The summer is a great opporunity to do something enriching. Or something fun. Or something exciting.
But what should you fill your summers with if you want them to shine on your college applications?
I have two pieces of advice, one will be very very obvious, and the other, hopefully less so.
1. You should fill your summer with something you are passionate about.
2. You should find unique ways to express that passion.
Passion is really hard to fake. You can force yourself through math classes you don't want to take, you can cram history into your head until you're blue in the face, but the things that make your application stand out are the ones you are genuinely interested in.
So, first, pick what you love. Think very broadly. You don't have to love English Literature or Music Theory - if you're passionate about video games or skateboarding or fashion accessories, great. Find a way to turn that interest into a summer experience that stands out.
Let's take video games. Playing them all the time won't give you a lot to write home about. However, here are things you can do with that interest:
1. Video games and anthrology. Find a local professor who is working on researching how video games affect relationships, especially in countries with high levels of gaming like Korea or Japan. See if you can help with research or contribute to a paper. Bonus points for arranging a trip abroad that ties to your research.
2. The business of video games. Find an internship with a startup that designs and markets games.
3. The art of video games. See if you can work with a graphic designer or video game writer.
Basically what I'm getting at is this - you don't have to look for a way to subvert an interest or hobby into an academic or appropriate interest. Colleges love creativity. They also love people who are willing to go out of the realm of what "normal" high school students do.
So, find what you already love, and ask yourself - how can you go deeper? How can you learn more about it? If the answer isn't obvious, ask a parent. Or a guidance counselor, or a teacher. Or you can email me.
Tuesday, February 1, 2011
Thursday, January 27, 2011
Inappropriate interviews... and how to handle them
I've spent a lot of time talking about how enthusiastic most interviewers are, and what a pleasure it is to meet with high-achieving high school seniors.
Unfortunately, this is not always the case. Though few and far between, there are interviewers out there who use interviews in inappropriate ways. Honestly, it's sad. It's not how I'd like to represent Harvard, and I'm sure it's not how Harvard (or other colleges) want to be represented.
How do you know your interviewer is behaving inappropriately? Here are things an interviewer should not be:
- Aggressive
- Judgemental
- Confrontational
- Dismissive
- Demeaning
Where do these behaviors come from? I wish I knew. Occasionally, there are corporate interviewers who like to do "bad cop" interviews to test the candidate and see how the candidate reacts. Most of the time these are for high-pressure positions. I could debate the value of those types of interviews as well - personally, I'm not a fan - but one could argue they have their place.
But that place is NOT in college admissions.
Here are examples of things an interviewer should never do:
- attempt to critique or test a student's religious faith
- accuse the candidate of sexism, racism, classism
- question the candidate's honesty
If you have an interviewer who starts to go down this path, try to get off it right away. Stand your ground, and if you need to, walk away from the interview. I'm a personal believer in valuing your personal integrity, and I don't think it's worth compromising that even for a college interview.
What if the interviewer is just having a bad day and has said the wrong thing? Try to diffuse it as much as possible. For example, if you've gotten onto the subject of religion and your interviewer is busy questioning the Mormon church, of which you are a proud member, you can throw in a neutral statement like, "We all have our beliefs. That's one of the things I really enjoy about Harvard - that there is such a vibrant and diverse religious community on campus." Then move on to another topic - about how you value diversity, or other things you like about your school of choice.
What if this doesn't work? Make a judgement call. If your interviewer is making you feel uncomfortable, just end the interview. Trust me. Learning to stand up for yourself is a skill that will serve you well in life and it is worth learning early.
What about the aftermath? Discuss the interview with someone objective, like a teacher or guidance counselor. If you felt like the interviewer was just unfriendly or minimally engaged that's one thing - if you felt personally discriminated against, put down, or otherwise treated inappropriately, deal with it right away. Don't wait until you find out your application status. Contact the admissions office or have someone do it on your behalf, and share (politely) what it was that concerned you about the interview.
The admissions office will appreciate this, because especially with alumni interviewers, there is little oversight, minimal (if any) training, and no real feedback on performance. It would be nice if there were a survey that candidates could fill out. At the end of the day, the admissions folks don't want you to be uncomfortable, intimidated or unhappy any more than you do.
Unfortunately, this is not always the case. Though few and far between, there are interviewers out there who use interviews in inappropriate ways. Honestly, it's sad. It's not how I'd like to represent Harvard, and I'm sure it's not how Harvard (or other colleges) want to be represented.
How do you know your interviewer is behaving inappropriately? Here are things an interviewer should not be:
- Aggressive
- Judgemental
- Confrontational
- Dismissive
- Demeaning
Where do these behaviors come from? I wish I knew. Occasionally, there are corporate interviewers who like to do "bad cop" interviews to test the candidate and see how the candidate reacts. Most of the time these are for high-pressure positions. I could debate the value of those types of interviews as well - personally, I'm not a fan - but one could argue they have their place.
But that place is NOT in college admissions.
Here are examples of things an interviewer should never do:
- attempt to critique or test a student's religious faith
- accuse the candidate of sexism, racism, classism
- question the candidate's honesty
If you have an interviewer who starts to go down this path, try to get off it right away. Stand your ground, and if you need to, walk away from the interview. I'm a personal believer in valuing your personal integrity, and I don't think it's worth compromising that even for a college interview.
What if the interviewer is just having a bad day and has said the wrong thing? Try to diffuse it as much as possible. For example, if you've gotten onto the subject of religion and your interviewer is busy questioning the Mormon church, of which you are a proud member, you can throw in a neutral statement like, "We all have our beliefs. That's one of the things I really enjoy about Harvard - that there is such a vibrant and diverse religious community on campus." Then move on to another topic - about how you value diversity, or other things you like about your school of choice.
What if this doesn't work? Make a judgement call. If your interviewer is making you feel uncomfortable, just end the interview. Trust me. Learning to stand up for yourself is a skill that will serve you well in life and it is worth learning early.
What about the aftermath? Discuss the interview with someone objective, like a teacher or guidance counselor. If you felt like the interviewer was just unfriendly or minimally engaged that's one thing - if you felt personally discriminated against, put down, or otherwise treated inappropriately, deal with it right away. Don't wait until you find out your application status. Contact the admissions office or have someone do it on your behalf, and share (politely) what it was that concerned you about the interview.
The admissions office will appreciate this, because especially with alumni interviewers, there is little oversight, minimal (if any) training, and no real feedback on performance. It would be nice if there were a survey that candidates could fill out. At the end of the day, the admissions folks don't want you to be uncomfortable, intimidated or unhappy any more than you do.
Thursday, January 20, 2011
Public versus Private
There is always a lot of speculation about what helps a college application most. Is it four years at a prestigious prep school? A hard-won success story from a troubled inner-city campus? A standout application from a regular public school?
The truth is that all of the above can get you into Harvard. It's not the school, it's the student. The question parents should be asking, as they look down the windy road of college prep, is where will their child perform the best?
I was a product of public schools - private was not an option - but we lived in a nice enough neighborhood, and I remember picking my high school (out of a set of four options) based on the number of AP courses they offered. In talking to a mom of a friend - who had scrimped and saved to send both her daughters to a prestigious all girl academy from 8th grade onward - I discovered she thought quite the opposite.
"I don't think my girls would have done as well at public schools," she said. "They really needed the individual attention and were able to thrive and develop there." They both ended up with multiple ivy-league acceptances and graduated from Stanford and Brown, respectively.
The net is that there is no "best" alternative, and it is never one-size-fits all. In order to make the decision, you need to understand who your child is, ultimately what it is they want.
Here's how you win at a public school:
Your child is self-motivated. He is able to make the most of any situation and does NOT need a competitive environment in order to succeed. He is more motivated by being the top student than by having a cohort of equally talented peers. He is able to create opportunities where they don't exist and stands out as someone teachers would be attracted to and want to help.
If this describes your child - or, alternately, if you are willing to put in the time to help your child fit this mold - then a normal public school may be a good fit. He would make his application stronger by demonstrating excellence even in an environment that does not naturally foster it. He would need to be proactive about creating the same types of opportunities that may exist naturally at private schools - summer internships, advanced courses, etc.
Here's how to win at a private school:
Your child thrives in competitive environments and performs best when she sees her peers setting a good example for her. She needs individual attention from educators. She does not naturally think of creating opportunties for herself, but if they are put in front of her she puts forth considerable effort towards performing well.
If this describes your child, she may get lost at a public school. A private school with an involved staff that encourages excellence and gives individual attention may help her perform better than she would otherwise.
Is it easier to get into Harvard (or some other Ivy) from a private or public school? At the end of the day it's a hard question to ask because your child will be different based on his experiences at one or the other. All things being equal, if you have the exact same track record, it is probably easier coming from an underperforming public school than a stellar private school. But the thing is, all things will never be equal.
The truth is that all of the above can get you into Harvard. It's not the school, it's the student. The question parents should be asking, as they look down the windy road of college prep, is where will their child perform the best?
I was a product of public schools - private was not an option - but we lived in a nice enough neighborhood, and I remember picking my high school (out of a set of four options) based on the number of AP courses they offered. In talking to a mom of a friend - who had scrimped and saved to send both her daughters to a prestigious all girl academy from 8th grade onward - I discovered she thought quite the opposite.
"I don't think my girls would have done as well at public schools," she said. "They really needed the individual attention and were able to thrive and develop there." They both ended up with multiple ivy-league acceptances and graduated from Stanford and Brown, respectively.
The net is that there is no "best" alternative, and it is never one-size-fits all. In order to make the decision, you need to understand who your child is, ultimately what it is they want.
Here's how you win at a public school:
Your child is self-motivated. He is able to make the most of any situation and does NOT need a competitive environment in order to succeed. He is more motivated by being the top student than by having a cohort of equally talented peers. He is able to create opportunities where they don't exist and stands out as someone teachers would be attracted to and want to help.
If this describes your child - or, alternately, if you are willing to put in the time to help your child fit this mold - then a normal public school may be a good fit. He would make his application stronger by demonstrating excellence even in an environment that does not naturally foster it. He would need to be proactive about creating the same types of opportunities that may exist naturally at private schools - summer internships, advanced courses, etc.
Here's how to win at a private school:
Your child thrives in competitive environments and performs best when she sees her peers setting a good example for her. She needs individual attention from educators. She does not naturally think of creating opportunties for herself, but if they are put in front of her she puts forth considerable effort towards performing well.
If this describes your child, she may get lost at a public school. A private school with an involved staff that encourages excellence and gives individual attention may help her perform better than she would otherwise.
Is it easier to get into Harvard (or some other Ivy) from a private or public school? At the end of the day it's a hard question to ask because your child will be different based on his experiences at one or the other. All things being equal, if you have the exact same track record, it is probably easier coming from an underperforming public school than a stellar private school. But the thing is, all things will never be equal.
Sunday, January 16, 2011
Teacher recommendations
I had a question recently about lining up college recommendations from a student planning on applying next fall.
First, let me say, this is a GREAT time to be thinking about it. An even better time would have been last year.
Teacher recs can really serve to validate your record in the eyes of the university. Good grades and a long list of extracurriculars are the basics, but the icing on the cake is having an educator put your record in some sort of perspective. Having a teacher who knows you well tell the college that you are the most dedicated debator she's ever taught, or most compassionate student body president means a lot.
How do you get a rec that really stands out?
1. Plan for it early.
It's always best to get a recommendation from somone who has known you longer. If you have the option, try to stick to the same teacher for a few years in a row. Or, take their class and also join an extracurricular they chair. Build a personal relationship with a teacher you think may be helpful as a mentor.
2. Place more emphasis on the content than the title.
Focus on what your recommenders will say rather than who they are at the school. It's better to a have a wildly enthusiastic letter from an assistant teacher than a single paragraph from your high school principal. As a rule, people you've worked with closely for longer periods of time are more likely to have wonderful things to say about you.
3. Be honest with your recommenders.
Is there something you want mentioned? Let's say you got a poor Physics grade your junior year but made up for it by studying your butt off and getting a 5 on the AP Exam. Ask your Physics teacher to address the subject of your improvement and hard work in the recommendation.
4. Do your research.
Ask around, preferably early on. Find out which teachers tend to write good recommendations. If some teachers share the recommendations with students, that's a good thing to know as well.
Bottom line: don't go scrambling at the last minute. At the start of your junior year you should have a few ideas for people to ask, by the end of it, you should have a clear list.
First, let me say, this is a GREAT time to be thinking about it. An even better time would have been last year.
Teacher recs can really serve to validate your record in the eyes of the university. Good grades and a long list of extracurriculars are the basics, but the icing on the cake is having an educator put your record in some sort of perspective. Having a teacher who knows you well tell the college that you are the most dedicated debator she's ever taught, or most compassionate student body president means a lot.
How do you get a rec that really stands out?
1. Plan for it early.
It's always best to get a recommendation from somone who has known you longer. If you have the option, try to stick to the same teacher for a few years in a row. Or, take their class and also join an extracurricular they chair. Build a personal relationship with a teacher you think may be helpful as a mentor.
2. Place more emphasis on the content than the title.
Focus on what your recommenders will say rather than who they are at the school. It's better to a have a wildly enthusiastic letter from an assistant teacher than a single paragraph from your high school principal. As a rule, people you've worked with closely for longer periods of time are more likely to have wonderful things to say about you.
3. Be honest with your recommenders.
Is there something you want mentioned? Let's say you got a poor Physics grade your junior year but made up for it by studying your butt off and getting a 5 on the AP Exam. Ask your Physics teacher to address the subject of your improvement and hard work in the recommendation.
4. Do your research.
Ask around, preferably early on. Find out which teachers tend to write good recommendations. If some teachers share the recommendations with students, that's a good thing to know as well.
Bottom line: don't go scrambling at the last minute. At the start of your junior year you should have a few ideas for people to ask, by the end of it, you should have a clear list.
Friday, January 14, 2011
What do you mean, practice?
It's easy to say, practice for your interview. But what in the world are you really practicing? And how can you tell you're getting better?
At first practice seems like a paradox here because the best interviews are the ones that are honest and genuine. But at the same time, it's hard to be honest and genuine unless you practice. Why is this?
I remember when I started interviewing for jobs out of college, I was terrible. I hadn't practiced, assuming that I was an intelligent, confident young woman and I'd do just fine. I didn't. I had no specific story to tell. When talking about myself my answers were disorganized and rambling. I eventually learned to interview mainly through trial and error, which meant going on a lot of interviews and not getting the job. Eventually, though, I got better... not in the least due to the help of a roommate who made me sit on her bed at 2 a.m. in the morning and mock interview until she was satisfied with my answers.
It's better not to go about using my trial-and-error method for your college interviews. For starters, you don't have twenty college interviews to waste. So, if you're smart, you'll do it beforehand.
How?
Step 1. Figure out your story. What is a story, exactly? It's the narrative you have chosen to present about your life. Try reading an article about any famous person - and you'll see how the journalist does it. Focus your story around your greatest accomplishments and your areas of personal relevance. Try telling different stories, and ask someone (a parent, a teacher, a friend) to listen to you talk and decide which one sounds best.
For instance: Your uncle bought an overpriced house. As the market crashed, the bank foreclosed on his property. His financial problems inspired you to research predatory lending. You helped him with his personal situation, and then you wrote a paper about it. You won a regional competition, and then enrolled in an advanced economics course at your community college. Now you think you may want to become an economist.
Step 2. Refine your story. Go over your resume with a fine-tooth comb and try to pull out anything else relevant. Maybe you won a debate tournament by giving a speech about the financial rights and responsibilities of citizens. Perhaps you had a summer internship with a real estate agent. Make a list of anything else relevant that you can work in to bolster your story.
Step 3. Pick some sub-stories to include. Your resume will be long and impressive, and you won't want to talk about everything, unless you're asked. Focus on things that are more impressive and more involved. Are you chair of your high school Cancer Society? Did you organize your team's entry into the Science Olympiad? Be prepared to talk about those experiences in a meaningful way. What did you learn from them? Why were they so valuable to you?
Step 4. Practice telling your story even if it's not asked directly. For a good list of interview questions, skim this site. Try to answer every question by incorporating some bit of your story... if the question is about your biggest obstacle, talk how devastated you felt when you heard your uncle was losing his house... and then describe what you did about it. If you're asked what recent current event has impacted your studies - you can talk about exactly the same thing. See? If you are prepared with a set of talking points you want to get across, it almost doesn't matter what the question is, because you have an answer ready for it.
If all of this feels forced and artificial, practice more. You will know when you are happy with your story, because it will feel genuine and you will be excited to tell it.
I love interviews because they help you get to know yourself better. And that's something we could all use more of.
At first practice seems like a paradox here because the best interviews are the ones that are honest and genuine. But at the same time, it's hard to be honest and genuine unless you practice. Why is this?
I remember when I started interviewing for jobs out of college, I was terrible. I hadn't practiced, assuming that I was an intelligent, confident young woman and I'd do just fine. I didn't. I had no specific story to tell. When talking about myself my answers were disorganized and rambling. I eventually learned to interview mainly through trial and error, which meant going on a lot of interviews and not getting the job. Eventually, though, I got better... not in the least due to the help of a roommate who made me sit on her bed at 2 a.m. in the morning and mock interview until she was satisfied with my answers.
It's better not to go about using my trial-and-error method for your college interviews. For starters, you don't have twenty college interviews to waste. So, if you're smart, you'll do it beforehand.
How?
Step 1. Figure out your story. What is a story, exactly? It's the narrative you have chosen to present about your life. Try reading an article about any famous person - and you'll see how the journalist does it. Focus your story around your greatest accomplishments and your areas of personal relevance. Try telling different stories, and ask someone (a parent, a teacher, a friend) to listen to you talk and decide which one sounds best.
For instance: Your uncle bought an overpriced house. As the market crashed, the bank foreclosed on his property. His financial problems inspired you to research predatory lending. You helped him with his personal situation, and then you wrote a paper about it. You won a regional competition, and then enrolled in an advanced economics course at your community college. Now you think you may want to become an economist.
Step 2. Refine your story. Go over your resume with a fine-tooth comb and try to pull out anything else relevant. Maybe you won a debate tournament by giving a speech about the financial rights and responsibilities of citizens. Perhaps you had a summer internship with a real estate agent. Make a list of anything else relevant that you can work in to bolster your story.
Step 3. Pick some sub-stories to include. Your resume will be long and impressive, and you won't want to talk about everything, unless you're asked. Focus on things that are more impressive and more involved. Are you chair of your high school Cancer Society? Did you organize your team's entry into the Science Olympiad? Be prepared to talk about those experiences in a meaningful way. What did you learn from them? Why were they so valuable to you?
Step 4. Practice telling your story even if it's not asked directly. For a good list of interview questions, skim this site. Try to answer every question by incorporating some bit of your story... if the question is about your biggest obstacle, talk how devastated you felt when you heard your uncle was losing his house... and then describe what you did about it. If you're asked what recent current event has impacted your studies - you can talk about exactly the same thing. See? If you are prepared with a set of talking points you want to get across, it almost doesn't matter what the question is, because you have an answer ready for it.
If all of this feels forced and artificial, practice more. You will know when you are happy with your story, because it will feel genuine and you will be excited to tell it.
I love interviews because they help you get to know yourself better. And that's something we could all use more of.
Thursday, January 13, 2011
Top ten mistakes students make
It's easy to write about what you *should* do... but what about things you shouldn't? Is there a short list of faux-pas that will instantly flag you as not being Harvard material?
The simple (and hopefully comforting) answer is no. There's no single thing you can do that would make an interviewer write you off. BUT there are lots of little things that may not add up in your favor.
(Most) interviewers are not trying to trap you. In the instructions we are given, we are in fact asked to think of ourselves as advocates for the students, and to take a personal and vested interest in them. So, you shouldn't get someone asking you complicated math questions or testing you on current events.
But you will be evaluated not just on the content of what you say, but your general maturity - how you present yourself, how well you interact with others, and how professionally you behave during the interview. These are places where you don't want to lose points.
So, without further ado, top ten mistakes.
1. Don't make it hard for the interviewer to schedule with you. Your Harvard interviewer is a volunteer. (And as far as I know, interviewers for most other colleges are generally volunteers too.) This is NOT their job. They often have jobs and families... what they don't have is a lot of time. When your interviewer calls or emails, respond promptly and make yourself available. A school club meeting, dance lesson, or tutoring session is not a good reason to reschedule an interview.
2. Don't ask your interviewer if he can meet you in another location. Even if you have a long drive. If you really want to attend College X, you'll find a way to make the trip.
3. Don't be late. Better yet be early. 10-15 minutes ahead of schedule is perfect. [You would think this would be obvious, but you'd be surprised...]
4. Don't forget that pre-interview contact is part of the interview. It is the first impression your interviewer will have of you. Respond to emails promptly. Use punctuation and write in complete sentences. Be on "interview behavior" even if you're just on the phone scheduling a time.
5. Don't forget any materials the interviewer has asked you to bring. Usually, this shouldn't be much more than a resume.
6. Don't forget to use your resources to help you prepare. Many students have parents who are professionals, who in their careers have interviewed dozens of people for all sorts of positions. They've also gone to dozens of interviews themselves. College interviews and job interviews have a lot in common. Have your parents do mock interviews for you. Ask them to give you their best interview advice.
7. Don't hold back. Pretend you're talking to a friend. Be enthusiastic, be excited. And of course be yourself. I've had interviews (not many, thankfully) that have been like pulling teeth. The student looks fabulous on paper but is very shy and clams up during the interview. Your interviewer is looking for a reason to be on your side... give it to her.
8. Don't put yourself down. Ever. You won't sound conceited, I promise. Remember, your job is to tell the best story possible with the data that you have. Do you know why you shouldn't put yourself down? Because there's a chance that your interviewer might believe you.
9. Don't forget to be interested in the interviewer. I wrote a much longer post on this earlier, but it's worth mentioning again here. Have a conversation with your interviewer.
10. Don't forget to follow up. Say thank you - then stay in touch afterwards too. Whether you get accepted or not, your interviewer is a valuable resource. Don't waste the opportunity.
The simple (and hopefully comforting) answer is no. There's no single thing you can do that would make an interviewer write you off. BUT there are lots of little things that may not add up in your favor.
(Most) interviewers are not trying to trap you. In the instructions we are given, we are in fact asked to think of ourselves as advocates for the students, and to take a personal and vested interest in them. So, you shouldn't get someone asking you complicated math questions or testing you on current events.
But you will be evaluated not just on the content of what you say, but your general maturity - how you present yourself, how well you interact with others, and how professionally you behave during the interview. These are places where you don't want to lose points.
So, without further ado, top ten mistakes.
1. Don't make it hard for the interviewer to schedule with you. Your Harvard interviewer is a volunteer. (And as far as I know, interviewers for most other colleges are generally volunteers too.) This is NOT their job. They often have jobs and families... what they don't have is a lot of time. When your interviewer calls or emails, respond promptly and make yourself available. A school club meeting, dance lesson, or tutoring session is not a good reason to reschedule an interview.
2. Don't ask your interviewer if he can meet you in another location. Even if you have a long drive. If you really want to attend College X, you'll find a way to make the trip.
3. Don't be late. Better yet be early. 10-15 minutes ahead of schedule is perfect. [You would think this would be obvious, but you'd be surprised...]
4. Don't forget that pre-interview contact is part of the interview. It is the first impression your interviewer will have of you. Respond to emails promptly. Use punctuation and write in complete sentences. Be on "interview behavior" even if you're just on the phone scheduling a time.
5. Don't forget any materials the interviewer has asked you to bring. Usually, this shouldn't be much more than a resume.
6. Don't forget to use your resources to help you prepare. Many students have parents who are professionals, who in their careers have interviewed dozens of people for all sorts of positions. They've also gone to dozens of interviews themselves. College interviews and job interviews have a lot in common. Have your parents do mock interviews for you. Ask them to give you their best interview advice.
7. Don't hold back. Pretend you're talking to a friend. Be enthusiastic, be excited. And of course be yourself. I've had interviews (not many, thankfully) that have been like pulling teeth. The student looks fabulous on paper but is very shy and clams up during the interview. Your interviewer is looking for a reason to be on your side... give it to her.
8. Don't put yourself down. Ever. You won't sound conceited, I promise. Remember, your job is to tell the best story possible with the data that you have. Do you know why you shouldn't put yourself down? Because there's a chance that your interviewer might believe you.
9. Don't forget to be interested in the interviewer. I wrote a much longer post on this earlier, but it's worth mentioning again here. Have a conversation with your interviewer.
10. Don't forget to follow up. Say thank you - then stay in touch afterwards too. Whether you get accepted or not, your interviewer is a valuable resource. Don't waste the opportunity.
Wednesday, January 12, 2011
Disabilities and academic performance
[Note: I use the term “disability” here to refer to a range of conditions ranging from stuttering and dyslexia to autism. I don’t really like “disability” because it implies a lack of ability, which is not true: students with these conditions tend to have more ability that they’ve worked harder to develop. If you have a better catch-all, please leave a comment and tell me!]
A question came in from a parent whose son was diagnosed with autism. He wants to know: should his son mention this in the interview, especially since it has affected his English scores and his social development?
Absolutely. Interviewers do not receive a copy of the application, so they go in cold. The only thing we know about a student’s background is what you tell us. The best way to bring up a disability is in the context of telling the interviewer about yourself: what has made you person you are today. Focus on what you’ve been able to accomplish, not on how it has held you back. Here are some good places to bring that up:
- Talk about your disability in the context of your family. Your parents have imbued you with strength by always believing that you could accomplish anything, and were willing to put in the extra work to help you do it.
- Talk about your disability in the context of what makes you a good candidate. Describe ways you were able to use what you learned with respect to your disability in other areas of your life. Maybe you were able to persevere where your classmates gave up because you have more experience working through obstacles.
- Talk about your disability in the context of your greatest accomplishment. Maybe your proudest moment was not taking first place in the regional Math competition, but finally mastering the concept of synonyms.
For instance, in this case if this student’s English scores are not high relative to Harvard averages, but have improved significantly through his hard work, this is what he should be talking about, not apologizing or trying to make excuses. If a disability has given you any unique insights into the world around you, talk about that. Have you met people with other disabilities through your experiences? Gotten involved with nonprofits that work with the disabled in developing countries? Acquired a depth of character that many people your age lack?
I talk a lot on this blog about the value of perseverance and fortitude. Talking about how you’ve overcome disabilities is a great way to showcase that. Done correctly, it can actually make your application stronger.
So, some parting thoughts:
1. Practice, practice, practice! If you’re shy or hesitant in bringing up your disability, rehearse so that it sounds natural and confident. Try to bring it up early rather than later on in the interview.
2. Don’t apologize. Don’t present it as an excuse. You’re sitting at the same table (metaphorically) with Harvard applicants all over the country who’ve been selected from a very competitive pool. The admissions committee already thinks you’re qualified. But unlike everyone else, you’ve had to work much harder to be here. Be proud of it.
A question came in from a parent whose son was diagnosed with autism. He wants to know: should his son mention this in the interview, especially since it has affected his English scores and his social development?
Absolutely. Interviewers do not receive a copy of the application, so they go in cold. The only thing we know about a student’s background is what you tell us. The best way to bring up a disability is in the context of telling the interviewer about yourself: what has made you person you are today. Focus on what you’ve been able to accomplish, not on how it has held you back. Here are some good places to bring that up:
- Talk about your disability in the context of your family. Your parents have imbued you with strength by always believing that you could accomplish anything, and were willing to put in the extra work to help you do it.
- Talk about your disability in the context of what makes you a good candidate. Describe ways you were able to use what you learned with respect to your disability in other areas of your life. Maybe you were able to persevere where your classmates gave up because you have more experience working through obstacles.
- Talk about your disability in the context of your greatest accomplishment. Maybe your proudest moment was not taking first place in the regional Math competition, but finally mastering the concept of synonyms.
For instance, in this case if this student’s English scores are not high relative to Harvard averages, but have improved significantly through his hard work, this is what he should be talking about, not apologizing or trying to make excuses. If a disability has given you any unique insights into the world around you, talk about that. Have you met people with other disabilities through your experiences? Gotten involved with nonprofits that work with the disabled in developing countries? Acquired a depth of character that many people your age lack?
I talk a lot on this blog about the value of perseverance and fortitude. Talking about how you’ve overcome disabilities is a great way to showcase that. Done correctly, it can actually make your application stronger.
So, some parting thoughts:
1. Practice, practice, practice! If you’re shy or hesitant in bringing up your disability, rehearse so that it sounds natural and confident. Try to bring it up early rather than later on in the interview.
2. Don’t apologize. Don’t present it as an excuse. You’re sitting at the same table (metaphorically) with Harvard applicants all over the country who’ve been selected from a very competitive pool. The admissions committee already thinks you’re qualified. But unlike everyone else, you’ve had to work much harder to be here. Be proud of it.
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