| Because this is the busiest week of my life, |
[18 Oct 2005|08:15pm] |
I'm drinking red bull right now.
Hopefully it will help with my sleepiness AND my ADD.
Let's see what happens, because coffee/tea/soda/chocolate don't work.
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| Did you know... |
[18 Oct 2005|10:25pm] |
These are particularly good scale-tippers for college apps:
• Male applicants. Male applicants in general are
favored over females in many selective
coeducational admission pools, simply because
they are now a demographic minority in the
United States.
• Females interested in engineering, computer
science, and technical fields. Some coed
institutions have made it an “institutional priority”
to recruit young women interested in these
areas, in the interest of improving gender equity
in technical professions. (yay?)
• Student- athletes of real talent, who are strongly supported
by coaches, and who truly desire to
compete at the college or university level
• African- American students.
• Hispanic- American students.
• Native- American students, especially those who
can prove tribal roll status, and who are
conversant with a tribal culture.
• “Full- pay” students. At many institutions,
students who can “pay full freight,” and who do
not apply for financial aid, have an edge.
• “Legacies”—children of financially generous
parents. More distant relations have less of an
advantage.
• Applicants who are well- known to powerful
alumni in the personal and academic sense.
Alumni assistance of this kind weakens
considerably if the “alum” is acquainted with the
applicant’s parents, but not the applicant.
• In- state residential applicants to state
universities.
• Applicants with evidence of substantial creative,
artistic, or academic talent, particularly those
who plan to major or contribute in the area of
their special talents or accomplishments in their
college or university. Successful “special talent”
applicants should be able to supply evidence of
that talent in the form of honors, recognition, or
awards at the state or national level.
• Applicants with evidence of very substantial
contributions to school or community service. In
the latter case, the applicant’s commitment to
community service would have to go far beyond
the community service IB diploma
requirement.
• National Merit, National Achievement, or National
Hispanic Semifinalist or Finalist status.
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