In part three of our series about college visits, we share questions to ask and tips to make it a memorable day.

 A Mother’s Confession – My husband and I had a far better time on the college tours than my son did. That may have been because with every question I asked, he sank deeper and deeper into his chair! Even though you may be thrilled about the next stage in your child’s life, don’t be surprised if your student isn’t as motivated as you are about these visits.

However, this is the time to ask important questions – for you and for your child.  Whether you’re footing the bill, or your student is taking out loans, it’s a costly venture. Don’t be shy about getting as much information as possible. 

In the Beginning

College tours usually begin with a general presentation in a classroom or lecture hall on campus. If your child is not one to appreciate your eager quest for knowledge, tell him or her to sit in the back and pretend they don’t know you. Many of your basic questions will probably be addressed in this presentation. However, I always had to raise my hand. I just couldn’t help myself. Whether it was about campus security, alcohol awareness, support for out-of-state students, or just some question that my son thought was totally lame, I needed answers to calm my parental anxiety. I think it was part of the process of letting go. I never let his embarrassment bother me. I embraced it.

After the general presentation, you will be assigned to a tour guide – usually a college student.
Depending on how groups are arranged, you could ask for a student with interests similar to those of your child. That way, you can ask specific questions as you walk through campus. The tour will usually hit the highlights of the university – a few specific buildings where classes are held, the university center, the library, the quad or field where students hang out between classes, the bookstore, maybe the recreational center, and finally at least one dorm or dining hall.

You won’t see everything the school has to offer on your tour. However, use this opportunity to ask to see things “not” on the tour. For example, if your child is a swimmer, ask to see the pool, or meet with a coach. If your future college student excels in a particular subject, ask if there’s a chance you can meet with teachers or sit in on a class.

My son was interested in playing club water polo at LSU. He contacted the club's president via e-mail. While we weren’t able to meet with him that day, we were able to visit where they practiced and played - venues not on the scheduled tour.

“The better my visit was, the more I wanted to go there,” said Jane Berry, a sophomore at Brandeis University. “Whether it was the information session, or the person who gave the tour, I think it drastically impacted what I eventually ended up deciding.”

Christine Scalise, a Chicago mother of three teenage boys, agrees. She found her tour of the University of Tampa welcoming and very informative. “Going on tour and seeing the school helped make the decision.”

Reading Assignments

As you walk through campus, take note of the many school publications, flyers, etc. This is great material to review when you are waiting to meet with counselors, financial aid, or while you’re taking a coffee break. It’s also great information to look through when you return home.

“We took all relevant brochures and we picked up campus newspapers,” said Terri Stuckey, a mother of two college students and a high school junior.  “You can learn a lot from the campus publications. They provide insight into what the kids are talking about or what the campus is like. Even the ads can give you a snapshot of what life is like at school.”

Charles Basden, Jr., coordinator, special projects, for George Washington University, a member of the NobleHour Network, also suggests looking at local publications near the school, as well as relevant academic publications to gauge how the school's reputation is relative to the greater population in the city.

Take A Good Look

Encourage your son or daughter to actually look at the university students. Do they seem happy and engaged? Are they polite and informative? Give your kids time to speak with students on their own. Interaction with them can provide a wealth of information. 

Katie McKnight brought her daughter, Ellie, and two of her friends to visit William & Mary. Once the girls finished their interviews and had lunch, she told them it was time for them to explore - without her! 

Dr. McKnight is a college professor of secondary education/literacy for National Louis University in Chicago. "I think it's important for students to explore a campus on their own without parents hovering over them at all times. They need to talk to other students, listen to the campus, and observe. My daughter, not me, needs to decide if a particular college is the right fit."

Mom Tips

Whether your future college student is excited or not, embrace the day. Yes, it’s about them, but it’s about you too. You’ve put in a long 16-18 years raising this wonderful teenager. Here are a few tips to help you enjoy this occasion.

No matter what your teenager says or does, just smile at them with that, “I love you and am so proud of you look.” They can’t compete with that. But, remember, even though it’s exciting, it’s still stressful for them. 

Next, wear comfortable shoes, and bring the following:

1. Sweater or sweatshirt

2. Small backpack or bag

3. Bottle of water

4. Pen and small notebook

5. Camera

6. Umbrella

7. Sunscreen

You could be on your feet for an hour or two depending on the size of the campus. Some larger universities may have shuttles, but you will still need to walk between certain areas. Remember, especially for southern schools – it may be warm and sunny outside, but airconditioning inside can feel like a walk-in cooler. You can freeze just waiting for the presentation to begin. A bottle of water comes in handy when you can’t leave the group to get something to drink.

Stash some sunscreen, a hat and even an umbrella in the car. The bookstore usually sells inexpensive rain ponchos if you get caught in a sudden storm. Be prepared for any weather. You spent a lot of money getting there and the tour goes on no matter what.  Don’t forget that this is really a wonderful milestone in your child’s life and yours. Take some pictures!

“It was good to have that one-on-one time,” said Scalise. “We could really discuss the pros and cons of going away. It helps the kids know what to do and it’s very comforting to the parents as well."

Relax. It’s Just A Few Questions!

The one thing I learned about my son is that he doesn’t like to ask questions. And, he doesn’t like his mother to do it either. If your child is embarrassed by your thoughtful and intelligent questions, seize the opportunity to tell them what they often tell you – “Relax!”  Assure them that no one at orientation will say – “Oh, you’re that boy with the mom who asked all the silly questions on the tour!”

So here’s a sampling of the questions that made my son cringe and move to the back row. 

1. How hard is it to get the classes you want? For example, if you need to take specific classes to graduate – are they only offered in the spring? If this is the case, and you can’t get in to the class, it may take you longer to graduate.

2. How big are the classes? Ask different students how many kids are in their largesst class and how many are in their smallest class.

3. What percentages of courses do professors teach versus teaching assistants? It’s normal for some classes or labs to be taught by TA’s, but when you’re shelling out all that tuition money or your child is taking on huge loans, you don’t want all of their classes taught by TA’s.

4. What is the student to professor ratio?

5. Ask about the student population – percentage of males vs. females, locals vs. out-of-state, diversity, etc.

6. What sort of transportation do they offer if your student does not have a car?

7. How many years of on-campus housing are guaranteed? Is it required?

8. When are scholarship deadlines?

9. What is the acceptance rate?

10. What are the school’s campus safety initiatives? What measures do they take regarding safety, weather emergencies, etc.?

11. Do they have an alert system? Many schools now have text alert systems. 

12. Ask about the facilities. What types of services do they offer – health center, recreation center, counseling, etc.?

13. Do they require alcohol/drug awareness seminars?

14. Do they offer career services?

15. What will be the return on investment by going to your school?

My last tip – when the tour is over, have your teenager remove her headphones and do your best to engage her in a conversation about what she liked and didn't like.

McKnight's daughter surprised her. Despite their visits to Dartmouth, Emory, and William & Mary, Ellie decided to attend Brandeis University, a school they did not visit until she was admitted and had already accepted the offer. McKnight asked Ellie if she was sure she wanted to accept before visiting the campus. "Yes," said Ellie. "I've been researching, visiting, and learning about colleges for the last year. I know what I want and even though I haven't visited Brandeis, it has what I want."

McKnight doesn't think her daughter would've been so resolute in committing to a college she had not visited if she hadn't already been on a tour. "College is about furthering one's individual identity and I think the visit is one of those first opportunities to to do so."

Please share your college tour experiences with us. What are your most important questions? 

Photo credits: Christine Scalise and Katie McKnight

Check out Part 1 and 2 of our series -

Spring Break is a Good Time to Start College Visits

Scheduling College Tours? Begin With Basic Questions. 

In part two of our series on college visits, we discuss how to decide which schools to visit and when to schedule tours.

It’s time to face facts. You can’t put it off any longer. The little boy who held your hand while
walking into kindergarten and the sweet little girl who used to wear pigtails are in the final stages of determining where to go to college. Yes, college.

You’re ready now. You can do this. It’s time to start the college tours. While it might be easy for you as a parent to just handle it and schedule a few visits, it’s important your student is involved in the process. Before you begin booking flights or packing up the car, have your student do a little legwork.

Have a discussion with your child. Talk about parameters. Do they want to go to a school in a big city or something more suburban or rural? Does the size of the campus matter? Consider categories – SEC versus Big Ten, small private school versus big state school, religious versus secular. Does your daughter want to go out of state? Talk about regions of the country. Does your son want to be on the west coast or the east coast, south or north? Does your student have a specific major in mind? Do they want to play sports or have a particular talent – theater, dance, music?

If you’re lucky, you might get something more than, “I don’t know.” My friend’s daughter has grown up in a very urban environment. She’s decided she wants to experience a more rural campus. We live in the Midwest. My son’s one major requirement is to be someplace warm! Keep asking questions to narrow down the list.

Have your child review college guidebooks and online sources like Fiske, Princeton Review, Barron’s, or U.S. News and World Report.

It’s also a good idea to talk to your child’s high school counselor before you visit schools. This person should know something about your student and could offer suggestions about which schools to consider. The counselor may also personally know college admission representatives or put you in touch with recent high school alums at different universities.

“The College Board has a Campus Visit Guide that can assist families in starting the process of determining schools to visit," said Deborah Kammerer, associate director recruitment & yield, 
UC San Diego Office of Admissions & Relations with Schools, a member of the NobleHour Network. "It includes information on things to consider before you visit, ways to learn about schools online, a checklist for campus visits, and testimonials from students on how campus visits assisted in their college selection process.” 

Another resource that may appeal to your savvy social media student is to have them check out the Facebook pages, Twitter accounts or other forms of social media used by the universities that interest them.

As your child begins his research, encourage him or her to highlight 10-20 schools. Some kids may choose more, others far less. It’s just to get them thinking about where they want to go and to take ownership of their future. Once they have their picks, ask them why the schools are on the list. Be prepared for some lame answers, but keep digging. Maybe it’s the location. Maybe it’s the courses they offer. Maybe it’s because the football team won the national championship. Or, possibly, it’s because it’s the furthest school from you and all these questions!

“We told our kids to look through the lists and pick 20 schools that interest them,” said Terri Stuckey, a mother of two college students and a junior in high school. “Then, we went over the list and asked them why they found those schools interesting. I was into it more than my kids. The parents have to get it started though.”

“I was against visiting any schools until I had narrowed down my college options to two,” said Ellie McKnight, a senior in high school in Chicago. “My mom insisted we go on a college tour last spring break. Although I think most stuff about the school you can learn online, the visit on campus allowed the great opportunity to talk to faculty.”

McKnight said visiting the schools solidified her interest in William & Mary in Virginia, and Dartmouth in New Hampshire. It also sparked an interest in Emory University in Georgia.

If your child is like mine and doesn’t often check his e-mail, have him use your address or a new account to sign up for ACT, SAT and college information. Once my son completed the personal information sections for ACT and SAT, we started getting e-mails from universities all over the place. Some sites will also ask for a parent e-mail address, so you can keep on top of the information as well. It can be overwhelming. Stuckey said she created a college folder and moved e-mails into it every day and then reviewed them weekly. “I deleted some and responded to some, mostly asking for more information. I did the same with the paper mail too.”

Stuckey said once they narrowed it down, she then looked at universities located in cities allowing flexible travel arrangements. They looked at cities with major airports, non-stop flights, or areas where they could visit more than one college in one trip. Also, if they had to fly, they committed to visiting at least two schools to make the trip more cost-effective.

“We tried to travel when the kids were off school and took advantage of times when other high school students were in school.” Being from New Orleans, Stuckey used the Mardi Gras break to visit schools. 

Jane Berry, a sophomore at Brandeis University in Massachusetts, said her mom made a planner for their visits together. “She mapped out our road trip with cool places to stay and facts about the school. This made a huge difference for me and made me really consider some Midwest schools.”

While it may be convenient to schedule tours during holiday and summer breaks, it doesn’t always give you a true picture of the campus. “It is also nice to visit the college or university during the academic year, when school is in session, to get a true sense of the campus atmosphere,” said Kammerer.

Stuckey agrees. “The best time to do a tour is when school is in session. Summer is okay if classes are in session or if there’s a new student orientation going on.”

Another option to maximize time and minimize out-of-town expense is to wait for acceptance letters to help determine which schools to visit. “We visited schools that we didn’t get a chance to see initially and also did some second visits to help make decisions,” said Stuckey.

“UC San Diego hosts a day just for admitted students and their families called Triton Day,” said Kammerer. “It’s a great opportunity for admitted students to explore the campus and the variety of opportunities available.”

Scheduling

“Planning a visit may vary from institution to institution, but many universities including UC San Diego offer an online registration site that allows visitors to schedule their campus tour,” said Kammerer.

Stuckey said almost all schools have a “Plan Your Visit” section on their websites with information about flights, travel agencies, car rentals, and lodging. Always ask if they offer discounts for college visits.

Many schools have open house events with tours, presentations, etc. You can check each school’s website in their admission section for dates and information about attending those events or to schedule individual tours. Tours are offered throughout the week and sometimes on Saturdays. Depending on the university, you may be able to sit in on a class, visit professors, meet coaches or visit with students.

“At Emory, my tour allowed me to get in contact with the dean of admissions, which definitely impacted how I viewed the school,” said McKnight.

“The availability of group and individual tours and spending the night on a campus will vary across universities,” said Kammerer. “In terms of travel and accommodations, it is best to plan ahead. Many institutions host links to area visitor offices and hotel sites on their tour page.”

“Most times when a student is closer to making up their mind about attending a particular school, it is recommended that the student revisit if possible and perhaps stay overnight to get a more robust experience,” said Charles Basden, Jr., coordinator, special projects, for George Washington University, a member of the NobleHour Network.

Basden also suggests inquiring about potential special situation funds universities may have to help assist families with their effort to visit campus.

Stuckey advises staying as close to campus as possible. It’s a great way to learn more about the community. When I visited LSU with my son, we stayed at the Cook Hotel right on campus. We could walk through the university grounds, meet and speak with students along the way and we were able to get a feel for campus life.

Also, when making travel arrangements, consider arriving on campus early or staying a few hours after the tour. There’s nothing worse than missing a casual opportunity to visit with students, professors, financial aid representatives, or admission counselors because you have to rush off to catch a flight. Remember, if it’s a group tour, there will be other parents who want to meet with university staff also. Be prepared to wait.

Have a cup of coffee at the local café or the bookstore. Grab lunch in the dining hall or dinner at a favorite university hangout. Walk around campus on your own. It’s a great opportunity to speak with students and ask them questions about school. “Kids get a strong feeling about the campus and the people they meet on campus,” said Stuckey.

Next time - Part III - Going on Tour and questions, lots of questions!

Part I - Spring Break is a Good Time to Start College Visits

Photo credits: Dolly Duplantier, Terri Stuckey, and UC San Diego Publications/Erik Jepsen 

This post was updated on 3/3/2015 

Springtime is around the corner. That means high school seniors are eagerly awaiting
acceptance letters and juniors are in the home stretch for ACT and SAT prep. It also means that
with spring break on the horizon, and summer beyond that, now is a good time for all high school students to start planning those college visits. In this three part series, we’ll provide some guidelines and tips to make the most of your student’s college visits. We’ll start with an expert – a mom.

Terri Stuckey is no stranger to college visits. With a junior at Emory, a freshman at the University of Virginia and a junior in high school, she’s as close to an expert as they come. Stuckey has visited at least 26 schools, some of them twice, and she’s not done yet.

Start Local

Don’t let those numbers overwhelm you. Not all visits require airfare or lodgings or days away from school and work. One of the easiest places to start your journey is your local university. Even if your son or daughter is adamant about going away, this is a great place to begin. It doesn’t matter if they want to go to that particular school. Visiting different colleges lets students determine what they like and dislike. It’s just as important to take note of why they don’t want to go to a specific school.

These visits can be done on days off from school, after school or on a weekend. You can get a feel for the whole tour experience. This will help you gauge time for itineraries later if you decide to tour schools out-of-state.

In addition, attending local events on a college campus can give your son or daughter perspective and get them excited about the admission process. Catch a show put on by the theater department or cheer on the local team during a football game.

 Vacations

If you’ve already planned your Spring Break vacation, find out if there’s a university near your destination. If you have the time, take a side-trip and schedule a tour. Have lunch or dinner on campus. Walk through and visit the bookstore or if you’re short on time, just drive through the university. Again, it’s a good starting point just to see what’s out there and to give them a point of comparison.

Just about every university my family visited was during a vacation. Road trips through the south brought us to the University of Alabama, Ole Miss, Tulane, LSU, Loyola, and the University of Miami. My boys are two years apart. I made sure the younger one was paying attention. Even their sister, five years younger, has fond memories of our campus visits.

Summer Camps

Stuckey also suggests enrolling your student in a weeklong, overnight, summer camp before going to the expense of scheduling out-of-state tours. Her kids did it the summer after their sophomore year in high school. “It doesn’t have to be where they want to go to college, but it’s a great way to see if they want to go away for school.”

It doesn’t necessarily have to be an academic camp. The point is to give them the experience of being on their own away from home, family and friends. It also provides them with the opportunity to live in a dorm. “Before you start looking at colleges all over the country, see if they can survive a week alone,” said Stuckey.

If they don’t enjoy the experience, then it helps narrow things down. It may not be worth it to visit universities more than a few hours away.

Many schools offer summer programs for high school students. It’s a great experience for the kids. Some offer guided tours as part of the camp, as well as meetings with admission and financial aid counselors. They may even offer college credit. Stuckey said being on campus gets them excited about going to school. “The kids also learn the vocabulary of admissions.”

It’s best to sign up as early as possible. Deadlines can be as early as March. Just search “college summer programs for high school students” and you’ll get a variety of listings. You can also check with your high school college counselors as they may have information about summer programs too.

 Multiple Tours

Another option for visiting schools is to set up a group tour. Check with your high school to see if they offer any bus tours. Some may organize weeklong excursions visiting multiple schools within a specific region. “The kids see a variety of schools, but the parents aren’t with them,” said Stuckey. “The kids have fun, but they may not be looking at the things you, as a parent, want them to consider.”

There are also companies that coordinate tours of multiple universities in specific regions. This takes the hassle out of the planning and lets you concentrate on the school visits.

Stuckey said she never did more than four schools during one trip. “They start to blur in to each
other and it’s hard to keep straight.” She recommends taking lots of pictures, especially by specific landmarks and school signs so when you get back home they can help you remember the campus.

Virtual Tours and Social Media

Obviously, not everyone can afford the time or money to visit every school. Fortunately, the Internet and social media are great resources to learn about schools in the comfort of your own home. Every university has a website. Some offer virtual tours. You can also check out their Facebook page and mobile apps, as well as Twitter, YouTube and LinkedIn accounts. Students often post videos of school events, tours of dorms, etc., and many student groups have their own Facebook page.

“If they cannot physically tour the school, then it is extremely important that they read all that they can from different sources about the school,” said Charles Basden, Jr., coordinator, special projects, for George Washington University, a member of the NobleHour Network.  “Many schools are developing virtual tours and online portals that seek to emulate the on campus tour feel. I would suggest creating a Google news alert for the schools they are interested in.”

In addition, Basden recommends reaching out to current students or faculty members through the directory or through student organizations to get a better sense of what campus life is about. Chatting with recent alumni can also provide a helpful perspective.

Photos by Dolly Duplantier

Next time - Part II - Deciding Where to Visit

Part III - Going on Tour – The College Visit: 15 Questions to Ask

This post was written by NobleHour Special Contributor Natasha Derezinski-Choo, a student at Grimsley High School in Greensboro, NC.

The evolution of online learning poses many questions about the future of education. Is online learning effective? Do online courses provide the same quality of education as traditional classrooms? Will online classes someday make classroom teachers obsolete? Like many innovations in the digital world, online learning is constantly being reviewed and modified. But I don’t feel that online education is a threat to the traditional classroom. Rather, it is another way the Internet spreads ideas, creates opportunity, and facilitates connectivity between people.

My experience with online classes has been at times both fulfilling and disastrous. The first online course I experienced was a writing course. When the books arrived

in the mail and I received my username and password, I knew little about formal writing. However, by the end of the course I had learned basic structure, techniques, and editing tools that compelled me to continue improving my writing. I learned more from this class than any other English course I had taken in school. Because I enjoyed it so much, the following semester, I signed up for a second writing course in the program. These courses challenged me not only in my writing but also in becoming an independent learner. In both cases, I acquired knowledge and skills related to my writing, and I also gained experience in time management, a strong work ethic, and practice in adaptability as a student by facing a different form of learning.  

However, not all online classes are created equally. A couple years later, I signed up for a summer math course to earn an additional math credit. The program for this course was different, and I did not enjoy learning the material. The course consisted of reading the material and answering questions about it. I finished the course with good grades, but I did not feel that I had personally gained anything from this experience.  The difference in this course was that it lacked the feeling of a regular classroom.  In the writing courses I took, my instructor communicated regularly with me, continuously provided feedback, and engaged in live chat conversations with the class. I also interacted with my fellow students in class discussions and peer review. However, in the less enjoyable math course, a lack in human interaction with my teacher made the class unrewarding. My experience is not a critique of any particular course, but rather an insight into the nature of quality online education. For online courses to truly benefit students there must be a seamless liaison between teacher and student. In my opinion, the only significant difference between a successful online course and a traditional one is that the teacher and pupils are in different rooms. Online courses should facilitate typical class discussion, lessons, and feedback.

A popular format for online learning is the readily available Massive Open Online Course (MOOC). MOOCs are free online course accessible by anyone, unique for their unlimited enrolment. In a typical MOOC, a professor will upload a video of the lecture, reading materials, practice problems, and assignments comparable to those the professor would provide in the course he or she teaches. A computer typically grades assignments, and completion of the course does not usually entail university credit. In 2012, MOOCs gained attention when Ivy League universities began uploading full courses free of cost to the public. Some popular MOOC websites include Udacity, edX, and Coursera. The spirit of MOOCs is one of equality in education—the idea that wider access to higher education promotes connectivity, collaboration, and equal opportunity.  MOOCs were developed to solve the problem of higher education by making it available to anyone at little to no cost.  However, they are still young and not as fool-proof as they seem.  The challenges educators face in achieving the accessibility and quality of learning that MOOCs attempt to provide represent the evolving state of online education. 

MOOCs are often less successful than anticipated by their creators because the unlimited enrolment of the course means little human interaction between the student and the instructor.  The instructor merely provides lectures and materials, but learning the content is left up to the student. Educators find that the students most successful in these types of courses are already high-achieving, educated, motivated students. MOOC developers and professors originally envisioned the MOOC as a way to bridge the education gap by making higher education accessible and affordable, but this has not been the case.  Millions of dollars have been invested into MOOCs.  Millions of students enroll, but only a fraction actually complete the course.  MOOCs’ shortcomings are partially due to the lack of human connection between the teacher and the student.  Without the ability to personally engage with an instructor students often find their experience with MOOCs to be less enriching than they had expected.  Instead, MOOCs often prove mechanistic and unfulfilling.  The teacher simply is irreplaceable in the classroom.  MOOCs remain an experimental area of online education, and perhaps someday they will become a pathway for a universally accessible higher education experience.  For the time being though, the mishaps of the MOOC show that quality education to the masses cannot be achieved without investment in the human connection between teacher and student.

The future of online education is exciting. It presents the opportunity for wider access to higher education.  However, online courses cannot supplement traditional classrooms without considering the latter’s experience.  For an online course to be comparable to a conventional classroom, the student’s learning experience must be one that mimics the ways in which teachers bring out students’ potential. 

images via: CollegeDegrees360, velkr0

This post was written by NobleHour Special Contributor Natasha Derezinski-Choo, a student at Grimsley High School in Greensboro, NC.

College decision deadlines are fast approaching, and there are many factors to weigh when narrowing down the prospects. Academic strength, value, proximity, and student life are some typical considerations to keep in mind. However, many students find success and satisfaction at institutions dedicated to community engagement and service. 

In addition to researching service initiatives and community projects, students can find service-oriented schools by referencing The President’s Higher Education Community Service Honor Roll. The President’s Honor Roll recognizes colleges and universities with strong community connections that encourage students to pursue civic engagement and solve community problems. Schools that receive this award are encouraging their students to excel both in academics and in committing to meaningful service.  

Here is a list of some acclaimed universities whose programs have gained attention for their commitment to service:
 

Florida Atlantic University
Boca Raton, Fla.
2013 President's Higher Education Community Service Honor Roll

FAU has been encouraging its students to engage in service since 1996 when Associate professor Daniel Weppner urged the university to encourage its students to pair learning with volunteerism.  In 1996 the Campus Volunteer Center (CVC) was opened to provide resources to students.  Since its inception, the CVC has aided in establishing several service-oriented student organizations. The aim of service-learning at FAU is to create meaningful partnerships between the university and the community in order to connect students’ education with service.  In 2007 the CVC was renamed the Dr. Daniel Weppner Center for Civic Engagement and Service in honor of its founder.  FAU students create a Noble Impact™ by engaging in their community and tracking more than 350,000 hours on NobleHour.


Nazareth College 
Rochester, N.Y.
2013 President's Higher Education Community Service Honor Roll, Presidential Award for a Special Focus in Early Childhood Education

Nazareth College holds a reputation for its rigorous commitment to service. Fall orientation begins with a day of service, but this is only the beginning. Taking initiative in one’s community is an expectation and a part of everyday life. A new addition to the curriculum requires that students complete one experiential learning opportunity by venturing into the community and being civic-minded. Service is an integral part of campus life, alongside attending lectures and writing papers. Nazareth College officially considers volunteerism and service in admissions.


Gettysburg College
Gettysburg, Pa.
2013 President's Higher Education Community Service Honor Roll for General Community Service

This small Liberal Arts school located just across from the historic battlefield boasts a history of service among its students and alumni.  Its service-learning program began in 1991 and has played a part in educating students ever since.  Students are engaged in service-learning projects which tackle issues in the local community such as unemployment, housing costs, depression, violence, and education.  Part of receiving an education at Gettysburg College is learning that “Students don’t have to go far to see firsthand this changing world—or be a positive force in it.”

Miami University Ohio
Oxford, Ohio
2013 President's Higher Education Community Service Honor Roll with Distinction

With nearly 13,000 of its approximately 15,000 students involved in service-learning programs, the faculty at Miami University is making constant advances to its curriculum by finding more ways for students to combine learning with service. The university boasts several partnerships with local partners and school districts. For example, early childhood education majors work with local elementary schools; the elementary students benefit from tutoring in school, and the university students gain valuable experience and make valuable community connections that often carry on into career pathways. The school has made an effort to incorporate service-learning in 75 courses and continues to train faculty in teaching service-learning. Miami University uses NobleHour to connect with local community partners.
 
 

The George Washington University
Washington, D.C.
2013 President's Higher Education Community Service Honor Roll

The George Washington University actively considers and integrates service into its academic options for students. The service-learning opportunities at GW focus on four areas: academic service-learning, community service and engagement, service careers, and social entrepreneurship.  This holistic approach to service means there are opportunities for every student at GW, ranging from just donating a few hours a month to synthesizing entrepreneurship skills with service by starting an entire social enterprise. GW offers more than 45 service-learning courses such as Writing for Social Change and Service-Learning in Advanced Spanish.  GW aims to spur a “culture of service” among its students by providing a bounty of resources to connect students to their community. GW students tracked more than 44,000 hours on NobleHour in 2013.

How do kids begin the process of choosing a college major? For some it’s an easy decision. Often, it starts with a specific interest or maybe they are exceptional in a particular subject. I remember in high school completing some sort of career questionnaire. It said my interests would align with communications or public relations. I figured, great! I like people and I like to talk. For me, communications was a great fit, but looking back, I do wish I had done more research about career paths for my major. 

Kids today have access to so much more information. College majors seem more defined and specialized now. When I went to college, I went in thinking I had at least two years to figure out my major. Many students now declare their major during the college admissions process. But how does an 18 year old really know what they want to do? How do they figure out all the potential careers one major can offer?

One way to help them figure it out is to volunteer. Community engagement can provide high school and college students with an opportunity to explore their interests or try something new.

“Kids who do community service see how they can apply their skills in different areas,” said Dan Van Dyke, a high school counselor for De La Salle Institute in Chicago, IL.

Van Dyke said when he asks students why they want to pursue a specific major; they usually reply that they are good in that subject. For example, a student good in Math wants to study Engineering, but he may not look further than the obvious career path. They don’t think about all the different options for their particular set of skills. Many students just don’t want to do the research.

However, Van Dyke said students who perform community service seem to have a better idea of what majors they want to pursue and will research them as part of their college admissions process. “I’ve seen kids who work at the Greater Chicago Food Depository or help the homeless, and they become interested in public policy or social work. They want to know how they can use their talents for social good. They are more motivated to do research about colleges and majors because they are exposed to different career options.”

Van Dyke has also seen students avoid certain majors because they don’t think it will lead to a career with a lucrative salary. Through student volunteering, they realize there are other rewards for specific careers. “Students that do community service with kids, come back with a feeling of accomplishment. They can see that they can make a difference and it’s very rewarding.”

Jennifer Walker, Director of Programs for Madison House, the student volunteer center at the University of Virginia, has seen similar circumstances with college students. “Some of our students want to pursue volunteering that is in their professional field of interest. For example, prospective teachers may want to get a better sense of what it is like to be in the classroom before they apply to graduate programs for teaching.”

For Allison and Sally-Rose Cragin, volunteering has always been a family affair. Their mom, Louise, instilled a love of helping others at an early age by encouraging them to volunteer at Krewe de Camp, an annual, one-week camp for children with special needs in Covington, Louisiana.

Allison’s volunteer work at the camp and throughout high school not only confirmed her desire to work in medicine, but also influenced her decision to become a pediatrician. A 2012 graduate of Louisiana State University School of Medicine, Allison is currently in the UAB Pediatrics Residency Program, and continues to volunteer. “I was always interested in becoming a doctor, but I thought I would pursue surgery or research,” said Cragin. “Now I hope to be a pediatrician for children with special healthcare needs. The projects I did in college were definitely geared toward my interest in medicine.”

Sally-Rose’s decision to pursue her major was also a direct result of her experiences volunteering at Krewe de Camp. She is a junior at Rochester Institute of Technology studying American Sign Language Interpreter Education.

“Every year, since before I can remember, my mom brought me to help her at Krewe de Camp. When I was 8 years old, I met a girl named Katie who had Cerebral Palsy. She couldn't use her voice to speak so she used sign language. As soon as camp was over I asked my mom for some sign language books and dictionaries so I could learn how to communicate with Katie for the next summer. I can trace back my decision to go to RIT for interpreting to that day. I loved the feeling of being able to communicate with someone through a visual language and I wanted to be able to facilitate communication between people like Katie and other people who don't know her language.” 

Sally-Rose said her favorite part of high school was the community service work she was able to do during high school with Boys Hope Girls Hope of New Orleans and summer camps like Camp Sertoma and Meadowood Springs Speech and Hearing Camp.

“When I graduate in May of 2015, I would love to do Educational Interpreting in some of the younger grades. I would really like to go to graduate school for a Masters Degree in Special Education with a focus in Deaf Education.”

Walker thinks it’s never too soon to begin student volunteering in the community. “It can provide an easy and free way for students to get an idea about their potential career path.”  

What are your children’s interests? Are they volunteering in areas they want to study in college? Not sure where to start, check out our guide to volunteering. 

By NobleHour Special Contributor, Dolly Duplantier

Look at any college admissions application and once you get past the demographics, the next top sections comprise grades, standardized test scores and activities.

While extracurricular activities and leadership skills have always been a part of the admissions process, universities are now looking more closely at an applicant’s community engagement and student volunteering record. However, before your high schooler starts racking up miscellaneous hours for some magical number, keep in mind that today’s college admissions counselors aren’t just looking for quantitative data. They want to know why your student is doing service work.

“We are seeing more and more high schools and middle schools require service hours,” said Vincent Ilustre, founding executive director of Tulane University's Center for Public Service (CPS). “We’re looking beyond that, for stellar community service activities.”

Ilustre said they make a distinction between filling a high school quota of 100-200 hours and long term sustained involvement. “We are looking for more depth in how they frame their activities. What is the rhyme and reason? Why did the student take on a particular project? We look into what they do, but it’s not the only thing that dictates if they get in.”

Tulane is nationally known for its own service curriculum. “We are a leader in terms of how we look at public service and what our students do here,” said Faye Tydlaska, the school’s director of undergraduate admissions. “We award approximately 20 Community Service Scholarships each year, and those students go on to be Fellows in our Center for Public Service once they are at Tulane.”

Tulane created CPS in response to the numerous community projects going on after Hurricane Katrina in 2005. University officials understood first hand that public service rooted in an academic context would contribute to the development of student civic engagement. Tulane has won numerous awards for their efforts to serve the New Orleans community.

“Most higher educational institutions now have offices similar to Tulane’s Center for Public Service,” said Ilustre.

According to the Association of American Colleges and Universities personal and social responsibility are core elements of a 21st century education. A recent survey of its nearly 1,300 members revealed that many institutions are placing more emphasis on civic education.

Tydlaska agrees that more and more of Tulane’s peers are focusing on public service. For student volunteering to have a true impact, Tulane looks for deep, ongoing community engagement. Students concentrating on one or two projects for a couple of years will get noticed as opposed to those just completing tasks for service hour requirements.

“We make a distinction between requirements for school and something above and beyond,” she said. “We look at their level of involvement in their projects. For example, are they organizing a can drive or just collecting cans?”

“Most students going to elite universities are coming from high schools that require service,” said Ilustre. “So you have to be able to synthesize why.”

Ilustre would like to see high schools encourage their students to be  about their projects. It’s not just about reporting hours anymore. Students who stand out are able to talk more about what they are learning. They can reflect on their activities, discuss the impact of their service and why it is important to them and their community. A deeper level of community service will make them stand out.”

Many factors come into play in determining whether or not an applicant is accepted. “We look at how much interest a student shows in the university, why they want to attend Tulane, and letters of recommendation among other things,” said Tydlaska.

Student volunteering could potentially help an applicant that is on the fence. If two students are academically the same, Ilustre said the one dedicated to community service would have a better chance of being admitted.

Tydlaska suggested that if students are interested in volunteering, they should look for opportunities involving their own interests. The first year or two of high school are a good time to explore different topics. “Start early on and then focus on one or two main issues or projects.”

Ilustre agreed. “Freshman year is a great opportunity to explore what’s out there. Students should sample different types of activities or topics that really interest them and then take it a step further. “

As students mature, they should find a specific project or issue that is important to them. They should research organizations that support their interests. Students who want to stand out will delve deeper and get more excited about their community engagement. 

Ilustre also believes being passionate about a specific cause or issue could help students determine where they want to go to college and what they want to study. “If you have a particular interest, see if there are colleges that can support your passion.”

Tydlaska has seen all sorts of civic engagement in the applications that cross her desk - from students working locally with Habitat for Humanity to going abroad to help children and adults in need.

”You don’t need to go across the world. What’s important is that you find what you are passionate about. Go with your passion whether it’s local, regional, national or international.” - Faye Tydlaska, Tulane University

Both Tydlaska and Ilustre agree that it’s not necessarily important where you do your community service. ”You don’t need to go across the world,” he said. “What’s important is that you find what you are passionate about. Go with your passion whether it’s local, regional, national or international.”

Tydlaska adds that whatever type of student volunteering is chosen, it should be authentic. “If it’s not authentic, don’t pursue it. If your passion is sports, writing, music, etc. - pursue your talent in those areas.”

“It’s really heartwarming and encouraging to see so many students engaged in community service and wanting to make a difference,” said Tydlaska. “We see some extraordinary students. They’ve done a host of incredible things. Some have started non-profit races for specific causes. These are fully civic engaged students.”

Do you want to help your son or daughter become more engaged in student volunteering and community service? Check out the NobleHour website for service opportunities, as well as ways to track hours and reflect on volunteering experiences.  Has your high school student’s community engagement made a difference in his or her college applications? Tell us how.