parent can possibly fulll the role of be-all, end-all resource through this process. Of all the things parents can do, providing a safe place for students to communicate is, by itself, a great achievement and the most important goal you can set. We hope you nd the articles informative and helpful. As for our Year 13 students (and their anxious parents!), the waiting period for college admission decisions will soon be drawing to a merciful end. For many of our students, theyve, in all likelihood, received offers from their non-North American applications (if they applied to the UK, HK, etc.); soon students will hear from their North American applications and then be required to make nal choices. University Counsellors are happy to help students sort through offers and arrive at nal decisions that are right for them. In January, your CIS University Counsellors initiated an evening Transition Workshop to help Year 13 parents adjust to the coming changes. Look for a spring CIS Parent Alumni Forum to answer current Year 13 parent questions around the upcoming transition to university. For all of our parents, your suggestions for future articles are greatly appreciated as well. Just contact one of the university counselors below if you have interesting ideas for future articles. And most importantly, please feel free to email, call or set up a meeting with a university counsellor to fully answer your questions and concerns. Remember that your CIS University Counsellors and Career Counsellor are here to serve you as well as our students. Appointments with University Counsellors can be made by contacting our fabulous administrative assistant, Ms Brankie Wong, at: bwong@cis.edu.hk Your CIS University Counsellors Sow Fun Dawson - sfdawson@cis.edu.hk Robert Mansueto - mansueto@cis.edu.hk Marc Marier mmarier@cis.edu.hk Your CIS Career Counsellor Catherine Irvine - cirvine@cis.edu.hk

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Whats inside What do shopping for shoes and nding the right university have in common?
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How reliable are college rankings? Proceeding with caution is strongly advised. Page 4 Heads up to year 11, 12 and 13 parents: overview of spring University Counselor events/initiatives Page 6 Admissibility: helping students develop a balanced list of schools Page 7 From our Blowing Up Myths Dept: Im applying Early Decision because it will help me get into that dream school! Page 8 Tips for making the most of a summer college tour
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Did You Know? Unusual Programs and Meaningless College Trivia Page 11 UC Spring Calendar Page 12 Would You Recommend Foot Surgery To Squeeze Into That Special Pair of Shoes? How to help your son/daughter nd that all important t.
Youre browsing at a shoe store window when you suddenly see the exact pair youve been looking for! You rush in and eagerly ask the sales clerk for a pair in your size. He quickly returns, opens the box, you sit down, remove your shoes and expectantly slip on those great looking shoes. Or try to.

Most of us at this point would reluctantly conclude: I guess these shoes werent meant for me. No sane person (one would hope) would resort to surgery to make their feet conform more comfortably to a pair of shoes, no matter how much he or she liked them. After all, there are other shoes in this world. In the college process, we often nd students who are so enamored of a particular school that they minimize or even entirely forget the importance of t. Because of the schools prestige, or ranking or Uncle Freds advice, they will try to t themselves to the school rather than search for the school that

As university counsellors, we often nd students who are not only too happy to try stufng their feet into the wrong shoes, but they arent even aware that theyre doing it.

Even before you stand up and take a few ginger steps, you sadly realize that these perfect shoes are already excruciatingly painful. The clerk sees your discomfort and helpfully returns with another pair in a larger size but unfortunately, these shoes are so loose, your feet are swimming in them.

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best ts them. Theyre, in effect, trying to re-shape their feet to t the shoes, and its one of the most common problems that university counsellors help students to confront. To take the shoe analogy a little further, the customer in the above example immediately senses when the shoe is not a t. Through painful experience, weve learned that a name brand or styling mean very little when the shoes are killing our feet. The challenge we all face in guiding teenagers through the college process is helping them to discover and then embrace their own unique t by selecting appropriate schools. We know that students are highly susceptible to groupthink, prestige, being dazzled by rankings, namerecognition, and other factors that can be unhelpful even extraneous to the process of discovering the factors which will lead them to choosing the right schools. Further complicating this search is the fact that in many cases, students have only developed a very supercial awareness of whats important to them. Thats why, in our work with students, the focus is always on the t: Bill, youve told me repeatedly that you want a small school in a big city setting, and yet youre considering this big state school right in the middle of a cow pasture. Can you help me make sense of this? Youve shared with me the fact that you have a mild learning disability. In our last meeting, we discussed some schools that are recognized for their ability to accommodate students like you. Yet, I dont see any on your prospective list of schools. Whats stopping you from researching and considering a few? Sherry, I see several Boston schools on your list. Clearly, you want to be in Boston. But do you understand that these schools differ from each other in several very signicant ways? Youve obviously nailed down the city where you want to study, but what about other considerations? In addition to being in Boston, what else do you need in a school? ***** Over and over again, we nd that our students who have conscientiously explored and identied their own values and needs, and who then choose schools based on those values and needs fare much better through the college process AND MORE IMPORTANTLY throughout their university experience. Particularly in the early stage of the college process, it really makes sense to put the stress on encouraging self-discovery rather than immediately focusing on a narrow list of schools. The inward journey of discovery is the critical component of a successful college process. And yes, parents, you can help. You can help deepen your son/daughters self-understanding and awareness by: Assuring them that you value t over all other factors. Encouraging and supporting their efforts at discovering whats important to them. Understanding that they will probably change their thinking as they engage in this process. Encouraging them to visit colleges/universities and develop their critical skills in evaluating each school.

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Encouraging them to speak with their teachers: What are my academic strengths? What kind of school do you see me at? Encouraging them to regularly meet with visiting university representatives. Asking them, Wheres the t? when they discuss prospective schools. Helping them understand that no one school will t perfectly - that there are many schools where they can nd success, fulllment and happiness. And, of course, encouraging them to make the best use of their university counsellor.

And you might remind them that theyll be spending a few years in these shoes. They might as well be comfortable!

Proceed with Caution: Perspectives on College Rankings

In the unlikely event that you should ever nd yourself in a room lled with University Counsellors, you are strongly advised NOT to bring up the subject of college rankings. Few issues will raise hackles and blood pressure in our work more than the inadequacy of college rankings, and the toxic effects theyve had on the college process ever since they came into common use (some might say abuse.) A thorough treatment of the topic would be quite lengthy, so in the interest of brevity, we thought that a more CIS oriented approach to a discussion of rankings would be more helpful to our parents.

CIS Alumni advice on college rankings: Look beyond ratings and rankings. Figure out what you want.

Our graduates tell us what they think of rankings In a recent survey of our 2012 CIS graduates, we asked, What advice would you offer for students currently in the process of researching prospective universities? We also asked, If you had to start your college process all over again, what would you do differently? For both questions, the most common response by far was, Look beyond ratings and rankings. Figure out what you want.

The implication is clear: there are better approaches to the college process than turning it into a search for the highest ranked school where one might expect an acceptance. By themselves, rankings do not necessarily confer quality nor t, but for many of our students, especially early in the college process, its still one of the most dominant factors inuencing their decision-making. And if the survey results of our most recent graduates are to be believed, they suffer for it. Another perspective on rankings In January of this year, Diane Anci, Director of Admissions at Mt. Holyoke College in Massachusetts, presented to the CIS community on US university rankings. Her presentation primarily focused on ranking criteria, and she began by asking our CIS parents: What do you want your son/daughter to get out of his/her college experience? Below were their responses: A challenging university experience Broadens their thinking Teaches resilience Breadth as well as depth Emphasizes soft skills over knowledge Leads to career opportunities Has a strong community feel Teaches students how to learn Has excellent resources and facilities

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Her presentation effectively demonstrated that theres an enormous disconnect between the criteria university rankings evaluate (See US/UK Rankings Criteria Comparison below) and the outcomes CIS parents want for their children.

If youre concluding that university rankings only provide, at best, a very partial or incomplete picture of whats important in choosing a university, you would be absolutely right. Thats why, as university counsellors, we often spend time with our students trying to get them to go beyond the false sense of security that a nave and unquestioning reliance on college rankings can impart. Are all rankings the same? For students and their parents who are considering applying to both the UK and US, college rankings are probably an inescapable factor in the process. While no one would argue that either nations approach to university rankings is perfect, are they created equally? What are the differences between the US and UK college rankings? Which is more informative, reliable and valid? Typical US University Ranking Criteria Undergraduate academic reputation - derived in part from surveys completed by university administrators evaluating each others institutions. Student selectivity - percentage of acceptances Faculty resources - largely based on teacher salaries Graduation and Retention Rates Financial resources Alumni Giving Typical UK Ranking Criteria Entry Standards Student Satisfaction evaluating degree programs, quality of instruction, and the overall university experience Research Assessment - derived in part on the quality and quantity of research that universities conduct. Graduate Prospects derived from evaluating job prospects and placements Relies more on government rather than university generated statistics.

Compare what CIS parents most value in a university experience (above) with the criteria (see below) upon which university rankings are typically based. Notice a difference?

If you concluded that UK ranking criteria come closer to providing the information that CIS parents want in assessing university performance, you would be right. You might also have noticed that US ranking criteria place much weight on nancial considerations. A reason to question the validity and reliability of US ranking data is that several US universities have been caught altering or submitting falsied data to enhance their position in the rankings. Note, by contrast, that much of the UK ranking data is independently generated and compiled. Theories on why rankings continue to hold such sway And yet in the world of university counselling, the inuence of rankings persists. Why? Illusion of Authenticity: weve been trained to believe in the primacy of numbers and weve been trained to believe in hierarchies.
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Illusion of Legitimacy: students and parents who rely on rankings are generally unaware of their questionable methodology as well as shortfalls in validity and reliability. Rankings support preconceptions, appear innocuous and demand little of the unquestioning reader. Illusion of Simplicity and Security: instead of the recommended path of nding the t and weighing lots of variables to decide on potential universities, rankings seem to simplify the process: just depend on the research of authorities, and conne applications to the highest ranked schools which offer a range in terms of admissibility and voila! - application process is done. If your son/daughter is going to consult rankings in the process (and most will), here are some tips 1. Urge them not to take rankings at face value. Understand the issues, controversies and concerns surrounding them, and there are many. (See link below.) 2. Help them understand the criteria used in determining ranking. At best, rankings provide only a very incomplete and limited (some would argue distorted) picture of a universitys qualities. 3. Remind them that ranking does NOT equal t. Remember what our own CIS graduates are telling us Look beyond the rankings. Find the t! 4. A college process that emphasizes research and self-exploration is far more likely to be successful than one primarily focused on rankings. 5. UK rankings generally have a greater degree of reliability, validity and better information than their US counterparts, but even there, they dont tell the complete story. And even within countries, some rankings are far more informative and reliable than others. 6. Ratings which attempt to rank universities worldwide are probably most suspect and least useful as universities worldwide vary greatly in their approach and philosophies. If you want to learn what Malcolm (Tipping Point) Gladwell has to say about about US university rankings http://www.newyorker.com/reporting/2011/02/14/110214fa_fact_gladwell?currentPage=all

University Counsellors Update for Year 11, 12 and 13 Parents

Year 11s: Students will continue to explore career paths and opportunities. In mid-March and then again in April, students will take part in Career Speaker Panels. Successful professionals from the CIS parent and alumni communities have been invited to discuss various themes such as nding a career path, pursuing ones passions and new career concepts (occupations of the future). Year 12s: With the kick-off of the College Process for Year 12s, there will be much information sharing and individual meetings with counselors over the next several weeks to help students prepare for the upcoming application season. Among the upcoming events and meetings: University Counsellors are meeting individually with each Year 12 student to understand their wants and needs and help guide the upcoming process. Over the course of the next several months, there will be group sessions covering various aspects of the college process including workshops on writing personal statements, essays, application process to Oxbridge. (See Calendar of events below). Saturday workshop for interested students applying to the US.
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By now all Year 12 students should have handed in a draft of their Activities Resumes to Careers Counsellor, Ms. Catherine Irvine. She will be reviewing them and providing both general and individual feedback. Following this, students are encouraged to make an appointment with her to discuss any further questions or concerns. Year 13s: Additional in-school workshop transition sessions based on Year 13 survey results will be held during the spring semester. Year 13s have indicated that they would appreciate more information on adjusting to dorm life, handling money responsibly, and adjusting to a new culture as well as practical insights on food preparation and laundry.

Admissibility: Working Toward a Balanced List of Schools

By this point in their secondary careers, Year 12s probably have a pretty good idea of where they stand academically in comparison to their classmates. What they are wrestling with is translating that knowledge into a realistic understanding of their admissibility to the larger world of universities. The question: Where can I get in? is obviously important to consider and understand. Typically, our Year 12s often only have a supercial idea of how competitive particular universities are or indeed what competitiveness really means. They dont really understand or they tend to dismiss what effect a 10% acceptance rate, for instance, might have on their prospects for being admitted. Initial student attempts at creating prospective lists often tend to be heavily weighted toward highly competitive schools since students quite naturally gravitate toward the more familiar names. Researching the entrance requirements of famous schools is often one of the earliest steps they will take in the research process. (Yes, theyll probably check out a few ivies.) The fact that their peers are often taking this name-brand approach to research lends it an element of validity. At this early stage in their college process, students might even subscribe to the birdshot theory apply to ten reach schools and hopefully, youll bag one. The danger here, of course, is that applying to ten highly competitive universities does NOT increase odds of gaining admission even for students with outstanding academic credentials. In fact, most experienced university counselors probably have a horror story or two to share about students and their parents who learned this lesson the hard way.

At this early stage in their college process, students might even subscribe to the birdshot theory apply to ten reach schools and hopefully, youll bag one. The danger here, of course, is that applying to ten highly competitive universities does NOT increase odds of gaining admission even for students with outstanding academic credentials. In fact, most experienced university counselors probably have a horror story or two to share about students and their parents who learned this lesson the hard way. Its important to help students understand what acceptance rates really mean. The good thing about making admissibility a factor in this process is that it forces students to hold a mirror to themselves and realistically evaluate their academic record in a larger context. This can be uncomfortable, but it is necessary to a successful process, especially for students who narrowly

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equate prestige (I havent worked this hard to go to a school no ones heard of!) as the ultimate reward for all of their work. Creating a balanced list of schools often means getting them past the If I havent heard of it, it cant be good phase which, depending on the student, can be challenging. As counsellors we often remind students that the schools they have heard of comprise only a very small percentage of quality institutions. Its at this point where students might need the university counsellor and parents to encourage them to tailor a list of schools that goes beyond name recognition, a list which truly meets their needs, one which will ultimately result in desirable admission offers next spring. Viewed in this light, the topic of admissibility brings some much-needed reality to the college process. It holds the promise of stretching their thinking, realistically evaluating their achievements thus far in comparison to a much larger world, and hopefully learning to value themselves on their own merits. During the early stages of their university research, your CIS University Counsellors will engage students in understanding and considering admissibility in their research. We will encourage them to understand that this process of creating a balanced list of potential schools, where they have the best chance of gaining admission and truly ourishing, does take time, but it is certainly worth the effort. If you have questions regarding this issue of admissibility and what creating a balanced list of prospective universities means, please contact your university counsellor.

Im applying Early Decision because it will enhance my chances of getting in!

There are always myths to debunk in the college application process, and as university counsellors, this is one we sometimes see kids falling for. And its easy to understand why. In the face of ever shrinking acceptance rates at highly competitive universities, an EA/ED application appears to provide an attractive option. And what makes this myth especially enticing is that university generated application statistics seem to support the belief that the EA/ED applicant will enjoy better odds of getting into that highly selective school. It may be true that the numbers dont lie, but this is one instance where they can surely mislead. Taken at face value, for instance, a glance at the following chart would seem to conrm that EA/ED applicants enjoy a considerable advantage in comparison to regular decision applicants: Heres what the numbers dont reveal: 1. ED/EA applicant pools, as a general rule, are stronger than the regular admission pool. 2. From the EA/ED applicant pool, universities will routinely rst accept applicants who are recruited athletes, children of faculty members, children of legacies, children of generous donors. These are students generally admitted at a higher rate and are routinely included by universities in their EA/ED statistics. 3. The EA/ED acceptance rate lowers signicantly if you remove these students from the EA/ED pool. In fact, for many universities, the actual acceptance rate for the remaining EA/ED applicants is not only lower, but it is often not signicantly different from that of the regular decision pool.
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4. Since universities only report percentages of acceptances for the entire pool of EA/ED ! applicants, we are left with what amounts to misleading data. 5. Ironically, these misleading statistics and the pervasiveness of the EA/ED myth has helped drive a worldwide increase in the total number of early applicants. The end result? A further lowering of acceptance rates for this pool at many competitive universities. Furthermore, the borderline or marginally achieving In Like Me: Admission Statistics: Acceptance Rates applicant to a highly competitive university has an Early vs. Regular even lower possibility of acceptance from the EA/ED pool as this is frequently the highest achieving, most competitive segment of the applicant pool. He/she is going up against the best and brightest, so why would a university take a chance on a borderline applicant at this stage of the process? We also feel that ED/EA applications are inappropriate for: students whose academic record is recently on the rise as schools wouldnt see evidence of an improvement on the students transcript until after they have reviewed the students application; students who are retaking SATs in the fall of Yr. 13; students who routinely require extra time to produce quality application essays. Anecdotally, CIS saw a decrease in EA/ED acceptances this year and an increase in deferrals. Other international schools are reporting a similar trend. This is not a reection on the caliber of our applicants, but on the increase in total EA/ED applications worldwide. IMPORTANT! For the Class of 2014, ED/EA applicants will experience a shortened time period to prepare all of their application documents due to calendar considerations. They will need to be highly organized and proactive in preparing their ED/EA applications, almost from the moment the school year begins.

A nal point: students considering an ED/EA application should research individual university policies on denied ED/EA applications. Some schools will defer the denied ED/EA applicant (meaning he/she is placed into the regular applicant pool) while other schools denied ED/EA applicants will be eliminated from any further consideration.

Encourage your son/daughter to thoroughly discuss ED/EA implications with his/her University Counsellor.

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Tips for Making the Most of the Summer College Tour

Selecting a college, particularly if a student is looking at North America can be a daunting task. There are, after all, thousands of potential schools scattered over one of the worlds largest landmasses. Time after time, we have found that a well-planned college tour can make a huge difference in helping students understand what is the right t for them. In fact, its often clear in our student interviews that those who have toured colleges are better able to dene and verbalize what it is they want and need in a university. At this early point in the college search process, the best advice we can give is to visit as wide a variety of types of institutions as possible. It is not important at this early stage for the student to nd specic institutions that he/she likes (although that often happens). The focus should be on what type of school (large, small, urban, suburban, single-sex, coed, etc.) that appeals most. We recommend that students cast a wide net at this point and visit a broad range of schools in a geographical locale of interest. To arrange these visits at this time, we recommend going through regular channelsthe websites or perhaps even better, by phoning the schools directly. That way the student can more quickly and efciently set up the visits and learn what options are available. For example, some schools may offer students the opportunity to visit classes (which we strongly recommend) and even the chance to stay overnight in a dorm with a host. Opt for quality visits of a reasonable length of time rather than quantity. By the end of the trip if the student has gained a more informed sense of what it would be like to attend a large state university, a small liberal arts college, a women's college, etc., then the trip will have been very successful. Encourage and support your son/daughter in taking the lead on these visits. They should be asking the questions, not you. Encourage them to speak with currently enrolled students to gain their perspective on each schools strengths and weaknesses. Also, avoid telling your son/daughter what you thought of the college until he/she has rst had a chance to process and share impressions. Encourage them to take pictures or make notes on each college so that they can better understand the many factors that go into a college decision.

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Did You Know?

Courses and degrees are available in such diverse areas as: glassblowing ! ! atmospheric science ! gay/lesbian studies video gaming ! ! animal training! ! substance abuse counseling audio engineering ! ! Judaic studies! ! prosthetics sign language! ! yoga teacher!! ! ship repair horticulture ! ! ! sacred music!! ! watch making/jewelry design

Silly and entirely useless college trivia. Enjoy!

California University Cambridge University Colgate University Coventry University Laval University Madonna University McGill University Mississippi University for Women The Open University Ringling College of Art and Science Rutgers University University of Toronto Vassar College Washington University York University (UK) sounds like it should be on the West Coast, but its actually in Pennsylvania. helped develop the rules upon which modern soccer is based. was NOT founded by a toothpaste baron. has its very own graveyard. Canadas oldest university is located in the city of Quebec (1663). has no relation to the material girl. graduates include Leonard Cohen (Musician/Poet) and William Shatner (Actor). is actually coed. largest university in the UK by number with over 176,000 students. is not just for circus performers. is New Jerseys state university. several Good Will Hunting scenes were lmed at Canadas largest university has been coed for almost half a century (1969). is located in St. Louis, not DC. has the greatest number of ducks per square meter of any UK university

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UC Events and Activities for March - April

The list of events indicated below summarizes the main UC initiatives for the coming spring months. Please remember that Moongate is THE resource for checking our university planning calendar as there are likely to be changes and additions to this calendar in the coming weeks.
In purple compulsory session for the Year 12 students In blue events held outside of CIS In black university visits

Date

Time

University visit / in house session

Venue
HK Central Library (please see yer) Conference room Tbc Drama Studio Level 6

Sat- Sun, March 9 10 1:00 6:00 pm European Higher Education Fair Monday, March 11 Lunch Year 12 - Oxbridge meeting II

1:40 3:00 pm Researching US institutions: Using Naviance 6:00 8:00 pm A Taste of Medicine St. Georges University, University of London Tuesday, March 12 break Lunch Lunch Wednesday, March 13 Thursday, March 14 Tuesday, March 19 (tbc) Tuesday, March 19 Thursday, March 21 Friday, March 22 Monday, March 25 Wednesday, March 27 Lunch Lunch Lunch Evening Break Lunch tbc University of Sydney St. Georges University, University of London Year 12 Mandatory meeting Meet President of Skidmore College Vatel Switzerland University of Glasgow Franklin College, Maryville University & Columbia College University of St. Andrews info session Queen's College, The University of Melbourne Mills College St Annes College, Oxford University Information Sessions

Drama Studio Level 6 Level 6 Level 6 Drama Studio Level 6 Level 6 tbc Drama Studio

6:30 - 8:30 pm McGill University Rendezvous information sessions for newly admitted students and their parents Lunch Enrichment Lunch Lunch Lunch Lunch tbc Birmingham Law School Application Process to US Colleges/ University Lehigh University The George Washington University Johns Hopkins University Flinders University University Writing Workshop US Essays
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Wednesday, April 10 Monday, April 15 Friday, April 19 Monday, April 22 Wednesday, April 24 Tuesday, April 30 Thursday, May 16

Conference Room tbc Level 6 Level 6 tbc

Level 6
tbc