College Admissions

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Monday, February 01, 2010

UC Sleuths Seek Proof for Glorious Claims on Admission Applications

Mercury News
January 31,2010

Did you donate the profits from your violin recital to support a homeless shelter? Were you part of a deer rescue squad during a major forest fire? Was that you who donated gallons of blood to the Red Cross?
Well, if you said so on your UC application, you better be ready to prove it.
Like no other higher education system in the nation, the University of California has a quiet team of vigilant auditors that review the accuracy of randomly selected applications — and may yank ones shined up by too much balderdash, big-talk or bull.
"We expect integrity," said Han Mi Yoon-Wu, admissions coordinator for the 10-campus university system. Although falsification is not a major problem, she said, "students need to know that they might be selected, and they should make sure that everything on the application is accurate."
Run out of a modest office park in Concord, the UC investigation team aims to prevent an arms race of fictional accomplishments among those seeking a seat at the most competitive UC campuses, such as Berkeley and Los Angeles. The vast majority of applicants will escape challenge; only 1 percent of its 134,000 applicants are pulled for review. But those who bump up the baloney in claims on their application forms do so at their own peril.
While all American universities seek official verification of grades and test scores, most others rely on the honor system for more personal assertions. "The system in California is quite unique," said David Hawkins of the National Association for College Admission Counseling. "Colleges have always kept an eye out for suspicious-looking essays that might have been plagiarized, but few bother to actually check."

Array of evidence
This month UC sent letters to 1,000 applicants for the 2010 freshman class asking them for evidence to support claims made in their "personal statements" and lists of accomplishments. The application cops do not target suspects; rather they employ a vast, random but high-stakes process designed to keep students honest. Their biggest weapon: the fear factor they may pick yours.
So with a deadline on Monday for students to mail back proof, the office gets daily deliveries of a wide and colorful array of evidence from those who have been challenged. There are photos, certificates and DVDs, theater playbills, pay stubs and newspaper articles.
"One young man sent a wood and brass plaque," proving he did indeed win an athletic award, said sleuth Mary Jacobson, a soft-spoken and meticulous woman who leads the four-member team.
Someone sent in a diploma as proof — written in Chinese. A French translator verified another student's claim that he graduated from a Toulouse-based language immersion school.

Not too personal
The verification program was created in 2003 after UC's shift to a so-called "comprehensive review" of students' applications — in which students are measured not just by academic success but out-of-the-classroom accomplishments.
California's top students offer stunning accomplishments, and the vast majority are honest, said Yoon-Wu. "But there was concern that some kids would start to pad their applications to make themselves look better," she said. "Students feared that there are others not telling the truth."
They look for only provable claims. For instance, they don't question insights or inspirations — but they may ask for evidence of participation in the Rose Bowl Parade.
They don't dig into more private disclosures, such as sexual orientation, abuse, pregnancy or parental divorce.
If "prove-it" requests are returned as undeliverable, the UC team tries to find the students before canceling their chances to attend school.
"One student became homeless after submitting his application," said Jacobson. "We eventually contacted his counselor and made the school his temporary address. He was able to verify his accomplishments."
Students acknowledge that applications are embellished, but many insist that outright falsehoods are rare.
"People rarely outright make things up, but lines are definitely blurred," said Kriti Garg, a junior at Cupertino's Monta Vista High School. For instance, the title of "club president" could mean running a prizing-winning organization or hanging out with a handful of friends, she said. "However, at my school, even though there is a strong competition to get into top-tier universities, people try to stay as technically correct as possible — they don't really want to risk anything."

Few outright fibs
For those who err, there is worry. On the popular College Confidential Web site, one anxious student wrote: "I've made a pretty serious mistake on my app. Instead of 2 hours/week I wrote 12 hours/week. Now UC sent me a letter asking to verify. ... It would really suk if I get my app withdrawn."
The lucky ones are given the benefit of the doubt, often after prolonged negotiations.
"A young woman sent a DVD of 200 dancers on stage, and indicated she was one of them. We believed her," said Jacobson. "Another said she worked for her mother, who had recently died. She asked if we wanted a death certificate. Of course, we said no." UC investigators say they find few instances of outright fibbing. More common are instances of vanished course work — typically, a failed class that was later repeated. Some applicants — about 15 each year — fail to respond to repeated requests for proof. For those who are caught, there's always next year and a possible second chance. But the indiscretion is noted in permanent records, said Yoon-Wu. "We keep a record."

by: Lisa M. Krieger

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Monday, December 21, 2009

What Goes Into A Great College Essay

SELECTED AS "BEST ANSWER" ON LINKEDIN.COM!

A great college essay, I suspect, is more than a good story.

Which character attributes should shine through?
Ability to work with others? Adaptability? Independence? Maturity?

What topics give the student something good to write about?
Work or volunteer experiences? Academic achievement? Overseas travel? Family life?

What happens to those applicants who don't seem to have the experiences to draw from?

What else should I have included?

This was selected as Best Answer

Jeannie Borin, M.Ed.
President & Founder at College Connections
Best Answers in:
Education and Schools (1)

Which character attributes should shine through?
Ability to work with others? Adaptability? Independence? Maturity? All of these work - it's okay also to be less than perfect as we all are just that

What topics give the student something good to write about?
Work or volunteer experiences? Academic achievement? Overseas travel? Family life? These are good but too general - isolate an event or one experience

What happens to those applicants who don't seem to have the experiences to draw from? writing about small daily occurrences can produce excellent essays

Here are tips for writing an excellent college admissions essay:

1) Make yourself shine within your own story: It’s important that you don’t repeat what has already been stated on your activity resume, but you should highlight your accomplishments in your essay- weave them into your story. Reveal your personality and perhaps your future goals in your writing.

2) Be humble but don’t be modest: Don’t underestimate yourself in any way and be proud and secure in who you are. Sincerely describe your most impressive accomplishments but don’t overdo it.

3) Be confident in your statements: It’s important to write as though you deserve gaining acceptance. Present yourself as unique with specific skills and passion.

4) Use personal stories: You really own your essay in this way and no one else can tell your story; this is what makes you unique.

5) Write descriptively: Engage the reader and be specific about your experience. If writing a memorable story about a ride in the car and what you saw, have that reader sitting there with you. A good story is priceless and you will catch attention in this way. Use powerful imagery and personal anecdotes whenever you can. Leave readers with a lasting impression and it will serve you well come decision time!

DOS & DON’TS in college essay writing:

DO

Use personal detail: show, don’t tell.
Be concise.
Vary sentence structure and use transitions.
Use active voice verbs.
Answer the question and follow directions.
Seek a few opinions.
Stay focused as you have a limited word count.
Revise, revise, revise and proofread.

DON’T

Write chronologically—it can be boring.
Thesaurus-ize: don’t write what you think admission officers want to hear or use language that is not your own.
State a point of view without backing it up with details and examples.
Repeat what is listed on your activity resume.
Use slang.

Your character is the hardest thing for admission officers to measure. The essay is your chance to reveal who you are- your passions, values, authenticity and sincerity. Be yourself!

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Friday, October 09, 2009

Oxford University Interview Questions: The Examples

Times Online
October 8, 2009

Subject: Geography
Interviewer: Lorraine Wild, St Hilda’s College
Q: If I were to visit the area where you live, what would I be interested in?
Lorraine Wild: ‘The question gives candidates an opportunity to apply concepts from their A level geography course to their home area. They might discuss urban planning and regeneration, ethnic segregation and migration, or issues of environmental management. The question probes whether they are able to apply ‘geographical thinking’ to the everyday landscapes around them. It reveals the extent to which they have a curiosity about the world around them. By asking specifically about their home area the question eliminates any advantage gained by those who are more widely travelled and have more experience of a variety of geographical contexts.’’

Subject: Modern Languages
Interviewer: Helen Swift, St Hilda’s College
Q: What is language?
Helen Swift: ‘Although I would never launch this question at a candidate on its own, it might grow out of a discussion. Students sometimes say they like studying Spanish, for example, because they 'love the language'. In order to get a student thinking critically and analytically, the question would get them to consider what constitutes the language they enjoy – is it defined by particular features or by function (what it does)? How does form relate to meaning? And so on.’

Subject: English
Interviewer: Lucinda Rumsey, Mansfield College
Q: Why might it be useful for an English student to read the Twilight series?
Lucinda Rumsey: ‘There's several reasons I might ask this one. It's useful in an interview to find some texts the candidate has read recently and the Twilight books are easily accessible and popular. Also, candidates tend to concentrate on texts they have been taught in school or college and I want to get them to talk about whatever they have read independently, so I can see how they think rather than what they have been taught. A good English student engages in literary analysis of every book they read. The question has led to some interesting discussions about narrative voice, genre and audience in the past.’

Subject: Medicine
Interviewer: Robert Wilkins, Department of Physiology, Anatomy and Genetics
Q: Why does your heart rate increase when you exercise?
Robert Wilkins: ‘The simple answer, which all students can provide, is because you need to deliver more oxygen and nutrients to muscles and remove metabolic products. But follow-up questions would probe whether the student appreciates that there must be a way for the body to know it needs to raise the heart rate and possible ways for achieving this. Answers might include sensing lowered oxygen or raised carbon dioxide levels. In fact, gas levels might not change much, so students are further asked to propose other signals and ways in which those possibilities could be tested. This probes selection criteria such as problem-solving and critical thinking, intellectual curiosity, enthusiasm and curiosity, and the ability to listen.’

Subject: Biological Sciences
Interviewer: Martin Speight, Department of Zoology
Q: If you could save either the rainforests or the coral reefs, which would you choose?
Martin Speight: ‘I’d expect students to be able to use their general knowledge plus their common sense to come up with an answer – no detailed knowledge is required. Students might then be asked about the importance of natural features, such as biodiversity and rare species, and human interests, such as the fuel and food, ecotourism and medicines we get from rainforests or reefs. Finally there are impacts to consider from climate change, soil erosion, pollution, logging, biofuel replacement, overfishing, etc. The final answer doesn't matter – both reefs and rainforests must be managed sustainably to balance conservation and human needs.’

Subject: Law
Interviewer: Ben McFarlane, Faculty of Law
Q: What does it mean for someone to ‘take’ another's car?
Ben McFarlane: ‘There is no right answer to this question. For example, can you take a car without driving it, or even without moving it? Our focus is on the candidate’s reasoning – how he or she formulates an initial definition and how he or she then applies and refines that initial definition in response to hypothetical examples provided by the interviewers. One example might be: I am walking along the street when it starts to rain. I open the door of an unlocked car and sit there for 15 minutes until the rain passes. Have I ‘taken’ the car? The aim of the interview is to give the candidate a chance to show his or her application, reasoning ability and communication skills.’

Subject: Engineering
Interviewer: Byron Byrne, Department of Engineering Science
Q: How would you design a gravity dam for holding back water?
Byron Byrne: ‘This is a great question because the candidate first has to determine the forces acting on the dam before considering the stability of the wall under the action of those forces. Candidates will probably recognise that the water could push the dam over. The candidate would then be expected to construct simple mathematical expressions that predict when this would occur. Some may also discuss failure by sliding, issues of structural design, the effects of water seeping under the dam, and so on. The candidate will not have covered all the material at school so guidance is provided to assess how quickly new ideas are absorbed. The question also probes the candidate’s ability to apply physics and maths to new situations and can test interest in and enthusiasm for the engineered world.’

Joanna Sugden

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