Admission confidential: our Q&A with admission pros gives you the advice you need to apply with confidence

Careers and Colleges, Sept-Oct, 2004 by Don Rauf

Wouldn't it be great to be a fly on the wall at a meeting of admission counselors? You could really get the inside scoop on what it takes to get into college from the gatekeepers themselves. Recently, CAREERS & COLLEGES did the next best thing--we sat down with four admission counselors and asked them to share their candid advice on the admission process and what students can do to get into the school of their choice. Note: policies can differ from college to college, so it's a good idea to confirm how things are handled at all the schools you apply to.

CAREERS & COLLEGES: What do you look for first in a candidate?

Quinnipiac: The most important criteria that students are evaluated on is their academic record--the level of their courses, their grades, grade pattern (are their grades getting better over time or worse?), and how they compare to others in their high school based on grade point average (GPA) and class rank.

Linfield: First, we look at strength in the academic curriculum--the kinds of classes a student has taken. And definitely the GPA is important, but we look at a combination of GPA and board scores. Standardized tests are much debated, but statistically it still holds true that GPA and SAT or ACT scores together are definitely a good predictor of first-year academic success.

Loyola: We're going to look at the high school that the students are coming from, how they challenged themselves from within that curriculum, and then how they succeeded within that challenge. The next would be their SAT or ACT scores.

Wesleyan: For most of the students who are offered admission, it goes so far beyond just GPA and test scores. We look for those who will contribute to this particular environment. As a small college, we think a lot about building our community. What makes one candidate stand out typically is the whole package--where that student comes from, what that student has done with the opportunities available, his or her intellectual curiosity, and overall preparation.

CAREERS & COLLEGES: How important are activities outside of the classroom?

Linfield: Extracurricular ctivities and special talents are what give students substance. Yet while these may give students special appeal, they will never be a substitute for academic achievement.

Loyola: As a Jesuit school, we're looking for volunteering and doing good works. We're definitely looking for the students who have been involved in their community as well. We have a strong commitment to service learning.

Quinnipiac: We want to see their involvement in clubs and activities. Have they specialized in one or in several areas? Are they involved in community work or do they hold a part-time job?

Wesleyan: We like to see an engagement with the community. I worry sometimes that students think only in terms of school-based activities. We look for those who are student members of their board of education, or president of a church or temple group, or who had started working the three-hour Saturday morning shift at McDonald's, and is now a swing shift manager in the evening. That's a progression of responsibility. There are many ways that students can be engaged and make a difference.

CAREERS & COLLEGES: Can a student overdo listing extracurricular activities?

Linfield: Often students think colleges want to see a lot of activities--a lot of sports or music or community service. That's OK, but I advise students not to get involved just because it will look good on the application but because involvement brings meaning to their lives. That's what is important.

Loyola: We'd certainly rather see a student who is heavily involved in a couple of organizations, taking on a stronger leadership role, than someone who is a member of every school group. We often drink a long laundry list of activities doesn't show much depth of experience.

CAREERS & COLLEGES: We imagine most colleges try to create an atmosphere of diversity. How does a student's geographic and ethnic background factor into admissions?

Quinnipiac: Colleges all look to enroll a diverse class. So we review all types of background information--ethnic, geographic, male/female, economic. You want a mix of students just to help make the education interesting. Keep this in mind though: While an applicant from California will stand out for us, if you're a weak student from California, you're not going to get in. Since most students go to college within 500 miles of home, we will also want re know why you're applying from so far away.

Loyola: About 70 percent of our student body is coming from outside Louisiana. The fact that a student comes from Seattle will be part of the equation, but it is not something that will override weak grades and scores. Ethnic background is one of things we look at. At the heart of a liberal education is the free exchange of ideas, and you need to interact with others who are not necessarily from the same background as you so you learn from them, as well as teach them about your background.

Linfield: Diversity of background provides diversity of thought. We strive to help build that in our educational environment.