College and Career Planning Guide

Career/College

Planning Guide

It is hoped that students throughout the Howard County Public School

System will benefit from the information provided in this booklet. The

goal is to support students to graduate successfully and to transition to

college or into a career. It is a compilation of materials from each high

school counseling center in Howard County.

Career/College

Planning Guide

Table of Contents

Career Planning

Decision Making

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Career Assessments

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Post-High School Options

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Apprenticeship Programs

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Trade & Technical Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3-4

Military Training

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

College/University. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

College Planning

Preparing for College - 11th Grade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Preparing for College - 12th Grade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Decision Making

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

What Colleges Look For

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Choosing a College . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Words of Wisdom

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Advice for Students with Disabilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

College Entrance Tests

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

How to Market Yourself/Visits & Interviews

. . . . . . . . . . . . . . . . . . . . . . . . . . . . .14-15

Suggestions for Filling Out College Applications. . . . . . . . . . . . . . . . . . . . . . . . .

16-17

Sample Essays & Personal Statements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

18-23

Notification of the College Decision

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Financial Aid/Scholarship Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

24-26

Appendix

1 Key Terms and Admissions Lingo. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

27-28

2 General Books of Interest

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

3 College Comparison Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4 A Quick College - Planning Guide for Students with Special Needs

. . . . . . . . . . 31

4 Colleges with Special Needs Programs/Types of Colleges . . . . . . . . . . . . . . . . .

5 Colleges in Maryland

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

6 Historically Black Colleges . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

7 Colleges with Large Hispanic Enrollments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

What is career planning?

A career is not just an occupation or paid job. It is all

the productive work, paid and unpaid, performed

throughout a person's lifetime. This includes work at

home and volunteer work in the community, as well as

work for an employer. Career education is a joint effort

of the home, school, and community to provide all

students from pre-kindergarten through high school

with opportunities to:

Learn about their interests, abilities, and aspirations.

Become aware of and appreciate a range of careers.

Develop decision-making, job-seeking, and job-

keeping skills.

Career education is delivered to Howard County

students through the instructional program, through

the guidance program, and through collaborative

school/community programs.

Career education objectives are infused into the subject-

area curricula, where they can most appropriately

carry out the intent of both the subject-area and career

education objectives.

Classroom instruction of career education is supported

by school counselors, media center staff, and members

of the business community who provide career

information to staff and students. Schools also plan

career activities that serve as an introduction to the

many types of careers.

What courses provide career-

focused education?

Career experts predict that you will have at least five

careers in your lifetime. New occupations are continually

emerging. It is important to keep an open mind to

career possibilities. As you select courses and attend

classes, watch for opportunities to learn about emerging

careers and trends in employment.

The following is a listing of programs and courses that

will provide practical career information:

Internships - a non-paid, one- to three-period career

education class occurring in the workplace tied to a

student's interest

Career Research and Development (CRD) - a paid

job linking school and work

Gifted and Talented Mentorship Program - a non-

paid semester spent working as a special assistant to

a professional or business owner in the greater

Baltimore/Washington Metropolitan area

•

Student Service Learning - opportunities designed

to acquaint students with the purpose and rewards

of providing volunteer service and investigating

career options

Career Academies - career focused programs of

study and courses summarized in brochures

available in the counseling center

How to develop good

decision-making skills

As you are faced with an increasing number of choices,

you will need to understand and practice good

decision-making skills. The model below shows how to

arrive at a decision by thinking it through beforehand.

Get to Know Yourself

Identify your goal

Focus on what you want to achieve and state that as

your goal. The goal may be deciding what courses to

take in school, what majors to study in college, what

technical school to attend, or what job to take after

high school.

Gather Information

Gather facts, ideas, and other information related to

your decisions.

Talk with people, read books, visit the Counseling

Center and library, and use the Internet.

Write down all the choices that appeal to you.

Evaluate each alternative in terms of its consequences

Consider the possible effects of each choice.

Ask yourself these questions:

- Will I feel good about this choice?

- How will my parents feel about it?

- Will it be satisfying for me?

- Will certain risks be involved?

- Am I willing to take such risks?

- How will I feel about this choice five years from now?

List the advantages and disadvantages of each choice.

Rank choices from highest to lowest, according to

level of desirability of each choice.

Make a choice and state that as your goal.

Develop a plan of action

Examine your choice.

• If you are not happy with your choice, start the

decision-making process again.

•

Career Planning

Choose a Career

You need to ask yourself, "What am I?" You need

to look at yourself in many different ways. You can

look at yourself in a mirror. You can look at yourself

through the eyes of your friends. You can look

at yourself through your likes, dislikes, strengths,

weaknesses, attitudes, values, and abilities. In order to

plan for the future, you need to make choices based on

what you find out about yourself. As you take career

assessments and talk with your friends and family

about the way they see you, you will learn some things

about yourself that may make you happy. You will

also discover some things you may want to change.

If you find that some of the things you thought about

yourself aren't true anymore, you can recreate your

self-image to be one that you like better each day. Your

future does not have to be something that just happens

to you. Your future can be something that you make

happen.

Match Yourself with the World of Work

How many occupations can you name? There are more

than 20,000 occupations listed by the U.S. Department

of Labor in the Dictionary of Occupational Titles. Of

course, you don't have to research all of these, but you

do need to find out as much as possible about those

that match your own interests, values, and abilities.

That takes some investigation! The point is, you cannot

leave your career choice to chance. You have to explore

and become aware of various occupations and their

educational requirements. Another valuable source

of information about occupation is the Occupational

Outlook Handbook, also published by the U.S.

Department of Labor. A print version of this publication

can be found in your school's career center. An electronic

version can be found at http://stats.bls.gov/oco/

homes.htm.

Career Assessments Available

There are several types of career interest inventories

and aptitude tests available to you in school. These

may be administered in groups or individually.

They help you learn more about yourself and make

appropriate career decisions. Visit the counseling

center and find out which tests are available in your

school. Counselors will discuss the results of your

test(s) with you.

College Selection

Choices

The Choices program allows you to investigate

more than 7,000 two- and four-year colleges and

to develop an individualized list of colleges and

universities according to personally selected criteria

such as location, size, majors, athletic and other special

programs, and financial aid availability. There are also

direct links to the web pages for numerous colleges

and universities listed and to on-line applications

where these are available. Vocational/technical schools

also can be explored. Financial aid applications and

scholarships are available as well.

www.eChoices.com

site id: _______________ (check with your counseling

center office for your school's id #)

password: ____________ (check with your counseling

center office for your school's password)

My Road

MyRoad is collegeboard.com's college and career

planning web site. The program provides you with a

detailed suggested list of careers and majors that best

fit your personality and strengths. You are able to then

search for colleges by different criteria such as location,

major, cost, athletic and other special programs. The

program offers you feedback from students and

professionals about their choices and the opportunity

to create an online portfolio for college and career

planning.

https://myroad.collegeboard.com

user name: __________ (use collegeboard.com's user name)

password: ___________ (use collegeboard.com's password

found on the upper right hand corner of your PSAT results)

Career Interests and Aptitude Tests

In addition to the Choices computer on-line assessment/

interest inventory, most career center self-administered

instruments or other computer inventories can be done

individually or can be used as part of class assignments.

Also available at some schools is the Armed Services

Vocational Aptitude Battery (ASVAB). The ASVAB is

administered free to students in Grades 10, 11, and

12. Check the counseling center for the testing date.

Taking the ASVAB in no way involves a commitment

to the military.

CAREER PLANNING

Post-High School Options

If you decide to continue your educational training,

there are a variety of options to choose from. Some

of these options include Apprenticeship programs,

postsecondary education through the work place,

trade and technical training, military training, and

college/university.

Apprenticeship Programs

An apprentice is a person who is:

At least 16 years old.

Being trained on the job in a particular trade by a

skilled worker under a planned program.

Taking classroom instruction (through adult

education, at a community college, or in regular

school if on a part-time job).

In training anywhere from one to six years (depending

upon the trade – averaging three to four years).

Additional facts:

Employment is based on supply and demand.

The person wanting an apprenticeship may apply to

and have a contract with one of the following:

- An employer in the trade

- The association of employers

- The joint apprenticeship committee

For further information about specific apprenticeship

programs, check in the counseling center and meet

with your counselor.

Work/Postsecondary Education

If you decide to get a job immediately after high

school, you should:

Develop job-finding and job keeping skills.

Talk to a counselor about job possibilities.

Visit with a career Research and Development

Teacher in your high school.

Visit your career and media centers.

Talk with employers about combining work and a

part-time college program and/or apprenticeship.

Investigate career-focused courses that match your

interests.

•

Trade and Technical Training

Community colleges, adult education, and private

schools have trade and technical training programs

for people who are no longer in high school and who

are interested in learning a specific trade. These career

programs are designed to meet the high demands of

business and industry. The programs qualify students

for a variety of technical positions and prepare them

to take a certification examination when needed.

Because of the need, most students can gain immediate

employment upon completion of the program.

Salaries tend to be competitive with or better than

typical four-year college entry-level positions.

Howard Community College offers a number of career

programs. Check the programs of studies for an

updated list of programs as they are added each year.

Current programs offered at Howard Community

College include:

Accounting - Preparation for the CPA Examination

Biomedical Engineering Technology

Business Management

Cardiovascular Technology

Chemical Dependency Counseling

Computer Aided Design Technology

Computer Support Technology

Computer Technology

Carpentry

Early Childhood Development

Electronics Technology

Telecommunications Technology

Laboratory Science (Biotechnology)

Network Administration

Novell Certification

Nursing

Practical Nursing

Office Technology

Plant Science

•

POST HIGH SCHOOL OPTIONS

All State Career Inc.

410-631-1818

Building Renovations

Tractor Trailer Driving

American Beauty Academy

410-444-3100

Cosmetology

Hair

Manicuring

Baltimore’s International Culinary College

800-624-9926

Culinary Career Training

Theory and Techniques of Cooking

Pastry

Practical Culinary Skills

Broadcasting Institute of Maryland

410-254-2770

Broadcasting

Diesel Institute of America

301-895-5138

Diesel Technician

Truck Driving

Lincoln Technical Institute

866-438-7545

Automotive Mechanics

Automotive Technology

Medix School

410-337-5155

Medical Assistant

Dental Assistant

Medical Office Administration

RETS College

410-644-6400

Refrigeration, Climate Control/Clean Air

Air Conditioning/ Refrigeration/Heating/Ventilation

Architectural & Electro Mechanical Drafting w/

CADD

Electronic engineering Technology

Computer Electronics

TESST College of Technology

410-644-6400

Computers

Health Care

Legal Studies

Professional

Here’s a short checklist to help you select the

training that is right for you:

Make sure the school is authorized to operate.

Find out about support services offered.

Find out if the school is accredited.

Find out if the school qualifies for federal financial aid.

Ask about the admissions policy.

Ask about the refund policy.

Check the program carefully.

Get all the policies in writing, in the school catalog.

Check out the instructors’ qualifications.

Read and understand what you sign.

Ask about job placement.

•

Listed below is a sample of some private career schools in the Washington/Baltimore Area

and the programs they offer:

POST HIGH SCHOOL OPTIONS

Military Training

You can learn about your chances for success in the

military by taking the Armed Services Vocational

Aptitude Battery (ASVAB). This test is given at many

high schools free of charge. Check with your counselor

for possible testing opportunities.

There are two ways in which men and women can

join the military – through enlistment and through

enrollment in a military academy. Men and women

may enlist in all branches of the armed forces.

Enlistment procedures are similar, but the services

differ in length of enlistment and opportunities for

specific training. Active military enlistments are

available in the U.S. Army, Navy, Air Force, Marine

Corps, and Coast Guard. For further information

about enlistment, please use the following websites:

Military Branch Website

Army www.goarmy.com

Navy www.navy.com

Air Force www.airforce.com

Marine Corp www.marines.com

Military Academies enable you to earn a four-year degree

while pursuing a career as a military officer. These

programs are very competitive programs. The junior

year is the best time to explore opportunities at the

academies to ensure that you receive full consideration.

The first step in securing an appointment to one of

the academies is to write and ask for a pre-Candidate

Questionnaire. Addresses are:

Admissions Office

U.S. Military Academy

Building 606

West Point, NY 100996

Admissions Office

U.S. Air Force Academy

USAF Academy, CO 80840

Admissions Office

United States Naval Academy

117 Decatur Road

Annapolis, Maryland 21042-5068

Admissions Office

U.S. Merchant Marine Academy

300 Steamboat Road

Kings Point, NY 11024

The second step is to write to each of your senators

and congressmen/women and ask that they consider

you as one of their nominees. In this letter, you should

indicate your first, second, and third choices for

academies. Also include:

name, address, and telephone number

date of birth

social security number

high school name and year of graduation

names of your parents

The Coast Guard Academy has an admissions procedure

similar to other highly competitive colleges. There is

no nomination process involved. Write directly for an

application:

Admissions Office

U.S. Coast Guard Academy

31 Mohegan Avenue

New London, CT 06320-8103

ROTC scholarship programs involve a competitive

application process as well. In addition to the written

application, candidates must undergo a physical

examination, formal interview and a physical ability

test. The first step in the scholarship process is to

write for an application:

AFROTC Admissions

551 East Maxwell Boulevard

Maxwell AFB, AL 36112-5917

Army ROTC

Box 9000

Clifton, NJ 07015

Navy ROTC

Box 3060

Hyattsville, MD 20784

•

POST HIGH SCHOOL OPTIONS

College/University

Finally, the last option we will discuss as a post-high

school option is college or university. There are several

types of colleges and universities. The majority of

these schools provide the opportunities to earn bachelor

degrees, master degrees, and doctorate degrees. The

counseling office at your school and your counselor

has a variety of resources to help you choose the right

school for you.

Example of University: University of Maryland

Each year, a large number of students from our county

apply to the University of Maryland at College Park

(UMCP). In recent years, admission to Maryland

continues to be more competitive. More of the state’s

finest students are selecting the flagship campus. In

fact, many students bring a very strong Honors and

Advanced Placement record to UMCP.

In keeping with its mission, the university seeks to

enroll students who have demonstrated their potential

for academic success. This potential is usually assessed

by examination of high school course work and SAT or

ACT scores. In addition to overall grade point average

and test scores, the Admission Committee also considers

the quality of an applicant’s course work, counselor

and teacher recommendations, the student’s essay,

and extracurricular involvements. In many cases, the

Admission Committee also will consider first-semester

grades from the senior year.

Students are encouraged to apply early to receive

consideration for admission, merit-based scholarships,

and special programs such as the University Honors

Program and College Park Scholars.

The remainder of this guide is dedicated to assisting

with the college process. Enjoy the process and have

fun in identifying the schools that best fit you.

Student Resources and Responsibilities

As a college bound student you will be expected to

assume an active role in meeting college requirements.

Meet with your counselor EARLY in your junior year

and as often as needed!

Monitor your graduation status and the completion of

university or college requirements.

Inquire about procedures at your school for obtaining

transcripts and letters of recommendation.

Study this planning guide and do your HOMEWORK!!!

Attend the Howard County College Fair, other college

fairs, College Information Night, and Financial Aid

Workshops.

Visit the college campuses you are considering.

Apply as seniors, in EARLY November to four-year

colleges AND in EARLY January for Financial Aid.

Meet all DEADLINES, in your senior year. It may be

to your advantage to apply at the earliest date, before

space and/or financial aid is depleted.

Remember - NOW IS NOT TOO EARLY TO START

PREPARING!

Preparing for College - 11th Grade

October

Take the PSAT-NMSQT. Scores on this test determine

a student's standing in the National Merit Scholarship

program.

January

Results of PSAT arrive and are discussed at school.

Parents may attend county-wide meetings for

additional explanations.

March/May/June

It is advised that a student take the SAT I in January or

March and the SAT II's in June.

Spring

Attend the College Preparation Night.

Begin to research colleges. Echoices is available for use

at home or at school at www.echoices.com

Schedule individual parent and student conferences

with your counselor.

Develop an initial list of colleges to investigate.

If possible, visit colleges over spring break.

If ready, request letters of recommendation from teachers.

Summer between Junior and Senior year

Write for catalogs and application materials if not

requested previously.

Plan college visits, scheduling interviews where possible.

Make appointments over the summer for fall visits.

(Hint: Try to have your first interview experience at a

school that is not a possible first choice.)

Contact the State Scholarship Administration,

Maryland High Education Commission, District

Senator and Delegate for scholarship information.

Learn who your state representative is within the

Admissions Office at each school.

College Planning

Preparing for College - 12th Grade

September

ACT, if needed.

Meet with counselor for your Senior Interviews.

See teachers to ask for recommendations.

Pick up Transcript Request Packet from the

counseling center. CAREFULLY read and follow

ALL directions.

If college requests, write essay.

See college/trade/technical school representatives

as they visit your school.

Early Decision candidates should have secondary

school report forms and transcript request pack to

the Registrar by September 15.

October

See college/trade technical school representatives as

they visit your school.

Attend Howard County College Fair.

Complete military academy and ROTC scholarship

applications, if desired.

ACT. (*if required by college)

Take SAT I or ACT.

Visit college campuses for interviews and to narrow

down application choices.

November

Take SAT I.

Continue to see college/trade/technical school

representatives.

Fill out applications carefully. Transcript Request

Pack and Secondary School Report forms with a

January 1 deadline must be given to the registrar

prior to Thanksgiving.

December

Start checking scholarship files and note deadlines.

Do this monthly!!

Take SAT I, or SAT II*, or ACT. (*if required by college)

All transcript requests for college with January 15 or

February 1 deadlines should be turned in to the

registrar by December 1.

•

January

Attend Financial Aid workshops in county.

File the FAFSA (Free Application for Federal Student

Aid) and profile (if applicable).

Pay attention to housing deadlines.

For early decision candidates, let the Counseling

Center know of your college acceptances.

Request mid-year reports from your registrar.

March

Pay attention to all housing and other deadlines.

April

Let the Counseling Center know of your college

acceptances.

Reply promptly to schools and/or financial aid offers.

If you need a larger financial aid package make an

appointment or call the Financial Aid Department of

the university/college of your choice.

May: May 1 - Final College Decision Due

Take AP exams.

Request a final transcript to be sent to your chosen

college/university.

•

PREPARING FOR COLLEGE

Decision making

The choice of a college may be simple for one student

who knows precisely where he or she wants to go and

has the qualifications to get there. This student knows

how to make it happen. Another student may find

the process baffling and complicated. Both students

should find this guide helpful.

College decision-making is serious business, but it is

not life's ultimate moment. It is one of a long series

of decisions that will help to define you as you move

toward adulthood. A calm, businesslike approach with

a dash of humor will serve you better than a frenzied,

frantic, doomsday outlook. Actually, this should be

fun! You are doing something positive for yourself,

and you should enjoy it!

Now for a few things about how to make this

important decision:

Know yourself well - your strengths and weaknesses,

your likes and dislikes, your hopes and dreams.

Understand and accept the evidence of your grades

and test scores.

Research your options - the full range of post-

secondary possibilities that may interest you.

Consult the people who can help you evaluate

the situation. These people may include parents,

counselors, teachers, relatives, friends, college

representatives, financial aid experts, etc. Useful

information sometimes comes from unexpected

sources.

Choose where you will apply and attend college.

Every school choice involves both plus and minus

factors. In the end you will choose the available

alternatives that, all things considered, seem to suit

you best.

Remember, as you consider various colleges, that there

is no "best" college. There are only "right" colleges

(often several of them) for the "right" students. Your

task is to discover and choose a college that is "right"

for you. This booklet will help you in your effort.

Good luck!

What Colleges Look for In

Prospective Students

The students play a major role in defining the tone and

atmosphere of a college or university campus. With

that in mind, college admissions officers try to attract

and admit a diverse freshman class filled with students

who are talented, creative and unique.

To decide whether you and a college are a good

match, admissions officers look at a variety of factors.

These factors usually remain constant at most schools

although they may be weighted differently depending

on the selectivity of the school. These factors are listed

below. Keep in mind that your academic record is the

most important factor in the college admission process.

Grades/Grade Point Average - Colleges consider how

well you have done in all courses from grades 9 -12.

More emphasis will be placed on how well you have

done in your academic versus elective courses.

High School Program of Study - Colleges want

to admit students who are academically prepared

to succeed in college. The difficulty and diversity of

the courses (Honors, Gifted and Talented, Advanced

Placement) suggests you are prepared for college.

A lower grade in a demanding course carries more

weight than a higher grade in an easy course. Most

colleges will require that students take at least four

years of English, three years of mathematics, three

years of science, three years of social studies, and two

years of foreign language.

Recommendations - Colleges differ when it comes to

recommendations. Most will require a recommendation

from your guidance counselor. Others will recommend

or require a letter from one or two teachers. It is important

to choose people who know you well and who can

articulate specific details about your academic record

and personal qualities. Choose at least one teacher

from an academic subject.

Class Rank - Colleges want to know how you compare

to other college bound students at your high school.

Colleges will take into consideration the type of high

school you attend and the percentage of students

attending college from your school. Most colleges

prefer to admit students in the top 50% of their high

school class. Selective colleges prefer to admit students

in the top 25% of their high school class.

PREPARING FOR COLLEGE

What Colleges Look for In

Prospective Students, continued

Standardized Test Scores - Most four year colleges

will require students to submit either SAT I or ACT

scores. Selective colleges will require or recommend

2-3 SAT II subject tests. When looking at your SAT I

scores, most colleges will consider the highest math,

verbal and writing scores even if they are from several

different tests. It is to your advantage to take the SAT

I at least two times. Many colleges will accept both

SAT I and ACT scores and consider only the best set

of scores. Most colleges will not accept scores after the

December test date.

Essay/Personal Statement - Most colleges require an

essay as part of their application. Use this opportunity

to tell colleges more about yourself. Let them know

what makes you unique and how you could contribute

to that college.

Extracurricular Activities - Colleges want to know

about all of the activities you are involved in when

you are not in school. Tell them about clubs and

organizations you belong to, volunteer or

community service projects, jobs you have held or

sports you play. Special talents and leadership skills

should be highlighted. Some colleges welcome pictures,

videotapes, and other forms of documentation.

Interviews - Very few colleges use interviews as part of

the admissions process. Some colleges view interviews

as an information exchange rather than a question and

answer period. Schedule interviews carefully requesting

them only if you have specific questions or would like

to explain a particular circumstance or experience.

Other Factors - Some colleges may use other factors

in the admissions process such as the ability to pay or

special needs of the school. It is your job to ask if any

other factors will be taken into consideration.

Choosing a College

Choosing the right school can seem like the most

important decision you'll ever make. After all, your

education will affect the rest of your life. "What if I

make the wrong choice? What if I don't get in? What if

I'm not happy there?" It can be very scary.

Relax! It is important to know that most schools need

you as much as you need them. You are the consumer

in this process and should be looking for the school

that will be the "best fit" for you, the school where you

will feel the most comfortable. Students tend to succeed

where they are happy.

When Do I Start The College Process?

Beginning in the late fall of your junior year, you

should begin to think about some of the characteristics

about the college that are of importance to you.

Questions you might ask yourself include:

What kind of school do I want to attend? A liberal

arts school, a pre-professional school, etc. (See types

of colleges on page 32.)

What size school do I want to attend? Small 500-

1500 students; medium 1500-5000; large 5000+.

Large schools usually offer many majors, extensive

activities, larger classes, and are usually found

in an urban atmosphere. Small schools offer

more personalized attention, usually smaller

classes, fewer majors, fewer total activities, and

more opportunities for participation in student

government, the arts, student activities, and more.

Where do I want to be? Do I want to live at home or

on campus? Close to home or far away? Some people

find being far away too lonely; others enjoy the

freedom.

What location do I want? Urban or rural? Boston

University, New York University or the University

of Chicago, for example, are in the middle of big

cities. For some people, these are the best schools;

for others they are not.

What lifestyle do I want? Does the school offer the

opportunity for participation in an activity you wish

to pursue? At what level is that participation offered?

Activities to consider include, but should not be

limited to, Intramural or Intercollegiate Sports;

Division I, II, or III; student government; Fraternities

and Sororities; The Arts. You need to think about the

education you want in addition to the surrounding

you want when you are not studying.

PREPARING FOR COLLEGE

When Do I Start The College Process? continued

What special programs do I want? This should

include majors you are interested in, activities in

which you are interested and special opportunities

you might wish to pursue.

What academic pace do I want? Most competitive or

less competitive?

What can I financially afford? Maryland public

college fees will run approximately half the cost of

private college fees. Financial aid or scholarships are

possibilities. Don’t automatically rule out a college

because of cost. Sometimes private colleges have

more scholarship money so they may end up being

less expensive than public universities. Attend

financial aid workshops at local high schools to

obtain an overview of opportunities.

To assist you in answering these questions, several

resources are available to you:

Begin to talk to friends, parents, and acquaintances

about colleges. Remember, much of what you hear

will be subjective. Your preferences might be very

different from your friends.

Published Sources. There is an array of materials

available on the college process. These materials can

be found in the library, local bookstores and in the

counseling center. These materials can also be

subjective. See Appendix 2 for a sample of

recommended resources.

Consult the catalogs, brochures, and other materials

in the counseling center.

Computer search programs: i.e. Choices

College representatives that visit your school.

The Internet

SEE YOUR COUNSELOR

After conferences and careful research through

catalogs, books, computerized searches, and possibly

college visits, your counselor can assist you in

developing a tentative list of schools to apply to. The

number of schools will vary from student to student,

but a general rule of thumb is to apply to about four

and not more than six. Your list should include at least

one "long shot" or "reach" school; at least one or more

schools in which you feel you have a 50/50 chance;

and finally at least one very realistic school.

•

Each school has a different set of college admission

criteria. The majority of schools will look at the

student’s GPA, high school courses, letters of

recommendation, SAT/ACT scores and extracurricular

activities. If you have done your homework, you

should be able to narrow down your choices.

Words of Wisdom

Be prepared for one of the busiest times of your life.

The college admissions process can be hectic.

Don't wait for the last minute to make college plans

because the entire college admissions process is a

long one. Many months of planning and research

must take place before the actual application is

submitted. Give yourself plenty of time to make the

"proper" decision. This decision should be based on

your aptitude, needs, and interests. Remember, a

"proper" decision for you may not be the right one

for your friend and vice versa.

Read through applications and instructions

before completing any forms. Retain copies of all

completed forms.

Seek advice from your school counselor. One of the

most knowledgeable people regarding college

admissions is right in your own school. Set up an

appointment for your parents and yourself to meet

with your counselor.

Keep records of everything associated with the

process: test score reports, information from colleges,

and correspondence with colleges.

Be aware of both school and college deadlines and

be sure to file applications well in advance of the

deadlines.

Know your school’s college Entrance Examination

Board Educational Testing Service (CEEB/ETS) code.

•

THE COLLEGE PROCESS

Debunking the Myths

The most expensive and prestigious colleges are the best.

No school is the best for everyone. Some small and/or

public colleges have programs that are as good as or

better than those in more prestigious private colleges

and are less expensive. Students should choose a college/

university based on their aptitude, needs, and interests

and not just on the NAME.

SAT I or ACT scores are the only basis for college

selection.

Most college admissions committees look at a number

of different criteria (grades, test scores, extracurricular

activities, and recommendations) when making

selections. It is important that you try to do your very

best in all the areas.

Don't worry about your senior year grades; your

junior grades will get you admitted.

Mid-year reports of senior grades are requested by

colleges. Senior slump could be fatal. Remember, a

final transcript is mailed to the college you will attend.

Straight-A students are always accepted.

Usually, the better the grades, the greater the number

of options, but don't assume that a straight-A record is

an automatic ticket of admission to a highly selective

college. Top colleges have more valedictorians and

straight-A students applying than they have spaces in

their freshman classes. Apply to a range of schools.

A student whose parents make average to above-

average salaries should not apply for financial aid.

The possibilities for financial aid will vary according to

the college that a student chooses to attend. A student

could very well receive financial aid at a high-priced

college and be denied aid at a less costly one.

It pays to get into the toughest college you can.

Resist the pressure of prestige if you think you'll end

up struggling to survive. Attend a college where you

will be successful.

Advice for Students with Disabilities

Talk with your counselor. It is important to determine

the level of support services you will need in college

- minimal support services or an extensive program.

Your counselor also will assist with the process of

assessing and determining a college's ability to meet

your identified needs and how and with whom to

initiate a dialogue about accommodations.

Special editions of the SAT I and special exam

arrangements are available for students with

documented chronic illnesses or visual, hearing,

•

physical, or learning disabilities. Students also are

permitted to use certain aids. An extended testing

time is given on regularly scheduled testing dates

throughout the year. Ask your counselor for

information.

Contact the disabled student services office or the

academic advising office of each college you are

considering. Learn about the kinds of services and

support that are available for students with

disabilities, the number of students being served,

and the admission requirements for the programs.

Visit the colleges you are considering.

Know and be able to articulate your strengths

and weaknesses. Let the college know what

compensating techniques work best for you and

what accommodations you may need.

Housing issues may be a problem. Educate the

resident assistant on your hall. Talk to your

roommate so that you are both comfortable about

any accommodations you may need. Inform your

resident assistant if there are roommate concerns.

Strategies for Success

Identify your needs and any services and/or

accommodations you will need to enhance your

ability to learn, live, manage health care and

independence needs, participate in activities, and

access resources on and off campus.

Set realistic goals and priorities for course work.

Keep only one calendar with all relevant dates and

assignments, and be sure to keep appointments and

deadlines.

Use a tape recorder during lectures. Selectively tape

record key points using the "pause" switch.

Listen to the tape as soon after class as possible to

refresh your memory, then reorganize your notes.

Make note of any questions you might have so that

they can be answered before the next exam.

Sit toward the front of the classroom to maximize

your eye contact and to reduce distraction.

Estimate how long a given class assignment will

take, generally planning on two hours outside of

class for every hour in class. Build in study breaks;

fatigue is a big time-waster.

If you are having trouble, seek help early in the

semester.

Plan for the transition of health care services to a

provider at the college location if needed.

See planning guide in Appendix 4.

•

THE COLLEGE PROCESS

College Entrance Tests

Most colleges require applicants to take college

entrance tests. The results are used by most colleges

to determine whether the student has the academic

aptitude and educational background necessary for

success in college and/or placing students in the

appropriate courses. Since colleges vary in their

test requirements, the applicant must check each

college catalog for specific information. The company

that provides college entrance testing, such as the

SAT I, SAT II, TOEFL, etc. is The College Entrance

Examination Board (C.E.E.B.)

Name of High School

School Code: ________________

PSAT/NMSQT - Preliminary Scholastic Aptitude

Text/National Merit Qualifying Test

(C.E.E.B. Test Program)

A shortened version of the SAT offered in October

for high school sophomore and juniors. The PSAT is

given at each high school. The scores may be helpful

in college admission planning, as an indicator of

SAT scores, and as a test practice. PSATs taken in

the 11th grade qualify students for the National

Merit Scholarship Program and/or the National

Achievement Scholarship Program for Outstanding

African American Students.

SAT I (C.E.E.B. Test Program)

A three-hour test measuring verbal and mathematical

reasoning and writing ability as it develops over

time. Most colleges require either SAT or ACT.

in the student services office or online at www.

collegeboard.com. The test is held almost every

month at various high schools. Check the

registration bulletin for dates the SAT will be

offered. It is advisable for the student to save his/

her collegeboard student code and password. It

can later be used to access scores on line at www.

collegeboard.com.

SAT II - Subject Area (C.E.E.B. Test Program)

One-hour tests measuring knowledge and ability

to apply that knowledge in specific subject areas.

Three tests may be taken on one test date. It is

recommended that you take the SAT II test at the

conclusion of the year that you take the corresponding

class. You cannot take the SAT I and the SAT II

tests on the same day. Some competitive four-year

colleges require three achievement tests. Register by

mail using materials available in the student services

office or online at www.collegeboard.com. The test

is offered at local high schools.

ACT - American College Testing Program

(A.C.T. Test Program)

A four-year college admission test. Four 34-50

minute tests in academic areas of English usage,

mathematics usage, social science reasoning, and

natural sciences reasoning. Most colleges will accept

the ACT or the SAT. Register by mail using materials

available in the student services office or online at

www.act.org. The test is offered at local community

colleges.

AP - Advanced Placement Test (CEEB Test Program)

The AP program is sponsored by the College Board

and offers high school students a chance to do

college-level work in a variety of academic subjects.

AP exams, which students may take either at the

end of AP courses, or on their own, enable students

to receive college credit or more advanced course

placement. These exams are scored on a 1-5 scale,

with 5 at the top mark. Most colleges award credit

for scores of 3 or better. Registration is conducted

through your school's testing coordinators. Check

out www.collegeboard.com for specific college

information, accessing scores, and to forward

scores to the college of your choice. Receive specific

registration information from the Student Services

Office.

TOEFL - Test of/English as a Foreign Language

The TOEFL is designed for students for whom

English is not a native language and whose scores

on the SAT would obviously be affected by the

language difference. Register by mail using the

materials available in the Student Services office or

online at www.collegeboard.com. The test is held at

various high schools and local colleges.

COLLEGE ENTRANCE TESTS

Helpful Reminders for the College Entrance

Examination Process

Find which tests are required by colleges where you

may apply. Allow at least two test dates for the SAT

and/or ACT, one in the spring of your junior year and

one in the fall of your senior year.

Pick up test registration materials in the counseling

center. You may also choose to register online at

www.collegeboard.com or www.act.org

Read the application and follow directions carefully.

Mail the applications WELL BEFORE the deadlines.

Remember, you may NOT take the SAT I and SAT

II on the same date. Plan to mail your applications

EARLY or you may find yourself redirected to an

alternate testing center.

Prepare yourself for the format of the test.

Study sample test questions in the bulletin, which

accompanies the application. This will give you an

idea of the test format. Study guides are also available

in bookstores and libraries.

On test day have a good breakfast and BE 10 MINUTES

EARLY!

For the SATs be sure to follow all directions carefully.

Answer all questions you are REALLY sure of first;

then go back and see if you can answer the others.

Your score is the number of right answers MINUS a

fraction of those answered incorrectly.

For ACTs be sure to follow all directions carefully.

Answer all questions you are REALLY sure of first;

then go back and see if you can answer the others.

Your score is the number of right answers MINUS a

fraction of those answered incorrectly. There are no

penalties for unanswered questions.

For both tests BUDGET YOUR TIME carefully. Work

as rapidly as possible. Don't panic! If your mind goes

blank, move to the next question. Go back and review

if you have time, but DON'T change answers unless

you are sure.

Be sure to order score reports from the College Board

for each college to which you apply.

It is not Recommended that you take the SAT more than

three times.

How to Market Yourself

The best way to select a campus is to see it for yourself.

One visit may tell you more than all other sources

combined. The junior year is an excellent time for

students and parents to tour college campuses. It

is most helpful to have a guided tour, meet with

admission and financial aid officers and sit in on classes.

If you are unable to visit a school, call and request an

interview with a local college alumnus/ae.

The college interview can be an important factor in the

college admission process. Although an interview is often

optional, this experience will enable the admission

staff to see you as a person, not just an applicant. The

interviewer often becomes the student's advocate during

the admission decision-making process. Since many

larger universities give only group interviews on campus,

arrange for local alumni/ae interviews. These interviews

can be of equal importance. Remember, it is easier to

reject an application than to turn down a person!

Here are some hints to make your interviewing

experience pleasant and to decrease your anxiety.

Write or call for an appointment well in advance.

Never fail to keep an appointment. Be sure to call

regarding any cancellations.

If you interview at a school before you submit your

application or before the school has received your

application, you should take a copy of your transcript.

COLLEGE ENTRANCE TESTS

Tips for College Visits

ALWAYS CALL AHEAD to schedule a campus visit.

It is best to schedule your visit at least three weeks in

advance. The admissions office can then arrange for a

tour, an interview with an admissions officer, and any

other activities you request. Be sure to get directions to

the campus and information on parking, area, hotel, etc.

The best time to schedule a campus visit is during the

week so that you can observe the campus on a typical

day. Most colleges do offer campus tours on Saturdays.

Consider spending the night with a campus host. Many

colleges offer overnight visits with current students.

If possible, talk with a current student or recent

graduate prior to your visit. They can help you make a

list of things to do and people to talk to.

Dress comfortably. Most colleges offer a walking tour

of the campus.

After a guided tour, be sure to explore the campus on

your own. Tour guides will only show you the best

parts of campus.

Have a prepared list of questions to ask both the

admissions officer and the tour guide.

Make it a point to talk with students. They will give

you very honest information about what the school is

really like.

While on campus, get a copy of the school newspaper.

This will give you a good overview of what is important

to the student body. Be sure to read campus bulletin

boards. Boards will give you an idea of what events

are popular on campus.

Make arrangements to talk with a member of the

faculty in your area of interest. Better yet, observe a

class. This will give you first-hand information about

the quality of academic program.

Be sure to visit the campus library and computer

facilities. Will they meet your needs?

Visit the Financial Aid Office to inquire about scholarships

and other financial aid opportunities. Many colleges

do not advertise merit and departmental scholarships.

Have a meal in the campus dining hall. You will get a

chance to sample the food and socialize with students.

When your visit is over, write down your impressions

of the school while they are fresh in your mind. See

Appendix 3 for sample chart.

Send a thank-you note to the admissions office following

your visit. It will go in your file and let those deciding

if you are admitted know that you took the time to

investigate the college thoroughly.

The Interview Process

Learn as much as possible about the college before

your visit. Be prepared to both ask and answer

questions.

Give some advance thought to the things you want

to look for and ask about. Having a list of questions

is acceptable.

Go alone rather than with a group of friends. A

parent might join you for the campus visit; however,

you should attend the interview alone. Parents

could request to speak with a financial aid officer

while you are attending your interview.

Arrive a few minutes early.

Be yourself at all times…be honest, sincere, interested.

Dress neatly, but do not overdress.

Speak confidently and naturally. Avoid stuttering and

make every effort not to use a lot of slang terms or

too many “ums”, “ahs”, and “likes” when speaking.

Look at the interviewer when you are speaking.

Try to be as outgoing as you can. Be prepared to talk

about yourself and your interests. Interviewers

are interested in what sets you apart from other

applicants.

Know your background and experience. Be prepared

to present it in an orderly manner. An opening

question may be “Tell me about yourself.”

Be prepared to tell why you have chosen this

particular college and what you expect to get out

of four years there.

Be sure to write down the interviewer’s name and

write a thank-you note.

Complete a college comparison worksheet.

(See Appendix 3)

Provide your interviewer with complete responses.

Don’t say that you don’t enjoy reading or that you

read very little. You will be doing extensive reading

in college. Get used to it in high school! As a high

school junior or senior, you should be reading

newspapers and magazines, for example The

Washington Post, Newsweek or Time.

10.

11.

12.

13.

14.

COLLEGE VISITS

Interviewing Preparation

Skills I have to offer:

1. _____________________________________________________________________________________________________

2. _____________________________________________________________________________________________________

3. _____________________________________________________________________________________________________

4. _____________________________________________________________________________________________________

Personal qualities about myself that would be an asset to this college/university:

1. _____________________________________________________________________________________________________

2. _____________________________________________________________________________________________________

3. _____________________________________________________________________________________________________

4. _____________________________________________________________________________________________________

Information I have gathered about the school:

Location: _______________________________________________________________________________________________

Size of student body: ____________________________________________________________________________________

Majors offered: __________________________________________________________________________________________

Extracurriculars I am interested in: _______________________________________________________________________

Questions I want to ask during the interview:

1. _____________________________________________________________________________________________________

2. _____________________________________________________________________________________________________

3. _____________________________________________________________________________________________________

4. _____________________________________________________________________________________________________

Responses to questions I might be asked:

1. My long-range career goals. ____________________________________________________________________________

2. Why I want to attend this school: _______________________________________________________________________

3. My strengths: _________________________________________________________________________________________

4. My weaknesses: _______________________________________________________________________________________

5. Why I’m interested in/qualified for this school: ___________________________________________________________

COLLEGE VISITS

When you Interview

Do go prepared! You need to think about your strengths

and accomplishments. Study the colleges to which you

are applying. “Lack of preparation” is the number one

complaint of college admission counselors. Connect

yourself to the college here just as you did, or are

about to do with your application and essay. Be prepared

to intelligently discuss why you are serious about the

college. Always state multiple reasons for wanting to

attend: you want to become a foreign-service officer and

this college has a strong international relations major;

you play men’s lacrosse and you’re aware that this college

has a dynamic team. These are valid and appropriate

reasons for wanting to attend. A college interview is

not the time for frivolity. It is inappropriate to make

statements such as, “I hear you have more women

than men, and I wouldn’t mind improving the ratio.”

Your may want to take an unofficial copy of your

transcript, unless you have already applied, and your

records are at the college. Do not present the document

unless the interviewer asks for it.

Do set yourself an interview strategy; there will be

some things you will want to know about the school

and some things you will want the school to know about

you. The strategy that you adopt should be consistent

with the rest of your application.

Don’t sit until you are directed to do so, and don’t

move any furniture. Keep your hands away from your

face and your fingers out of your mouth.

Don’t slouch in you chair, and don’t fidget with your

hair. If you don’t know what to do with your hands,

keep them folded in you lap. It’s okay to cross your

legs at the ankles or the knees, but make sure you are

sitting erect when you do so.

Do take your lead from your interviewer who might open

the session with any number of questions, including

some that are rather audacious. Some question might

be; “Tell me about yourself!” “Why do you want to go

to college?” “What do you expect to be doing 10 years

from now?” “Let’s hear about your most valuable

experience?” “What do you think about…(a current

issue)?” “What are your strengths? Weaknesses?”

“How would your friends describe you?”

Do try to be as concise as possible when the interviewer

is simply trying to clarify a point. The dialogue should

flow naturally. The best interviews are really just

conversations.

Do open up, pose questions and do a fair amount of

talking. (You should carry about half the conversation).

With certain schools, there can be a tendency for the

host to talk a lot, recruiting more than interviewing.

If you find that you interviewer is doing most of the

talking, redirect the conversation.

Don’t knock your high school. Try to be positive!

Don’t judge a college by the interviewer. Keep an

open mind.

Sample Questions to Ask at the College Visit

Try to visit the college while it is in session so that you

will be able to talk not only with the admissions officer,

but also with the students who attend the college.

Here are some sample questions you might ask an

admissions officer. Please do not ask questions that

can be found in the school’s literature or website.

What is the composition of your student body

(ethnicity, geography, etc.)?

What percentage of the classes are taught by

graduate assistants?

What is the percentage of graduates who are

employed immediately after graduation or who are

accepted into graduate school?

What financial aid/scholarships are available?

How do I apply for them?

What percentage of the freshman class complete

their degrees?

What is your current enrollment? What is the

faculty/student ratio?

What is the major consideration on the part of

the college for admission? Test scores? Grade

point

averages? Extracurricular activities?

Recommendations?

Does financial need impact the admission decision?

If I am awarded financial aid, will that amount and

type of aid be guaranteed for the duration of my

college experience at the college?

What intercollegiate sports are offered? Are

athletic scholarships offered?

What percentage of students are receiving either

full or partial scholarships? What are the types of

loans available through your institution and what

are the requirements?

What are my chances of admission to your school?

10.

11.

12.

Suggestions For Filling Out College

Applications

The appearance of your application, as well as

content will influence the Admissions Committee.

Allow yourself sufficient time to fill out the

application form. A “rush job” results in careless

errors. Work at home, alone in a quiet place where

you can give the job the consideration it deserves.

Many colleges have applications on their web

site, which can be completed online or printed to

be hand written. Your application does not have to

be typed if you choose the paper method. Neatly

written is sometimes better. Additionally, some

colleges also give you the option to apply using

the Common Application. When applying online,

print the Secondary School Report and Teacher

Recommendation forms and bring them to your

counselor to be mailed with your transcript directly

to the college admissions office.

Read directions carefully; follow them accurately. If

an essay is required and is supposed to be 500 words

or less, DO NOT submit an essay with 1,000 words.

Read all question carefully. Answer them accurately.

Most colleges will assign a student identification

number to be utilized by the student during the

application process.

Write all answers to essay questions on scrap paper

first. It is a good idea to start working on essays the

summer prior to senior year. Ask your English

teacher to critique this before writing it on the

application form.

Emphasize what you have learned: e.g. provide more

than a narration when recounting an experience.

Make your answers truthful, specific, and concise.

Avoid spelling errors; use a dictionary. Avoid

grammatical errors.

Make copies of your application and essay, just in case.

If an application fee is required, enclose a check or

money order with your application.

If a photo is required, paste or staple it to the form

in the space provided. An expensive portrait is not

necessary.

Send your SAT scores directly from collegeboard to

the colleges to which you are applying.

Be sure to follow all instructions on the cover of the

Transcript Request Packet that can be found in the

Student Services Office at your school.

Pick up transcript envelope and mail with

application to the college admissions office.

10.

11.

12.

13.

14.

15.

Sample Essays and Personal Statements

Many students applying to college will have to write

an essay to include with their formal application. If

you are in this situation you may feel very intimidated

or nervous about writing an essay that may impact

where you will attend school. It is perfectly normal to

feel this way, however, an explanation of why they are

requesting this may ease your mind a bit. The school is

requiring this essay for several reasons.

An essay adds a personal dimension to your

application.

It gives you an opportunity to express your ideas

and opinions.

It encourages you to highlight your most significant

interests, commitments, and achievements.

It allows you to explain events or circumstances that

have affected your school record (good or bad).

It represents a sample of your technical writing

ability and your ability to show critical and abstract

thinking.

Some schools may also ask for an actual assignment

that you wrote in your English class. This is so the

college can see what is being asked of you from

your teacher compared to what other teachers across

the country are asking of their students.

As you begin to respond to these questions, you may

want to contact your counselor or English teacher for

some help. The counselor can assist you with your

essay by:

Helping you understand what the college hopes to

gain from your essay.

Helping you interpret the topic to allow you to

speak clearly and honestly through your essay.

Giving you feedback on the topic, structure of your

work, and clarity of content.

It is not the counselor’s role to edit your work!!

•

COLLEGE APPLICATIONS

Sample Essays and Personal Statements

continued

There are several types of original writing samples

that a college could ask for: personal statement, free

response to a question, book review, or critical analysis

of a quotation or character. The two most common

samples are the personal statements and free response

essays. Following are some samples of questions taken

from actual college applications.

Some examples of personal statement essays are:

How would you describe yourself as a human

being? What quality do you like best in yourself and

what do you like the least? What quality would you

most like to see flourish and what would you like to

see whither?

What are your intellectual strengths and interests?

What personal or academic experiences have been

particularly significant or rewarding to you (i.e.

project, teacher, course, trip)?

Discuss an issue or opinion about which you feel

very strongly (i.e. a political or moral issue, a

personal relationship, a work of art or literature, a

school or government policy).

Write your own letter of recommendation, evaluating

your strengths and weaknesses. What makes you

different from other applications, and what value is

there in that difference?

Some examples of free response essays are:

What extracurricular activity is most important to

you and why?

If you could spend time with any historical figure,

who would it be and what would you discuss?

If you were applying to college 100 years from now,

what do you think would be the prevailing social or

moral issue facing young adults?

Why, in particular, do you want to attend this college?

What does the admission committee need to know

about you that has not been addressed elsewhere in

this application?

You are a college admission dean. Write the

essay you would most like to have answered by

applicants to your institution, and answer it.

Good writing can address any idea. Write an essay on

any topic you like.

•

When You Write Your Essay

Do write lean! A cardinal rule promulgated by former

Cornell University professor William Strunk, JR., is for

the writer to omit needless words. Strunk, with noted

author E.B. White, wrote The Elements of Style, a concise

and practical “carry along” handbook on the art of

writing. The two gentlemen maintain that “vigorous

writing is concise.” They also say: “A sentence

should contain no unnecessary words, a paragraph

no unnecessary sentences for the same reason that

a drawing should have no unnecessary lines and a

machine no unnecessary parts.” Each time you use

the passive voice, you add words to a sentence. “Bob

struck Bill” is sixty-five percent leaner than “Bill was

struck by Bob.” The simple sentence in itself is active,

moving from subject through verb to object.

Start early. Leave plenty of time to revise, reword, and

rewrite. You can improve on your presentation.

Read the directions carefully. You will want to answer

the questions as directly as possible, and you’ll want to

follow word limits exactly. Express yourself as briefly

and clearly as you can.

Tell the truth about yourself. The admission committee

is anonymous to you; you are completely unknown

to it. Even if you run into a committee member in the

future, he will have no way of connecting your essay

(out of the thousands he has to read) to you.

Focus on an aspect of yourself that will show your best

side. You might have overcome some adversity, worked

through a difficult project, or profited from a specific

incident. A narrow focus is more interesting than a

broad-based generalization.

Consider using the three common application for

topics as early practice possibilities:

Evaluate a significant experience or achievement

that has special meaning to you.

Discuss some issue of personal, local, or national

concern and its importance to you.

Indicate a person who has had a significant

influence on you, and describe that influence.

Feel comfortable expressing anxieties. Everybody has

them, and it’s good to know that an applicant can see

them and face them.

Speak positively. Negativity tends to turn people off.

COLLEGE ESSAYS

When You Write Your Essay

continued

Write about your greatest assets and achievements.

You should be proud of them.

Avoid repeating information given elsewhere on your

application. The committee has already seen it and it

looks as though you have nothing better to say.

Avoid writing on general, impersonal topics like

the nuclear arms race or the importance of good

management in business. The college wants to know

about you.

Avoid sacrificing the essay to excuse your

shortcomings unless you intend it to be a natural

and integral part of your topic. If it’s a question of

underachievement, you should find a spot somewhere

else in the application (or use a separate sheet of

paper) to explain why you had not been working to

your ability.

Avoid using clichés.

Avoid going to extremes. Don’t be too witty, too

opinionated, or too “intellectual.”

Remember:

The personal statement is yours. If it looks like

Madison Avenue, the admissions committee will

probably assume that it is your mother’s or your

father’s or their secretaries’.

A “gimmick” essay rarely goes anywhere. The committee

is amused, but unimpressed with your candidacy.

Write a serious essay, from the bottom of your heart, in

the most mature manner possible.

Approach an English teacher (with whom you are

currently studying or had last year), to help you edit

your work. They are more than willing to assist.

Sample Essay - Personal Statement

In the space provided, please tell us about an activity that

has been of special importance to you.

I poise myself, ready to spring into action. As I look

out across the playing field and see my team waiting

for me to act, I push the noise of the crowd out of my

mind. Raising my arms into the air, I count off. And

as I lower them, my team reacts by moving about the

field. I never have to worry that there’s only a minute

left and we’re down by three. For, you see, it’s half

time and I’m the Drum Major of the Medford High

School Marching Band.

Rising from sophomore clarinetist to Drum Major, for

the past two years I have been responsible for organizing,

arranging, and of course, conducting the band. It is

at games and competitions that I realize that all of

the time and energy expended has been worthwhile.

When I perform I fear falling off the podium, slipping

in the mud, or generally looking silly. Nevertheless,

I still pour forth enthusiasm, as if each performance

is the performance of a lifetime. I guess you might

say that I have not just become a band leader, but an

entertainer as well. The crowd and the band become

spirited, and we have a good time. Quite frankly, I love

hearing the applause for the band’s presentation, and

for my own personal performance. My work as Drum

Major here at Medford has enhanced my leadership

and human relations skills. It has also provided me

with a greater sense of confidence, self-esteem, and

accomplishment.

COLLEGE ESSAYS

Sample Essay

For the first time, Mr. Ulrich couldn’t. The cancer had gotten worse. “I can’t,” he said. “I can’t show you.” He never

told me until that morning that he had lost so much feeling in his chin and neck that he was no longer able to hold

a violin to play. Doctors had informed him that he would never again get that feeling and strength back; that it

was doubtful that he would ever be able to play again. His life was falling apart. A recent operation, which caused

a long-term absence, forced him to step down as orchestra director of three schools. His loss of energy and his

constant fatigue left him no choice but to discontinue private lessons for many of his students. Mr. Ulrich began to

lose contact with the outside world; he became isolated in a time when he needed people the most. Because he lived

alone and because all of his close relatives were deceased, his students were his only family. After all the years, it

was hard to believe that this was the last lesson he would ever teach. It was hard to believe Mr. Ulrich was giving up

teaching music.

After I split the chin-rest during the first lesson, Mr. Ulrich told me a story of his first student. He too broke his

chin-rest during his first lesson. This student went onto great things – he went to Peabody and toured Europe with

a premier orchestra. And then, he told me something that I would never forget. He told me that I had more talent

and more potential than that first student did. I often dreamt and believed that I would someday become that first

student, making Mr. Ulrich proud as I stood tall on the concert stage.

A week after my audition, I was informed that I had been selected to be an alternate for the All-State Orchestra. I

was disappointed and disheartened. Later in the afternoon, I cried. That night, Mr. Ulrich called, already knowing

the results. He had a story to tell me.

He talked of another student; one that he had met, it seemed, just yesterday. It was a student that, in ninth grade

was unable to take strings because of a schedule conflict. This student foresaw that the problem would not go away

next year, but he wanted to make sure that strings would never be left off his schedule, even though, in ninth grade,

he still attended all the after-school rehearsals and went in during lunch to play with other freshman who needed

help. But this student pushed for a 6:15 before school class. Enrollment grew and in the two years the school had its

largest orchestra ever. This student had also founded a chamber music group, which played at several community

functions, art exhibitions and school activities. But most of all, this student was a friend – always there to talk,

always there for support. He said that the student was now his only connection to the outside world; that he always

looked forward to the daily conversations with him. Now, it was the student who breathed life into him, for he was

his only family and his only friend. This was, he said, the last student he ever had.

In my high school years, I have accomplished many things. But also, I have grown. The most meaningful activities

and experiences have not necessarily been the ones that have drawn the most attention or awards, but the ones that

have built my character, opened my eyes and my heart.

I will always remember the last lesson. When Mr. Ulrich told me that he could not play his violin, that he had given

it away, and that he would never be able to play again, it ended. It did not end with a grade trill or a majestic ring. It

ended, like it began, with a tear.

COLLEGE ESSAYS

Sample Essay

In reviewing my high school years, I feel pride about my progress in academics, my warm friendships, my

relationships with my family, and my efforts in sports. My accomplishments have not come automatically, but have

often required effort, persistence, and self-confidence. In thinking about the many experiences that have shaped this

time in my life, I realize that the training, effort, and experiences of my job, above other experiences, have helped me

to grow in many important ways.

The life guarding job I got when I was in the tenth grade took an activity that I enjoyed and then helped me to build

self-confidence, and taught me dedication, not only on the job but in school as well. Since I was four, swimming was

an important part of my life, complementing my academic work in many ways. The winter of my sophomore year

in high school, I decided to try out for a position as a lifeguard in our community system, which has high standards

and requirements. I remember the first night of lifeguard training; I was excited and nervous and didn’t know what

to expect. That night, my whole perception of myself changed. The instructor talked about the complexity of the

job, hard work, and a great responsibility. It takes strength, stamina, and dedication; if a lifeguard makes a mistake,

somebody’s life may be at risk. As I continued the class, I worked hard, struggling to do my best despite increasing

demands in academics. I was in four gifted and talented classes, and involved in four major extra curricular activities.

However, despite the hard work, I enjoyed the life guarding classes and refused to give up. By the end of the course,

there was a battery of written and in-water tests. I worked every day after school to practice for these tests. When I

passed, I applied and was hired by the local community aquatics association.

The first summer of life guarding, I was fifteen. When I sat on the stand for the first time, the responsibility and

the power I was given frightened me. I will never forget the first rescue I performed. I can still picture in my mind

the overcast sky, the humidity in the air, the lap swimmer, and the two small boys playing in the water. When the

nine year old boy jumped off the diving board and began to cry for help, I don’t remember jumping off the stand or

performing the rescue. All I remember is pulling him out of the water. That rescue taught me how a physical skill

empowers an individual and provides strength of mind. The sense of security and pride I gained from that incident

has stayed with me, because I learned that I could successfully master a demanding job.

After working for two years, at times I am in charge of the entire facility, the staff, and the safety of the people

swimming. In all this time, I have only used my life guarding skills five times. Although these five incidents lasted

only minutes each, the self-confidence I have gained enhances other efforts in my life.

From the time I began life guarding, I have found an interesting connection between life guarding and other areas

of my life. I find myself approaching other issues, such as academics and friendships the same way I do my job.

No matter how challenging they become, I stick through and refuse to give up. The confidence I have gained in

these experiences sticks with me; I have more confidence in myself and a strong sense of dedication toward each

important challenge I face with life guarding.

COLLEGE ESSAYS

Sample Essay

I had been sixteen for barely a month, my driver’s license still hot off the press. The glossy, shiny card was comfortably

stiff and added new definition to my wallet, which now proudly protruded from my back pocket. Classes were only

over less than a week, and already the school year’s rigorous regimen was becoming a foggy memory. I was driving

with two friends to a rehearsal of our band’s new drummer; the directions were scribbled on a crinkled Safeway

receipt in Greg’s hand. We passed an aging, weathered church and a housing development that featured a large,

white-washed wagon wheel at its entrance. I was concentrating intensely on the twists and turns of the black asphalt

when I was startled by navigator Greg’s sheepish announcement that the turn was probably a couple of blocks back.

The road, unfamiliar and empty, suddenly loomed before me like a highway to infinity. I began to sweat – where

could I turn around? “Just make a U-turn,” said James.

We ended up in someone’s front lawn on the other side of the road facing the wrong way. Instruments, amplifiers,

and shards of glass were strewn about in jumbled disarray. The Mack truck had been pushing sixty when it smashed

into us. The terror of that moment resounds within me still. I sat motionless, gripping the steering wheel, thoughts

chaotically careening my brain.

I didn’t feel injured, but why wasn’t I moving? Why weren’t Greg and James saying anything? Were they hurt? Were

they dead? I unbuckled my safety belt and shakily forced the question from my mouth: “ Is everyone ok?” I felt a

surge of relief at the two mumbled affirmatives I received in response.

Am I ok? I thought that night, and the next and the next. How can I be the same person after this? Much later came

the realization of how important it was for me not to remain the same.

I have never been careless. Before the crash I was not speeding, nor was the radio playing. Nonetheless, in those few

moments, my self-confidence was blasted to smithereens; my inexperience and wrongdoing did little to reestablish

my confidence.

In order to feel okay again, I had to find a way to integrate this experience into the old me. I found that I had

the ability to turn an ostensibly negative experience into a positive one. The accident made me consider my own

mortality in unsettlingly real terms, and although the eventual certainty of death is an unpleasant truth to face,

confronting it motivated me toward change.

It was weeks before I was able to return to the driver’s seat unaccompanied by an adult, and months before I was

at all comfortable there. Later that summer, demands of the job at my new mentorship were dwarfed by the more

immediate task of making the deceptively simple 15-minute drive to the Applied Physics Lab. Gradually, the drive

became easier, just another part of my daily routine. My confidence level returned once again. I began to evaluate

the pros and cons of new situations more clearly and I learned to take calculated risks.

Now, over a year later, I navigate with ease on I-95 and drive through Baltimore’s convoluted web of one-way

streets to my new internship. I even enjoy the commute. I see my new job and responsibilities as part of natural

progression that I have orchestrated since that split second when I was forced to confront the brevity of human life.

My mom is an elementary school guidance counselor, and as a result, our home is full of posters, pamphlets, and

games to help kids develop positive attitudes. On one poster, a smiling raccoon urges the reader, “When life offers

you lemons – make lemonade!” Cute advice, I thought, for little kids but actually, it has proven to be valuable advice

for me as well. Personal growth is an essential, ongoing process. Leaving the security of my job at the APL for an

intimidating internship at a software engineering company was difficult, but the risk has paid off, and my experiences

in Baltimore have been unique, exciting and educational. I approach obstacles with creativity and determination,

and I am looking forward to the new challenges ahead.

COLLEGE ESSAYS

COLLEGE DECISION

Notification of the College’s Decision

Each college to which you apply will send you a

letter indicating that you have been accepted, denied

admission, or placed on the waiting list.

For early decision candidates, notification will usually

come in mid-December, putting a welcome end to the

application process for those who are accepted. For

students who apply to schools using rolling admission,

decisions may be made within a few weeks. For many

students, the day of reckoning may be April 15.

Some of you, after you have heard from your colleges,

must face a new, often difficult, decision. If more

than one college has invited you to join them, you

must decide which one is best for you. Many factors,

frequently including financial aid offers, may influence

your choice. Be sure to advise your counselor of your

final decision so final grades may be mailed to the

college you have chosen.

Early Decision: Acceptance/Denial/Deferral

If you are accepted under early decision, you should

withdraw any applications that might have been filed

at other colleges. If you are not accepted under early

decision, you will usually be reconsidered for admission

later in the school year. You should continue to look at

other colleges. Once you determine that a college that

has offered you admission is no longer a school you

will attend, notify that college of your decision.

Acceptance

Most schools will give you several weeks to decide

among the colleges to which you have been accepted.

Observe all deadlines for notifying the college of your

decision. Most acceptances are contingent on satisfactory

completion of senior course work. Be aware that

acceptances have been rescinded because of failure

to maintain college standards in the second semester.

Notify the schools that have accepted you to let them

know that you will not be attending that school.

Denial of Admission

If you are denied admission by all the schools to which

you applied, consult with your counselor. Pursue less

competitive or less well-known colleges, or possibly

community or other colleges with open admission

policies. Please do not become discouraged or give up.

There are many excellent schools ready to meet your

educational plans.

Waiting List

Find out what waiting list status means at the particular

school concerned. Consult with your counselor about

appropriate additional information that may influence

your status on the waiting list. Don't pin all your

hopes on acceptance if you are on the waiting list at

the school. Hold your place at a school where you

have been accepted to safeguard your placement.

When it comes time for the final decision, go with your

instincts. In the end, the best choice is probably the

college where you will feel most comfortable. Whatever

your choice, you have the satisfaction of knowing that

you have made it as wisely and as well as you could.

We wish you every success in your college career!

Financial Aid, Scholarships, and Awards

All seniors who are pursuing postsecondary education,

whether college or private career school, should

consider applying for financial aid. Talk with a financial

aid officer at each college to which you are applying.

Their expertise is free. Money for college is available

regardless of academic, social, or financial background.

There are many sources of financial aid - cooperative

education, merit-based, special interest and community

scholarships, athletic, fine arts, other race grants and

minority scholarships, Academic Common Market,

and many others.

Grants are awards of money that you do not have to

pay back.

Work-Study gives you the chance to work and earn

the money you need.

Loans are borrowed money that you must repay

with interest.

Use the Counseling Center Sources. The center

maintains information and offers assistance in finding

sources of financial aid through a variety of sources.

Awards are based on your individual academic and

interest profiles.

You can access Howard County's website for financial aid

and scholarship information at www.hcpss.org. Click on link

to scholarship database.

The United States Government is the single largest source

of student financial aid for all permanent residents.

If one source of aid is denied, try another source. Keep

trying and pay attention to deadlines. Remember that

successful people share the quality of persistence.

•

Maryland State Scholarship Programs

Maryland residency is required for scholarships

from the state of Maryland. Ten percent of the funds

can be used in reciprocating states and the nation's

capital - Connecticut, Delaware, District of Columbia,

Massachusetts, Pennsylvania, Rhode Island, and Vermont.

For majors not offered in-state, such as forestry,

Maryland state scholarships may be used at other state

universities sponsoring that program of studies.

Distinguished Scholar Program for Academic

Achievement - $3,000 per year for Maryland high

school students who are nominated by their high

school. Juniors with a GPA of 3.7 or higher (based on

freshman, sophomore, and junior years) are eligible

through guidance department nomination. You must

take the SAT, ACT, or PSAT no later than January of

your junior year.

Distinguished Scholar Program for Talent in the Arts

- $3,000 per year for Maryland high school students

nominated by their high schools and demonstrating

talent in art, music, dance, or theater. Nominations and

auditions take place in the spring of the junior year.

Guaranteed Access (GA) Grant - The Guaranteed

Access grant (GA grant) provides assistance for

students whose family income qualifies and have a

2.5 GPA. The GA grant will pay all educational costs

if you attend a state college or university. Applications

are due March 1, and the maximum award is $8,400.

Educational Assistance (EA) Grant - The Educational

Assistance grant (EA grant) is for students whose

parents can help them pay for some of their college

cost but not all. EA grants also are based on family

need - the difference between how much it costs to go

to college and how much your family can afford to

pay. Awards range from $200 to $3,000 per year, and

may be renewed up to four years.

Senatorial Scholarship - Awards and the amount of

the awards are determined by the delegate. A minimum

of $200 - $2,000. Contact your senator's office for an

application.

Delegates Scholarship - Awards and the amount of the

awards are determined by the delegate. A minimum

of $200 for full- or part-time study is awarded. Contact

your delegate's office for an application.

Tolber Awards - $200 - $1,500 per year. These awards

are for students attending private career schools (state

approved). To be eligible, students must be nominated

by their school's guidance department.

Distinguished Scholar Teacher Education - Provides

an additional $3,000 for Distinguished Scholar Award

recipients who would like to become teachers. You

must agree to teach full-time in Maryland.

Maryland Science and Technology Scholarship - For

students with a B average in core courses who enroll

in computer science, engineering, and technology

programs. Awards are for full-time students in

associate ($1,000) or bachelors ($3,000) programs in a

Maryland school. You must agree to work in Maryland

for each year that you receive award money.

Academic Common Market - is a consortium of 15

southern states that allows nonresident students to

enroll in specific degree programs at in-state tuition

rates, if the programs are not offered in their home state.

PAYING FOR COLLEGE

Federal Grants, Work Study, and Loans

A Federal Pell Grant is an award to help

undergraduates pay for their education after high

school. Unlike loans, grants based on demonstrated

financial need do not have to be paid back.

Federal Supplemental Educational Opportunity

grants (FSEOG) offers grants, Federal Work Study

(FWS) offers jobs, and Perkins provides loans. They

all have some elements in common. You can go to

school less than half time and still be eligible to receive

aid. There is a limited amount of money available.

Eligibility depends on financial need and availability

of funds.

Federal Perkins Loan (National Direct Student Loan)

is a low-interest (5 percent) loan to help you pay for

your education after high school. These loans are for

both undergraduate and graduate students and are

made through a school's financial aid office. Your

school is your lender. You must repay this loan.

Federal Stafford Loan is the new name for the

Guaranteed Student Loan Program. Federal Stafford

loans are low-interest loans made by a lender such as

a bank, credit union, or savings and loan association.

Sometimes a school acts as a lender. You must repay

this loan. There are two types of Federal Stafford Loans

- subsidized, for students who have demonstrated

financial need, and unsubsidized, for those who do not

have demonstrated financial need.

PLUS Loans are for parents who want to borrow money

to help pay for their children's education. This loan

provides additional funds for educational expenses

and, like Federal Stafford loans, are made by a lender

such as a bank, credit union, or savings and loan

association. Ask at your bank about PLUS Loans.

Also look into low-interest loans at state-supported

systems such as the Virginia Family Loan Program and

the Pennsylvania High Education Assistance Agency,

which are open to Marylanders.

Application Process

Complete the Necessary Financial Aid Forms

To initiate the financial aid process, you and your

parents will possibly submit one or a combination of

the following applications:

The Free Application for Federal Student Aid (FAFSA)

State applications

Institutional applications

Private scholarship applications

The FAFSA, also available in Spanish, is a confidential

document used to collect information for determining

a student's need for financial aid. You submit the

FAFSA to a central processing service, which makes an

estimate of your family's financial ability to contribute

to the costs of education beyond high school. This

estimate and a copy of the FAFSA are forwarded,

at your request, to the Federal Pell Grant Program,

state scholarship and grant programs, and financial

aid officers at the colleges or other postsecondary

institutions you specify on the form.

Some colleges or programs require students to

complete the CSS/PROFILE. Check in the career center

to determine which forms are required by the colleges

you choose. While the FAFSA is processed at no cost

to the student, there is a fee associated with PROFILE.

The PROFILE can be accessed at: https://profileonline.

collegeboard.com/index.jsp.

Some colleges also require applicants to submit their

own institutional financial aid application in order

to be considered for financial assistance. Check

the application instructions carefully. To verify the

information on the FAFSA, it must be mailed on or

before March 1, but not before January 1 of the student's

senior year. FAFSA forms are available in the career

centers, usually in mid-December.

Applying for Aid Online

You can complete and submit a FAFSA online at www.

fafsa.ed.gov. FAFSA Express is www.ed.gov/offices/

OPE/express.html or call 1-800-801-0576. You may

contact the Federal Student Aid Information Center at

1-800/4-FED-AID.

•

ACT (American College Test): A four-year college

admission test covering English, social science, natural

science, and mathematics. Register by mail using

materials available in the Student Service Center. The

test is offered at local community colleges.

AP (Advanced Placement Test): The AP program is

sponsored by the College Board and offers high school

students a chance to do college-level work in a variety

of academic subjects.

Award Letter: A letter telling you what financial aid (if

any) your college is offering you (includes types and

amounts of aid offered, specific program information,

etc.) You may choose to accept some or all that is offered.

CEEB (College Entrance Examination Board): A

company that provides college entrance testing, such

as SAT 1, SAT 2, TOEFL, etc.

your high school code: ______________

Career Research & Development (CRD): These

programs combine terms of study alternating with terms

of work for an outside employer. The job is related to the

student's field of study. Students enrolled in cooperative

education may need five years to complete the bachelors

program, but are often then hired by the firms for

which they have worked.

Common Application: More than 100 colleges use this

form. Using this form reduces the time you need to

spend composing multiple applications. All participating

colleges sign a statement saying they will not

discriminate against students who submit the common

application instead of each college’s own application.

Cost of Attendance: Includes any cost associated with

attending college: tuition and associated fees, room

and board, books and supplies.

Credit: Units of measurement institutions give for

fulfilling course requirements. Most colleges require

that you complete a certain number to graduate.

Deferred Admission: Under this program, students

who have been accepted by a college arrange to

postpone their admission for one year.

Degree: Titles given to college graduates upon

completion of a program. A two-year degree is an AA

(Associate of Arts). A four-year degree is usually a BA

(Bachelor of Arts) or BS (Bachelor of Science).

Early Action: This plan allows a student to apply early

without making a commitment to attend the college if

accepted. The student may apply to only one college

as an "early action" candidate, but may apply to other

schools at the same time under regular admission.

Early Admission: This plan allows students to being

college work after the junior year of high school. This

program is usually limited to exceptional students.

Early Decision: This plan involves a commitment

between the student and the college. The student

applies early and gets an answer from the college

usually by December. If admitted, the student must

enroll at the college.

Fee: A sum of money which must be paid above

tuition for a variety of things in college, such as for

admission, registration, graduation, health services,

books, laboratory use, etc.

Fee Waiver: a form available to students having low

family income. The Fee Waiver form is submitted instead

of money when applying for college admission or testing.

Financial Need: The difference between the cost

of education and what the family or applicant can

reasonably be expected to contribute.

GPA: (Grade Point Average) A student's average grade

is computed by counting all courses equally on a four-

point scale: A=4; B=3; C=2; D=1; E=0. Cumulative GPA

through the junior year is used to determine senior

class rank. Information on weighted GPA is found in

the Howard County Course Selection book.

Legacies: These are the sons and daughter of alumni.

Colleges vary greatly in their treatment of these

applicants. Some give legacies extra points toward

admission, while others pay little attention to alumni

children.

Liberal Arts: A broad representation of courses in the

arts and humanities, social sciences, mathematics,

and sciences which compose the curriculum of

academic education as distinguished from technical or

professional education.

APPENDIX 1

Key Terms and Admissions Lingo

APPENDIX 1

Major: The main interest area of a student in college,

usually requiring about one year in a planned series of

courses during a four-year program.

Minor: Approximately 18 credits in an area outside of

the major department.

Planned or Independent College: One that operates

independently and is primarily supported by tuition

fees, alumni gifts, endowments, and investments.

PSAT/NMSQT (Preliminary Scholastic Aptitude Test/

National Merit Scholar Qualifying Test): A shortened

version of the SAT offered in October for high school

sophomores and juniors. The PSAT is given at the high

school. The scores may be helpful in college admission

planning. PSATs taken in the 11th grade qualify

students for the National Merit Scholarship Program

and/or the National Achievement Scholarship

Program for Outstanding African American Students.

Public or State College: One supported primarily

by state or local governments. They often restrict the

percentage of out-of-state students. They also charge a

higher tuition fee to out-of-state students.

Rolling Admission: At colleges that use this plan, the

admission committee reviews applications in the order

in which they are submitted and students are promptly

notified of the committee's decision. Colleges with

rolling admissions may reach their quotas early, so it

is to the student's advantage to apply early. Accepted

students do not have to notify these schools about

whether they will attend until May 1.

SAT: A four-year college admission exam measuring

verbal and math reasoning. Most colleges require

either the SAT or ACT. Register by mail using

applications available in the Guidance Office. The test

is held at local high schools.

SAT II (Subject Tests): One hour exams offered in

16 different subjects. Register by mail using material

available in the Student Services Office. The test is held

at local high schools.

Scholarship: An outright award that does not have to

be repaid. It is usually given to a student for academic

achievement, outstanding talent, or other special

qualifications, including student need.

TOEFL (Test of English as a Foreign Language): An

English exam for foreign students, used for placement

in college English classes. Test is held at various local

high schools.

Transcript: The official record of your high school

course work. You must submit a copy provided by

your school with your college application.

Tuition: The charge for educational instruction. The

amount varies according to the institution.

Undergraduate: College student who has not yet

received a bachelor's degree.

Waiting List: Being placed on a college's waiting list

means that a student has neither been accepted nor

rejected, but instead is being asked to wait in line

while the colleges finds out how many of the students

it has accepted will actually decide to enroll. If you are

put on the waiting list by the college that is your first

choice to attend, you would be wise to send a deposit

to another school while you wait.

Work-Study: This is a government-supported financial

aid program administered through college financial

aid offices. It provides part-time jobs for students.

General Books of Interest

Antonoff and Friedemann. College Match. A Blueprint for Choosing the Best School for You! Virginia: Octameron

Press, reprinted 2001.

Coburn, Karen Levin, and Madge Lawrence Treeger. Letting Go: A Parent's Guide to Today's College Experience.

Bethesda, Maryland: Adler & Adler, 1988.

Fiske, Edward B. How to Get Into the Right College: Secrets of College Admissions Officers. New York: Times

Books, 1988.

Keeslar, Oreon. Financial Aid for Higher Education. Dubuque, Iowa: Brown & Binchmark Publishers. Published

every few years.

Matthews, Jay. Harvard Schmarvard.

Mayher, Bill. The College Admission Mystique: Farrar, Straus and Giroux, New York 2000.

Pope, Loren. Looking Beyond the Ivy League. New York: Penguin Books, 1990.

The College Board. The College Handbook. New York: College Entrance Examination Board. Published Annually

The College Board. Index of Majors and Graduate Degrees. New York: College Entrance Examination board.

Published Annually.

SUBJECTIVE GUIDEBOOKS (Based on Evaluations from students)

Fiske, Edward B. The Fiske Guide to Colleges. New York: Times Books. Published Annually.

Rugg, Frederick, E. Rugg's Recommendations on the Colleges. Haydenville, Massachusetts: Rugg's

Recommendations. Published Annually.

The Yale Daily News. The Insider’s Guide to the Colleges. New York: St. Martin's Press. Published Annually.

Helpful Websites

www.collegeboard.com www.collegenet.com www.collegeview.com

www.petersons.com www.fastweb.com www.finaid.com

www.kaplan.com www.gocollege.com www.collegeanswer.com

www.careermag.com www.schoolcounselor.org www.edtrust.com

www.hotjobs.com www.monster.com www.careersandcolleges.com

www.mhec.state.md.us www.fafsa.ed.gov www.studentadvantage.com

www.jobweb.com www.mycollegeguide.org www.counseling.org

www.nacacnet.org www.ope.ed.gov/security

APPENDIX 2

APPENDIX 3

College Comparison Worksheet

College Name

Location

distance from home

Size

enrollment

physical size of campus

Environment

type of school (2yr., 4yr.)

school setting (urban, rural)

location & size of nearest city

co-ed, male, female

religious affiliation

Admission Requirements

deadline

tests required

average test scores, GPA, rank

special requirements

notification

Academics

your major offered

special requirements

accreditation

student-faculty ratio

typical class size

College Expenses

tuition, room & board

estimated total budget

application fee, deposits

Financial Aid

deadline

required forms

% receiving aid

scholarships

Housing

residence hall requirement

availability

types and sizes

food plan

Facilities

academic

recreational

other

Activities

clubs, organizations

Greek life

athletics, intramurals

other

Campus Visits

when

special opportunities

A Quick College-Planning Guide for Students with Special Needs

There are many factors to consider when selecting a college. In addition to exploring programs, location, size, cost,

housing, career, and social opportunities, you also want to search for schools that offer the services you need to

succeed academically. This guide is designed to help you with that search. When comparing one college with another,

try using the following questions:

Derived from Peterson's Colleges for Students with Learning Disabilities or Attention Deficit Disorders

APPENDIX 4

QUESTIONS NAMES OF COLLEGES NOTES

Write the names of colleges that interest you at the top of the columns to the

right. Then mark a Y (for yes) or an N (for no) in response to each question,

based on what you learn through talking with an admissions representative,

consulting with your counselor, gathering information from your high school

career center, or visiting the school.

ADMISSIONS

Are admission criteria for students with special needs the same as for

other students?

Are any special assessments required?

Is diagnostic testing available?

Is there a unique summer orientation for students with special needs?

Is documentation required to demonstrate special needs?

ACADEMIC SUPPORTS

Is the process for accessing special needs clear and easy to follow?

Is there a fee for supports?

Is tutoring available?

Is remediation in basic skills available?

Are study skills courses available?

AUXILIARY AIDS: Does the school provide the following?

Calculators

Laptop computer

Personal desktop computer

Scan-and-read programs

Screen-enlarging programs

Screen readers

Speech-recognition programs

Spelling/grammar assistants

Other

AUXILIARY SERVICES: Does the school provide the following?

Advocates

Alternative exam arrangements

Duplicating at no cost or reduced cost

Mentors

Note takers

Priority registration

Readers

Scribes

Other

STUDENT SUPPORTS: Does the school offer the following?

Career counseling

Career placement

Internship programs

Individual counseling

Small-group counseling

Student organizations for special needs students

APPENDIX 4

Arizona

Arizona State University

University of Arizona

Arkansas

University of the Ozarks

California

Bakersfield College

Ventura College

Connecticut

Mitchell College

Southern Connecticut College

University of Hartford

District of Columbia

American University

Florida

Central Florida Com. College

Illinois

College of Dupage

National College of Education

Southern Illinois University

Maine

Husson College

University of New England

Maryland

Frostburg State University

Montgomery College,

Rockville Campus

University of Maryland, College

Park Campus

University of Maryland, Eastern

Shore Campus

Massachusetts

American International College

Boston University

Bradford College

Curry College

Emerson College

Lesley College

Northeastern University

Michigan

Grand Rapids Community college

Minnesota

Hutchinson Vocational Technical

Institute

Rochester Community College

Colleges with Special Needs Programs

New Hampshire

New England College

Notre Dame College

New York

Adelphi University

Long Island University,

Brooklyn Campus

Long Island University,

C.W. Post Campus

Marist College

New York Institute of Technology

New York University

St. Thomas Aquinas College

North Carolina

Appalachian State University

Guilford Technical Com. College

Ohio

Muskingum College

Wright State University

Pennsylvania

Edinboro University

College of Misericordia

South Carolina

Erskine College

Texas

Dallas County Com. College

Landmark College

Virginia

Norfolk State University

West Virginia

Davis and Elkins College

Marshall University

West Virginia Wesleyan College

Liberal Arts Colleges - This type of college offers

a wide variety of courses in the social sciences,

humanities, and sciences. Many are private and

focus mainly on undergraduate studies. The

curriculum is designed to provide for a variety

of educational options upon graduation. Many

focus on an internship at some point of study.

Community Colleges - This type of college

offers an associates degree after the completion

of two years of full-time study. They frequently

offer technical programs that prepare you for

immediate entry into the job market. Class sizes

tend to be small. Many students also attend

community colleges to prepare to transfer to a

four-year university.

Junior Colleges - These are generally two-year

colleges that are private institutions. Some junior

colleges are residential and are attended by

students who come from other parts of the country.

Public College/University - This type of

college/university is supported by state money,

and therefore may be less expensive to attend

if you live in the state where the college is

located. Colleges are educational institutions for

undergraduate programs (bachelor degrees) and

tend to be smaller than a university. Universities

offer both undergraduate and graduate degrees

(Master’s and Ph.D.s). They usually have a

large, diverse student population and offer more

extracurricular opportunities.

Private College/University - This type of

college/university relies on the tuition, fees and

contributions of private donors and therefore may

be more expensive than state supported public

college/universities, but most offer generous

financial aid packages for those who need

them. These schools have much smaller student

populations as well as small class sizes.

Special Interest Colleges – Students have a

variety of choices and are allowed to decide what

type of education they want to pursue. Some of

these diverse choices include single sex colleges,

religiously affiliated colleges, historically black

colleges, and Hispanic-serving colleges.

Specialized Colleges – This type of college

emphasizes preparation for specific careers.

Examples are colleges that specialize in business,

computer technology and health science.

Types of Colleges

Colleges in Maryland

Four-Year Colleges/Universities - Public and Independent

Baltimore Hebrew University 410-578-6912 www.bhu.edu

Bowie State University 301-464-6563 www.bowiestate.edu

Capitol College 800-950-1992 www.capitol-college.edu

College of Notre Dame of Maryland 301-532-5330 www.ndm.edu

Columbia Union College 301-891-4080 www.cuc.edu

Coppin State College 410-383-5990 www.coppin.edu

Frostburg State University 301-687-4201 www.frostburg.edu

Goucher College 800-638-4278 www.goucher.edu

Hood College 800-922-1599 www.hood.edu

Johns Hopkins University 410-516-8171 www.jhu.edu

Loyola College 800-221-9107 www.loyola.edu

Maryland Institute, College of Art 410-225-2294 www.mica.edu

McDaniel College 410-857-2230 www.mcdaniel.edu

Morgan State University 800-332-6674 www.morgan.edu

Mount St. Mary's College 800-448-4347 www.msmary.edu

Peabody Institute of Johns Hopkins University 410-659-8100 www.peabody.jhu.edu

Salisbury State University 410-543-6161 www.salisbury.edu

St. John's College 800-727-9238 www.sjca.edu

St. Mary's College of Maryland 800-492-7181 www.smcm.edu

St. Mary's Seminary and University 410-864-9000 www.stmarys.edu

Sojourner-Douglass College 301-276-0306 www.sdc.edu

Traditional Acupuncture Institute, Inc. 301-596-6006 www.tai.edu

Towson University 410-704-3333 www.towson.edu

University of Baltimore 410-837-4777 www.ubalt.edu

University of Maryland Baltimore County 410-455-1300 www.umbc.edu

University of Maryland, College Park 301-314-8385 www.umd.edu

University of Maryland, Eastern Shore 410-651-6410 www.umes.edu

University of Maryland, University College 301-985-7930 www.umuc.edu

U.S. Naval Academy 410-293-4361 www.usna.edu

Villa Julie College 301-486-7001 www.vjc.edu

Washington Bible College 240-387-1265 www.bible.edu

Washington College 800-422-1782 www.washcoll.edu

Two-Year Colleges/Universities - Public and Independent

Allegany College of Maryland 301-724-7700 www.ac.cc.md.us

Anne Arundel Community College 410-541-2240 www.aacc.cc.md.us

Baltimore City Community College www.bccc.edu

Liberty Campus 301-396-0203

Harbor Campus 301-396-0470

Baltimore's International Culinary College 410-752-4710

Carroll Community College 410-386-8400 www.carrollcc.edu

Catonsville Community College 410-455-4304 www.ccbcmd.edu

Cecil Community College 410-287-1004 www.cecil.edu

Chesapeake College 410-822-5400 www.chesapeake.edu

College of Southern Maryland 301-934-2251 www.csmd.edu

Essex Community College 800-832-0262 www.ccbcmd.edu

Frederick Community College 301-846-2430 www.frederick.edu

Garrett College 301-387-3010 www.garrettcollege.edu

Hagerstown Business College 800-422-2670 www.hagerstownbusinesscol.edu

Hagerstown Community College 301-790-2800 www.hagerstowncc.edu

Harford Community College 410-836-4220 www.harford.edu

Howard Community College 410-772-4856 www.howardcc.edu

Maryland College of Art and Design 301-649-4454 www.mcadmd.org

Montgomery College www.montgomerycollege.edu

Germantown Campus 301-353-7823 www.montgomerycollege.edu/gthome

Rockville Campus 301-279-5041

Takoma Park Campus 301-650-1493

Prince George's Community College 301-322-0801 www.pgcc.edu

Seafarers Harry Lundeberg School of Seamanship 301-994-0010

Wor-Wic Tech Community College 410-334-2895 www.worwic.edu

APPENDIX 5

APPENDIX 6

Alabama

Alabama A&M University

Alabama State University

S.D. Bishop State Junior College

Concordia College

Lawson State Community College

Lomax-Hannon Junior College

Miles College

Oakwood College

Selma University

Stillman College

Talladega College

Teskegee University

Arkansas

Arkansas Baptist College

Philander Smith College

Shorter College

University of Arkansas, Pine Bluff

Delaware

Delaware State College

District of Columbia

Howard University

University of the District of Columbia

Florida

Bethune-Cookman College

Edward Waters College

Florida A&M University

Florida Memorial College

Georgia

Albany State College

Clark-Atlanta University

Fort Valley State College

Interdenominational Theological Center

Morehouse College

Morris Brown College

Paine College

Savannah State College

Spelman College

Kentucky

Kentucky State University

Simmons University Bible College

Louisiana

Dillard University

Grambling State University

Southern University System

Southern University at Baton Rouge

Southern University at Shreveport

Xavier University

Maryland

Bowie State University

Coppin State College

Morgan State University

University of Maryland, Eastern Shore

Mississippi

Alcorn State University

Coahoma Junior College

Jackson State University

Mary Holmes College

Mississippi Valley State University

Natchez Junior College

Prentiss Normal & Industrial Institute

Rust College

Tougaloo College

Utica Junior College

Missouri

Harris-Stowe State College

Lincoln University

North Carolina

Barber-Scotia College

Bennett College

Elizabeth City State University

Fayetteville State University

Johnson C. Smith University

Livingstone College

North Carolina A&T State University

North Carolina Central University

St. Augustine's College

Shaw University

Winston-Sale State University

Ohio

Central State University

Wilberforce University

Oklahoma

Langston University

Pennsylvania

Cheyney University

Lincoln University

South Carolina

Allen University

Benedict College

Claflin College

Clinton Junior College

Denmark Technical College

Morris College

South Carolina State College

Voorhees College

Tennessee

Fisk University

Knoxville College

Lane College

LeMoyne-Owen College

Morristown College

Tennessee State University

Texas

Bishop College

Houston-Tillotson College

Jarvis Christian College

Paul Quinn College

Prairie View A&M University

Southwestern Christian College

Texas College

Texas Southern University

Wiley College

Virgin Islands

College of the Virgin Islands

Virginia

Hampton University

Norfolk State University

St. Paul's College

The Virginia Seminary and College

Virginia State University

Virginia Union University

West Virginia

West Virginia College

HCPSS provides the following partial lists of colleges/schools to assist students and parents as they begin the

college search process. Students and parents should consult college guides for a complete listing, accreditation, and

general information.

Historically Black Colleges

Arizona

Arizona Western College

South Mountain Community College

California

California State University, Los Angeles

Cerritos College

College of the Sequoias

Compton Community College

Don Bosco Technical Institute

East Lost Angeles College

Gavilan College

Hartnell College

Imperial Valley College

Kings River Community College

Los Angeles City College

Los Angeles Harbor College

Los Angeles Mission College

Los Angeles Trade-Technical College

Mount Saint Mary's College

Mt. San Antonio College

Oxnard College

Palo Verde College

Rio Hondo College

Saint John's Seminary College

San Diego State University Imperial Valley Campus

Southwestern College

West Coast Christian College

West Hills Community College

Colorado

Pueblo Community College

Trinidad State Junior College

Florida

Barry University

Florida International University

Miami-Dade Community College

Saint John Vianney College Seminary

St. Thomas University

Saint Vincent de Paul Regional Seminary

Illinois

MacCormac Junior College

St. Augustine College

Harry S. Truman College

New Jersey

Hudson County Community College

Passaic County Community College

New Mexico

Albuquerque Technical - Vocational Institute

College of Santa Fe

Dona Ana Branch Community college

Eastern New Mexico University - Roswell

New Mexico Highlands University

New Mexico State University

New Mexico State University, Grants

Northern New Mexico Community College

Santa Fe Community college

University of New Mexico, Valencia

Western New Mexico University

New York

Boricua College

Borough of Manhattan Community College

Bronx Community College

City College

College of Aeronautics

Hostos Community College

John Jay College of Criminal Justice

LaGuardia Community College

Herbert H. Lehman College

Mercy College

Texas

Bee County College

Corpus Christi State University

Del Mar College

El Paso community College

Incarnate Word College

Laredo Junior College

Laredo State University

Our Lady of the Lake University

Palo Alto College

St. Mary's University

St. Phillip's College

San Antonio College

Southwest Texas Junior College

Sul Ross State University

Texas A&I University

Texas Southmost College

Texas State technical College

University of Texas at Brownsville

University of Texas at El Paso

University of Texas at San Antonio

University of Texas-Pan American

Colleges with Large Hispanic Enrollments

APPENDIX 7

The Howard County Public School System does not discriminate on the basis of race, color, creed, national origin, religion, physical or mental

disability, age, gender, marital status, or sexual orientation in matters affecting employment or in providing access to programs. For more information,

contact the Equity Assurance Office of the Howard County Public School System at 10910 Route 108, Ellicott City, MD 21042 or call 410.313.6654.

GUI.9.08

10910 Route 108

Ellicott City, Maryland 21042

410.313.6600