What are the most common/unremarkable ECs?

[Anonymous]

AOs are not looking for “time consuming.” Not the standard.

[Anonymous]

Anonymous wrote:AOs are not looking for “time consuming.” Not the standard.

correct. AO are looking for:
"distance traveled"
or
demonstrable impact
or
passion

if you really are trying to figure out what a college is looking for, look in their strategic plan. Cornell's tells you it directly:
https://cornellsun.com/2023/09/14/university-task-force-issues-admissions-recommendations/

Identify and recruit students who show the following attributes/life experiences that have been identified as enriching the educational experience in the classroom:

a) Academic achievement, and achievement in other areas
b) Inquiry: intellectual rigor, passion, curiosity, creativity, exploration
c) Distance traveled: overcoming obstacles or barriers; experience working part-time; overcoming feelings of isolation or disempowerment, headwinds, invisibility, struggles
d) Persistence: grit, resilience, perseverance, focus
e) Community orientation: demonstrate kindness, demonstrate compassion, teamwork focus, impact, pride in culture or heritage, situational awareness, service, engagement
f) Leadership: influential, trend-setter, lights up room
g) Knowledge of and appreciation for Cornell’s unique history and mission

Implementing this recommendation will call for comprehensive training of admissions staff and readers to consistently identify these characteristics in application materials.

[Anonymous]

How fake

[Anonymous]

What is fake?

[Anonymous]

Anonymous wrote:

Anonymous wrote:AOs are not looking for “time consuming.” Not the standard.

correct. AO are looking for:
"distance traveled"
or
demonstrable impact
or
passion

if you really are trying to figure out what a college is looking for, look in their strategic plan. Cornell's tells you it directly:
https://cornellsun.com/2023/09/14/university-task-force-issues-admissions-recommendations/

Identify and recruit students who show the following attributes/life experiences that have been identified as enriching the educational experience in the classroom:

a) Academic achievement, and achievement in other areas
b) Inquiry: intellectual rigor, passion, curiosity, creativity, exploration
c) Distance traveled: overcoming obstacles or barriers; experience working part-time; overcoming feelings of isolation or disempowerment, headwinds, invisibility, struggles
d) Persistence: grit, resilience, perseverance, focus
e) Community orientation: demonstrate kindness, demonstrate compassion, teamwork focus, impact, pride in culture or heritage, situational awareness, service, engagement
f) Leadership: influential, trend-setter, lights up room
g) Knowledge of and appreciation for Cornell’s unique history and mission

Implementing this recommendation will call for comprehensive training of admissions staff and readers to consistently identify these characteristics in application materials.

What about a kid who doesn't do these extra ECs? What if a kid is just a good student and has some of their own interests outside the school? It thought the goal of summer job is to make some bucks. Is it to get into Yale? It is absurd that high school students have to sail across the Atlantic or have a startup or publish a paper to get into a good college.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:AOs are not looking for “time consuming.” Not the standard.

correct. AO are looking for:
"distance traveled"
or
demonstrable impact
or
passion

if you really are trying to figure out what a college is looking for, look in their strategic plan. Cornell's tells you it directly:
https://cornellsun.com/2023/09/14/university-task-force-issues-admissions-recommendations/

Identify and recruit students who show the following attributes/life experiences that have been identified as enriching the educational experience in the classroom:

a) Academic achievement, and achievement in other areas
b) Inquiry: intellectual rigor, passion, curiosity, creativity, exploration
c) Distance traveled: overcoming obstacles or barriers; experience working part-time; overcoming feelings of isolation or disempowerment, headwinds, invisibility, struggles
d) Persistence: grit, resilience, perseverance, focus
e) Community orientation: demonstrate kindness, demonstrate compassion, teamwork focus, impact, pride in culture or heritage, situational awareness, service, engagement
f) Leadership: influential, trend-setter, lights up room
g) Knowledge of and appreciation for Cornell’s unique history and mission

Implementing this recommendation will call for comprehensive training of admissions staff and readers to consistently identify these characteristics in application materials.

What about a kid who doesn't do these extra ECs? What if a kid is just a good student and has some of their own interests outside the school? It thought the goal of summer job is to make some bucks. Is it to get into Yale? It is absurd that high school students have to sail across the Atlantic or have a startup or publish a paper to get into a good college.

My question is, if a student doesn't do these fancy ECs, but has excellent grades and can also demonstrate excellent writing, can they get into the top 20?

[Anonymous]

Anonymous wrote:What are the most common/unremarkable ECs, unremarkable meaning that an admissions officer would not give much weight to them due to how widespread it is, even if there is leadership involved, and that would only catch an AOs eye if you won a national-level award for the EC?

IMO, the most common, especially in this area, would be student government, debate/model un, academic team/math/science/etc Olympiad, NHS, odyssey, Scouts, rec sports, and maybe theater

Well, if you havent heard, basket weaving is no longer the one you want to list on your applications anymore. You'll have to come up with something else in the sea of ECs:
https://www.dcurbanmom.com/jforum/posts/list/450/1233143.page

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:AOs are not looking for “time consuming.” Not the standard.

correct. AO are looking for:
"distance traveled"
or
demonstrable impact
or
passion

if you really are trying to figure out what a college is looking for, look in their strategic plan. Cornell's tells you it directly:
https://cornellsun.com/2023/09/14/university-task-force-issues-admissions-recommendations/

Identify and recruit students who show the following attributes/life experiences that have been identified as enriching the educational experience in the classroom:

a) Academic achievement, and achievement in other areas
b) Inquiry: intellectual rigor, passion, curiosity, creativity, exploration
c) Distance traveled: overcoming obstacles or barriers; experience working part-time; overcoming feelings of isolation or disempowerment, headwinds, invisibility, struggles
d) Persistence: grit, resilience, perseverance, focus
e) Community orientation: demonstrate kindness, demonstrate compassion, teamwork focus, impact, pride in culture or heritage, situational awareness, service, engagement
f) Leadership: influential, trend-setter, lights up room
g) Knowledge of and appreciation for Cornell’s unique history and mission

Implementing this recommendation will call for comprehensive training of admissions staff and readers to consistently identify these characteristics in application materials.

What about a kid who doesn't do these extra ECs? What if a kid is just a good student and has some of their own interests outside the school? It thought the goal of summer job is to make some bucks. Is it to get into Yale? It is absurd that high school students have to sail across the Atlantic or have a startup or publish a paper to get into a good college.

My question is, if a student doesn't do these fancy ECs, but has excellent grades and can also demonstrate excellent writing, can they get into the top 20?

What is excellent writing? Writes well but no impact (journalism, interviews, published, anthology, awards)?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:AOs are not looking for “time consuming.” Not the standard.

correct. AO are looking for:
"distance traveled"
or
demonstrable impact
or
passion

if you really are trying to figure out what a college is looking for, look in their strategic plan. Cornell's tells you it directly:
https://cornellsun.com/2023/09/14/university-task-force-issues-admissions-recommendations/

Identify and recruit students who show the following attributes/life experiences that have been identified as enriching the educational experience in the classroom:

a) Academic achievement, and achievement in other areas
b) Inquiry: intellectual rigor, passion, curiosity, creativity, exploration
c) Distance traveled: overcoming obstacles or barriers; experience working part-time; overcoming feelings of isolation or disempowerment, headwinds, invisibility, struggles
d) Persistence: grit, resilience, perseverance, focus
e) Community orientation: demonstrate kindness, demonstrate compassion, teamwork focus, impact, pride in culture or heritage, situational awareness, service, engagement
f) Leadership: influential, trend-setter, lights up room
g) Knowledge of and appreciation for Cornell’s unique history and mission

Implementing this recommendation will call for comprehensive training of admissions staff and readers to consistently identify these characteristics in application materials.

What about a kid who doesn't do these extra ECs? What if a kid is just a good student and has some of their own interests outside the school? It thought the goal of summer job is to make some bucks. Is it to get into Yale? It is absurd that high school students have to sail across the Atlantic or have a startup or publish a paper to get into a good college.

My question is, if a student doesn't do these fancy ECs, but has excellent grades and can also demonstrate excellent writing, can they get into the top 20?

What is excellent writing? Writes well but no impact (journalism, interviews, published, anthology, awards)?

I have no idea. Even if they publish a book, it could be written by a bot. Not sure. I mean, do these extra-crazy ECS really help a student succeed in college? In life? I just want my students to know the basics of math and to be able to write well. To surive in a high energy physics course, will sailing to France form New York really help???

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:AOs are not looking for “time consuming.” Not the standard.

correct. AO are looking for:
"distance traveled"
or
demonstrable impact
or
passion

if you really are trying to figure out what a college is looking for, look in their strategic plan. Cornell's tells you it directly:
https://cornellsun.com/2023/09/14/university-task-force-issues-admissions-recommendations/

Identify and recruit students who show the following attributes/life experiences that have been identified as enriching the educational experience in the classroom:

a) Academic achievement, and achievement in other areas
b) Inquiry: intellectual rigor, passion, curiosity, creativity, exploration
c) Distance traveled: overcoming obstacles or barriers; experience working part-time; overcoming feelings of isolation or disempowerment, headwinds, invisibility, struggles
d) Persistence: grit, resilience, perseverance, focus
e) Community orientation: demonstrate kindness, demonstrate compassion, teamwork focus, impact, pride in culture or heritage, situational awareness, service, engagement
f) Leadership: influential, trend-setter, lights up room
g) Knowledge of and appreciation for Cornell’s unique history and mission

Implementing this recommendation will call for comprehensive training of admissions staff and readers to consistently identify these characteristics in application materials.

What about a kid who doesn't do these extra ECs? What if a kid is just a good student and has some of their own interests outside the school? It thought the goal of summer job is to make some bucks. Is it to get into Yale? It is absurd that high school students have to sail across the Atlantic or have a startup or publish a paper to get into a good college.

Hmmm...you mean like they literally sailed the Atlantic? Interesting EC or could make for an essay.

[Anonymous]

Announcement, announcement:

It's not about the ECs. It's about the kid. ECs tell something about the kid - it's how you do them, not which ones you do (and by how, it doesn't always mean "be the best").

ECs provide a lens through which colleges can learn about an applicant, via essays/the EC section of the app, letters of recommendation, etc. But colleges recruit the person, not the EC. Unique isn't always better. A unique EC can help you stand out, but it's not some magic secret trick for getting accepted. ECs should be done because kid wants to do them - and they should learn and grow by doing them. It's the learning and growth the colleges want. This can be done through common or obscure activities. It can also be done through inexpensive or even free activities, but of course, there are more opportunities to try different things and pursue higher levels when you are affluent.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:AOs are not looking for “time consuming.” Not the standard.

correct. AO are looking for:
"distance traveled"
or
demonstrable impact
or
passion

if you really are trying to figure out what a college is looking for, look in their strategic plan. Cornell's tells you it directly:
https://cornellsun.com/2023/09/14/university-task-force-issues-admissions-recommendations/

Identify and recruit students who show the following attributes/life experiences that have been identified as enriching the educational experience in the classroom:

a) Academic achievement, and achievement in other areas
b) Inquiry: intellectual rigor, passion, curiosity, creativity, exploration
c) Distance traveled: overcoming obstacles or barriers; experience working part-time; overcoming feelings of isolation or disempowerment, headwinds, invisibility, struggles
d) Persistence: grit, resilience, perseverance, focus
e) Community orientation: demonstrate kindness, demonstrate compassion, teamwork focus, impact, pride in culture or heritage, situational awareness, service, engagement
f) Leadership: influential, trend-setter, lights up room
g) Knowledge of and appreciation for Cornell’s unique history and mission

Implementing this recommendation will call for comprehensive training of admissions staff and readers to consistently identify these characteristics in application materials.

What about a kid who doesn't do these extra ECs? What if a kid is just a good student and has some of their own interests outside the school? It thought the goal of summer job is to make some bucks. Is it to get into Yale? It is absurd that high school students have to sail across the Atlantic or have a startup or publish a paper to get into a good college.

Hmmm...you mean like they literally sailed the Atlantic? Interesting EC or could make for an essay.

Someone ealier posted some kid did some sailling and wrote a book and get into Stanford.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:AOs are not looking for “time consuming.” Not the standard.

correct. AO are looking for:
"distance traveled"
or
demonstrable impact
or
passion

if you really are trying to figure out what a college is looking for, look in their strategic plan. Cornell's tells you it directly:
https://cornellsun.com/2023/09/14/university-task-force-issues-admissions-recommendations/

Identify and recruit students who show the following attributes/life experiences that have been identified as enriching the educational experience in the classroom:

a) Academic achievement, and achievement in other areas
b) Inquiry: intellectual rigor, passion, curiosity, creativity, exploration
c) Distance traveled: overcoming obstacles or barriers; experience working part-time; overcoming feelings of isolation or disempowerment, headwinds, invisibility, struggles
d) Persistence: grit, resilience, perseverance, focus
e) Community orientation: demonstrate kindness, demonstrate compassion, teamwork focus, impact, pride in culture or heritage, situational awareness, service, engagement
f) Leadership: influential, trend-setter, lights up room
g) Knowledge of and appreciation for Cornell’s unique history and mission

Implementing this recommendation will call for comprehensive training of admissions staff and readers to consistently identify these characteristics in application materials.

What about a kid who doesn't do these extra ECs? What if a kid is just a good student and has some of their own interests outside the school? It thought the goal of summer job is to make some bucks. Is it to get into Yale? It is absurd that high school students have to sail across the Atlantic or have a startup or publish a paper to get into a good college.

My question is, if a student doesn't do these fancy ECs, but has excellent grades and can also demonstrate excellent writing, can they get into the top 20?

What is excellent writing? Writes well but no impact (journalism, interviews, published, anthology, awards)?

I have no idea. Even if they publish a book, it could be written by a bot. Not sure. I mean, do these extra-crazy ECS really help a student succeed in college? In life? I just want my students to know the basics of math and to be able to write well. To surive in a high energy physics course, will sailing to France form New York really help???

Is the kid into writing? Or just writing for the sake of a different EC? If it's kid's interest, they should pursue it regardless.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:AOs are not looking for “time consuming.” Not the standard.

correct. AO are looking for:
"distance traveled"
or
demonstrable impact
or
passion

if you really are trying to figure out what a college is looking for, look in their strategic plan. Cornell's tells you it directly:
https://cornellsun.com/2023/09/14/university-task-force-issues-admissions-recommendations/

Identify and recruit students who show the following attributes/life experiences that have been identified as enriching the educational experience in the classroom:

a) Academic achievement, and achievement in other areas
b) Inquiry: intellectual rigor, passion, curiosity, creativity, exploration
c) Distance traveled: overcoming obstacles or barriers; experience working part-time; overcoming feelings of isolation or disempowerment, headwinds, invisibility, struggles
d) Persistence: grit, resilience, perseverance, focus
e) Community orientation: demonstrate kindness, demonstrate compassion, teamwork focus, impact, pride in culture or heritage, situational awareness, service, engagement
f) Leadership: influential, trend-setter, lights up room
g) Knowledge of and appreciation for Cornell’s unique history and mission

Implementing this recommendation will call for comprehensive training of admissions staff and readers to consistently identify these characteristics in application materials.

What about a kid who doesn't do these extra ECs? What if a kid is just a good student and has some of their own interests outside the school? It thought the goal of summer job is to make some bucks. Is it to get into Yale? It is absurd that high school students have to sail across the Atlantic or have a startup or publish a paper to get into a good college.

Hmmm...you mean like they literally sailed the Atlantic? Interesting EC or could make for an essay.

Someone ealier posted some kid did some sailling and wrote a book and get into Stanford.

Or did they get into Stanford for other reasons? Do you know why and how they got in to Stanford? Prob not.