This year's annual conference for the Higher Education Consultants Association, held in Dallas, Texas, offered a wealth of information for independent college consultants, and over 200 of us from all over the U.S. gathered at the Renaissance Hotel in Addison for two days PACKED with learning! The breadth and depth of topics covered in the panels and workshops was impressive, but three common themes that resonated with me dominated the conference:

1) The Importance of Working with Credentialed Professionals: As the number of people who offer their services to help students with their college applications continues to explode, it's becoming that much more crucial that families who choose to work with an Independent College Consultant (ICC) make sure to hire a professional who belongs to at least one of the two major organizations that govern ICCs in the U.S. - HECA or IECA (Independent Educational Consultants Association). Since the college consulting field is still largely unregulated, families who hire members of HECA and/or IECA are guaranteed at least a certain level of college consulting  knowledge, ethical conduct, and overall professionalism. For example, in order to become a member of either organization, an ICC *must* go through a challenging application process designed to vet the consultant in order to ensure that this person's work and character are above and beyond the established standards set by these organizations. For example, when I was a college professor, all I had to do to belong to a professional organization in academia was complete a form, and submit my fee payment. Not so for HECA! In order to become a full member of HECA, I needed to submit a written recommendation from a professional colleague who would testify to my ethical standards and to the quality of my character.  I also had to demonstrate that I had visited at least 20 college campuses in the last 2 years, had completed one of the approved college counseling training programs (such the one offered at the UCLA Extension School) or had worked a certain period of time as a high school counselor or as a college admission officer, and had to complete an elaborate written application. I had to complete a similar process to become a member of the New England Association for College Admission Counseling (NEACAC). As a point of comparison, anyone who is employed by a high school guidance office or a college admission office that belongs to NEACAC may pay the membership fee and be accepted - independent college consultants, however, are vigorously screened in order to ensure professionalism and ethical behavior. Being surrounded by both young and seasoned ICCs served as a great reminder that the effort I put into becoming credential is key in making sure that HECA members are able to provide the best possible support to families. 

2) The Well-Being of Our Students Comes First:  Somehow, no matter the panel or specific topic, the subject of student well-being kept arising, demonstrating our concern in the profession over young adults being subjected to too much pressure and stress in the college admission process. Everyone seemed to be on the same page about encouraging families to think of the college admission process as a journey to find the right "fit"  - matching the student's unique needs and wants with colleges and universities that would maximize the chances of happiness for that student. And, part of finding the right "fit" involves supporting a student's mental and physical health just as much as identifying schools that stimulate intellectual engagement. Too many students continue to feel pressure (whether from themselves, from peers, from family, or from the community cultures at large) to narrowly define success as gaining admission to one (or more) of the approximately 100 elite colleges and universities in the U.S. that are hyper-selective. As ICCs in general and HECA members in particular, it's up to us to advocate for our students, and to educate them and their families about the importance of stress management, and about the setting of realistic expectations. By employing a student-centered approach to everything from discussing possible majors and careers to putting together that college list to choosing the right admission offer to accept, we ensure that our students have the best chances of finding their place where they will thrive in the coming years.

3) We Are Educators First, Business-Owners Second: I asked many of my colleagues in attendance why they chose to belong to HECA, and all expressed the same sentiment - we are ICCs because our passion is to educate. We care about sharing our knowledge with each other and with families in order to help our students achieve their dreams. While we all may be business owners, our priority will always be assisting families with the increasingly complex and often overwhelming college admission process. Even the business-oriented panels tended to include discussions about best practices for supporting our students and families. 

This year's HECA left me inspired and energized, armed with a new community of brilliant colleagues who share my values and educational philosophy. I'm already looking forward to next year's HECA conference, which will be held in Providence, Rhode Island! 

April vacation is almost here, and it’s the PERFECT time to go visit college and university campuses, especially if you’re a high school junior. Classes are still in session, all sorts of events are happening, and warmer weather makes everything more accessible and enjoyable. But what questions should visiting high school students ask? What about the parents? Here are some tips and tricks to make the most out of every campus visit:

• If possible, sign up to attend BOTH an informational session AND a student-led campus tour. Usually, the former is conducted by an admissions officer, so you will learn about a school from the staff and student perspectives. This is helpful, because each person will be able to answer a different scope of questions (for example, the student might not know as much about the application review process as the admissions officer, while the admissions officer will have a harder time responding to questions about the student experience on-campus).
  
• Don’t be afraid to ask questions!!! The biggest problem that I experienced this past February vacation week (when I participated in 10 campus visits) was the silence of prospective parents and students. This is not the time to be shy, and there are no stupid questions. The folks participating in these informational sessions and tours WANT to answer your questions and to share their knowledge about their school, and you’re not imposing. Moreover, chances are that you’re asking a question that is relevant to everyone on the tour or in the audience, so you’re actually doing a service by speaking up.
  
• Always ask about campus security! Specifically, does the campus have an actual police force in charge of safety? Lately, the trend for some schools has been to hire private security firms to be in charge of campus safety, or even to put students working in Residence Life in charge of patrolling campus buildings. This may save money for a school, but it’s at the cost of student safety, since these private security guards do not have the proper training, nor do they carry weapons or have the ability to arrest anyone. A safe school will ALWAYS have its own police force that is qualified, trained, and knows how to address any issue that may come up on campus.
  
• Ask about the curriculum. How many core required courses does each student have to take in order to graduate and how hard is it to get into these courses? What are those courses like? Is there are wide variety of choices available, or do all students take the same track (such as every first year being required to take the same college writing course the first semester of first year)? This is important to know, since you will likely have an opinion about these core requirements (i.e., “Yes, this sounds great!” or “No way am I wasting my time in a course that has no bearing on what I want to do for my major!”). Remember: every school has different core curricular requirements, so don’t assume anything. College X may have a physical education requirement to graduate, while University Z requires that all students complete a religious studies course. This is time to find out this information - not when you’ve enrolled at this institution as a student.
  
• Ask your student tour guide to tell you 2 things: 1) What does he/she love best about being a student at this school? 2) If there was one thing that he/she would change about this school, what would it be? You’ll find the answers to these questions revealing and highly informative. It will also give you a good sense about the honesty of your guides. No place is perfect, but some schools unfortunately prefer to project that kind of utopian image. You want to hear not only about the super-cool parts of a school, but also about what needs improvement and whether or not the students have an opportunity to work with campus staff and faculty towards making positive changes.  
  
• Once the tour ends, feel free to wander around! Specifically, see if you can hang out at the student center or at a local student coffee shop (in other words, go to where students informally gather to chat, eat, or just relax). Just sit, watch, and listen. Do you get a generally positive vibe in this space? Can you see yourself fitting in with the student body here? What are people talking about and does it interest you? Do folks seem happy? Stressed? Enthusiastic? Upset? Spending some time in this kind of unfiltered environment will sometimes tell you more about a school than any “official” campus tour or informational session!

Most of all, remember to have fun! This is the beginning of your college application journey, so use campus visits as a chance to figure out what you like and what you don’t like in a school. You’ll be glad that you paid attention to these visits when it comes time to create that college application list!

The agonizing months of waiting are finally over! You've received your letters of admission, as well as your financial aid packages (hopefully). It's exciting, but it also can be confusing, especially when those letters present a lot information in different ways. How do you choose which school to attend? How do you compare financial aid packages without losing your mind? It's such an important decision - how do you know if you're making the right one? Here are some steps you can take to make sure that you choose wisely:

- First, breathe!!! You know you're going to college in the fall, and that's awesome news! These schools accepted you for a reason - they think you will be a successful student at their institution, and they want you to be a part of their community. Take the pressure off of yourself - your hard work has paid off! Making any important life decision when you’re anxious, worried, or upset is never a good idea, so do your best to be well rested and calm.

- Next, go visit the colleges and universities that have accepted you. If possible, attend the admitted students day on each campus, and don't be afraid to ask questions! This is your chance to find out everything that you need to know to make your decision, so don't be shy. It's the *school's* turn to impress you, and to convince you to choose this place as your new home for the next 4 years.

- Go over the financial aid award letters carefully. Make a spreadsheet so you can better see how the your schools compare. In your grid, be sure to list:

1. The net price of attendance (i.e., what it REALLY costs to go to a school - not just the tuition and room/board, and this is where the school’s online net price calculator usually comes in handy);
   
2.  Travel to and from the school (and be sure to indicate if it’s via bus, train, plane, or car);
   
3. What you *realistically* will be need to spend on things like clothing, shoes, dorm-room items, and “fun money” (i.e., cash for pizza, going out to the movies, etc.);
   
4. The amount of merit aid you’re being offered (i.e., institutional scholarships and grants that you DO NOT need to pay back);
   
5. The amount of need-based aid that each school is offering you (be sure to distinguish  between aid that doesn’t need to be paid back, such as grants, and loans, that will need to be paid back after you graduate);
   
6. Whether or not you are offered Subsidized Stafford Loans (and how much) vs. Unsubsidized Stafford Loans (and how much) - the difference is important, since you will be accruing debt much faster with all unsubsidized loans;
   
7. Any other money you will be receiving (for example, an athletic scholarship or an external grant from a local business or a national organization).
   

Often, seeing the numbers laid out next to each other makes it much clearer how much each school will cost you, and how much potential debt you’ll have when you graduate. Seeing these costs may help you make a decision, especially when you’re trying to choose between 2 great schools.

- Listen to your gut. What is it telling you? Can you see yourself attending this particular college and being happy? Does the very thought of being a student at University X make your heart sing with joy? Even if you can’t find the words to explain how you’re feeling, trust that gut! If a school just feels right, it probably IS the right place for you.

Finally, use your time wisely! All applicants must commit to a school and send in their deposit by the national May 1st deadline. Think of this as a good thing - once you send in that deposit, you can spend the rest of your senior year enjoying the remainder of your time as a high school student. Don’t forget to celebrate your amazing accomplishments!

          A true urban school, Suffolk University prides itself on being located in the heart of Boston. The school is quite literally at the center of it all - one can easily walk to the State House, the financial district, the North End’s “Little Italy,” the theatre district, Chinatown, Boston City Hall, and to the entrances of all of the subway lines. This makes the school a great choice for students wanting to live in a city where one has just about anything at one’s fingertips. And, unlike some of the other major cities in the U.S., Boston is compact enough to be more manageable for a young adult than, for example, New York or Chicago.

          Suffolk undergrads certainly benefit from the University’s location in a host of ways. For example, students are guaranteed housing on campus for their first and second years, resulting in dorm rooms with truly spectacular views - the Custom House Tower, Boston Harbor, the Charles River, and the Boston Common are just a few examples of what students will see from their rooms and dorm common area lounges. Another way students benefit from Suffolk’s location is the School’s proximity to so many businesses, organizations, and institutions. Whether they’re looking for a part-time job off-campus or for an internship in their field of study, no student will need to travel far to access whatever opportunity  awaits. In fact, my tour guides shared the story of one of their predecessors, a Suffolk student and Admission Office Student Ambassador, who was having lunch one day at Fill-a-Buster Luncheonette, a sandwich shop near several of Suffolk’s buildings across the street from the State House. The student happened to strike up a conversation with a man eating next to him, and soon discovered that he was speaking with a Massachusetts State Representative. Their talk went so well that the State Rep offered the student an internship! Stories like this abound on campus, whether a student obtained an internship or job through a chance encounter or by taking a class and gaining a connection because of a professor. These anecdotes align with the Admission Office statistics: 70% of Suffolk University undergraduates complete one or more internships before they graduate.

          As with any urban campus, there comes a price. Because of the ridiculously expensive real estate in the city, Suffolk doesn’t have the space to offer housing to all of its students for all four years. To that end, all juniors and seniors are forced to live off-campus. Students experience this requirement as both a blessing and as a curse. On the one hand, it is an extremely stressful time for rising juniors to find affordable housing within a reasonable commuting distance to the school. On the other hand, students receive considerable assistance from the Office of Off-Campus Housing, where counselors help students locate viable housing options. For example, the office keeps a database of trusted and vetted real estate brokers and landlords in the area that students may access, and counselors review lease documents with students to ensure that everyone understands the legal terminology. In this way, juniors and seniors gain “real life” skills in finding and securing their own housing. Our tour guides informed us that most Suffolk students live in East Boston, or, if they can afford it, in the tony neighborhood of Beacon Hill. This housing requirement explains why only 30% of Suffolk undergrads live on campus, with 70% of students commuting to classes (usually via the local subway system nicknamed the “T”).

          In terms of curriculum, all first years complete “general education” requirements, such as math, science, and writing courses. However, there are a variety of classes available that satisfy these requirements, so students have the ability to choose courses that are relevant to their interests. Once students are sophomores, they begin taking introductory-level classes in their major, although students must only “officially” declare their major by the end of their second year.

          Students are also strongly encouraged to go abroad, whether for a full year, a semester, or for 7-10 days through the Global Travel Seminars program. These are courses students take where the entire class travels together with their professor to a foreign country for just over a week (most of these courses are run through the Business School, but are open to all Suffolk undergraduates). Suffolk’s emphasis on global education also is reflected in the School’s significant international student population - 23% of the 5,300 undergraduates come from outside of the U.S. (representing roughly 100 countries).

          Here are some fun facts about Suffolk University:

• The School cares so much about everyone having an abroad experience that it offers subsidies to first year students so that they may go to a foreign country during their Spring Break through the Global Gateway Program.
• In addition to partnering with sister school programs all over the world, Suffolk University has its own campus in Madrid! There, students take U.S.-accredited classes in English from Suffolk professors, and may choose to study in Madrid for up to 2 years (i.e., their freshman and sophomore years - the remaining two years must be completed back on campus in Boston). If a student is majoring in International Relations, the student is allowed to study on the Madrid campus for all 4 years!
• Suffolk University gives every student $25 worth of printing credit to use with any of the printers available on campus. Printing costs 5 cents/page, and my your guides insisted that they never ran out of printing money. However, they noted that if a student used up this amount, the School would add more money to their printing credit if they needed it.
• You can check out a laptop from the library! This is particularly useful for commuting students who don’t wish to haul their laptops with them to campus. Just put your work on a Google Drive or jump stick, check out a laptop from the library, and you’re ready to go!

          Suffolk University was founded in 1906 by attorney Gleason Archer as a law school for immigrants that had little opportunity for obtaining an education in this field. That spirit of accessibility and equal opportunity continues to drive Suffolk students, who reflect the School’s continued commitment to diversity. If you’re interested in learning more about Suffolk University, check out their website: http://suffolk.edu/ .

Anyone who has ever applied to a higher educational institution recently knows that the college admission process is complicated, confusing, and frustrating. Now, imagine that you are the first person in your family to have the opportunity to apply to college. Where do you start? What do you need to do? What do your parents need to do? Who can you ask for help?​

While getting into college may seem overwhelming at first, many First Generation (FG) students and their families successfully navigate this journey to higher education by accessing a variety of resources that support them throughout this undertaking. Here are two key things that every FG student needs to do right now to make those college dreams a reality:

1) Find a mentor: The most successful people in life always credit their mentors for providing guidance and inspiration, and this is especially true for First Generation students. This person can be your school counselor, a trusted teacher, or someone else from your community who knows your abilities AND knows how college admission works. This mentor will be your cheerleader, believing in you even when you feel as if it’s all impossible.

Identify this person in your life, and work closely with them as you create your college list, complete the Common Application, and write your essay(s). Don’t know where to find a mentor? Check out the National Association for Admission Counseling’s website directory to find a College Access Program near you: http://casp.nacacnet.org/ . Here, you will be able to find people who specifically assist underserved populations get into college.

And if you feel like you’re imposing, know that you’re not - your mentor values this relationship as much as you do! Remember: someone once helped your mentor the way that s/he supports you now, and s/he feels great being able to pass it forward. Someday, you will, too!

2) Use online resources: Thanks to the internet, First Generation students may connect with each other and share advice on everything, from application planning checklists to where to look for scholarships and grants. For example, watch this collection of interviews with First Generation students talking about how they made it to college: https://www.youtube.com/watch?time_continue=34&v=UXsbnmPSaDc .

Become a part of these online communities to see that you are not alone, and that you can do this! Often, these websites also offer links to other helpful material, such as a guide for college terms for parents in Spanish. Check out http://www.firstinthefamily.org/highschool/Introduction.html and http://www.imfirst.org/#! to get started!    

Doing these two steps will make a big difference in your college journey, and you’ll be empowered to be that education trailblazer in your family!

Have more questions? Check out my Resources page!

The National Association for College Admission Counseling (NACAC) is a tremendous resource for everyone working in the college counseling field, and their annual conference provides much insight into current trends in college admission. This year's gathering in Boston was no exception! While it there was truly an *abundance* of all kinds of information available, her are my top 3 major take aways from the 2017 NACAC conference:

1. Mental Health is becoming a significant concern on campuses across the nation. More students are reporting depression, anxiety, and other mental health issues with every passing year, and counselors on college campuses, as well as in high schools, are focusing their energy on providing the best support possible for their students.  Two organizations, The National Alliance on Mental Illness (NAMI) and The Jed Foundation, have partnered to address how best to support students as they make the transition from high school to college, specifically looking at ways to help students with mental health issues. They have created a special guide called Starting the Conversation, and you can download a free copy here: www.nami.org/collegeguide


2. Students need to be their own advocates when it comes to the college admission process. This year's keynote speaker, Dr. Shaun R. Harper, spoke on the racism that pervades the college admission process, giving stark examples of several African-American male high school students who were discouraged from applying to prestigious universities when, in fact, they were ideal candidates for these institutions. These students succeeded because they were pro-active in the admission process, demonstrating that every student HAS to believe in his/her right to attend their "best fit" school. Watch Dr. Harper's entire speech here: www.youtube.com/watch?v=zcUkalvq0LA
   
   
3. There is A TON of information out there on applying to colleges -  so much information that it can be overwhelming even for professional counselors! For example, the Exhibit Hall alone (pictured above), where college-related vendors gathered to talk about their services and products, looked like a full football stadium. Because of this great volume of data and advice on college admission, no family should go it alone. Students and their parents should reach out to their school's guidance department for as much support in the process as possible. If more assistance is needed, strongly consider hiring an independent college consultant to help guide your family through the complex process. Check out my Resources web page to find some helpful websites and books to get you started on owning the college application process: www.apluscollegeconsult.com/resources.html
   

It all began when I tried to find a place to park.

This year’s annual conference for the National Association for College Admission Counseling (NACAC) was happening at the Boston Convention and Exposition Center (BCEC), and I had searched the web for days in advance, trying to figure out where I was supposed to leave my car while attending this event. I had known about NACAC since I worked in the Admission Office at Olin College in the early 2000s, but I had never attended one of their events before. Moreover, this was going to be my first professional conference as an independent college consultant, and I was both excited and nervous. Armed with my freshly-printed business cards, I woke up extra-early Thursday morning to make sure that I didn’t miss a minute of the day’s events.

However, in order to participate fully in the conference, I first needed to find a place to park. Being more confused than ever after my web research attempts, I decided just to drive to the BCEC and to see what happens. To my surprise, there was ample street parking around the BCEC (probably because I was there so early!), so I just pulled into a spot, dropped some quarters into the meter, and made a mental note to move my car after the 2-hour limit expired. One challenge down.

Next, I had to find my way into the BCEC. Sounds simple, right? One would think so, but I ended up walking up and down the street, finding myself blocked by jersey barriers, fences, and locked doors. The particularly cruel part was that I could see through the glass windows of the adjacent Westin hotel, and watched helplessly as people with NACAC name tags milled about the hallways with their papers and coffee cups in hand. After finally finding a door that opened, I stood at the bottom of an escalator somewhere in the Westin with no idea where to go.

At that very moment, I saw someone I recognized - a former colleague from Olin! Emily “Pete” Petersell from the Admission Office was walking towards me, and offered a very friendly greeting! It turned out that she was heading to the Registration desk before the beginning of her morning meeting, and we agreed to find it together. After one flight of escalators, we bumped into another friendly face, Emily’s co-worker Susan Hartley Brisson. Susan and I had worked together on the Admission Committee several years ago, when I was a voting faculty member. We made lunch plans together, and Pete and I continued to Registration. Meeting those two wonderful women made my morning anxiety subside - in a *huge* sea of strangers (who all seemed to know each other!), I had found two allies who wished me well.

The rest of my day was full of more confusion  - I swear, I must have walked for miles in circles around the inside of the BCEC! - and more effort trying to figure out how things worked at this event. Everything was puzzling to me, from deciphering the different educational sessions and their locations to reading the floor map of the exhibition hall full of vendors. Nothing was easy, everything felt frustrating.

And then it hit me: I was (re)living my first few weeks as an undergraduate! You may laugh, but the parallels are definitely there: I was entering a whole new world in a completely foreign environment to me, where I practically knew no one and had no idea how things worked. I was “the freshman” all over again, wandering around with a confused look on my face, trying to figure out where my assigned classrooms were located and how I was supposed to find something that was “on reserve” at the main library. Just like being a first year student, it was exciting, overwhelming, frustrating, exhilarating, and everything in between - all at once.

So, why am I relating my “freshman” experience with you? Because being immersed into this intense, new physical and mental space reminded me of the importance of empathy when working with adolescents and young adults. For folks who have been out of the “student” role for a while, it’s far too easy to forget the stress involved in the transition from “high school senior” to “college first year.” High school seniors may be excited about the prospect of applying to all of these amazing colleges and universities, but they are also worried about whether or not they will fit in and find new friends, whether they’ll choose classes that they like, whether they will graduate with enormous debt, and about whether or not they will pick the best school for them to attend. Meanwhile, first year undergraduates all over the country are only now beginning to feel a little more comfortable in their own skin, after weeks of a fun, confusing, and stressful orientation in their brand new worlds (plus, the euphoria of that first year should begin to wear off approximately next week, once those first graded assignments are returned and reality hits - higher education is hard, work has to get done, and the party is over!).

In short, change is tough, even when it’s a positive change, and it’s paramount for the adults in a student’s life to be supportive, encouraging, and understanding of this. It’s our job as teachers, counselors, and guides to remind our students that beginnings are always the hardest, no matter your age. And, just as I survived my latest “beginning” in the world of NACAC and had a very productive second day at the conference, so, too, will our high school seniors survive the college admission process and that transition to life in higher education. One might even figure out where to park next time one is in Boston!

Welcome to A+ College Consulting's blog! I'm Maruta, your guide in all things related to the college admission process. I hope that you enjoy reading my thoughts, opinions, and advice on applying to colleges and universities, and that you find my ideas helpful.

Plan on checking back regularly for new posts on a variety of topics that I care about, such as tips on how to keep your stress levels down during the application process, why I think the corporatization of higher education is detrimental to students, new trends in college admission, and best practices when it comes to writing that all important college application essay. I'm excited to share my knowledge and experiences in college admissions and academia with you, and I encourage you to leave comments.

Before I sign off for this entry, a quick teaser for the next blog post: this week, from September 14th-September 16th, Boston will be taken over by swarms of high school guidance counselors and college admission officers from all over the country to participate in this year's annual NACAC conference (NACAC stands for the National Association of College Admission Counselors, by the way). I'm thrilled to be attending, and I plan on posting about my experiences during this 3-day intense experience. In the meantime, if you'd like to learn more about NACAC and what they do, check out their website: www.nacacnet.org/ .