Create a reason

I write often here about the value of the energy, attention, and personality you contribute both inside and outside of class. There are plenty of ways to make an impact that have nothing to do with honors, awards, and other accolades, and Seth Godin made a list in his most recent post, “Missing from your job description.”

Please don’t let admissions anxiety cause you to discount these suggestions as trivial or just not substantive enough to make a difference. Imagine if you consistently did even just 4-5 of them in those areas where you’re already spending your time. And even more importantly, imagine how many reasons there would then be for you to be missed if you stopped showing up.

How to evaluate your involvements

Too many students use the same metric to evaluate the ways they’re spending their time outside of class—will this look good to colleges? Most knowledgeable counselors—and colleges themselves—will tell you that this is the wrong metric to use and the wrong question to ask. There is no existing list of activities, hobbies, or other uses of your time that colleges universally consider good or better than any other. So if you want to check in with yourself and evaluate if you’re spending your time in ways that will pay off (regardless of how you would define paying off), here are three questions to focus on.

1. What are my strengths?
Finding fulfilling activities means knowing something about yourself. What are you predisposed to do well? When do you feel like you’re in the flow, performing at a high level and feeling energized by the experience? Whether your answer is talking to customers at the drive-thru window, working through calculus problems, or performing on a stage, if the act of doing it makes you feel energized today and eager to do even more of it tomorrow, it’s probably tapping into your existing strengths. Research has also shown that strengths improve more than weaknesses do. So if you’re looking to stand out, you’re better off doubling down on an existing strength than you are trying to polish a perceived imperfect weakness.

2. Do I get to use my strengths here?
If you’ve identified your strengths, it’s worth considering if you’re getting to use them within each activity. And if you’re not using them, is it because you’ve chosen the wrong activity, or because you’re not finding ways to use them within that activity? Your skills that make people enjoy working together aren’t being put to use if the club you joined seems to hold meetings but not do much else. Could you volunteer to organize a group to take on one of the club’s important projects? Whenever possible, find a way to put your strengths to use. And if you can’t, consider if your time might be happier and more productive spent doing something else.

3. Am I enjoying my experience?
Participating in your chosen activities should make you happy. If you genuinely hate going to volleyball practice or playing the viola or taking kung fu classes, the net effect seems negative whether or not you’re using your strengths. And consider the alternative scenario—maybe you love participating in something that you’re not particularly good at. Some of the most compelling essays I’ve ever read were from kids who loved an activity even though they were nowhere near great at it, like the slowest runner on the cross country team or the student who began his essay, “Artistically, I peaked in kindergarten,” but had spent several years taking art classes anyway just because he enjoyed them.

Most importantly, all of these questions keep the focus on the most important factor—you. Worry less about what colleges will appreciate. Worry more about finding ways to spend your time that you will appreciate.

How to demonstrate your leadership skills

“Leadership skills” are one of those traits that garners a lot of mentions in college applications and essays (e.g., “During my tenure as Student Body Treasurer, I developed leadership skills…”), but often without specific examples to substantiate them. Just holding a position or office isn’t evidence of leadership. Neither is just holding meetings every Tuesday during lunch. Real leaders have followers who are enrolled in a compelling vision of the future that the leader has vividly depicted.

If you’re interested in leading, or if you’re currently in a leadership position and want to gauge your progress, here are three questions to consider.

1. Are your people going somewhere?
The essence of leading followers is that you’re taking them somewhere. Is your team, club, or organization focused on a goal, change, improvement, or other destination? If not, then they’re not being led anywhere.

2. Are you the person who is painting the portrait of the destination?
Good leadership doesn’t stop with adding something to an agenda. It describes a compelling vision that people can see, to the point that it excites them and motivates them to follow you.

3. Are you modeling the behavior that will get you where you want to go?
Imagine a team captain who talked constantly of winning a championship but consistently missed practice, or didn’t learn the plays, or played so selfishly that it hurt the team’s chances of winning. The first step to earning trust from your followers is to do as you say. And the fastest way to lose those you’re leading is to show them that you’re all talk and no action.

And here’s a past post (with links to other articles) about leadership as demonstrated in college admissions.

Interested in creating a podcast?

High school students, would you be interested in an internship that culminates with you creating your own 30-episode podcast about a topic you care about? If so, consider applying to Seth Godin’s summer internship, “The Podcast Fellowship.” It’s designed for college students, but I don’t see why that should stop you from applying. Take a shot. Show him that you’re serious and dependable. It will cost you about $500 to participate if you’re selected. But financial aid is available. And even at full price, that’s a fraction of the cost of attending many formal summer programs. All the details and the application are here. I’ll let him describe his own program, but here are a few free application tips (all are from me, and none are officially Seth-endorsed).

  • The deadline to apply is April 10, but don’t wait that long. He’s mentioned when promoting many of his past programs that he’s more likely to admit someone who doesn’t apply at the last minute because (1) that’s when the bulk of the applications come in and (2) he prefers working with people who don’t wait until the last minute.

There are three short essay questions to answer:

  • Why do you want to make a podcast?
    Don’t do this because you want to put it on your college application (yes, it will look great, but that’s not the reason to do it). Be honest. Are you really passionate about a topic and just want to share it? Are you interested in media and exploring how to share ideas? Are you looking for a challenge, or to get out of your comfort zone, or to show that you’re capable of more than your GPA and test scores indicate? Your answer should tell him more about you. If it doesn’t, get more specific and drill down to your personal reasons for why you want to do this.
  • If you had to decide on a topic for your podcast right now, what would it be about?
    Don’t base your answer on what you think will sound impressive. Base it on what you would genuinely be excited to spend your summer learning about, developing, and ultimately sharing. Much like a topic for a college essay, if you genuinely care about it, the reader will care about it. And as I’ve written before, interests make you interesting.
  • And finally, tell us whatever else we need to know about you…
    My advice here is exactly the same as when a college interviewer begins your conversation with, “Tell me about yourself.” And I’ve shared that advice before, here and here.

If you apply and are accepted, please reach out and let me know. I’d love to congratulate you, and to hear your podcast!

When time to grow is time to go

Patrick O’Connor wrote this post for counselors who are advising underclassmen on their high school plans for next year. But I think parents and kids would be well-served to know how one of the best high school counselors in the business advises colleagues to answer a student who asks a question like the one below in bold.

Do I have to keep up the trombone? This is also the time when students start to evaluate their electives and their extracurricular activities. The cool activity they just couldn’t live without in middle school has lost its shine, but they’ve heard colleges really like to see commitment to some core extracurriculars. They turn to you to know if they have to be miserable for the next two years, or if they get their life back. No pressure here.

In many ways, this is the same situation as giving up French. Colleges do like to see students commit to a few core activities and grow in them (by becoming part of an award-winning robotics team, or getting a promotion at work), but it’s unlikely a student will rise to new levels of leadership if their heart just isn’t into it. Junior year is no time to join seven new clubs—the colleges will see right through that—but if it’s time to grow, it’s time to go.”

How to work smarter, not harder

I enjoy Eric Barker’s blog, which shares “science-based answers and expert insight on how to be awesome at life.” And his most recent piece, “This Is How To ‘Work Smarter Not Harder’: 3 Secrets From Research,” hits on three themes that can benefit any college-bound student.

1. Do less. You can’t be great at any one thing when you’re constantly multi-tasking 1000 things.
2. Make a conscious effort to improve within those areas of focus. Don’t just expect it to happen because you show up.
3. Find the joy and passion in the work (which has as much to do with how you view it as it does the work itself).

Let’s talk about summer plans

One of the many ways college admissions has changed since most parents went to college is the focus on—and related pressure around—summer plans. Many students attend special programs (often with high price tags), take extra classes, volunteer, etc., often driven in part or in full by how those summer activities will strengthen their college applications. Are these efforts effective? Are they even necessary? Is there room for rest and relaxation, or has the term “summer vacation” become a relic of the parents’ past when a student could apply to 2-3 colleges with a reasonable expectation of getting in?

If you’ve got similar questions, I hope you’ll join us for an upcoming free webinar:

Here Comes the Sun: Planning Your Ideal Summer Schedule
Tuesday, March 13, 2018
5 p.m. – 6 p.m. PDT

Our presenters are Collegewise counselors Jazzmin Estebane and Kailey Hockridge. Jazzmin was a summer recruitment coordinator at Yale and later an assistant dean of admissions at Pomona College. And since earning a master’s at Columbia University, Kailey has spent the last five years counseling high school students through the college admissions process. I think you’ll leave the webinar not just better informed about your summer’s role in your journey to college, but also more comfortable making summer plans that you’re actually excited about.

All the details and the registration information are here. I hope you’ll join us.

On the value of internships

For students who may be considering pursuing an internship as a means of increasing experience, building a resume, or gaining a college admissions advantage, here are a few guidelines to help you make a good choice, and hopefully land a good opportunity.

1. Remember that your efforts to secure the internship are part of the learning.
Some of the most valuable internship learning takes place before you ever start the gig. How did you find the opportunity? What was the application and interview process like? How did you convince the organization you were worth taking an internship chance on? If you seek out, apply for, and secure an internship yourself, you’ll learn these lessons. If your parent or someone else does all the work and just tells you when and where to show up, you won’t. Don’t assume that fancy sounding internship you have handed to you is more impressive than a lesser known opportunity you found and secured yourself.

2. Get as close as you can to the product, service, or customer.
There is no shame in filing, sweeping floors, getting coffee, etc. But it’s even better if you can get an internship where your role is more central to what the organization does. One way to find those opportunities is to go where other interns don’t. Countless high school students try to get internships at hospitals or law firms. But how many search for opportunities at free clinics or legal aid centers that specifically work with disadvantaged populations? The tech giant in town probably won’t let you test the product before it ships. But the small upstart company down the road just might. A Collegewise student I worked with wanted to major in journalism, and rather than pursue an opportunity at the major newspaper everyone read, she went straight for her small town community paper where she went from fact-checking stories, to copy-editing, to penning her own weekly column in less than six months.

3. Consider creating your own internship.
An internship is usually a defined role an organization has planned for and made the decision to fill with an eager person. But just because an opportunity isn’t posted publicly doesn’t necessarily mean they wouldn’t create one for the right candidate. Consider what you have to offer, find a place that might benefit, and pitch your services. Can you build websites? Fix computers? Translate Spanish and English? Proofread? Organize what’s disorganized? Research online? Make minor repairs? I promise you that there’s an organization nearby that would happily accept your services a few hours a week. Reach out, be specific about what you can do and how much time you’re willing to commit, and ask if they’ll give you a shot for two weeks to prove you can make a difference. Even if they say no, they’ll be impressed with your teenage gumption.

4. Use your opportunity as a springboard.
When you begin an internship, you’re an unproven commodity. Your job is to change that perception, and even better, to become someone the boss or team or organization just couldn’t live without. The best opportunities in the future come to those who make the most of their current opportunities. You may not intend on staying past your agreed upon tenure. But if you do the kind of work that invites more responsibility, more experience, and more trust, you’ll learn—and perhaps even earn—even more than you originally planned. Here’s a past post about how to thrive in a part-time job. I think it applies to just about any opportunity.

5. Do it for the right reasons.
There are a lot of good reasons to consider getting an internship. Here’s a bad one if it’s the only one—to put it on your college application. Yes, colleges will be impressed by real commitment, especially one that aligns with what I’ve advised above. But if you’re just doing it because you’ve heard that colleges look favorably on internships, and if you’d really rather be playing in a recreational softball league or working at an ice cream shop or taking self-defense classes, why turn away from what’s clearly a better fit for you? Internships aren’t more or less compelling to colleges than any other involvement that you care about, commit to, and make an impact on during your time there. If you get an internship that goes well, list it proudly on your application. But as you make decisions about how to spend your time, remember that just about every college would tell you that they don’t have a prescribed list of recommended activities. That leaves the door wide open for you to choose things you want to do, whether or not an internship makes that list.

Where can you be an assist leader?

Basketball player John Stockton isn’t just widely regarded as one of the best point guards in basketball history; he was also named to the NBA’s 50th anniversary “All-Time Team” recognizing the 50 greatest players to ever play the game. In his 19-year career, Stockton was a ten-time All Star and won gold medals in the 1992 and 1996 Olympics. Since he left the game in 2003, the Utah Jazz have retired his number, Salt Lake City named a street after him, and he’s been inducted into the basketball hall of fame. Today, standing in front of the arena where he played his home games is a statue bearing his likeness. Few players have ever reached the heights that Stockton did during his time as a player. He’s one of the best who ever played.

But Stockton didn’t garner those accolades as a scorer. In fact, in terms of total number of points scored by a player in their career, Stockton barely makes the list of the top 50 (he comes in at #46). Where Stockton made his mark was in dishing out assists. For non-basketball fans, a player is credited with an assist when they pass the ball to a teammate in a way that leads to a score. Stockton made 15,806 such passes over his career, more than any other player and almost 4,000 more than his closest competition.

When it came to helping teammates score, nobody in the history of the game did it as well as Stockton.

Individual achievement is just one path to greatness. If you can’t be the best at what you do, maybe you can be the best at helping others be the best?

Everyone can be an assist leader in something.

P.S. Stockton also holds the NBA record for career steals by a considerable margin. But it’s a lot harder to draw an appropriate college admissions comparison to taking the ball away from an opponent.

Not so lonely at the top

Last Friday, I posted “How you score with people” to remind high school students that the relentless measurement and reward of individual achievement so embedded in the college admissions process isn’t necessarily reflective of what it takes to be successful in the real world. What prompted that post in the first place—and the larger message that I couldn’t fit neatly into that single post—is the growing body of evidence that the people who seem to have  long-term success are those who find a way to help the people around them succeed, too.

Wharton Business School professor Adam Grant lays out a convincing argument in Give and Take: Why Helping Others Drives Our Success. Here are two past posts on the book, here and here, and a New York Times story featuring Grant’s work, “Is Giving the Secret to Getting Ahead?

I just finished a preview copy of Harvard psychology researcher Shawn Achor’s Big Potential: How Transforming the Pursuit of Success Raises Our Achievement, Happiness, and Well-Being. The book’s key message is that while competition and individual achievement leave you disconnected and short of your full potential, connecting with, relating to, and learning from other people leads to long-term success and happiness.

And naysayers who are reluctant to take their eyes off the individual prize might be interested in last weekend’s New York Times opinion piece about the “Shalene Flanagan Effect.” The first American woman to win the New York Marathon in over 40 years, Flanagan has also nurtured and encouraged the growing talent around her with remarkable results—every one of her 11 training partners has qualified for the Olympics.

The article finishes:

“She [Flanagan] is extraordinarily competitive, but not petty; team-oriented, but not deferential. Elevating other women is actually an act of self-interest: It’s not so lonely at the top if you bring others along…So, it was no coincidence that, with the support system she spent years building for herself, it was Flanagan who finally prevailed.”