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College Preparations for Juniors and Seniors during COVID

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Though virtual learning is in full swing, and all questions regarding next steps in the world of education are currently up in the air, one thing holds true—time stops for no one. For current high schoolers, especially the juniors and seniors, it may feel as though college preparations and post-secondary plans are hanging in limbo, so to speak. Compounding the issue is that many school-run programs, those designed specifically to help students mull through their options and arrange post-graduation plans, have been put on hold, perhaps indefinitely. Yet now more than ever students need to be proactive about planning for the future, regardless of what that future may be.

 

Questions to consider 

This pseudo-school year has likely caused some students to feel more inclined to simply coast on through—and it makes perfect sense. The “Senioritus” season will undoubtedly hit earlier due to virtual classes, lenient grading expectations, flexible time frames for assignments, etc. We can’t necessarily blame students for feeling a little bit more lax about their schoolwork right now. We can, however, make sure that they are using this “downtime” to their advantage by asking important questions and offering suggestions if their answers come up short.

 

What have you done to prepare for college?

If nothing rings a bell, these suggestions could help. Beyond the typical college visits and entrance exams, consider these recommendations:

  • Develop a personal note-taking system and practice it regularly during your Zoom classes. Students may think, “What is the point? All lessons are recorded and posted, so why waste time with notes?” Well, the likelihood of having recorded lectures to view at leisure from their dorm rooms is not guaranteed. Therefore, note taking, as has always been the case, will be a crucial skill for college and career readiness. Their personal note taking process, whatever it may look like, is something that they can develop and hone right now while virtual learning is occurring. It’s about being able to actively listen, decipher and record new information, make connections to prior knowledge, and synthesize material all at the same time—critical skills for life-long learning.
  • Do some real soul searching about what students may want to study after high school. Beyond desired salaries, childhood dreams, and suggestions from others, what types of things do they enjoy reading about, learning about, exploring? Use those ideas as starting points for looking into potential college majors and plans of study.
  • Similarly, be sure to have an array of thoughts about what they may want to study—it is important to keep options open, fluid, and flexible to ensure that students are not pigeonholing themselves, only to realize that they’ve wasted a semester on courses that don’t lead them in their desired direction.
  • Broaden the repertoire of leadership skills—this not only makes students’ applications more appealing to admissions boards, but it also gives them a leg up in learning cohorts and in the workplace. Contrary to what many students think, getting into their desired school is not the hard part—they must also be prepared to “earn their stay.” Leadership experience undoubtedly boosts an application and resume, but more importantly, these skills are functional—they facilitate the ability to take charge, vocalize opinions, ask questions, and investigate opportunities, all of which contribute to college success.
  • Need more leadership experience? Think outside the box and don’t let virtual learning be an excuse. There are numerous opportunities for students to get involved within their own homes.
    • Reach out to their religious organization about creating and leading a youth group.
    • Look into volunteer options to provide online homework help, reading assistance to elementary students, tutoring programs, etc.
    • Join their school’s or community’s newspaper or magazine publication; ask about editorial opportunities or freelance fact-checking for the school’s newspaper club.
    • If working a part-time job, talk to the manager or boss about boosting hours or opportunities for advancement, specifically any roles that involve leadership/managerial skills.
    • If involved in a volunteer program, seek out opportunities to assist with planning their events, helping to coordinate a benefit or fundraiser, chair or co-chair a meeting, etc.
  • Students need to be able to speak about how they have been using their downtime during the pandemic. Are there new skills or hobbies that they have picked up during quarantine? Have they set any specific goals to work toward while they’ve been limited to staying home? Consider things like studying a new language/culture, tracing the family’s ancestry, taking any online courses or classes, following or helping out on a local political campaign, creating and selling goods online, starting a blog or Instagram about one of their interests, learning sign language, etc. The real purpose of this is to be able show not only what interests them, but also how they choose to manage their time as a life-long learner.

High School Guidance Counselors and Advisors: Key Questions for Grads, Part II

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To continue the suggestions of under-utilized questions for potential college freshman to consider, we must prompt students to think about how campus size will directly affect their experience.

Small fish in a large pond, or large fish in a small pond? Again, heading off to Penn State, I knew the basic population of students on main campus. What I was not fully cognizant of, however, was how the roughly 50,000 students on campus would greatly alter the academic and social setting, thus transforming the whole experience in unanticipated ways. To my own fault, in the pamphlet and at first glance, student enrollment simply seemed like an arbitrary measure. However, upon showing up to my first lecture for a political science introductory course, the true representation of the campus size revealed itself. My 400+ class involved zero peer interaction, discussion, or engagement. There was no attendance or accountability—which meant you could show up or not, as long as you were present for the midterm and final exam. While some students may thrive on the anonymity of such a setting, it wasn’t until I was immersed in it that I realized that it wasn’t for me.

Guidance counselors and advisors are invaluable resources to help prepare students for the actual experience that a university will present, helping students to better gauge their preferences. Asking questions like, “Do you prefer to fly under the radar of anonymity in class, or are you looking for more personal support from professors and instructors?” “Do you want to see, recognize, and acknowledge classmates as you pass through campus, or do you prefer to encounter, dine with, and meet new people every day?” “Depending on the campus, do you want a quick, walkable commute to your classes, or do you prefer a sprawling walk or bus ride to your lecture halls?” “Do you want to seek out a close-knit group of friends, or do you prefer to fall in naturally with the people that you get to know in the smaller setting?”

All of these questions relate to the day-to-day experiences that students will need to consider before making a decision. Another suggestion, especially with regard to class size, would be to encourage students to sit in on a few classes if possible. A campus tour shows much of the environment, but experiencing classes firsthand allows high schoolers to get a taste of how their education will look. Of course, as students progress and select majors and areas of study, the class sizes will shrink. However, the first 1-2 years of gen eds will reveal the true nature of a large state school versus the small liberal arts environment.

How could you realistically combine your strengths and interests to serve as your leg up in the workforce? This question is difficult for several different reasons. First, it forces students to look critically at their abilities and academic assets. Secondly, this question prompts students to look to the future and anticipate what they might choose as a prospective career, which can be intimidating and stressful. And finally, this question requires students to synthesize two concepts, (strengths and interests), which they may have never thought to combine. The complexity of the question, even if unanswered, helps students to envision how the university will act as a stepping stone toward their development into a self-assured, contributing member of society.

Considering this question also helps students to potentially narrow their post-secondary options. If their strength in math and interest in working with children lead them toward an education major, that student should ensure that their university offers an undergraduate education program. Does the school have a strong math department? Are their teaching internships or volunteer opportunities offered through the university? Would a study abroad program allow for teaching experience overseas? Again, these follow-up questions motivate high schoolers to look more critically at their college options to guarantee that their choices end up checking all of the necessary boxes.

How familiar do you want college to feel? Advisors and guidance counselors will want to ask students about their comfort level regarding the school’s climate, setting, history, demographics, etc. If the school has a reputation for its athletics and Greek life, students may want to consider how much they plan to participate or value those traditions. Are students looking for a serene, lush campus, removed from hustle of the surrounding areas? Or do they prefer a campus immersed in the culture of a thriving city? Do they want to experience cultures, practices, languages, and people outside of their own upbringing? Or do they want to live and study where they feel “at home” and included?

Encourage students to consider which types of school settings and locations will provide them with the most opportunities for growth. Of course, the response will vary from student to student. The goal is for them to envision their ideal college experience and then follow that knowledge.

Finally, not so much a question as it is a consideration: you can always change your mind. Choosing, enrolling, and moving onto campus is not a binding decision. As much as we would like for students to find their niche or match on the first try, this is not always the case. As much as Penn State ended up as a mismatch for me, my time there allowed me to see more clearly what I was looking for in the college experience. Sometimes you have to see what you don’t want before you can realize what you do want. In my case, transferring helped me to appreciate the change of pace, cultural environment, and different class structures that the University of Pittsburgh provided. So as much as we’d like to guide them in the right direction, students should also know that they can always diverge or detour.