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College Admission Brief Podcast

We started the GT Admission Blog in 2015. At the time, I had a regular Thursday afternoon “running meeting” with our former director of enrollment communications, Matt McLendon. We’d set off with a full agenda to cover, but inevitably somewhere along the Beltline I’d start rambling about a particular challenge or admission issue. One day (mid-run/ mid-rant), Matt gently suggested I “write this stuff down.” He asserted that families needed to hear more honesty and openness from admission deans and directors, and my random analogies and anecdotes may actually be a refreshing way to present subjects that often stir anxiety. (Is it likely he was just trying to enjoy the run and stay on task? Absolutely. Nevertheless, here we are.).

In the early days of the blog, I was the sole/soul author. And for the first month, it was basically just my wife, mom, and aunt reading (using several email accounts to up our subscriber number). Since that time, we’ve found ways to bring in a variety of different voices from our admission team, enrollment division, as well as campus partners. The goal remains to provide perspective, insight, and helpful tips in a relatable and accessible tone–and hopefully to also bring some levity and solace along the way.

At the time of this writing, we have over 3,550 subscribers. We know that parents and counselors regularly share our blogs in their communities and friend sets. Thank you! And while we occasionally hear from applicants who have read an entry or two, we understand high school students may not always be up for reading another 1,200-1,400 words in an already word-filled day/week of going class, studying, taking notes, etc.

Still, we know from questions in and after presentations, as well as from emails, calls, and online posts, students want to get perspective about college admission. They want to know how decisions are really made, what they mean (and don’t mean), and often simply need to be reminded that the people reading their apps are just that—people.

College Admission Brief Podcast

To that end we just launched a new podcast, The College Admission Brief. Just like our blog, we hope to personalize the admission process by sharing timely tips and encouraging advice from colleagues and campus partners. While we’ll sometimes use Georgia Tech as an example, the goal is to include general information, advice, and broadly applicable admission insight for students to use in their college admission experience.

A great example of why we launched this podcast is my obnoxiously long (2,160 words to be exact) blog from last week. If you read it, thank you. Grit is a valued trait and you have it in spades, my friend. (Plus you now have a sense of what Matt was dealing with on those runs). The actual title was “What’s Taking So Long?” and anyone who is honest would admit they asked themselves that precise question several times during the reading.

If you skimmed a few paragraphs and clicked back over to Instagram or scrolled down twice hard with your thumb only to realize you were only to the second picture, I understand why you bowed out. Seriously, I get it. Good news- our latest podcast episode with our Senior Associate Director, Mary Tipton Woolley, covers the same content in under 10 minutes. Bonus- you can listen while walking, driving, or waiting around for a practice or rehearsal to start. (Multitasking is a skill and we’re here for you.)

Listen to “How Are College Admission Applications Reviewed? Episode 3: Mary Tipton Woolley” on Spreaker.

We are still tweaking the audio and working out some behind the scenes kinks, so just like: the world; my laundry folding skills; the admission experience; or any one of us, it is not perfect. Still, we hope you’ll find these interviews and recordings encouraging, relatively light, shareable, and at times humorous. But if nothing else we guarantee this—they’ll be brief! Each episode is less than 10 minutes. How bad can it be? Download and listen on iTunes, Spotify, or Spreaker to check it out. Happy listening!

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Sports Metaphors and College Admission

This week we welcome Senior Associate Director of Admission Mary Tipton Woolley to the blog. Welcome, Mary Tipton!

I’m doing what we tell students not to do in their essay—writing about how sports are a parallel to life. But please indulge me for a minute. In fact, if you want to skip past my life story and get to the point of this blog, feel free to go straight to paragraph number five.

My daughter is seven. Since she was three we’ve joined countless other parents in trying out various local sport leagues. Why? The common refrain among parents is that we want him/her to have the experience of playing on a team. It typically ends with a phrase such as, “just like I did as a kid” (more on that later). First we, er… I mean she… tried soccer. Nothing says ‘team’ like a herd of three year olds running in a pack after the ball with one inevitably picking daisies in the corner of the field. By the time the kids turned 5 and pushing/shoving became more prevalent, mine decided she had enough of others up in her personal space.

Next, she decided to join our neighborhood swim team, and we were introduced to the production that is summer swim team in neighborhoods all over Atlanta. Swim lessons have vexed me her whole life. Unless you believe your child is the next Michael Phelps and want them to swim year round in a club, finding swim lessons that fit the schedule of two working parents is more difficult than getting tickets to Hamilton. Even knowing her swimming skills weren’t great, we dove right in (see what I did there?) to putting her on the team.

Finally, in a truly bold move, she decided to play softball. She didn’t know anyone who had played, none of her friends were doing it, and she would be the youngest in a combined 6U/8U league. In an even more shocking twist, I think she got the idea from me (likely one of the few things in her life she thought was a good idea from mom!). After she got hit in the face during tryouts by an equally inexperienced 6-year old, I thought she was done. But she persevered. We were introduced to a fielder’s mask and off she went!

It’s Not My Journey

So, what have I learned over the last few years? Most importantly, this is my daughter’s journey–not mine. Ugh – that’s a hard lesson that I’m confident I will have to learn over and over. I should confess now that she took two seasons of softball to get a hit, which finally came in the last game this spring (where she got three!). She also started the season as the slowest member of her swim team, and I’m editing this while I watch her swim in our city-wide meet at a real Olympic pool at Georgia Tech (where she finished 45 of 46).

Despite, or due to, this she is having fun, making new friends, listening to her coaches, improving and showing lots of signs of resiliency and bravery! These are all traits I can get behind – even if it isn’t the same path as mine. In fact, I’m working on getting behind them because it isn’t the same path as mine.

While my daughter may not be getting ready for college applications just yet, I do see similarities between this season of parenting and the one I’ll face in 10 years when she’s 17. I’ve worked with a lot of families as they’ve navigated the admission process, and here are a few takeaways for both parents and students as college admission season gets cranked up.

To Parents:

I’m sure you have similar memories of your student’s younger years, whether it’s sports teams, music lessons, or chess club. As parents of children in the midst of their college search, these same lessons apply but are often harder to remember, especially since it feels like more is on the line. It’s okay for your student to seek out different schools than the one you attended – they may even have a list that’s entirely different than yours! Ultimately, that’s a good thing.

This journey belongs to your student, and, just like these early life experiences, it can be humbling for a parent. Instead of focusing on the bumper sticker you want, focus on the experience your student is having in high school and what is really going to be the best fit for them in college.

Sit down and talk to your student about what they are looking for in a college. Questions about size and location are obvious. Some others to consider are:

  • How do you want to be involved on campus?
  • How do you want to remember your time in college?
  • What are you most looking forward to in your college experience?
  • Who do you want to be in college?
  • What kind of life are you expecting after college?

You should also visit campuses together as a family. If you can’t travel to a specific college due to distance, visiting local schools can still be helpful. Sit back and let your student take the lead on those visits – your focus should be on watching their reaction. What’s their body language? Are they smiling? Do they want to stay and see more than the tour covers or are they ready to leave immediately? Answers to these questions can help you as a parent gauge how truly interested, and engaged, your student could be at that particular school.

To Students:

Don’t be afraid to speak up and tell your family what you want out of a college experience. I know, that’s sometimes easier said than done.  But it is going to be your college experience for the next four years.

  • Ask good questions during your campus visit.
  • Consider each college’s mission and think about how it fits with what you’re looking for in your experience.
  • Talk to your parents, and discuss any legitimate constraints for your college search, especially surrounding finances. Having an honest conversation now can save a lot of stress down the road.

Finally, utilize resources you have at your disposal to figure out what you want in a college experience. High school counselors, friends and older students already in college are great resources. I’m always impressed by the clarity college students seem to have about the search process, despite how stressed they may have been when going through the process themselves. Hindsight is 20/20, so don’t be afraid to talk to those around you and learn from their experiences!

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Sweet Summertime

This week we welcome Senior Associate Director of Admission Mary Tipton Woolley to the blog. Welcome, Mary Tipton!

Ah, summer. The time of year to sit back, relax and enjoy life. Maybe for some, but not for those of us in college admission! In the admission office, “summer” is the time to wrap up the enrolling class, reflect on the year behind and plan for the year ahead. Summer is in quotes because it goes by so quickly!

As a parent, I’m glad to only have 10 weeks to find camps/babysitters for my child, but as a higher education professional, it’s challenging. We are busy checking final transcripts for enrolling students (yes, we really do check your final transcripts!) and other required documents. In just a couple of weeks 300 first-year students will arrive on campus for the summer term, so the timing of these final checks is critical. If you swing by our office this summer, you’ll find us wrapping up the past year and planning for the year ahead.

Students, you are likely doing the exact same thing. Whether you’re already enjoying your summer or slogging through the last few days of school, follow our lead and make it a summer!

Assess the year behind

Take time to reflect on the year that has passed, determine what you can learn from it, and decide what you need to work on in the year ahead. What worked well? Where do you need to make improvements? Our staff is taking a deep dive into important areas like our visit program (which now accommodates over 40,000 visitors per year!), training, and professional development. Meanwhile, our transfer team is still finalizing decisions for fall transfer students—their summer hasn’t even started yet!

Ask Yourself:  what classes did you enjoy most? Where do you have gaps in learning that you can work on over the summer? My six-year-old is reading (mostly) every night to make sure she continues to improve before starting first grade in the fall. Maybe you need to go back over work from the past year to ensure you’re ready to move forward in the year ahead. Maybe there is an activity that you want to improve in the year ahead – can you run more over the summer to earn a faster time, or study robotics to improve your team standings?

Prioritize tasks for the year ahead

If you’re a regular reader of this blog, you know we changed the way we review first-year applications. The team-based reading approach was a huge success, but I’m already thinking about how we can move our process forward and provide staff what they need to manage application volume in an efficient and effective way. Our transfer team is looking for opportunities to revise the way they review applications to manage the volume and priorities they have been asked to meet. We also have staff planning fall travel. I’m still old school, but have learned the hard way over the last few years that waiting to schedule high school visits until August does not end well! On top of planning for next year’s application cycle, our campus visit team is planning events for next year. They are constantly looking for ways to accommodate everyone who wants to visit campus, which is no small feat!

Ask yourself: what are your goals for the year ahead? Maybe it’s to improve your grades, find a job, get involved in something new, or take on a leadership role. Whatever it may be, now is the time to think about how you’re going to get there. If you’re going to be a senior in the fall, getting a jump on your college applications will be critical to ensuring your sanity in the year ahead (trust me!). Many applications, like the Common Application and Coalition Application (both of which we accept) never close. That means essays and activity pages are available now, while you have time to reflect, write and refine.

Make it a summer!

No matter what is on your agenda for the summer – working, summer camp, vacation – I hope you’ll take time to reflect, plan for the upcoming year and have fun! Summer is a time to recharge. We do that by attending conferences, going on office retreats and taking some time off to be with family and friends. We all need that kind of recharge to be successful in the year ahead. If part of your summer plans include visiting Atlanta, I hope you’ll swing by campus. It’s called “Hotlanta” for a reason, but we still offer tours all summer – no matter the temperature and humidity!

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Freshman Application Review – The Nuts and Bolts (part 2 of 2)

This week Senior Associate Director of Admission, Mary Tipton Woolley, returns to complete her two-part series. Welcome back, Mary Tipton!

In part two of our file review series, I’ll focus on how we’re preparing for review this year, especially in light of the changes we are making to our approach. To recap from last week, seeking greater accountability, efficiency, norming and prioritization of staff time, we moved to a new model for file review known as Committee Based Evaluation (CBE). In this model, an admission staff member, the driver, will be paired with a seasonal staff member, the passenger, to review applications.

Training for file review every year is a big undertaking, but especially when we are implementing a new model. I am only the encourager and the voice of this implementation in our office, but I can’t take credit for figuring out the schedule for CBE (more on that later) and training staff on the change. I must acknowledge the staff member in our office who has coordinated logistics, worked with seasoned staff members on implementation and ensured all permanent and seasonal staff are trained and ready for reading this week. She has been a superhero in this effort!

Preparing for CBE

To prepare for CBE, we first had to figure out how many teams we could have reading at one time, what schedule worked best for staff, how to cover other office duties (daily visits, phones, emails, visit events, etc.) and where (as in the physical location) we could read. The location piece is more challenging that you may think, given 10 of our staff work in an open, collaborative space we affectionately call the “collabora-dome.” With 12 full-time readers available, we settled on a daily schedule of 8:30a-2:30p in CBE. This schedule ensures we can most effectively utilize our seasonal staff who don’t work a full work day and prevent reader fatigue for everyone. Maintaining this schedule requires knowledge of 42 different calendars and an understanding of each reader’s inherent biases and reading tendencies. In other words, it’s important we pair people who will complement each other and not engage in group think. The result is the color coded spreadsheet you see below!

In two days of “live” CBE and without a full staff (some are still on the road!), we completed over 250 application reviews all the way to a recommended decision stage. That’s compared to less than 200 that had only been first reviewed last year on October 10. These are obviously early returns, but I am beyond pleased with the efficiency gains we are seeing! Once we hit peak reading, we are expecting pairs to read 50 applications in a day for a total of 3,000 per week inclusive of all teams.

Of course, we didn’t just undertake this change for efficiency sake; we wanted to ensure staff felt more confident in their review of a student and their recommended decision because they were discussing the application with a colleague. First, we had to ensure that all staff are normed within a reasonable range of each other (norming means all staff are evaluating the strength of a student’s contribution, fit to Georgia Tech, etc., in the same way). We did this by reading groups of 2017 applications from in- and out-of-state and international. We then discussed their academic and out of class strengths and weaknesses to ensure we were considering items similarly. We got tripped up on a transcript with a strange math class name and a US Citizen in an international high school, but, all in all, we were recognizing and evaluating the nuances necessary to make decisions in a competitive admission environment.

What Does it Mean for You?

Now that you know a little more about how we prepared and implemented CBE, here is what this change means for you. Truthfully, I could stop typing here and say that nothing has changed, but I was told this blog should be no less than 1.5 pages. In all seriousness, let me explain what I mean. There’s been a lot of talk and some consternation about the speed in which applications are read in CBE. As explained last week, the person time on an application has actually increased. Having to only read one portion of an application has allowed us to dive more deeply into school profiles, letters of recommendation and other parts of the application where necessary.

However, there’s a few common sense things I think students and counselors alike should consider, whether the school to which they are applying is utilizing CBE or a traditional application review model.

Fronting Your Application

My biggest piece of advice is to “front” your application (or, for counselors and teachers, the recommendation letter). What do I mean by fronting? It’s a retail term my husband introduced me to from his background working in his dad’s store as a kid. When we first moved in together, I noticed he would go into the cabinets periodically and move all the canned goods and containers to the front of a shelf. I couldn’t understand why he was wasting perfectly good space behind the can of black beans, but he explained to me that it was good merchandising. As I didn’t understand the need to merchandise our cabinets, this was one of the many things we didn’t see eye to eye on when we first moved in together! As an aside, you won’t be surprised to learn that 17 years and a child later, he could care less where the canned goods go in the pantry!

Back to fronting and what it means for you…

Students, front your activities. List your most significant activities first, then put the remainder in descending order of importance to you. It could be descending order of time spent, or significance of impact – you know best what will work for you. We discussed the review of activities in our staff training, emphasizing the importance of looking at both pages of activities in our review, but we all confessed we’d missed significant activities because they were at the end of the list. The same advice goes for the long essay. Just like a book or article, you should work to hook us in the first paragraph. We really do read all essays, but if we aren’t hooked early, we might miss something important in a later paragraph because we are reading quickly.

Counselors, put the most important things we need to know about a student at the beginning of your letter. We don’t need a lead in paragraph—we  need to be directed to the things that are most important for us to understand about a student. More importantly, these should be things the student didn’t tell us, or at least given from a perspective the student does not have about themselves. Many of you are considering using bullet points in your letters. I applaud this move, and it’s really helpful for us to hone in on the information you want to highlight. However, a paragraph with a dot in front of it is not a bullet point! It’s still a narrative. Either format is fine, but put the most significant things early in the letter or at least draw our attention to them with highlighting, italics or the like. The example below is consensus for one of the best formats we’ve seen!

Above all else, know that we are enjoying reading applications again. Admission is a seasonal profession, and that’s something we all love about it. With this change of season and, more importantly, the change in model, I see a re-energized staff enjoying application review. Reading with a colleague is fun, and the whole process seems less daunting than ever before. I’m excited about the year ahead and look forward to reporting more as the year progresses!

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Freshman Application Review – The Nuts and Bolts (part 1 of 2)

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

If you’re reading this blog you’re likely a high school student (or connected to a student!) who is, or soon will be, applying to college. Once you send in your application, you probably wonder what in the world happens between the time you hit “submit” and when you receive your admission decision.

This year we’re changing the way we read freshman applications. This week and next I’ll explain why we made this decision, what we’re doing differently, and, most importantly, what it means for you!

How We Got Here (a little background)

Let me start by explaining how we got where we are now. Institutions across the country have seen large increases in applications over the last decade (not news to most of you!). But the growth in applications is rarely followed by an increase in staffing, leaving admission offices with roughly the same number of admission staffers processing and reading applications as we had a decade ago when we received a lot fewer. You can see how this could impact our review of your application and attention to your needs throughout the admission process. From a leadership perspective, we also have to consider how this volume affects our staff members. Admission offices across the country struggle to retain staff, due in large part to the nights and weekends staff are asked to give up to read applications.

Each full-time reading staff evaluates anywhere from 2000-2600 applications over a roughly twelve-week period from October through March. Our expectation was for our staff to read approximately 50 applications per day, or 250 per week. That accomplishment alone would be daunting, but along with reading, our staff is also expected to give information sessions, answer emails, plan events, work with student recruitment teams, and coordinate other responsibilities in our office. Staff are left wondering how to prioritize file review, customer service and project responsibilities throughout reading season. It was clear we couldn’t continue for fear of mass staff defections!

Times Are Changing…

Last spring we surveyed our (very burned out) staff to find areas for improvement. Several themes emerged for file review, including a desire for more accountability, efficiency, norming and clear office priorities. Let me unpack these:

Accountability – We all remember “that person” on a group project who we didn’t think pulled their weight. The same perception was happening in file review, and, true or not, it’s a hit on office morale. Additionally, from a leadership perspective, there is nothing fun about pressuring/nagging/cajoling staff to read the applications assigned to them.

Efficiency – We had some big technology hurdles and we’re addressing those while implementing our new review system, making it much easier for us to adopt a new model.

Norming – Staff felt the evaluation they gave an application initially carried too much influence throughout the process. In other words, in committee we relied heavily on the notes from the initial reviewer. While there were additional eyes on the application, advisors felt the decision they made without anyone else’s perspective carried too much weight later on.

Office Priorities – When staff were left to read on their own, when and how it was done varied widely and some people managed their time better than others. Not being seen reading at your desk (even if you were reading late into the evening at home) contributed to the accountability issues mentioned above.

Two Heads are Better than One

All of this leads up to our adoption of Committee Based Evaluation (CBE). What is CBE, and how can it address these concerns? First and foremost, we cannot take any credit for the concept. We tip our hat to the ingenious staffers at the University of Pennsylvania who developed the CBE model, and to their leadership for supporting the concept and willingness to share with colleagues around the country. I encourage you to read this article about CBE (or this one) if you want to dig in even more.

The overarching concept: together, two staffers can do better and more efficient work than one alone. To get into the weeds a bit, it means having two staff members spend an individual 8-10 minutes on an application (16-20 total review minutes) is not as efficient as having two people review and discuss one application for 8-10 minutes. The time in which an application is reviewed is the same, but it is accomplished in roughly half the time because two people look at it together.

You may be thinking this is not saving time because you cut the staff to file ratio in half. We’re getting around that in two ways. First, the 18 seasonal review staff we hire each year will make up one half of our CBE pairs. They are invaluable to our file review effort and are here training as I type to prepare for this change in our process. CBE also saves us time by allowing us to take a file to a final decision earlier in the process. If two people have reviewed and discussed an application, we can feel more confident in the decision they recommend than we could with the input of only one person.

The team approach to file review also addresses accountability because staff are assigned a partner and times to read, and must ask permission of their supervisor to be excused. It’s a bit of micromanaging their time, but, as I’ve said to staff, we’re only asking to do this for about 12 weeks out of the year. The benefits outweigh the negatives in our minds and also send a clear signal about prioritization of our office and individual time during file review season.

Drivers and Passengers

It’s also important for you to know who is doing what in the review. Here at Tech, the driver will read the school report/profile, transcript and recommendation letters. The passenger will read the application, including the activities and essays. Both the driver (permanent staff and territory managers) and the passenger (seasonal staff) will open an application and review a summary sheet together.

The driver has inherent knowledge of the school and is expected to provide a summary to the passenger. For example, the driver might say something like, “This is a school in an affluent, suburban part of Atlanta where most students will attend college. They offer a robust AP program, and students admitted to Georgia Tech in the past took an average of six of those courses. Because they are in such a heavy technology corridor, students have lots of opportunities for internships at technology firms.” Our goal is to allow the driver, who has more knowledge of an area and school, to manage this part of the application.

The driver and passenger will read their assigned portion of the application file and discuss an applicant’s strengths and weaknesses and fit to Tech. After CBE is complete an application can move on to an additional committee. So, yes, committee reviews still exist, but we hope to narrow the focus of committee to the applicants needing further discussion the most.

Now that I’ve explained why we adopted CBE and what it will mean for our file review process, tune in next week to learn how we are preparing for file review this year and what our change to the CBE model means for you!

Read part 2 now!

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