Center for Student Opportunity

I'm a big fan of the Center for Student Opportunity,  a nonprofit organization with a mission to promote college access and opportunity among first-generation and historically underserved student populations. They've produced a very fine guidebook of colleges that focuses on information particularly appropriate to these students, including what support is offered, scholarships and so on. It also has essays and tips from experts in the front. I saw the first edition last year at NACAC and bought ten copies on the spot to give to the charter school counselors I've been working with over the past two years.


CSO has also created a strong website called College Center that lets students search for college access programs, ask experts questions about the college process and search for colleges offering advising, mentoring, transition programs, and so on. I expect them to continue adding to the list as they go on. 


Colleges can find out how to partner with CSO to reach underserved students by clicking here. With a contribution to CSO (based on Carnegie Classification), institutions can not only reach individual students but also community organizations. Everybody wins.


CSO's most recent addition is a blog section where ten students from minority, low-income, and first-generation backgrounds are sharing their stories or high school and college. The initial entries have the energy of a new project, projecting optimism and immediacy. Although there are only a few from each student so far, I hope they continue to record their thoughts and experiences for the benefit of their peers about to go through the process themselves. 


Their situations reflect the concerns that many first-generation students have, such as having to be an example for their younger siblings and communities. They are also poignant in their forthrightness--one student blogger talks about how she discovered she was pregnant while she was applying to colleges. This forthrightness can help students who think that personal circumstances make it impossible to think about continuing their educations. (They blog as part of their having become Opportunity Scholars--see below.)


If you are a counselor or community volunteer who works with first-generation, low-income, and otherwise underserved students, the Center for Student Opportunity can be a great help. Not only does the website have excellent resources, there is also a page where you can download free guides for helping high school students, parents/families, and others. Students also have the opportunity to be nominated as Opportunity Scholars; if selected, they receive college counseling support from a network of volunteer counselors as well as a chance for a $1,000.00 renewable scholarship in college. 


If you are a college and want to expand your outreach to underrepresented students, be sure to look at CSO's Colleges Partnership Program. 


There's plenty more to explore on the site, and I expect it just to get better and better as more and more individuals and institutions connect to it. It is a welcome and necessary resource for the students we serve.

Creating a Self: The Facts of Fiction

The reasons many colleges give for requiring essays include getting to know more about the student, giving him or her a chance to explain something in the record, or providing a writing sample. Fair enough, but do they have to be “true?” More than one student has asked me, "Is it OK to write an essay that isn't factually accurate as long as it's good?" Answering questions like "What is your most significant experience?" or "What person, real or fictional, has had a major influence on your life and why?" or "Topic of your choice" tend to frazzle students attempting to impress the mysterious admission Inquisitors they imagine gathering in dank basements to determine their futures. They’re not talking about lying, exactly, but the bare-bones facts don’t quite do it, either.

As long as you aren't claiming club presidencies or social service you haven't really done, is there anything wrong with saying Thomas Jefferson is your most influential hero instead of Bono, your real hero? Is there a problem if you exaggerate an incident that "changed your life" even if it didn't so much, really, or if the situation was more mundane than you present it? I brought this topic to my NACAC colleagues recently to get their impressions and received a dozen or so responses.

Most of us, including me, opt for "honesty" and "truth," but those are slippery concepts when you're really asking someone to essentially create a character in 500 words or less. Asking a student to include subjective narratives about relatives, experiences, or outlooks in an application introduces an element that, no matter how it turns out, I'd have to call "fiction," with the “fact” being what lies beneath that essay.

Let's distinguish between "fiction" and "falsehood," and the purpose of the essay. One colleague wrote that "If the goal of an essay is for the student to provide insight about himself or herself, and if that insight is authentic, then maybe it doesn't matter if the person didn't exist or the experience never happened." We teach novels and short stories even though they aren't factually true because they reveal important "truths" about human existence. If it works for Hemingway and Oates and David Sedaris, why not for Sally or Billy in their applications? That whale wasn’t just a whale, was it?

Some said that it was important to hear the applicants' authentic "voice" and that it wouldn't come out in a "fictional" essay. But we hear and value authors' "voices" constantly in fiction. Even when they're not writing about themselves, they are by virtue of what they choose to observe and the stance they take toward it. I tell students that constantly--no matter what you choose to write about, you're writing about yourself. (Many parents do not like to hear this: At his parents' insistence one student substituted for an excellent and fascinating essay about his Jewish grandfather, who sold mattresses in Shanghai during WW II, a boring one that was all about himself.) We draw conclusions about Hemingway from his writing, why not about Billy?

Most of the colleagues I heard from said they expected students to be "truthful" and "honest" in their essays, but I think their reasons for doing so could as easily be answered by fiction if we are willing to look below the surface of the writing: "the essay helps us get to know the student better," it "reveals something about themselves that the rest of the application doesn't," it is designed to "communicate the living breathing person to assist admissions deans in putting together a diverse class with varying personalities, interests, and accomplishments...," "it reflects his genuine beliefs," it "shows the college who you are--both in the voice of your writing and in the content. Therefore it is essential that the content be true” and so on.

Don't all these responses describe the best fictions? Poe said that every short story should focus on creating one unified effect in the reader. Isn’t that what we’re asking our students to do? No one expects “The Tell-tale Heart” to be “true” but it sure is scary, because it taps into our basic fears. Shouldn't we give our young authors the same respect we give those we expect to show us truths through "lies?"


One colleague compared non-factual essay writing to phony reporting, but there's a difference--we expect reporters to give us the facts; to do otherwise gets you fired (unless you work for Fox News). Do we expect students to meet reportorial standards? I don't think so. 


Conversely, we can blast the author of "A Million Little Pieces," not because he had actually written fiction, but because he lied to us about what he had done. We read memoirs differently from novels, as one colleague noted, distinguishing "between fiction and deception....If you read a 'real life account' of an adventure that was later revealed to be made up, you'd feel cheated--even if you continue to acknowledge the skill of the writer."

I think we may simultaneously place too much and too little responsibility on applicants and their essays. One colleague thought of the college essay "as less of a measure of writing talent and more of a glimpse inside the applicant's soul (his judgment, his perspective, his sensitivities, and his sensibilities." I'd still have to say that a fiction can do that maybe even better than "fact.” Expecting a look into an applicant’s “soul” may be way more than the exercise will bear. [I once read an application from a student whose essays were about his suicide attempt and his recovery. (Verified by a call to his counselor.) They were well written and the student was admissible, but his truthfulness sank him. That was a glimpse into a soul I’d rather not have had.]

If we want "just the facts" how can we rely on imaginative constructs like essays? If "it is essential that the content be true" what do we mean by "true?"

I believe that whatever a student writes about reveals something about him or herself, so the factual truth is less important than the arrangement of facts to arrive at a "truth" that points to something about the author. If a student writes a touching essay about a relative who may not exist, can't I appreciate the author's ability to express compassion and empathy? Is that any less "real" or "truthful" than if the relative were real? I know the student has the capacity to express those qualities, at least. (Yes, that person may be a cold-hearted bugger in real life, but it's not the fictionalizing that makes him so.) And will I ever know the facts in any case? Probably not.

So if students "made up their feelings and included actions/results that never happened, they are lying about themselves?" I don’t think so: they're creating a reality they know to be fictional. And maybe they have a clear understanding of what needs to be said.

Let's be honest: Every college admission essay really is a creative writing assignment. We should not expect rock-hard reportorial fact from seventeen-year olds under pressure to "reveal" themselves; it's not fair. We should broaden our sensibility to understand that what we receive is the "fact" and what we do with it is the result. If we read every essay as “literature” instead of reporting we might not only encourage better writing but also enjoy it more.  


One colleague put it best: "I think if the essay is a vehicle for illustrating some important value/realization/personal motto that the kid really believes in, it's okay to stretch the truth or create a scene through which to convey the message."

If we agree that some of the greatest truths can be found in fiction, why not give college applicants the same consideration?

Thanks to everyone who responded to my question on the NACAC listserv. Here are some other comments I received:

“We tell our students quite firmly that the college application essay is not a creative writing assignment!...It needs to be seen as an opportunity for the college to get to know the student more deeply than it could from a transcript and a set of test scores. How could that possibly happen if a student were to write about ‘truthy’ rather than truthful aspects of his/her life?”

“I think truthiness is where most essays fall. Does everyone have that one moment either while hiking the Grand Canyon or fishing with their grandpa where they learn some important life lesson before their 18th birthday? My life has never worked like that!”

“I have always called those fantasy essays…I simply tell my students that at some point they must clue their reader in that this is fiction.”

“The essay should all be true and real, just like when the student signs the application indicating the work is his/her own true and original work, it should also be real—otherwise what’s to stop them from adding activities and embellishing their apps in other ways?”

“Isn’t the answer relatively simple? The student must designate a fictional essay as such…”

“It would be nice if the point of the essay were more explicitly outlined on the application. If the point is to judge writing skills and creativity, I think the sky is the limit in terms of the truthiness of it all. But if the point is to learn more about the student’s life, and to gauge his thoughtfulness or self-awareness about his experiences up to now, then the actual truth is absolutely warranted.”

“The admission committee can glean information from an honest essay, regardless of topic, to help us put a student’s academic and leadership career into context…They may not be the most entertaining essays but if an essay offers insight that helps us make an informed decision it’s far more engaging. I can read good fiction on my own time.”

Never Assume

A remarkable story appeared in the Chicago Tribune last Sunday. It's about a remarkable young man named Derrius Quarles and his determination to get somewhere and be somebody. A foster child whose father was stabbed to death when Derrius was four and whose mother struggled with drugs, he had the strength of character to overcome the vagaries of his life and end up winning scholarships to excellent colleges all over the country, including Morehouse, where he now attends.
Derrius's outlook can be summed up here: "You can't go around thinking you are inferior just because you didn't have parents," he says. "For me, it's about knowing where you are from and accepting it, but more important, knowing where you are going." 
At 17, he was living on his own, keeping himself together and focusing on the future. He budgeted his money and when he did the grocery shopping he avoided junk food in favor of fruits and vegetables. He never took his eyes off his goal.
Derrius was fortunate to have someone see his potential. As often happens and as studies have shown, sometimes just one person can have an immense effect on a young person. For Derrius, that person was his summer biology teacher, Nivedita Nutakki, who told him he shouldn't waste his talent. Arriving as a freshman with a 2.5 GPA at Kenwood Academy, Derrius was taking three AP classes and earning a 3.6 by his junior year. 
In the middle of this amazing story is a passage that made me angry: "Even his oversize ambition couldn't get Quarles past one roadblock. He dreamed of attending Harvard, until one college adviser told him his 28 ACT score was simply not high enough. He abandoned his plans."
Regardless of whether Harvard or Morehouse (or any other institution) would be the best for him, no college adviser should have told him not to bother applying to Harvard or anywhere else. It is not for that person to say. I always tell students that it is their right and privilege to apply wherever they want so long as they understand clearly what the odds are. In this case, it's a shame that someone assumed Derrius wouldn't get into Harvard on the basis of that score. And it's almost criminal that Derrius was convinced to abandon his plans as a result. Any college adviser who thinks he or she can or should make that determination suffers from a bad case of hubris.
The truth is, we cannot know what the future holds for our advisees. We don't know what colleges and universities will decide, even though we can come up with some pretty accurate guesses if we've had enough experience. We don't know how or when a student will suddenly "take off" and make us proud. But all you have to do is read Derrius's story to know that no matter where he went he'd make good, and that as a result the test scores say very little about him (and even so, they are miles above the average scores of someone from his background). 
Again, I'm not saying Derrius should have gone to Harvard or anywhere else or that he's deprived as a result--clearly not. But no one should have told him it wasn't possible. Anything is possible, as this young man has already shown. While we may think we know a lot, the future always confounds us and we should always be humble in its presence. 


Edit, Oct. 23: I was so taken with the story that I forgot I had met Derrius through Scholarship Chicago, a program that provides help and mentorship throughout the college process and in college as well as financial assistance during college. When I met him he had already received several admission offers from colleges and was racking up scholarships. I would never have guessed at the hurdles he was going through he was so poised, confident, and focused. 

A Little Recognition

I'm pleased to report that my blog entry "Elephant in the Room" was featured at the New York Times's blog, The Choice, on Monday, Sept. 21, 2009, along with several others. Times reporter Jacques Steinberg wanted to publish some observations about the many questions people asked Harvard's dean of admission Bill Fitzsimmons. These and the reactions to the reactions (and will it ever stop??) can be read there, as can many other entries about college admission issues.

I'd be happy to hear your reactions and comments.

Class of Luxury

Have I just become an old crab or does the thought of a college dorm (sorry, residence hall) with a "heated pool, a hot tub, a sand volleyball court and four tanning booths" make you kind of cranky? Today's Chicago Tribune reports on several luxe facilities featuring everything from walk-in closets to maid service, "communal" 47-inch flat-screen TVs to computer-linked washers and dryers. (The tanning beds, inexplicably, are at Arizona State.)

Not too many years ago I visited a college in Massachusetts that had just built a residence hall of six-person suites where each student had his own room, there were two bathrooms, and a kitchenette. Purdue's $52 million (yes you read that right) facility also comes with a meal plan. Many living facilities are built with single rooms (some even come with private bathrooms), since most kids have grown up without having to share a room or even a bathroom, and why would they want to start now? My thought on seeing that dorm was, Why would I want to make my own food in college?

Although many of these luxurious accommodations come with a hefty premium tacked on to the regular room and board charge, they are being snapped up even in this economy. Nothing, apparently, is too good for current college students. As the Trib writes, "Tom Cheesman, architect of Purdue's $52 million First Street Towers, said the residence hall is 'essentially a hotel.' He said it is especially attractive to 'helicopter parents who want to send their son or daughter to college campus but give them all the luxuries of home.'"


It's certainly a far cry from my freshman dorm at Amherst. I lived on the 4th floor (no elevator) with two roommates, neither of whom bathed much, in a room meant for one or maybe two. The fireplace and woodbox revealed the building's early 20th-century origins, but the former had been blocked up so we relied on the inadequate steam heat that barely reached us in the winter and blasted us finally when it started to get warm. In the depths of a New England January we had an eighth of an inch of ice on the inside of our bedroom window. At least we didn't have to cart our own wood for the fire.

Somehow, though, we managed to survive and do well. I had bought a new "record player" to bring (it also had an eight track player!) as well as an area rug, a desk lamp, and an electric typewriter I had gotten for graduation. A clock radio, too. Some books, and clothes, as well as some records came in a few boxes. My roommates brought even less. There were students who had a lot more than I did. One of my dorm mates had a huge stereo and a water bed; so I suppose those who had, brought. (One of the Purdue students has been "keeping 30 pairs of shoes at the ready and jamming the bookshelf with every episode of "The O.C." and "Dawson's Creek."" Really? For what?)

But then I suppose we had less to bring and fewer, or at least different, expectations, about what to bring and what to expect about living in a dorm. As a kid I remember thinking that a "dorm" meant I'd be in a barracks with a lot of other people, a prospect that scared me. But I did like the idea of living with a few other guys. We didn't share a lot but we co-existed pretty well. My living situations got slightly better over the years, but I wasn't in it for the amenities, and reading the Trib article I felt glutted, overwhelmed by the presence of things in an environment where ideas and relationships should be dominant.

Colleges have been in an amenities race for some time now, building massive "fitness centers" and other facilities to attract students, and new dorms are no exception. I wonder, though, what it means to try to replicate what students have at home rather than having them experience communal or semi-communal living. Negotiating a bathroom with 30 other hallmates can be exasperating, but it can also teach patience and, well, negotiation; having to clean up after yourself (or, more likely, not) gives you a sense of who you are and a taste of living on your own. Trying as hard as you can to stay in your individual bubble seems sad to me--like going to Paris and never leaving your hotel.

Everyone romanticizes their college experiences so I won't go on, but I do wonder what might have happened if Purdue had spent $52 million dollars on their labs and on faculty. Or if ASU had bought textbooks for low-income students instead of tanning beds. This kind of reckless consumption doesn't bode well for the future.