Author: Sandra Berger
ED321495
1990
There are more than 3,000 colleges and universities in the United States. Choosing among them is a complex task. Recruiting procedures and a wide variety of publications such as college viewbooks offer idyllic scenes of campus life, but do little to clarify student decision making. The increasing number and variety of books on how to get accepted by the college of your choice adds to the anxiety and expectations. Unless the match between institutions and students is truly a good one, both are likely to be disappointed.
Gifted and talented (GT) students often have problems beyond those of most other students who consider college and career choices. A systematic, collaborative approach is needed whereby students learn that college planning is part of life career development; it need not be a finite event that begins and ends mysteriously or arbitrarily.
Learning about Oneself: a 6-year Process
A coherent, programmatic approach to college planning provides opportunities for students to obtain information from counselors, other adults, and peers who understand their needs and who will listen to them, interpret and clarify their experiences, and discuss their concerns about changing self-concepts. Programs should include students who are identified as gifted (generally through IQ scores) but who may not be achieving academically. Students can learn about themselves, their community, and career options in a wide variety of ways. College Planning for Gifted Students (Berger, 1989) provides detailed information.- Seventh and Eighth Grades. Guidance activities emphasize self-awareness, time management, work/study skills, and an introduction to career awareness. Students develop a 4- to 6-year academic plan and decision-making skills. Participation in regional talent searches is encouraged, and students are provided with information on the Scholastic Aptitude Test (SAT) and/or the American College Test (ACT), the screening instruments employed by talent searches. Planning for advanced courses often begins as early as the eighth grade, especially in the case of sequential courses such as mathematics, languages, and sciences. Many students will not be ready or able to begin a sequence. In such cases, summer programs, sponsored by regional talent searches or by-mail courses provided by some regional talent search programs may be a viable option.
- Ninth and Tenth Grades. Guidance activities continue to help students clarify intellectual and social/emotional experiences, establish a sense of identity and direction, and set short- and long-term goals. Students are encouraged to identify and pursue interests. By 10th grade, they become aware of how their academic subjects, values, interests, and goals relate to careers. They also begin to learn that some interests and talents develop into artistic or scientific convictions while others develop into leisure activities.
- Eleventh and Twelfth Grades. Guidance activities include arranging for mentor relationships and internships. Through group workshops, students learn how colleges make selections, who is involved in the admissions process, how students are evaluated, and what they can offer that a college requires and desires. They learn about the application process and how to present themselves so that the institution will recognize them as a good match.
Learning About Colleges
Learning about colleges is a two-step process. Step 1 involves collecting general information by reading, talking with people (asking questions), and visiting colleges. By the end of 11th grade, the student should be able to develop a list of 10 to 20 colleges based on personal criteria. Step 2 involves analyzing and evaluating information. Students should be attuned to their needs and be creative researchers. By the middle of 12th grade, the student should be able to narrow his or her list to five or six colleges, taking into consideration (a) personal values, interests, and needs; (b) the variety and range of available college opportunities; (c) realistic constraints such as cost and distance; and (d) the method used by the colleges to select a freshman class (selectivity factor). The final list should include a safety school (one that will definitely accept the student), a long shot (admissions criteria are slightly beyond the student's credentials), and three or four colleges having admissions criteria that match the student's credentials.Some gifted students are drawn to the most selective colleges and universities, schools that receive more than 10 applications for every freshman vacancy. A student who aspires to a highly selective college can expect a highly competitive application review. Students should understand that the way they address the application process may be the critical factor determining acceptance or rejection.
The application requires the following two kinds of information:
- Objective information including biographical data, information on academic performance, standardized test scores such as SATs or ACTs, Achievement Test scores, advanced placement (AP) examination grades, and additional numerical information.
- Subjective information including extracurricular activities, recommendations, essay and/or personal statement, and a personal interview.
