How to be different

[Anonymous]

Horticulture is the new thing.

General rule of thumb:

the best "different" ECS are activities that are unusual for kids (and are usually not career related).

[Anonymous]

Anonymous wrote:

Anonymous wrote:I agree with those who suggest that meaningful engagement in differentiating activities is likely going to be helpful, whether or not that also signals social or economic class. Schools like "diverse" student bodies, and there will be plenty of ethnic, racial, and socio-economic diversity deliberately selected for an entering class. Further diversity through less commonly encountered interests and skills is likely to be a positive in an application.

Instructor-level competence and engagement in a martial art, skiing, scuba, another sport or a musical instrument would be a differentiator from those who are participants only and who do not have the skills or ability to teach as well as participate.

Rising to officer levels in the volunteer fire/EMS service is a differentiator from those who were not so promoted and who consequently can't use such activity to demonstrate leadership skills, initiative, and other desirable traits.

Eagle Scout is always impressive, at least among the cognoscenti (which include most admissions officers).

Become licensed in an activity with a high bar to entry, like private pilot.

My kid earned his PPL at 17 and still got rejected (not even deferred!) from Villanova ED1 last year. Tons of other ECs, 450+ service hours, and surrounded by green checkmarks on Naviance.

So don't all rush out there to start taking flying lessons.


Saw this in a a CC website, and found this thread. Hope its helpful.

https://www.koppelmangroup.com/blog/2023/6/28/how-to-write-a-unique-activities-section-for-the-common-app


Leader & Co-Founder, Old Norse & Tolkien Club

Created Old Norse lessons centered around Tolkien’s use of the language. Organized lectures with Old Norse professors from nearby colleges.


Aviation, Local Airplane Club

Learning to fly; logged 60 hours on flight simulators and 15 hours in a Cessna-172. Take theory classes on navigation, terminology, and instruments.


Captain, Expeditions Club

Weekend hiking/mountaineering. Overnight trips climbing 3,000m peaks in the swiss alps. Planning future hikes for students

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I agree with those who suggest that meaningful engagement in differentiating activities is likely going to be helpful, whether or not that also signals social or economic class. Schools like "diverse" student bodies, and there will be plenty of ethnic, racial, and socio-economic diversity deliberately selected for an entering class. Further diversity through less commonly encountered interests and skills is likely to be a positive in an application.

Instructor-level competence and engagement in a martial art, skiing, scuba, another sport or a musical instrument would be a differentiator from those who are participants only and who do not have the skills or ability to teach as well as participate.

Rising to officer levels in the volunteer fire/EMS service is a differentiator from those who were not so promoted and who consequently can't use such activity to demonstrate leadership skills, initiative, and other desirable traits.

Eagle Scout is always impressive, at least among the cognoscenti (which include most admissions officers).

Become licensed in an activity with a high bar to entry, like private pilot.

My kid earned his PPL at 17 and still got rejected (not even deferred!) from Villanova ED1 last year. Tons of other ECs, 450+ service hours, and surrounded by green checkmarks on Naviance.

So don't all rush out there to start taking flying lessons.


Saw this in a a CC website, and found this thread. Hope its helpful.

https://www.koppelmangroup.com/blog/2023/6/28/how-to-write-a-unique-activities-section-for-the-common-app


Leader & Co-Founder, Old Norse & Tolkien Club

Created Old Norse lessons centered around Tolkien’s use of the language. Organized lectures with Old Norse professors from nearby colleges.


Aviation, Local Airplane Club

Learning to fly; logged 60 hours on flight simulators and 15 hours in a Cessna-172. Take theory classes on navigation, terminology, and instruments.


Captain, Expeditions Club

Weekend hiking/mountaineering. Overnight trips climbing 3,000m peaks in the swiss alps. Planning future hikes for students

your kid could have been rejected for a lot of reasons though.
examples might be:
1. stronger applicants from your own high school (whether hooked or not) - always competing against your peers
2. something in LOR or kid didn't max out rigor (compared to what other successful candidates did from your high school in the past)
3. tone of essays implied outside help
4. not enough alignment with mission or values of school
5. maybe your kid applied TO, and from your high school kids that are TO with that GPA tend not be strong performers (yes, they use the historical data like that)

Given V only has 3 things that are very important in CDS (rigor of secondary school record, GPA, and class rank), maybe it was one of those things?

Just my 2 cents.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I agree with those who suggest that meaningful engagement in differentiating activities is likely going to be helpful, whether or not that also signals social or economic class. Schools like "diverse" student bodies, and there will be plenty of ethnic, racial, and socio-economic diversity deliberately selected for an entering class. Further diversity through less commonly encountered interests and skills is likely to be a positive in an application.

Instructor-level competence and engagement in a martial art, skiing, scuba, another sport or a musical instrument would be a differentiator from those who are participants only and who do not have the skills or ability to teach as well as participate.

Rising to officer levels in the volunteer fire/EMS service is a differentiator from those who were not so promoted and who consequently can't use such activity to demonstrate leadership skills, initiative, and other desirable traits.

Eagle Scout is always impressive, at least among the cognoscenti (which include most admissions officers).

Become licensed in an activity with a high bar to entry, like private pilot.

My kid earned his PPL at 17 and still got rejected (not even deferred!) from Villanova ED1 last year. Tons of other ECs, 450+ service hours, and surrounded by green checkmarks on Naviance.

So don't all rush out there to start taking flying lessons.


Saw this in a a CC website, and found this thread. Hope its helpful.

https://www.koppelmangroup.com/blog/2023/6/28/how-to-write-a-unique-activities-section-for-the-common-app


Leader & Co-Founder, Old Norse & Tolkien Club

Created Old Norse lessons centered around Tolkien’s use of the language. Organized lectures with Old Norse professors from nearby colleges.


Aviation, Local Airplane Club

Learning to fly; logged 60 hours on flight simulators and 15 hours in a Cessna-172. Take theory classes on navigation, terminology, and instruments.


Captain, Expeditions Club

Weekend hiking/mountaineering. Overnight trips climbing 3,000m peaks in the swiss alps. Planning future hikes for students

Whoops. Screwed up my reply, which follows:

My kid earned his PPL at 17 and still got rejected (not even deferred!) from Villanova ED1 last year. Tons of other ECs, 450+ service hours, and surrounded by green checkmarks on Naviance.

So don't all rush out there to start taking flying lessons.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I agree with those who suggest that meaningful engagement in differentiating activities is likely going to be helpful, whether or not that also signals social or economic class. Schools like "diverse" student bodies, and there will be plenty of ethnic, racial, and socio-economic diversity deliberately selected for an entering class. Further diversity through less commonly encountered interests and skills is likely to be a positive in an application.

Instructor-level competence and engagement in a martial art, skiing, scuba, another sport or a musical instrument would be a differentiator from those who are participants only and who do not have the skills or ability to teach as well as participate.

Rising to officer levels in the volunteer fire/EMS service is a differentiator from those who were not so promoted and who consequently can't use such activity to demonstrate leadership skills, initiative, and other desirable traits.

Eagle Scout is always impressive, at least among the cognoscenti (which include most admissions officers).

Become licensed in an activity with a high bar to entry, like private pilot.

My kid earned his PPL at 17 and still got rejected (not even deferred!) from Villanova ED1 last year. Tons of other ECs, 450+ service hours, and surrounded by green checkmarks on Naviance.

So don't all rush out there to start taking flying lessons.


Saw this in a a CC website, and found this thread. Hope its helpful.

https://www.koppelmangroup.com/blog/2023/6/28/how-to-write-a-unique-activities-section-for-the-common-app


Leader & Co-Founder, Old Norse & Tolkien Club

Created Old Norse lessons centered around Tolkien’s use of the language. Organized lectures with Old Norse professors from nearby colleges.


Aviation, Local Airplane Club

Learning to fly; logged 60 hours on flight simulators and 15 hours in a Cessna-172. Take theory classes on navigation, terminology, and instruments.


Captain, Expeditions Club

Weekend hiking/mountaineering. Overnight trips climbing 3,000m peaks in the swiss alps. Planning future hikes for students

your kid could have been rejected for a lot of reasons though.
examples might be:
1. stronger applicants from your own high school (whether hooked or not) - always competing against your peers
2. something in LOR or kid didn't max out rigor (compared to what other successful candidates did from your high school in the past)
3. tone of essays implied outside help
4. not enough alignment with mission or values of school
5. maybe your kid applied TO, and from your high school kids that are TO with that GPA tend not be strong performers (yes, they use the historical data like that)

Given V only has 3 things that are very important in CDS (rigor of secondary school record, GPA, and class rank), maybe it was one of those things?

Just my 2 cents.

And Villanova is looking for: students who are “intellectually inspired, morally grounded, and globally minded” and those who have the capacity to be change-makers, chance-takers, and difference-makers.
Some of that would have to be evidenced in essays/ECs/LOR.

Again just a parent here - who is thinking about going into college counseling and advising others.
Hope this is helpful and not salt in the wound.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I agree with those who suggest that meaningful engagement in differentiating activities is likely going to be helpful, whether or not that also signals social or economic class. Schools like "diverse" student bodies, and there will be plenty of ethnic, racial, and socio-economic diversity deliberately selected for an entering class. Further diversity through less commonly encountered interests and skills is likely to be a positive in an application.

Instructor-level competence and engagement in a martial art, skiing, scuba, another sport or a musical instrument would be a differentiator from those who are participants only and who do not have the skills or ability to teach as well as participate.

Rising to officer levels in the volunteer fire/EMS service is a differentiator from those who were not so promoted and who consequently can't use such activity to demonstrate leadership skills, initiative, and other desirable traits.

Eagle Scout is always impressive, at least among the cognoscenti (which include most admissions officers).

Become licensed in an activity with a high bar to entry, like private pilot.

My kid earned his PPL at 17 and still got rejected (not even deferred!) from Villanova ED1 last year. Tons of other ECs, 450+ service hours, and surrounded by green checkmarks on Naviance.

So don't all rush out there to start taking flying lessons.


Saw this in a a CC website, and found this thread. Hope its helpful.

https://www.koppelmangroup.com/blog/2023/6/28/how-to-write-a-unique-activities-section-for-the-common-app


Leader & Co-Founder, Old Norse & Tolkien Club

Created Old Norse lessons centered around Tolkien’s use of the language. Organized lectures with Old Norse professors from nearby colleges.


Aviation, Local Airplane Club

Learning to fly; logged 60 hours on flight simulators and 15 hours in a Cessna-172. Take theory classes on navigation, terminology, and instruments.


Captain, Expeditions Club

Weekend hiking/mountaineering. Overnight trips climbing 3,000m peaks in the swiss alps. Planning future hikes for students

your kid could have been rejected for a lot of reasons though.
examples might be:
1. stronger applicants from your own high school (whether hooked or not) - always competing against your peers
2. something in LOR or kid didn't max out rigor (compared to what other successful candidates did from your high school in the past)
3. tone of essays implied outside help
4. not enough alignment with mission or values of school
5. maybe your kid applied TO, and from your high school kids that are TO with that GPA tend not be strong performers (yes, they use the historical data like that)

Given V only has 3 things that are very important in CDS (rigor of secondary school record, GPA, and class rank), maybe it was one of those things?

Just my 2 cents.

And Villanova is looking for: students who are “intellectually inspired, morally grounded, and globally minded” and those who have the capacity to be change-makers, chance-takers, and difference-makers.
Some of that would have to be evidenced in essays/ECs/LOR.

Again just a parent here - who is thinking about going into college counseling and advising others.
Hope this is helpful and not salt in the wound.

It is helpful and not salt in the wound We all moved on a long time ago and my son is happy at his ED2 school. I only mentioned his PPL story to illustrate that an "interesting" (for lack of a better word) EC is not a silver bullet when it comes to admissions. (Two students from his class *were* accepted ED1, both of whom were legacy. He had max rigor, more APs, higher SATs [though at least one of those kids went TO], higher GPA ... sometimes it just is what it is.)

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I agree with those who suggest that meaningful engagement in differentiating activities is likely going to be helpful, whether or not that also signals social or economic class. Schools like "diverse" student bodies, and there will be plenty of ethnic, racial, and socio-economic diversity deliberately selected for an entering class. Further diversity through less commonly encountered interests and skills is likely to be a positive in an application.

Instructor-level competence and engagement in a martial art, skiing, scuba, another sport or a musical instrument would be a differentiator from those who are participants only and who do not have the skills or ability to teach as well as participate.

Rising to officer levels in the volunteer fire/EMS service is a differentiator from those who were not so promoted and who consequently can't use such activity to demonstrate leadership skills, initiative, and other desirable traits.

Eagle Scout is always impressive, at least among the cognoscenti (which include most admissions officers).

Become licensed in an activity with a high bar to entry, like private pilot.

My kid earned his PPL at 17 and still got rejected (not even deferred!) from Villanova ED1 last year. Tons of other ECs, 450+ service hours, and surrounded by green checkmarks on Naviance.

So don't all rush out there to start taking flying lessons.


Saw this in a a CC website, and found this thread. Hope its helpful.

https://www.koppelmangroup.com/blog/2023/6/28/how-to-write-a-unique-activities-section-for-the-common-app


Leader & Co-Founder, Old Norse & Tolkien Club

Created Old Norse lessons centered around Tolkien’s use of the language. Organized lectures with Old Norse professors from nearby colleges.


Aviation, Local Airplane Club

Learning to fly; logged 60 hours on flight simulators and 15 hours in a Cessna-172. Take theory classes on navigation, terminology, and instruments.


Captain, Expeditions Club

Weekend hiking/mountaineering. Overnight trips climbing 3,000m peaks in the swiss alps. Planning future hikes for students

your kid could have been rejected for a lot of reasons though.
examples might be:
1. stronger applicants from your own high school (whether hooked or not) - always competing against your peers
2. something in LOR or kid didn't max out rigor (compared to what other successful candidates did from your high school in the past)
3. tone of essays implied outside help
4. not enough alignment with mission or values of school
5. maybe your kid applied TO, and from your high school kids that are TO with that GPA tend not be strong performers (yes, they use the historical data like that)

Given V only has 3 things that are very important in CDS (rigor of secondary school record, GPA, and class rank), maybe it was one of those things?

Just my 2 cents.

This would be true everywhere though. Not just for the PP and Villanova.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I agree with those who suggest that meaningful engagement in differentiating activities is likely going to be helpful, whether or not that also signals social or economic class. Schools like "diverse" student bodies, and there will be plenty of ethnic, racial, and socio-economic diversity deliberately selected for an entering class. Further diversity through less commonly encountered interests and skills is likely to be a positive in an application.

Instructor-level competence and engagement in a martial art, skiing, scuba, another sport or a musical instrument would be a differentiator from those who are participants only and who do not have the skills or ability to teach as well as participate.

Rising to officer levels in the volunteer fire/EMS service is a differentiator from those who were not so promoted and who consequently can't use such activity to demonstrate leadership skills, initiative, and other desirable traits.

Eagle Scout is always impressive, at least among the cognoscenti (which include most admissions officers).

Become licensed in an activity with a high bar to entry, like private pilot.

My kid earned his PPL at 17 and still got rejected (not even deferred!) from Villanova ED1 last year. Tons of other ECs, 450+ service hours, and surrounded by green checkmarks on Naviance.

So don't all rush out there to start taking flying lessons.


Saw this in a a CC website, and found this thread. Hope its helpful.

https://www.koppelmangroup.com/blog/2023/6/28/how-to-write-a-unique-activities-section-for-the-common-app


Leader & Co-Founder, Old Norse & Tolkien Club

Created Old Norse lessons centered around Tolkien’s use of the language. Organized lectures with Old Norse professors from nearby colleges.


Aviation, Local Airplane Club

Learning to fly; logged 60 hours on flight simulators and 15 hours in a Cessna-172. Take theory classes on navigation, terminology, and instruments.


Captain, Expeditions Club

Weekend hiking/mountaineering. Overnight trips climbing 3,000m peaks in the swiss alps. Planning future hikes for students

your kid could have been rejected for a lot of reasons though.
examples might be:
1. stronger applicants from your own high school (whether hooked or not) - always competing against your peers
2. something in LOR or kid didn't max out rigor (compared to what other successful candidates did from your high school in the past)
3. tone of essays implied outside help
4. not enough alignment with mission or values of school
5. maybe your kid applied TO, and from your high school kids that are TO with that GPA tend not be strong performers (yes, they use the historical data like that)

Given V only has 3 things that are very important in CDS (rigor of secondary school record, GPA, and class rank), maybe it was one of those things?

Just my 2 cents.

And Villanova is looking for: students who are “intellectually inspired, morally grounded, and globally minded” and those who have the capacity to be change-makers, chance-takers, and difference-makers.
Some of that would have to be evidenced in essays/ECs/LOR.

Again just a parent here - who is thinking about going into college counseling and advising others.
Hope this is helpful and not salt in the wound.

It is helpful and not salt in the wound We all moved on a long time ago and my son is happy at his ED2 school. I only mentioned his PPL story to illustrate that an "interesting" (for lack of a better word) EC is not a silver bullet when it comes to admissions. (Two students from his class *were* accepted ED1, both of whom were legacy. He had max rigor, more APs, higher SATs [though at least one of those kids went TO], higher GPA ... sometimes it just is what it is.)

Sounds like a quota from your school ?

[Anonymous]

Anonymous wrote:Have an interest most stem kids don’t have.
Get licensed to be a paramedic?
Fisheries & wildlife?
Birding?

Or skeet shooting?
Fly-fishing

Think many ivies (at least Cornell and Dartmouth) have clubs for both.

[Anonymous]

The bar to private pilot is having money to spend.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What are some ways for a stem kid to separate themselves from the thousands of other high schoolers who do research, aime, “internships”, isef, etc?

Twenty years ago the answer was grades. Then it became that + research. Then it became that (the new that, that is) + internship. Then it became that + birding. Then it became that+ non profit. As the world champion of punning example in the thread demonstrates, this is a never ending saga.

In the hunt for the latest shiny credential to add on, parents forget that AOs also seek to build a collaborative community. So amongst two equally qualified kids, the one that has demonstrated skills like working with others on a shared goal, helping others, ability to listen, ability to handle conflict/diversity of views, is the one you would want on your campus.

Trying to differentiate on credentials amongst STEM kids is difficult. Differentiating on behavioral skills is less frequently done, but could provide this edge.

The key is to be like no one else in the application pool - especially from your own high school. You must stand out. What is different about you?

I saw the application of an Asian female TO STEM candidate who’s at Yale this fall:

In addition to national level accolades in violin, she was a recognized artist who had other unique hobbies, including:
collecting ancient coins (turned into an appraisal business with blog/youtube); crocheting (volunteer hours with an organization); and
taught origami classes to kids and participated in origami folding competitions (national awards).
There was also a sport.
An unusual candidate. All around.

Unusual? this sound completely contrived and extremely boring.

Be gentle - it’s probably the daughter of the poster. She “saw the application of an Asian female” LOL! Congrats mom!

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What are some ways for a stem kid to separate themselves from the thousands of other high schoolers who do research, aime, “internships”, isef, etc?

Twenty years ago the answer was grades. Then it became that + research. Then it became that (the new that, that is) + internship. Then it became that + birding. Then it became that+ non profit. As the world champion of punning example in the thread demonstrates, this is a never ending saga.

In the hunt for the latest shiny credential to add on, parents forget that AOs also seek to build a collaborative community. So amongst two equally qualified kids, the one that has demonstrated skills like working with others on a shared goal, helping others, ability to listen, ability to handle conflict/diversity of views, is the one you would want on your campus.

Trying to differentiate on credentials amongst STEM kids is difficult. Differentiating on behavioral skills is less frequently done, but could provide this edge.

The key is to be like no one else in the application pool - especially from your own high school. You must stand out. What is different about you?

I saw the application of an Asian female TO STEM candidate who’s at Yale this fall:

In addition to national level accolades in violin, she was a recognized artist who had other unique hobbies, including:
collecting ancient coins (turned into an appraisal business with blog/youtube); crocheting (volunteer hours with an organization); and
taught origami classes to kids and participated in origami folding competitions (national awards).
There was also a sport.
An unusual candidate. All around.

Unusual? this sound completely contrived and extremely boring.

Be gentle - it’s probably the daughter of the poster. She “saw the application of an Asian female” LOL! Congrats mom!

Or Admityogi (if so, I saw this applicant too)….

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I agree with those who suggest that meaningful engagement in differentiating activities is likely going to be helpful, whether or not that also signals social or economic class. Schools like "diverse" student bodies, and there will be plenty of ethnic, racial, and socio-economic diversity deliberately selected for an entering class. Further diversity through less commonly encountered interests and skills is likely to be a positive in an application.

Instructor-level competence and engagement in a martial art, skiing, scuba, another sport or a musical instrument would be a differentiator from those who are participants only and who do not have the skills or ability to teach as well as participate.

Rising to officer levels in the volunteer fire/EMS service is a differentiator from those who were not so promoted and who consequently can't use such activity to demonstrate leadership skills, initiative, and other desirable traits.

Eagle Scout is always impressive, at least among the cognoscenti (which include most admissions officers).

Become licensed in an activity with a high bar to entry, like private pilot.

My kid earned his PPL at 17 and still got rejected (not even deferred!) from Villanova ED1 last year. Tons of other ECs, 450+ service hours, and surrounded by green checkmarks on Naviance.

So don't all rush out there to start taking flying lessons.


Saw this in a a CC website, and found this thread. Hope its helpful.

https://www.koppelmangroup.com/blog/2023/6/28/how-to-write-a-unique-activities-section-for-the-common-app


Leader & Co-Founder, Old Norse & Tolkien Club

Created Old Norse lessons centered around Tolkien’s use of the language. Organized lectures with Old Norse professors from nearby colleges.


Aviation, Local Airplane Club

Learning to fly; logged 60 hours on flight simulators and 15 hours in a Cessna-172. Take theory classes on navigation, terminology, and instruments.


Captain, Expeditions Club

Weekend hiking/mountaineering. Overnight trips climbing 3,000m peaks in the swiss alps. Planning future hikes for students

your kid could have been rejected for a lot of reasons though.
examples might be:
1. stronger applicants from your own high school (whether hooked or not) - always competing against your peers
2. something in LOR or kid didn't max out rigor (compared to what other successful candidates did from your high school in the past)
3. tone of essays implied outside help
4. not enough alignment with mission or values of school
5. maybe your kid applied TO, and from your high school kids that are TO with that GPA tend not be strong performers (yes, they use the historical data like that)

Given V only has 3 things that are very important in CDS (rigor of secondary school record, GPA, and class rank), maybe it was one of those things?

Just my 2 cents.

#2 is the most common reason a kid "surrounded by green checks" is rejected.

[Anonymous]

Anonymous wrote:

Anonymous wrote:What are some ways for a stem kid to separate themselves from the thousands of other high schoolers who do research, aime, “internships”, isef, etc?

Hard to know, but whatever it is needs to be a real interest not something contrived for admissions. "Birding" was apparently the new trend of '24, already overdone. See reddit. It was all over the place last year and mentioned in some AMAs as overdone.

Looking at it from the other end: Premed nephew at a non-ivy t12 and engineering child at a top ivy: There are many hooked students at both schools. What they both noted when the whole family got together this summer in OBX: Almost every (unhooked) stem student had at least one outside of school STEM endeavor in high school such as scientific research or a competitive summer program(not pay to play), or math/sci competitions, and almost all also had a long-term non-stem intense interest or activity: debate(national level), orchestra(multiple concertmasters), dance(top summer auditioned programs), multiple singers (regional/state), poetry(published), artist(competitive summer governors school in visual art is dual majoring in engineering and design). They had all done these non-stem activities for a very long time, not just high school, and they do some version of the activity at college. Everyone came in with piles of difficult APs or IB-HL classwork. Nephew and kid remarked about it being weird to adjust to so many smart accomplished students but also stimulating in a way they had not experienced. The average student despite premed and engineering courseloads is involved on campus and also spends a lot in the library. They are intense. They compared notes on culture of midterm stress yet spoke of collaboration. Listening from afar had me exhausted.

This describes the vast majority of DD's engineering friends at her ivy. 6 of 8 came in with at least one post BC-calculus course and a slew of other stem APs to boot. They all have this "other"factor that they have done for years that seems to really matter to them.

[Anonymous]

bump...for those looking at how a narrative develops naturally.