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Three Cheers for the Rankings!

The US News and World Report Rankings came out earlier this week. Last year I wrote “The Rankings, Meh…” This year I’m taking a different approach and cheering! I encourage you to try it out… here are a few examples of ways to use cheers in your conversations about rankings.

1 – Scoreboard! Scoreboard! I love this one. It’s like the “talk to the hand” of cheers. One of my biggest issues with rankings is their heavy reliance on surveys. #what?! Yep. Nearly a quarter of the rankings methodology is comprised of peer reviews of Academic Reputation. “The academic peer assessment survey allows top academics — presidents, provosts, deans of admissions- to account for intangibles at peer institutions, such as faculty dedication to teaching.”

To be honest, you should stop reading at the word “survey.” A survey! Think about it: do you fill out surveys? Exactly. Neither do most people. Two words: human nature. Sure, these people may have a bigger title than you but the behavior does not vary–and that’s why they call them statistics. Typical response rates are in the 20-40% range, so we know these are heavily limited from the outset. And as master delegators, you have to wonder are these presidents, provosts, and deans actually completing them personally (no disrespect to them)? And when they do, are they answering all questions, or only those they’re most familiar with? If they’re not responding, who is? And even when they do respond, how much can they truly know about all of these other places, given how frenetic their schedules are taking care of their own institution? Oh…so many questions.

At best these peer reviews are incomplete and overvalued, and at worst, myopic and nepotistic. Yet they account for 22.5% (the largest factor) of the methodology. So when you’re completing applications this fall and a friend or a parent questions your decision to apply to a school because of its spot in the rankings, simply reply, “Scoreboard!” Or better yet “Surveys!” Talk to the hand, my friend. I am discounting everything you are saying right now.

2 – Overrated! Dah, dah, dadada! 20% of the rankings methodology is based on Faculty Resources. “How do faculty salaries and the number of students in the classroom compare to other universities nationally?” So a school sees they’re penalized on this measure and ultimately determines they can move the dial by increasing their average faculty salary by $2,000 annually ($8/day), and they launch a capital campaign to address this metric. Meanwhile, they address student class size averages by hiring more adjuncts to teach courses. Their rankings rise as a result. But did those dollars actually change the student experience? Did they make the faculty more invested in their teaching or research? Knowing these types of efforts are underway nationwide, would a school being 10 or 20 spots different from another impact your decision to visit or apply? “Overrated! Dah, dah, dadada!”

3 – Not our rival! This is one of my favorites because it’s brilliant in its dismissiveness. It’s like rolling “your momma” “whatever” and “pssht” into a single three word phrase. Student Selectivity makes up 12% of the methodology. Call me a whistle-blower, call me a cynic, but this measure is severely flawed.

First, let’s be clear: not all schools count applications the same. Some schools arguably suppress their application total (and subsequently their admit rate) by only counting fully completed files, while others count glorified inquiries (snap apps or quick apps) in their total, or bolster counts even if a student does not submit all documents or follow up to complete all parts of the application (i.e. supplements, etc.). Some schools even count visitors to campus as applicants (actually, this one is an exaggeration… at least they haven’t been busted for it yet).

Second, we know in order to increase applications many schools are buying names and mailing materials to literally hundreds of thousands of prospects, even when their class goal is less than 1000 and the composition in geography, ethnicity, gender, and curriculum is not changing over time in a significant manner.

So you don’t think I’m simply casting stones, let’s take Georgia Tech as an example. In 2017 our freshman application total was 31,500 and the admit rate was 23%. Two years earlier we received 27,250 applications and admitted 32%, nearly a 10 percentage point difference. It moved us from being among about 100 schools below 35% admit rate to about 50 schools below 25% admit rate. But I can say with certainty this measure is not reflective of the quality of education our students receive. Our student profile is essentially the same. We have not radically changed our faculty, curriculum, study abroad programs, or internship opportunities in those two years. And yet our student selectivity is what some would define as “vastly” different.

If you are reading this blog, I have no doubt this spring you’ll be sitting on multiple offers from colleges. You’re in. You’ve visited. You’ve compared the costs and trolled the deep recesses of their social media outlets. Decision time. Don’t let the admit rate and perceived selectivity be a factor in your choice. You can’t fully trust it, and other than some idle conversation in your first semester it has exactly zero bearing on your actual college experience. “Not our rival!” Or loosely translated, irrelevant.

Keep it in Perspective

We have now accounted for over half of the methodology. I’m happy to poke holes in the rest of the factors, but some of them are too easy.  What? Are you swayed by Alumni Giving? Me neither.

So what am I saying? Burn the magazine. Try Bob Morse before Congress. Both are reasonable. But I’m thinking more about changes in the micro:  I’m asking you to keep it all in perspective. If you are being told you should only apply to schools with an admit rate of 30% or less, I’m telling you to cite the Georgia Tech rule. If a friend is convinced the “Number 25” college is legitimately “better than” a school ranked 10 or even 25 spots below, remember those adjuncts, and remember the applications and admit rates are not always apples to apples. If you get into two schools and one is ranked higher, but the other gives you more aid and is by all counts a better fit for you, remember those surveys and the incredibly low response rates.

Anyone who has played a sport at a reasonably high level knows the other team is going to talk smack. They’re going to yell at you across the line. They’re going to bump and pull and jeer. So inevitably when you are applying or deciding on a college choice, someone is going to invoke the rankings this year. And when they do, you’ll be ready.

Na Na/ Na Na Na Na/ Hey Hey/ Goodbye.

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Own It!

My kids (ages nine and six) take FOREVER to get ready in the morning. I’ve tried setting an earlier alarm, flipping the lights on and off, writing step by step instructions on the chalk board, threats, setting timers at breakfast, and even more threats.

But inevitably when I send my daughter outside to put on her shoes, two minutes will go by with no return. Glancing out the window I’ll find her spinning a stick on the porch or throwing rocks into the yard. Even the way she kills time is unproductive—it’s not like she’s reading or practicing Taekwondo.

My son is worse. “Go brush your teeth.” Four minutes later I hear him upstairs playing with a robot or Legos.

Last week I walked in to wake up my daughter only to find her completely buried under two blankets, a few pillows, and a preposterous number of stuffed animals. “Did your alarm go on?” Yes. “Did you turn it off?” Yeah… That’s what you’re supposed to do, right?

Throwing my head back and contemplating leaping out of the second floor window I said (loudly) while leaving the room, “I know. But then you STAY UP!!”

It reached an all-time low a few days ago when my son actually said, while eating his cereal, “Raise your hand if you like staring blankly off into the air.” Dear Lord, please provide me patience.

I see other families at school, church, and soccer where kids are early, combed, fully dressed, and basically singing family songs as they walk hand in hand. I hate those people.

The one day they like is Friday. Embarrassingly, this is largely because I wake them up by playing (and dancing to) Rebecca Black’s “Friday” and feeding them cinnamon rolls. Desperate times call for desperate measures. So if anyone knows Rebecca, see if she can make a Monday song, because The Bangles and Jimmy Buffett aren’t cutting it.

Please get to your point…

Fine. Our family started this week with a new strategy: the kids “own” breakfast. I’ll make lunches and ensure the bags have all homework/folders set, but they need to get their own food. Car leaves at 7:40 a.m. Hungry? Still eating? Bar in hand? Whatever. No excuses. No take-backs. YOU OWN breakfast.

Similarly, we want you to “own” your college application and admission process. I won’t preach about all the lessons to be learned from owning your application/admission process and how it will prepare you for the college experience. Nope. I’ll save those messages for basically every admission rep you hear talk at your high school or on their campus. I’m here to prove it matters.

Look at the Common Application’s essay prompts. Number two, and I’d assert numbers three and five, center on growth through learning (or loosely translated “owning” something); a mistake, a realization, a problem solved—whatever it is, you recognized it and stuck with it. The Coalition Application questions one, and arguably two and three, are all within the same theme.

Writing about owning something requires you first to recognize its significance; to genuinely care, and to give evidence of how you’ve tangibly progressed since the experience. You want to go to a “good school?” Well, good schools (who you’ll be writing essays for) are reading these essays with their institution in mind. That’s right. It’s your essay, but they have their institution in mind.

What We Mean by “Fit”

You often hear the word “fit” thrown around. What does fit actually mean? In the rubrics readers use, as well as the conversations they have about your application in committee, counselors ask questions like:

  • When you come to campus and the academics and professors push and stretch you, how will you respond?
  • When you have a decision to make about how you’ll treat others in the classroom or in your residence hall, what evidence do we have to show your choice will be made with integrity and maturity?
  • When you are given opportunities to represent the college or university as a student or an alum, will we be confident in you?

Responses to those essay prompts are a significant opportunity to demonstrate in a concrete (read: not theoretical or philosophical) way you are someone who has grown already; someone who has been challenged; or someone who has, through either major or sometimes mundane life experiences, recognized a need for change and progress and taken those steps.

Real Life Examples

Pretend for a moment you are an admission reader (cue dream sequence). You are reading the discipline section of an application. Which one shows more maturity and growth? Note: these scenarios are real, yet slightly altered for the protection of the…well, guilty. 

  • “Last year two of my friends and I spray painted the school building and were caught, suspended, and had to do community service. I did not want to participate but they were driving that night and I had no other way home. So, even though I did tell them we should not do it….”
  • “I have been charged with theft of jewelry from my friend’s parents. We were at a party and a few us went into their bedroom. We took bracelets, necklaces, and rings valued in the five-figure range.” (Needless to say, our staff made a phone call about this one. “So why did you do it?” “I wanted those girls to like me.”)

So which one shows more maturity and growth? The answer is neither. Yes, it was a trick question—I’m just keeping you on your toes. I’m not sure about you, but with the first one I’ve got two thoughts running through my head: 1) the student is lying, and 2) even if they’re not, it sounds super weak. Call Uber, walk, tell them to drop you off first. And bonus- actually tell them you’re not going to do it!

I’d call the second example a laptop closing moment. One of those times when you so completely abandon your hope in humanity that it leads you to simply close your laptop, throw your head back, close your eyes and take an immensely deep breath. But I’d love to know what’s going on in your head here.  Hopefully, it isn’t, “Yeah. I get that…” Hopefully you still have your reader hat on. If so, you should be asking, “So what happens when you are on campus and some friends want to hack into a professor’s account?” To be honest, my head goes to some far more nefarious and harmful places beyond hacking, but I’m keeping things relatively clean. Either way, you see my point, right? Own it!

Let’s look at a couple of examples from the Additional Information section:

  • “In my sophomore year, I got mono (side note: we commonly see concussions listed here, as well as a variety of lesser known but highly Google-able ailments). I missed several weeks of school and spent most of the fall semester extremely tired. My AP World History teacher refused to make my assignments available online or provide extensions, which is why I received a C in that class.” (Only problem is you also made C in the spring semester. So what do we do now?)
  • “I had intended to take French 4 last year, however my dad insisted I take Environmental Science. I now regret that I listened to him, not just because I did not do as well as I’d hoped in ES, but also because I really do love French and hope to study International Affairs next year at Tech.”

On number two, I’m getting the distinct image of my daughter out on the back porch throwing rocks and staring at the birds on the neighbor’s roof. Double deduction if your dad writes or calls in to say he should not have put pressure on you. No, padre. Start the car and slowly roll out of the driveway at 7:40 a.m.

The problems here are two-fold. First, these both come off sounding like excuses. Actually, scratch that. They are excuses. Look back at those essay prompts. What are they essentially asking you to show? Growth, right? Maturity, evolution, a recognized misstep which will make you a better college student, peer, friend, roommate, influencer, or simply humble and confident person. The antithesis are statements like: “He made me do it” and claims of “would of/should of/could of.”

Secondly, you are not submitting your application in a bubble. Other students (some we may have read that very same day) are giving strong evidence showing they have progressed. That’s right–you are not the only one who drank and got caught or had to shake a medical situation, divorce, or family death during high school. I realize it may sound callous, but at any school receiving thousands of applications and reading 30-50 essays a day, this is the reality.

No Excuses—Own It!

Colleges want students who come to their campus prepared. Most of the time people are focused on the academic side of the equation (i.e. who is more qualified based on rigor of curriculum or test scores, etc.). But the truth is at selective schools, most applicants “look the same” from an academic standpoint. They are prepared and able to do the work. The bigger questions are: How will they do the work? And who will they be on campus? When they get here, how will they respond when they fail a test, have to balance social pressures, academics, internship, and the family drama happening 500 miles away?

This is why so many of the essay prompts focus on a demonstration of tenacity and perseverance. We are looking for ownership, not excuses. So own it.

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Straight Talk

I don’t love the title either. What can I say?

I was talking to a Tech grad recently who managed a major hedge fund in New York and is now a multi-millionaire living on a golf course in one of Atlanta’s nicest neighborhoods. After we concluded our conversation, I eavesdropped on his next conversation (told you it was a life skill) with a graduating senior majoring in business. It started in a typical fashion about big firms and the importance of graduate school versus practical experience. But then it got really interesting:

Student: “I’m about to start with X firm (big, famous, super competitive) next week.  I’m excited about the salary and my apartment, but I’m worried I’m not going to have any work/life balance.”

Alum: “You’re not. Well, at least not if you want to keep getting promoted. The rest of the guys there are going to be all in. 70 hours is expected and that’s a slow week.”

It was blunt, but it was honest. And while the kid looked a little dazed at first, I think he also appreciated it–or at least he recognized it as true, and ultimately as a decision he’d have to make.

Last week I got back on the recruiting beat for Tech. On Monday, I hit Rome and on Wednesday, Athens (Georgia that is… we also have Cairo and Bethlehem for those scoring at home). Either during or after our presentations, an inevitable question is: “Should I take an AP class or a dual enrollment class at a college in my area?” Another version: “Is it better to take IB or AP?” Or perhaps: “Should I take the fourth year of Spanish or another science course?” The beauty of my job is I can simply respond, “it depends” and then walk away. But I don’t… or at least I haven’t yet.

It Depends…

It’s true though… it does depend. Are you applying to a school with a 50%+ admit rate (and be reminded that would be the vast majority of colleges in the country) where they publish an academic formula for how they make decisions? Well, if that’s the case, then no, it does not really matter. Do what you want to do. You will know before you apply if you’re going to get in or not, because they’ve published their standards online. If you are having problems doing the math of the formula they use to calculate whether you’ll be admitted, i.e. SAT + GPA = X, then I’d suggest you consider donating your application fee to a charity instead.

If you’re asking because you are legitimately concerned about which is the better foundation or preparation for college, then choose the one which most aligns with your intended major or future aspirations.

But if the question is about “getting in” to a highly selective school (let’s arbitrarily say a 30% or lower admit rate, which would be around 100 of the nation’s 2000+), then the clear answer is take the tougher class and make an A in it. Which one is harder? You know better than I do. Be honest with yourself about it. Is the reason you want to go take English at the college down the road because your high school’s English teacher is known to be really tough? Well, then you’re ducking rigor–and that’s not going to fly in Yale’s admission process. Is the reason you want to take Spanish really because of your passion for the language, or because you don’t know if you can juggle Chemistry, Physics, and Biology in one semester?  Bottom line: the students admitted to Stanford will take the three courses, suggest a more efficient way to run the labs, and teach the Spanish class.

The competition is real.

Don’t misunderstand me. I want kids to be kids too. I wish we could go back to the 70’s, and not only because of the sweet clothes. It would be great to re-visit a time when students could pay tuition by working a part-time job, and getting into your state’s flagship was merely a matter of graduating from high school. But that’s not where we are.  Application numbers at the most prestigious schools continue to go up. These places are not growing substantially in enrollment, so their admit rates continually decline. The competition is real. You will hear college reps on panels talk about holistic admission and looking at the entire person. We’ve all signed on to the Turning the Tide report. We are not lying. We do want kids on our campuses who will genuinely care about others, positively influence their local community, and play integral roles in their family. But at these places the baseline competitive applicant is so high both academics and outside passions and impact are possible.

The Next Level

Think about something in your community: band, soccer, chess, debate. There are levels of those activities, right? The truly elite young soccer players are committing their time to academies and clubs. They’re playing year round and spending their weekends traveling, doing skills sessions, watching film. If you want to make the team next year, you keep on pushing; you keep on lifting weights or running on your own; you keep on going to camps in the summer. Yes, those are sacrifices. No, there is not a lot of balance. But that’s what being in the top 1-5% of soccer players around the country requires now.

The same is true of highly selective colleges and universities. The applicants getting accepted have chosen rigor. They have piled on academic courses, in addition to all of the other things they’re doing outside the classroom.

Don’t interpret this as my endorsement of overloading academics or any pleasure in exacerbating the situation.  I can poke holes all day in the methodology of the rankings or point fingers at people in certain communities who insist on their kids applying to a very specific subset of schools.  But that is not the question at hand.  Similarly, I don’t think my Tech alumnus friend was saying, “Forget your family and work all the time.” He was saying in that climate, and in that field, and in that city, you’re not going to have work/life balance if you want to be the most successful.

Let me bottom line this for you: the most elite schools are going to continue to admit the students who have pushed and stretched and challenged themselves the most in high school. “But Jerry Rice and Brett Favre came from lesser known schools and were NFL superstars.” “What about the kids in the small remote village who never hears the gospel?” “I read about a kid who got into Harvard who had some Cs and low test scores.” Okay, sure, But we are talking about YOU. If you are “that student” at the session asking an uber-selective college if you should take one course over another, save your query to ask about whether the vegetables are locally sourced.

Still don’t love the title, but it is accurate.

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You Got In – Now it’s Time to Lean In

Last week I traveled to Scotland on a Tech Trek trip, backpacking with 10 of our incoming freshmen. Prior to the trip, these students only knew each other for a few days. The group was made up of engineers, business majors, designers, scientists, and programmers…. libertarians, democrats, republicans… passionate vegetarians and outspoken carnivores. In terms of gender, ethnicity, family background, worldview, career aspirations, and dancing styles, this group ran the gamut.

While they are all the same age and have chosen the same college, their differences were clear. They came from as far west as Seattle and as far east as Connecticut. They attended elite out-of-state private schools and rural Georgia public schools. Conversations reflected their disparate backgrounds, which made the trip both fascinating and encouraging, even when we inevitably had disagreements or controversy.

Breaking Down Barriers

It would have been easy to allow their differences to create barriers and exacerbate divisions. But over the course of our nine-day trip, through sharing tents, trading food, and splitting bottles of water, they only grew closer. When someone was struggling with a tough day, another student was quick to offer to carry a pack, offer an encouraging word, or attempt a song rendition as a distraction.  Over the course of our 52 mile hike, we gained 17,411 feet in elevation with well over 40 pounds on our backs. Scotland gave us its best and worst. We saw rainbows and sunsets and summits, but also endured furiously driving rain and heavy winds on high, exposed ridges.  Ultimately, the struggles and the victories unified everyone as they built trust, respect, friendship, understanding—and, ironically (despite exhaustion), patience.

By the time we rolled into the last town on our hike, these strangers from a week before were not only sharing toothpaste, but toothbrushes as well.  Sadly, it was there we learned about the tragedy in Charlottesville. A myriad of emotions swirled in my mind when I started reading more and listening to some of the early news reports: sadness, embarrassment, disgust, and a fleeting desire to pursue a longer travel visa. But the image I could not get out of my head were of the people behind shields and masks— combative and closed off.

What does this have to do with college admission and the college experience?

Everything. If you are about to start your freshman year in college, it’s likely you’ve spent the last year focused on “getting in.” I urge you to thoughtfully consider what it means to “lean into college.” Getting into college only puts you at the front gate. Sure, you are there–you have your schedule, your bags, and a room assignment. But being “in” is an inherently solo status. Leaning into college suggests risk and vulnerability. It will put you a bit off balance; it will put you squarely outside your comfort zone, but it’s a forward-facing posture. Leaning in helps you make new friends and connections; it helps you listen and consider a new, different, or opposing point of view; it helps you summit a mountain one step at a time.

Why are you going to college anyway? Have you actually reflected on this question? Have you written down goals for your freshman year or your college experience? If not, I hope you’ll take some time to do that. I’m talking about a pen and a piece paper you can actually pin up on a bed or board. You’ll be surprised to see getting a degree is only one item on a fairly long list. College done well is about expanding your network. It’s about developing critical thinking skills which transcend industries, job changes, cultures, and natural shifts in the market. It is about learning to more completely articulate your point of view by understanding those which are different. Leaning in puts you in classes and conversations at tables and forums where diverse thoughts and backgrounds have the opportunity to be heard and considered.  Leaning in broadens, stretches, advances, and enhances you as a person.

In contrast, a homogeneous network is a limited network and inherently diminishes your potential for opportunities and long-term success. Unfortunately students do this all the time–they join clubs or organizations or teams, even academic colleges or majors, and start putting up barriers, drawing lines, and minimizing their sphere. They begin to point to other groups on campus as “other.” But for every “other” you name and shut out, you simply rob yourself of an opportunity to grow, learn, be challenged, and expand your knowledge and network. Naming “others” puts you figuratively behind a shield and mask and will limit your relationships, decrease your perspective, and directly impact your future potential in the workplace or graduate school.

You have gotten in. Now it’s time to lean in. Share some toothpaste, or even a toothbrush. You’ll be glad you did.

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They’re off to great places!

This week Senior Associate Director of Admission, Mary Tipton Woolley, joins us on the blog. Welcome, Mary Tipton!

My daughter started kindergarten this week, and it seems like only yesterday she was born. Such a cliche, but oh so true! In preparing for the start of school, I decided to write her a letter. When I finished, I realized the feelings of a parent sending their child to kindergarten are likely similar to those felt by parents sending their child to college. Sure, she’s still sleeping across the hall, but I suspect those other feelings are not so different.

But I worry that in the midst of applying to college, and the focus on getting in, getting out, success, and achievement, overshadow the natural feelings of a family getting ready for a big transition and the opportunities that come with it. If your house was like mine this summer, there were some extra tears and arguments – no doubt a sign of underlying nervousness on all our parts of what is to come (or maybe it’s life between a mother and daughter!). It’s yet another reminder that as parents we learn and grow right along with our kids!

You’re off to great places! You’re off and away!

Here are some of the thoughts I shared with her in my letter….

Monday you start Kindergarten, and I am so excited for you! The hair is cut, the first day dress chosen (thanks, Lulu), lunches planned and backpack broken in. Over the next several years, you will learn and grow in many ways, and I look forward to sharing the experience with you. To paraphrase Dr. Seuss, “[Monday] is your day! You’re off to great places! You’re off and away!”

I hope you will arrive at school every day with your ears and eyes open for learning. Your teacher will put her energy into helping you learn and grow, but it’s your responsibility to take advantage of all that she is offering you. You’ll also have to practice what you learn – after all, none of us learned to read or spell or excel at anything without practice! I hope you will continue to respect your teachers, and not be afraid to ask questions about matters that are confusing or contrast with what you think/believe. It’s okay to do that, so long as your mind and heart are open to understanding perspectives that might challenge your own.

Your friends will also push you to grow and learn. You’ll keep some of your old friends and make new ones. Frankly, you’ll probably learn more from them than in your classes (but don’t tell your teachers I said that!). They will make you happy and sad, excited and frustrated! That’s okay too…you’ll do the same to them. Remember there’s a heart inside everyone you meet that deserves to be respected, no matter how much they make you mad or how much you disagree with them. Sometimes your friends will be better at things than you are. Cheer them on and celebrate their successes with them, because at some point the tables will turn and you’ll be better at things than they are. Then you’ll have them to celebrate with you too!

Some other thoughts on my mind:

  • Don’t stop asking questions. Your dad and I will continue to be open and honest with you, even when we know you may not like the answer we’re giving you or it makes all of us uncomfortable!
  • Don’t be afraid to fail! We’ll be there to cheer you on when you succeed and when you fail – there’s as much to be learned from failure as being successful!
  • Don’t let fear stand in your way of trying something new. You’ll miss out on some amazing lessons in life if you do.

I’m proud of the person you are – the value you place on love and friendships and your fearlessness in expressing it. I’m proud of the excitement you show for things both small and large. I’m proud of the confidence you have to be your own person. Keep this up and you will succeed, “98 and ¾ percent guaranteed!”

Trust the Transition

Now that our family is a few days in to this new season of life, I have a few other thoughts on this transition:

Trust – We are trusting a school community with our children. That takes a lot of trust – even more so when you’re sending your child to college! It’s a great reminder of the responsibility we have as educators to embrace those in our charge and work to help them have a smooth transition. The communication from her teachers and school has helped me gain trust in them. Parents, take advantage of all the ways a college wants to communicate with you – parent newsletters, parent program offerings, and family weekend are just a couple of examples. I searched several university and military academy websites, and all have parent programs featured prominently in search results. Go find yours!

Logistics – I’m thinking about what my daughter is doing throughout the day. Did she find her way to her classroom? Could she open her lunch thermos? Was the spaghetti still hot? Did she make it to her after school bus? I’m sure these feelings are amplified when you don’t see your child every day. Before you drop off your child at college, set some parameters surrounding your expectations for communication. My parents suffered through a child who would go a week without checking in (sorry, mom… I get it now!). The only way to ensure all parties are satisfied, and not stifled, by communication is to keep talking about it.

Tears (or no tears!) – I had none, nor did my daughter. I’m excited for this next step for her and know we’ve done all we can to prepare her for it. Parents, you have too, so celebrate with your child! Because they’re “off to great places! [They’re] off and away!”

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