Tag Archives: college life

What to do after you receive the college acceptance letter


Receiving an acceptance letter from a college is an important moment not just for the applicant, but their family as well. Jeffrey Brenzel, ex-Dean of Undergraduate Admissions, Yale University says many families have no idea what to do when the acceptance comes in. Getting an acceptance, though joyous, can also leave you a little bewildered on what you should do next. An intentional decision-making process will ensure your happiness and success.

Here is an optimal step-by-step approach to what you should do after receiving the acceptance letter.

1. Wait for letters from other colleges

If you have applied to more than one college, it is best to wait and see if you get a response from a college you prefer over the current one. Colleges start sending out letters by mid-March and for most colleges, the National Candidates Reply Date is in May. However, make sure you go through the documents and check the stated deadline.

2. Compare costs

If you have received an acceptance letter from multiple colleges, conduct a cost comparison. Do not look at just the tuition fees, but take into consideration other expenses such as cost of food, cost of living in the city, transportation, hostel fees, cost of books and any other expenses you might incur. Do a comparative analysis and discuss it with your family. Take into account the loan amount you plan to take.

Subtract any confirmed grant or scholarship money and be sure you are able to meet the net expenses comfortably. Ask yourself, “Can I afford the cost or do I need to pick up a part-time job? If I have to work, can I juggle my studies and the job, without compromising my grades?”. Keep in mind, if you perform very well in your freshman year, you may be eligible for a scholarship for your sophomore, junior or senior years, but don’t be dependent on that happening.

3. Re-visit the campus

Hopefully you have already visited the campuses where you’ve applied. Make sure you re-visit your top two choices. These days students apply to multiple colleges, and therefore, it becomes difficult for admission officers to assess how interested the applicant actually is. If you visit the campus and show your interest, this acts as an important factor for your candidature.

As per a survey conducted by The National Association for College Admission Counseling in 2015, a very important factor for freshmen were a student’s demonstrated interest. According to the survey, this is what the admission officers look for:

“The top factors in the admission decision for the Fall 2015 admission cycle were: grades in college preparatory courses, strength of curriculum, overall high school GPA, and admission test scores. Among the next most important factors were the essay, a student’s demonstrated interest, counselor and teacher recommendations, extracurricular activities, and class rank.” – NACAC

Let us break these down so you can perfect your score in all these areas and up your chances you securing your seat, because some colleges do rescind their offer if their conditions are not met.

  1. Grades, admission test scores, class rank and teacher recommendation- These can be achieved by dedication, discipline and perseverance.

  2. Overall high GPA – Getting accepted into a college should not make you lose focus on your high school grades. Most letters have a conditional clause which indicates your overall GPA needs to be a minimum for the acceptance to stand valid. Declining grades or disciplinary actions can cause the colleges to revoke the offer. So do party after getting your letter, but get back to work soon after!

  3. Admission essay – Writing an admission essay can be tricky. While this essay is supposed to bring out your thoughts and is a platform to state your personal goals, but remember the essay needs to be professional and succinct. If you are not too sure about how well your essay reads, contact the best essay writers and take their assistance to improve your essay writing skills.

  4. Your demonstrated interest – As stated above, visiting a college campus not only substantiates your interest to the admission officer, but also gives you a lot more information about the college. It is advisable to attend a class so you can know about the quality of instructors, or attend a regional event on the campus, or just spend a day to get an overall feel about the campus. Ask yourself, “Do I envision myself coming here every day and liking it?”. See if you fit into the campus “politically, religiously and geographically” as suggested by Robert Franek, Vice President- Publishing, Princeton Review.

4. Internship opportunities

Check out the different internship opportunities offered within the major at your accepted colleges. Also ensure they offer the majors you are interested in. Choose a college that scores high on these two factors as they determine an important part of your growth.

5. Connect and investigate

Kiersten Murphy, Director, Seattle-based Murphy College Consultants says you need to be a “great investigator“.

Some good avenues you can check to know more about the college, apart from visiting the campus, are:

  • Check out their blog. This usually speaks volumes about the college culture.
  • Find out how many students return after the freshman year.
  • Find out how many students graduate.
  • Talk to current students, alumni of the college and staff from the college.
  • Connect with people in Facebook groups, LinkedIn and other social media communities.
  • Talk to your high school counselor or college advisor. Chances are they may have additional information and useful insights.

While it is a great idea to connect with people and get their thoughts, but be discerning and know how to differentiate opinion from fact.

6. Get social

Attend a local alumni gathering. You will not only get to meet people and make friends, but many times these early connections can lead to future job prospects. Once you’ve accepted and are told who your roommate will be, reach out to get to know them. You can also discuss who would bring what for sharing in your dorm room. Don’t put this off to the day you show up on campus!

7. Don’t be passive

Most colleges appreciate if the student stays in touch with them throughout the admissions process. Keep them informed about your latest grades or updated GPAs. It is also wise to have your teacher or high school counselor send a letter, but do not assume they will do it on their own. Take the initiative to approach them and request them to do it. Any letter of recommendation from your teachers has a lot of value.

However, some colleges have a handful of admission officers and bombarding them with frequent updates can be annoying, and might even hurt your chances of acceptance. But this is a recommended way if you are planning to get into a small college.

8. Ask for an extension, if required

If you need some more time to arrive at a decision, write a letter requesting for an extension. If you do get it, use the extra time responsibly to make the decision. Do not make the mistake of sending deposits to multiple colleges to buy time. This is not only unethical, but colleges might retract their offer if they find out.

What should you do if you receive a list letter from a college?

Receiving a conditioned acceptance letter (aka, wait listed) can be difficult and leave you frustrated. In such cases, it is advisable to go ahead with some other college where you received a confirmed offer. Do not pay any deposit fees to be on the wait list. Talk to your high school counselor or college advisor to discuss an action plan and get more clarity on the way ahead.

Hurray! You have chosen the college! What’s next

Read all their documents and make a list of what you need to send them. You will need to send:

  • forms completed thoroughly and correctly
  • your letter of acceptance and confirmation
  • the deposit
  • letter requesting financial aid, if any
  • any special needs or disability requests, if applicable

Write to the other colleges

Do not forget to write to the other colleges you received acceptance from to let them know of your decision. Write them a grateful letter thanking them for their acceptance and declining your interest. This will help the admission officers sort out their list and contact the wait list candidates to join them.

Use an intentional decision-making process to choose the best college for you, one that you will be happy to be a part of, and that will help you achieve your professional goals, but remember to be realistic with your expectations. Keep in mind what Brenzel, Yale University, says – “Remember above all else that no college is going to be paradise, and that all colleges have something outstanding to offer you.”

Meenakshi VenugopalMeenakshi Venugopal is a guest blogger and the co-founder of Hashtag17, a company that specialises in web designing and development, graphic designing and social media marketing. When she is not working on projects with her clients, she guest blogs on education, technology and management. She is a contributor on Entrepreneur and JPost.

Livia SusanLivia Susan is a business manager who recently started Lifesaver Essays after being a freelance research and writer for over 6 years. She has helped numerous companies and individuals with their web strategy, social media strategy, content, blog posts, and much more so their companies could establish an identity of their own. With the start of her own education company, Lifesaver Essays, Livia plans to make education better and easier for students.

Why college students succeed. The answer may surprise you.


CoveyJobPassionRoot cause for college student success? We all hear statistics thrown around about all kinds of issues. What is the true root cause of student success?

When it comes to students, college attendance, choosing a major, changing majors, time-to-degree attainment and student debt, there appears to be a correlation between clarity of personal goals and quality of decision making skills at the high school level and the length of time in college, student success and student debt.

But no one is focusing on root cause of student success. They are simply studying what is happening in the general college student population or causes of student failure. In one study, students got it right: it is all about MOTIVATION.

Even a Google search for “Why do college students succeed” produced 65 million hits for opinion articles that were basically “tips” on how to succeed based mostly on study habits. Studying root cause for success is more elusive. Asking students and faculty what causes student failure starts to get at the root cause.

“In short, according to the college students who participated in the study, motivation is the leading cause behind students’ failure or success in completing schoolwork. Motivation influences students’ attitudes, study habits, academic readiness, and so on.” Higher Learning Commission, 2014 Collection of Papers, conclusion of 2011 study of students opinions for success and failure

According to faculty who responded to the survey “Why do students fail?”, the number one reason (37% – 40%) for college student failure was “Not Ready for College“. Other significant reasons listed include Lack of Effort (11% – 13%), Lack of Motivation or Interest (9% – 14%) and Failure of Educational System (14% – 24%).

Not Ready for College

The student-related factor that both two-year and four-year faculty members mentioned most often was students not being ready for college-level work (cited 231 times, or 38% of responses). Faculty members stated many reasons, including the fact that a significant number of incoming students have poor levels of or a complete lack of academic preparedness for college courses, lack of learning and study skills, and/or lack of organizational skills (including time management and setting priorities). More than half of the respondents cited students’ lack of academic preparedness and poor study skills, note-taking skills, reading, and scientific reasoning skills, lack of experience, and more, without directly attributing responsibility. Others specifically blamed students’ K–12 education for this lack of preparedness. It was difficult to separate these two criteria as both dealt with lack of preparation, rendering students not ready for college work. As one respondent said:

They have not been adequately prepared for post-secondary work and may lack foundational skills (such as the ability to write clearly, comprehend readings, follow instructions, etc.) that interfere with their ability to achieve passing grades. For some reason, many students do not learn these skills throughout grade school and high school, and so when they reach college they are not ready for what it demands.

Still others said that students are “underprepared for college-level work in terms of basic writing, reading and thinking skills. For example, they have an inability to think critically, an inability to express oneself in a written format, and an inability to comprehend the nature of assignments.” One respondent said students have a “high school-rooted misconception that one can pass a course without studying,” and several cited the lack of college-level reading and writing skills and other essential study skills.

One faculty member was very specific in pointing blame: “Many of the students (attending) two-year colleges in large cities come from the Urban Public Schools where they have not necessarily encountered a quality education and experienced a deep understanding of real learning as opposed to externalized and superficial learning.”

Another thought that students fail because they have not been exposed to the “academic rigor of college, or the expectations of college work.” Faculty respondents said many students arrive without knowing how to learn, without having the academic prerequisites, or without having the skill set needed to be successful. Many faculty respondents mentioned that students do not know how to be active learners and engaged in the learning process. A number of students do not realize that college requires a higher level of commitment involving a variety of learning skills, such as deep reading, purposeful study, critical thinking, or even asking for help.

Other faculty respondents said students are not aware of the rigors of their chosen discipline. Students can have difficulty in adjusting their own career expectations. Some students have/aspire to become a physician . . . but they do not realize that it is a very difficult and long road academically. Learning is one percent inspiration and 99 percent perspiration . . . some students have not realized this yet.

Respondents saw insufficient academic skills as closely related to lack of time management skills, often mentioning the two in the same sentence. Faculty respondents said too many students do not know how to study or learn, do not know how to organize their time and set priorities, do not ask for help from their instructors or advisors, and do not use available resources, such as the library and tutors. They most likely lack critical thinking skills and other higher-level learning skills so necessary in college. In short, many of them come from high school not yet ready for college-level work and learning.

It was very hard to separate lack of organizational skills from academic preparedness as a reason for student failure. As a separate subcategory, poor time management and organizational skills ranked second as a major roadblock to student success. Faculty respondents said that students could not organize their priorities. They have work, home, social, and school obligations and cannot organize their time to accommodate all of these conflicting time demands. They do not make a plan that enables them to spend the necessary time reading, studying, attending class, completing assignments, and learning. They do not have “contingency plans” in case of illness, child care, work schedule changes, and so forth. As a result, they develop unrealistic expectations and overcommit themselves:

For the most part, students are unrealistic about the time it will require to do the assignments, readings, and problems. They work full time, have family responsibilities, take a full course load, and do not set aside enough time to concentrate on the problem at hand. They are over committed in terms of their time. The data proves out that college students who work more than 20 hours per week in a job have much lower GPAs upon graduation.

In other words, if students have not planned sufficiently to manage their time, they have not got a Plan B in place. They simply “don’t invest the amount of time required or expected” to succeed.

Several faculty members mentioned procrastination as a problem, “waiting until the one before the last to give ‘the best shot,’ forgetting grades are cumulative.” Students start asking for extra-credit assignments, what they can do to make up what they missed, and so on. In short, most respondents mentioned three major problems under this category: overcommitment (jobs, family, and school), unrealistic expectations about the time necessary to do well in college, and the inability to organize their time effectively. Once they get behind, they can no longer catch up.

Will being passionately interested in a specific and “informed” career goal – in high school – change a student’s perspective about academics that lead to that career, time and priority management and personal accountability?

Will high school students be better able to connect the dots and see the bigger picture if they have a personal career goal in mind that they feel is attainable?

Will a realistic and exciting future vision empower a high school student to demand the academic rigor needed to achieve that vision?

Lack of Effort

The next category of student-related issues, ranking third in that area, was Lack of Effort, repeated 72 times, or 12 percent of responses. This category included both Lack of effort and Poor or nonexistent work ethic as subcategories. Many faculty members were disturbed by how many students are satisfied with a grade of C or D instead of working harder to get better grades. A few faculty members stated that even when they give students opportunities to improve their grades by redoing homework, lab reports, or writing assignments, many students do not bother. Some participants stated that students do not exert enough effort and do not bother to find out, either from the instructor or fellow students, how much work is really needed to pass a given class.

Under the subcategory of Poor or nonexistent work ethic, some respondents said that students do not complete assignments but then expect teachers to let them make it up with extra-credit work. Some students expect to pass just because they attend class, and others think that doing ungraded homework is unimportant. Many believe that an open-book exam means they can learn the material while taking the exam. One respondent blamed more than the student: “Work ethic (strengthened by peer behavior AND administration acquiescence) was summarized by the notion, ‘do just enough to get by,’ which is rarely enough to just get by.”

Another said that students expect teachers to excuse multiple missed assignments and absences “based on a student’s circumstances,” which demonstrated a “diminished sense of personal responsibility.” Still another cited a much more serious problem: “They [students] may be collecting financial aid money for living expenses and have no intention of completing a course once they have received all the funds.”

Respondents said failing students come to class late and/or do not show up at all. When they do show up, they send texts or play videos during class or otherwise do not pay attention. They do not read the material before class and do not complete their assignments. Some students do not care if they fail. A few instructors stated that some students do not value education because they do not have to work to pay for it, or if they fail, they can always repeat the course. Bad study habits that worked in high school were also cited more than once; students are unable or unwilling to put effort into learning. This could be due to lack of motivation or inadequate preparation to be successful.

Is lack of student effort or low work ethic a character flaw or an indication the student is disconnected from what motivates them?

By not properly addressing career interest and career matching early in high school, did students adopt a sense of apathy that will continue until career interest and direction are aligned?

Is it possible the student not only lacks a connection to what motivates them but also has a fear of failure that inhibits their ability to pursue goals?

Lack of Motivation or Interest

Lack of Motivation or Interest, engagement, persistence, and “not being active learners” were mentioned frequently in this survey. It ranks third overall, in terms how often it was mentioned, and it was the second most-often-mentioned student-related root-cause factor: 73 times or 12 percent of responses. This category included the following subcategories: Lack of motivation; Don’t-care attitude, or negative attitude; Lack of engagement; Lack of interest, direction, or focus; Don’t want to be in college; and Lack of passion. Some faculty respondents thought that failing students have little understanding of how their education relates to their lives. They do not know what they want in life and have no clear goals as to where they are going. If someone has no idea where they are going, it will likely be extremely difficult to get there.

Other faculty members stated that some college students don’t have a real desire to be in school. Perhaps they are being pressured by family or friends, or perhaps they are drifting in life or repeatedly changing majors.

A few faculty respondents said that even students with passion “often lack the understanding of how specific course(s) fit within the ‘grand scheme,’ especially if they determine (rightly or wrongly) that the course(s) is not on the critical path” to their ultimate goal. Others do not realize the amount of work involved in their majors or cannot decide on a major field of study. Other faculty members said students lack direction, and that “These students attend college with little, if any, goals in mind; education means little to them due to the lack of connection between what they study and their lives.” Finally, a faculty respondent said simply that:

Pursuing a bachelor’s degree is a long-term goal requiring passion, determination, the drive to overcome “hurdles,” and a willingness to do “whatever it takes” to achieve their goal.

If a student comes to college with a clear vision for their future, a vision they have been focused on for at least a year of high school if not since 9th grade, if they see and recognize their talents and interests, if they have created the path for achieving their personal career goals, nothing can stop them. Hurdles become small and student engagement is self-driven.

The statistics are out there. We found the following to be credible references.

Fast Facts: IES NCES National Center for Education Statistics

On average, a college degree takes six years, U.S. Sen. Ron Johnson says, by Polifact Investigative Reporter Tom Kertscher

Digest of Education Statistics, IES, NCES National Center for Education Statistics

Web Tables Profile of 2007 – 08 First-Time Bachelor’s Degree Recipients published 2012 NCES 2013.1500

Completing College: A National View of Student Attainment Rates, Indiana University, Project for Academic Success

Here is what we know from our experience delivering the Career Coaching for Students™ program, looking at the statistics and talking with high school counselors and administrators:

  • 99% of students’ parents state “I wish I had this when I was in high school.”
  • 99% of students do not receive adequate or competent career coaching in high school or at college.
  • The average time to complete an undergraduate degree is five years and 10 months.
  • 39% of students completed their undergraduate degree in four years.
  • Student debt is rising and is currently at unsustainable levels for most.
  • Going beyond four years to complete a degree is a root cause for rising debt.

Students who receive the Career Coaching for Students™ program

  • …have a higher grade point average going forward, which we believe is due to greater personal motivation that came from having a clearer and valid vision of a future that they wanted.
  • …are more likely not to change college majors
  • …are more likely to pursue and complete a double major in four years
  • …are more likely to have a summer internship and/or study abroad
  • …experience greater satisfaction and happiness in college
  • …are more likely to graduate college in 4 years or less and have less debt
  • …are employed upon graduating college

Goal of the Career Coaching for Students™ program:

  • Provide students with the ability to make better, high-quality decisions.
  • Bring clarity about self, interests, talents that results in greater self-motivation and personal accountability.
  • Save students money.
  • Increase the potential for success and happiness in life and career.

More information for high school students or college students at http://www.careercoachingforstudents.net

The BEST College Roommate: Tips for Good Roommate Relationships


Take the College Roommate Personality Assessment NowWhile having a roommate  has its challenges, it can also be a great part of your college experience. Success Discoveries has published a free college roommate assessment and guide for building and enjoying the “BEST” college roommate relationship that you receive upon completion of a short online personality assessment. In addition, we’ve provided a few tips here to make sure you and your roommate keep things pleasant and supportive throughout the year (or even years!).

Tip #1 – Find common interests.

Tip #2 – Include your roommate

Tip #3 – Talk to your roommate

Tip #4 – Introduce your roommate to your friends

Tip #5 – Give your roommate some space

Tip #6 – Pick up after yourself

Tip #7 – Don’t put your roommate in an awkward situation

Tip #8 – Apologize when something you’ve done upsets your roommate

Tip #9 – Don’t repeat doing things that upset your roommate

Tip #10 – Complete the Success Discovery College Roommate Compatibility assessment and receive guide to having the best relationship

Take the College Roommate Personality Assessment NowThe guide, How to Have the BEST Relationship with Your College Roommate, provides a comprehensive review of your assessment and guide to building a positive and healthy relationship with your college roommate. The assessments (2) focus on your behavioral style (“how” you do things) and your motivations (“why” you like to do what you do). By comparing your behavioral style and motivators with your roommate’s, you’ll be able to understand the differences, value those differences and adapt to create a great relationship. Try it! If you like it or know of other families that have a student going to college, forward this to them. They’ll thank you!

Some links from About.com on college roommate stuff

Carl Nielson is an organizational development consultant, professional career and executive/leadership coach and creator of the nationally recognized program Career Coaching for Students™ . Career Coaching for Students is available to college students and high school students. Group and on-one-one programs are available through certified career coaches throughout the United States and Canada. The curriculum is ideally suite for customized semester-long programs. Call  972-346-2892 to discuss specific needs.