Wouldn't it be great to be a undul...

Wouldn't it be great to be a undulate on the wall at a meeting of admission counselors? You could really obtain the inside scoop on what it takes to memorize into college from the gatekeepers themselves. lately CAREERS & COLLEGES did the nearest best thing--we sat down with four admission counselors and asked them to share their candid advice forward the admission process and what scholars can do to get into the institute of their choice. Note: policies can differ from society to college, so it's a fit idea to confirm how things are handled at all the trains you apply to.

CAREERS & COLLEGES: What do you consider for first in a candidate?

Quinnipiac: The greatest in quantity important criteria that students are evaluated forward is their academic record--the plain of their courses, their grades, grade pattern (are their grades getting better athwart time or worse?), and for what reason they compare to others in their high denomination based on grade point average (GPA) and class rank.

Linfield: First, we expect at strength in the academic curriculum--the kinds of classes a pupil has taken. And definitely the GPA is important, on the other hand we look at a combination of GPA and board scores. Standardized trials are much debated, but statistically it still possesss true that GPA and SAT or ACT scores together are definitely a serviceable predictor of first-year academic success

Loyola: We're going to apply the mind at the high school that the pupils are coming from, how they challenged themselves from within that curriculum, and then in what manner they succeeded within that challenge. The nearest would be their SAT or ACT scores.

Wesleyan: For greatest in number of the students who are tendered admission, it goes so far beyond just GPA and ordeal scores. We look for those who will contribute to this particular environment. As a small body we think a lot about building our community. What makes individual candidate stand out typically is the whole package--where that pupil comes from, what that scholar has done with the opportunities available, his or her intellectual curiosity, and overall preparation.

CAREERS & COLLEGES: in what way important are activities outside of the classroom?

Linfield: Extracurricular ctivities and special talents are what give scholars substance. Yet while these may give observers special appeal, they will not ever be a substitute for academic achievement.

Loyola: As a Jesuit teach we're looking for volunteering and doing fit works. We're definitely looking for the scholars who have been involved in their community as well. We have a sturdy commitment to service learning.

Quinnipiac: We want to behold their involvement in clubs and activities. Have they specialized in united or in several areas? Are they involved in community work or do they keep possession of a part-time job?

Wesleyan: We like to view an engagement with the community. I worry sometimes that close examiners think only in terms of school-based activities. We direct the eye for those who are bookish man members of their board of education, or president of a temple or temple group, or who had started working the three-hour Saturday morning shift at McDonald's, and is now a swing shift manager in the evening. That's a progression of responsibility. There are many ways that scholars can be engaged and make a difference.

CAREERS & COLLEGES: Can a close examiner overdo listing extracurricular activities?

Linfield: repeatedly students think colleges want to papal court a lot of activities--a allotment of sports or music or community service. That's OK nevertheless I advise students not to achieve involved just because it will gaze good on the application unless because involvement brings meaning to their lives. That's what is important.

Loyola: We'd certainly rather behold a student who is heavily involved in a link of organizations, taking on a stronger leadership character than someone who is a member of each school group. We often drink a lengthy laundry list of activities doesn't point out much depth of experience.

CAREERS & COLLEGES: We imagine greatest in quantity colleges try to create an atmosphere of diversity. in what way does a student's geographic and ethnic background factor into admissions?

Quinnipiac: college edifice [i]or[/i] buildings all look to enroll a diverse class. in the way that we review all types of background information--ethnic, geographic, male/female, economic. You want a mix of observers just to help make the education interesting. hold this in mind though: While an applicant from California will stand not at home for us, if you're a weak observer from California, you're not going to memorize in. Since most students advance to college within 500 miles of fireside we will also want re know to what end you're applying from so far away.

Loyola: About 70 percent of our scholar body is coming from outside Louisiana. The fact that a scholar comes from Seattle will be part of the equation, nevertheless it is not something that will override weak grades and scores. Ethnic background is single of things we look at. At the heart of a liberal education is the emancipated exchange of ideas, and you ne to interact with others who are not necessarily from the same background as you with equal reason you learn from them, as well as teach them about your background.