uc newsletter spring 2016

8/18/2019 UC Newsletter Spring 2016

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Dear CIS Parents,

As our regular readers well know, our newsletters frequently shine a

much needed spotlight on some of the more unhealthy beliefs andvalues common to communities like ours in relation to university admis-sions. In this issue, we spotlight the world of US university admissions,and how its admission requirements and policies evolved (see the

review of The Chosen ) and how they are responsible for many of the illeects of the current admissions climate.

Our newsletter’s focus comes on the heels of a recently released report

by Harvard’s Graduate School for Education called the “Making CaringCommon Project” - its 50+ signatories comprising a who’s who of aca-

demic and admission deans at what would widely be considered to bethe US’s most highly regarded secondary and tertiary institutions.

While the report falls short of calling for a complete overhaul of US ad-

missions requirements, it stands as the most public acknowledgementto date that the American admission process is broken, in part because

of its toxic eects on student wellbeing. Along with the report’s rec-

ommendations, we’ll give you our analysis on why they’re important inimproving the US admissions climate.

In a separate feature article, we ask our Head Girl and to weigh in onuniversity admissions from the student perspective and oer advice to

parents on how best to approach its challenges and demands.

As always, we hope our newsletter will help illuminate several inter-esting and important aspects of career exploration and university

admissions. Please feel free to contact your CIS University Counsellorwhenever questions or concerns arise.

And we hope you like our new format!!!

Yours in Service,

The CIS University & Career Advancement Counsellors

Your CIS University Counsellors

Sow Fun Dawson - [email protected]

Robert Manuseto – [email protected]

Marc Marier – [email protected]

Your CIS Career Advancement Counsellor Annie Yung – [email protected]

Administrative Assistant

Brankie Wong – [email protected]

Spring 2016 Parent Newsletter

From Your University & Career Advancement CounsellorsInside Spring 2016

Reforming US Admissions:

Harvard’s MCCP Report Is a

Step in the Right Direction.

But Is It Enough?

On University Admissions:

Advice for Parents from Our

Head Girl

Attention Yr 13 Parents:

Senioritis Is Highly Conta-

gious!!! Know the Warning

Signs!!!

Frequently Asked Questions:

Everything You Need to Know

about Expected Grades

Hot Rumour:

It’s Definitely Not OK to

Make Multiple US Deposits!

Career Corner:

Do You Know Someone with

Designs on Being an Archi-

tect?

Featured College:

The University of Monash

Book Review:

The Chosen

Regular Features:

Articles of Interest from

Around the Web and Humor

“An education isn’t how much you

have committed to memory, or even

how much you know. It’s being able

to differentiate between what you do

know and what you don’t.”

-Anatole France (1844-1924)


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• This is a solid recommendation as the current climate encourages students to choose ec -

tra-curriculars based on ‘what will look good’ to university admissions counsellors rather than being focused on what the student is most interested in/genuinely passionate about. Univer -

sity of California institutions implemented this recommendation years ago. It’s time for the remaining US universities to follow suit.

• Limiting the number of activities a student can list would have the added benet of lowering the pressure students feel to ll their activities resume, often with frivolous commitments.

• It could result in students being able to enjoy more unscheduled “down time” which is so nec -

essary to developmental growth.

“Recommendation #2:Awareness of Overloading on AP/IB CoursesUniversity admissions ofces should convey to students that simply taking large numbers of AP orIB courses per year is often not as valuable as sustained achievement in a limited number of areas.

Harvard Graduate School of Education’s “Making Caring Com-

mon Project” Is a Step in the Right Direction, But Is It Enough?

For those of us working in college admissions, the recently released Making Caring Common Projectreport comes as welcome news. The 50+ signatory US universities are nally acknowledging whatwe’ve long known and decried – that the current highly pressurized US admission process is harmfulto students.

The report’s recommendations are grounded in the belief that the US admission process is soachievement oriented, that students are increasingly disconnected and uninterested in anything that

does not directly affect their academic success and eventual path to the most competitive univer-

sities. In other words, the current admission climate is a key component in creating a generation of

highly stressed, self-interested, and emotionally fragile students. An additional aim of the MCCP re-

port seeks to level the playing eld where it has long been recognized that students of means enjoy asubstantial advantage over less privileged aspirants in the US application process.

Click here for a look at the report.

While the MCCP report includes several recommendations, we’ll focus on those specically relatingto college admissions of which there are ve.

“Recommendation #1:Prioritizing Quality—Not Quantity—of Activities

University admissions ofces should send a clear message that numerous extracurricular activities orlong “brag sheets” do not increase students’ chances of admission. Applications should state plainlythat students should feel no pressure to report more than two or three substantive extracurricularactivities and should discourage students from reporting activities that have not been meaningful tothem. Applications should provide room to list perhaps no more than four activities or should simplyask students to describe two or three meaningful activities narratively. Applications should underscorethe importance of the quality and not the quantity of students’ extracurricular activities. Admissionsofces should dene students’ potential for achievement in terms of the depth of students’ intellectualand ethical engagement and potential.”

Our view:

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Winter 2016 Parent NewsletterFrom Your University & Career Advancement Counsellors

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While some students can benet from and handle large numbers of AP/IB courses, many studentsbenet from taking smaller numbers of advanced courses. Too often there is the perception that thesestudents are penalized in the admissions process. At the same time, it’s vital to increase access toadvanced courses for large numbers of students in schools without access to adequately challenging

courses.”

Our view:

• Thankfully, CIS students aren’t overloading in terms of IB courses. Only a small handful take fourHL classes and these are thoroughly vetted to assure it’s appropriate. How many are taking APcourses on the outside is a fair question. We have no data, but we are actively discouraging thispractice.

• A bigger concern in our community is the amount of outside tutoring that students are engaging inboth for academic courses as well as standardized test preparation which this MCCP recommen -

dation, unfortunately, does not address.

“Recommendation #3:Discouraging “Overcoaching”Admissions ofces should warn students and parents that applications that are “overcoached” can jeopardize desired admission outcomes. Admissions ofcers, guidance counselors and other stake-holders should remind parents and students that authenticity, condence, and honesty are bestreected in the student’s original voice. Admission ofcers should consider inviting students (andfamilies) to reect on the ethical challenges they faced during the application process.”

Our view:

• Most CIS students tend not to use independent university counsellors as our program is com -

prehensive and students receive a high degree of support. We see the use of for-prot univer -

sity counsellors by some in our CIS community as an example of how parental anxiety aroundthis process can lead to “overcoaching.”

• Based on our work with students, we feel that they submit application materials that genuinelyreect their experiences and their writing.

• Our efforts in helping students with their essays and personal statements aim at clarity and

supporting detail while maintaining the student’s voice and perspective.

“Recommendation #4:

Options for Reducing Test PressureAdmissions ofces should work to relieve undue pressure associated with admission tests (SAT andACT). Options for reducing this pressure include: making these tests optional, clearly describing toapplicants how much these tests actually “count” and how they are considered in the admissionsprocess, and discouraging students from taking an admissions test more than twice. Colleges shouldtell students that taking the test more than twice is very unlikely to meaningfully improve students’scores. Colleges should also be asked to justify the use of admissions tests by providing data thatindicates how scores are related to academic performance at their particular institution.”

Our view:• Alleluia! We’ve long felt that the role that standardized tests play in the admission process in

our community is often distorted resulting in regrettably unnecessary levels of stress and anxi -

ety.

• Many of our students begin prepping and sitting for these tests at an unreasonably young age.• We also have some students who feel that no score is good enough and will sit for too many

retakes.


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• The final sentence of the recommendation is especially important. There’s plenty of evidence

to suggest that at the very least, US standardized tests are extremely poor predictors of aca -

demic performance at university – precisely what they were intended to do. Why the majority

of universities continues to require them is a fair question. Asking them to justify their use and

their role in the admission process makes wonderful sense to us. (Read: Do SAT and ACT

scores really matter? New study says they shouldn’t.”)

“Recommendation #5:Expanding Students’ Thinking about “Good” CollegesAdmissions ofcers and guidance counselors should challenge the misconception that there are onlya handful of excellent colleges and that only a handful of colleges create networks that are vital to jobsuccess. It is incumbent upon parents to challenge this misconception as well. There is a broad rangeof excellent colleges across the country, and students who attend these colleges are commonly suc-cessful later in life in the full array of professions. There are many paths to professional success, and

students and parents should be far more concerned with whether a college is a good t for a studentthan how high status it is.”

Our view: • Amen! We’ve long decried the perception that a small handful of universities represent a

quantum leap in student prospects for success and happiness and anything less represents a setback. This thinking is responsible for much of the hyper-pressurized climate which ad -

versely affects the educational experience as well as the wellbeing of students here at CIS.

The MCCP report concludes:

“Finally, we are keenly aware that reforming college admissions is only one piece of a far larger chal-lenge. Ultimately, we cannot bring about a sea change in the messages our culture sends to youngpeople unless educational institutions at every level elevate and embody a healthier set of values.While this change needs to start or accelerate from multiple points, we view our recommendations asone powerful place to begin. In the face of deeply troubling trends that only seem to be worsening, it

is time to say “Enough.”

In summary, our concerns about the MCCP report are essentially twofold:

1. They’re recommendations with absolutely no mention of if, when, or how universities will im -

plement them.2. They don’t go far enough.

There is much wrong with the US admissions process as it currently exists including: • The continued participation of universities in college rankings and the pervasive use of those

rankings in their institutional marketing.

• The continued use of legacies and other devices which advantage students who may already enjoy non merit-based advantages in this process.

US university admissions practices are increasingly coming under re for promoting marketing inan effort to climb the rankings, thereby enhancing institutional prestige and attracting wealthy do -

nors - all at the expense of student wellbeing. We see the MCCP report as an important rst step,

but there’s still a long ways to go before student wellbeing in the US admissions process is given theprimacy our students deserve.

http://www.pbs.org/newshour/rundown/nail-biting-standardized-testing-may-miss-mark-college-students/http://www.pbs.org/newshour/rundown/nail-biting-standardized-testing-may-miss-mark-college-students/http://www.pbs.org/newshour/rundown/nail-biting-standardized-testing-may-miss-mark-college-students/http://www.pbs.org/newshour/rundown/nail-biting-standardized-testing-may-miss-mark-college-students/http://www.pbs.org/newshour/rundown/nail-biting-standardized-testing-may-miss-mark-college-students/


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Advice for Year 12 Parents from Our Head Girl on What Makes

for a Smooth College Process?

Jimin writes:Believe me when I say parents are invaluable throughout theapplication process — but only to a certain extent. As withall things in life, like dieting, watching TV, playing sports etc.,moderation is always the key to success. In this case, a mod-erate amount of interest and assistance on part of parents cancertainly enhance a child’s college application. Having beenthrough the process myself, I think it’s worthwhile to mention afew concrete things parents can do for their children to makethis process as smooth as possible.

The following are observations I made from my own experi-ences, yet I believe they will more or less be universal. (Dis-claimer: unfortunately, my major godsend — otherwise knownas a Korean website for parents overly concerned about theirchildren’s futures/career prospects — only exists in one lan-guage, and sadly it’s not this one.)

Whenever you want to properly talk about college, set asolid time to do so. Most of what’s said about college easilyies over our heads, as we’re either preoccupied with some-thing else or tired of hearing the same things over and overagain. Those with manners would simply smile and pretendthey’ve absorbed all you’ve said; those without, as my father can testify, will sprint down mountainsduring family hikes at every mention of the dreaded C-word. If you want to talk seriously, tell yourchild that you want to talk to them at a specic time, on a specic day, when everyone’s free. Thatway, everyone will come to the table with an opinion that they are willing to share and to compromise.

Do the research, talk to others — but without making it stressful. Throughout the applicationprocess, my mother — being the incredibly helpful and lovely person she is — searched the web forinformation on how to ll out the Common Application, on the qualities of certain schools and the like.

At one point, she knew more about the Common App than I did, often calling me out of my room tox the order of my extracurriculars or to chide me for getting mysister’s graduation date wrong (by the massive margin of one wholeday). Thanks to my mother’s knowledge, I felt incredibly supportedand a lot more condent about what I was doing. There is a widepool of information online that one can easily access (one beingthe aforementioned Korean website) and that your children may notnecessarily have the time to nd and read. Having said that, it’s im-portant not to be overbearing, because there’s nothing worse thanfeeling as if your college process is not your own.

Stay kind, stay strong, stay positive. It is an unfortunate fact thatthe college process, given the paranoia surrounding ‘hyper com-petitive’ acceptance rates, can sometimes turn into a catty versionof the Hunger Games. Comparison, suspicion and maliciousness should never dominate and poison

“Be supportive not onlyof your own child but hisor her friends and their

families. Everyone is ex-periencing the same joys,the same sorrows, and we

should be taking advan-tage of the intimacy of theCIS community, not suffer-ing from it.”

Ji Min Kang Head Girl Class of 2016

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what should otherwise be an exciting time for all. Be supportive not only of your own child but his orher friends and their families. Everyone is experiencing the same joys, the same sorrows, and weshould be taking advantage of the intimacy of the CIS community, not suffering from it. Besides, on aslightly practical level, a greater likelihood of success in life will inevitably follow your child if he or she

is surrounded by successful people — and at the end of the day, the more successful people thereare in the world, the better the world will be.Good luck, and don’t forget to have fun! ☺

Senioritis (Also Known as Senior Slump) Is Highly Contagious!

Know the Symptoms!

Senioritis is a wildly infectious disease and it’s coming to your home!!!! Senioritis will generally afictthe vast majority of our Year 13’s at some point during their nal semester!!!! Epidemiologists pointto the Year 13 Common Room as the likeliest source for this highly contagious virus!!!! Sadly, thedisease resists treatment and has no known cure!!!! Even more sadly, we’ve run out of exclamationpoints.

At onset, senioritis symptoms can include: general lassitude, complaints of fatigue along with amarked decrease in academic motivation. These symptoms are considered ‘normal’ - not dangerousor life-threatening.

In more severe infections, however, the senioritis sufferer will boldly proclaim, “COLLEGES DON’TLOOK AT SECOND SEMESTER GRADES!” Such a pronouncement indicates the onset of the

most severe strain of senioritis where the afiction has clearly progressed to the dreaded ‘delusionalstage’.

If your Year 13 makes this pronouncement, immediate emergencytreatment is prescribed. Research has shown that liberally offeringthe following reminders to your delusional senioritis sufferer willhelp ease the disease’s worst symptoms:1. An acceptance offer is just that - it’s an offer, not a contract. Uni-versities routinely state in their acceptance letters that the admis-

sion offer is contingent on continued strong academic performance

through the remainder of their nal school year.2. UK, HK conrm offers only upon satisfactory IB exam scores. Agrowing number of US unis also look at IB exam scores.3. US universities most certainly do look at second semester tran-scripts in order to assure that a prospective student continued toperform at a level commensurate with the applicant’s previousperformance.4. And yes, we have had students in the past who jeopardized ac-ceptance offers because of poor second semester performance.

It’s recommended that parents liberally offer these reminders as frequently as possible until symp-toms abate. In the meantime, please contact your University Counsellor at the rst sign that thedisease has reached the dreaded delusional stage. Your CIS University Counsellors have receivedspecial training in senioritis identication and treatment.

In more severe infections,however, the senioritissufferer will boldly pro-claim, “COLLEGES DON’TLOOK AT SECOND SE-MESTER GRADES!” This

pronouncement indicatesthe onset of the most se-vere strain of senioritiswhere the afiction hasclearly progressed to the

dreaded ‘delusional stage’.

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Frequently Asked Questions Regarding Expected Grades

For IB Diploma students applying to the UK, HK, Canada, and Australia, expected grades will play amajor role in admission decisions; in fact, they can factor into admission decisions at some US insti-tutions as well.* Parents understandably often have questions as to how they’re derived and whatthey mean in the university selection and admission process. Below, we answer frequently askedquestions. As always, please contact the University Counselling ofce if you have any additionalquestions.

What are expected grades?Expected grades attempt to determine as accurately as possible what a student is likely to score oneach of his/her IB subject results at the conclusion of Year 13.

How are they derived?Individual teachers in each IB subject make a best estimate on what a student is likely to achievebased on class performance, mock exam performance, internal assessments, etc.

When are they assigned?Expected grades are assigned at the conclusion of Year 12 (late May-Early June). All Year 12s willknow their expected grades before they leave for the summer break.

Is the June assigned expected grade nal?No. Teachers will review all expected grades during the fall before they are sent to universities andcan change them if warranted.

What if a student is “on the cusp”?Teachers have the option of assigning a split grade in June (ie. 5/6) with the understanding that the

student may receive the higher mark if warranted in the fall of Year 13.

Exactly when are expected grades nalized?It depends on the application deadlines of the institutions the student is applying to. With Oxbridgeapplicants, for example, the expected grade is nalized by the end of September-early October. For

remaining Yr 13 students, they’re nalized by the end of November. Expected grades cannot bechanged after they are nalized.

How does the expected grade differ from the transcript grade?The transcript grade is a record of a student’s performance in each class during the specic term be-ing graded. It takes into account the same factors used in deriving the expected grade. Additionally,the transcript grade includes consideration of other factors including such formative assessments as

participation, effort, group work, attitude towards learning, etc.

So a student’s expected grade can differ from his transcript grade?

Yes, because the two aren’t using an identical set of assessment criteria. An expected gradeis based mainly on assessment performance since the student entered the IB diploma programwhereas transcript grades take into account additional factors as mentioned above.

How and when are universities notied of a student’s expected grades?At application, universities will learn the student’s expected grade. In some systems, the student

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submits the expected grade as part of his application which is subsequently veried by his UniversityCounsellor (HK); in other systems, the University Counselling ofce will forward the student’s ex-pected grade in the recommendation letter (UK.

How should a student use the expected grades in determining universities toapply to?Conditional university offers of admission are usually contingent on the student meeting his/her ex-pected grade performance. CIS University Counsellors work with students to insure that they applyto schools that are within an acceptable range of their overall expected grade. For example, if a stu-dent is expected to achieve a total of 36 points (with bonus, we would typically recommend that thestudent apply to institutions in the 35-37 range to assure that he/she will ultimately meet conditionsand receive offers.

How do universities use Expected Grades in determining admissibility?

In general terms, they’re very important and the more competitive the university or the program, themore important they are. That said, there are differences inhow they’re employed by individual institutions. Some univer-sities employ a strict cut off; in other words, if the applicant’sexpected grades fail to meet the university’s requirement, theapplicant will not receive an offer regardless of how he mightperform subsequently in his IB coursework. Others might ex-tend a conditional offer even if the applicant’s expected gradesfall below their requirement and withhold a conrmed offercontingent on IB results.

What happens if a student’s nal IB grade fallsshort of the expected grade?Students who fall short can request for the exam to be re-marked which typically takes two weeks. It should be notedthat a re-mark can result in a student receiving a higher, sameor lower grade. Students are strongly recommended to seekthe advice of our IB Diploma Coordinator who will consult thecomponent results of the IB subject in question to help the stu-dent determine if a re-mark is advisable. It needs to be noted

that a small but growing number of US institutions reserve the

i

right to withdraw an admission offer if an applicant’s nal IBgrades fall signicantly short of the expected grades.

What happens if a student’s performance on his IB exam falls short of meeting

the university’s offer?In the UK, clearing is a process wherein students who have not met the offer conditions can find andapply to other universities. It typically becomes available in July-August. Click here for a complete UCAS explanation of clearing procedures and timetable.

What happens if a student’s performance exceeds his expected grades?UCAS Adjustment allows students to negotiate with individual universities. Adjustment is highlyunlikely to result in an offer from the more popular/competitive universities; in fact, we’ve never had astudent enter a more competitive university as a result of performance which exceeded his/her ex-pected grades. Click here for a complete explanat on from UCAS.

Students who fall short ofachieving an expected gradecan request for the exam tobe re-marked which typicallytakes two weeks. It shouldbe noted that a re-mark canresult in a student receiving a

higher, same or lower grade.Students are strongly recom-mended to seek the advice ofour IB Diploma Coordinatorwho will consult the compo-nent results of the IB subjectin question to help the stu-

dent determine if a re-mark isadvisable.

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https://www.google.com.hk/webhp?sourceid=chrome-instant&ion=1&espv=2&ie=UTF-8#q=Ucas%20adjustmenthttps://www.ucas.com/ucas/undergraduate/apply-and-track/results/no-offers-use-clearinghttps://www.ucas.com/ucas/undergraduate/apply-and-track/results/no-offers-use-clearinghttps://www.ucas.com/ucas/undergraduate/apply-and-track/results/no-offers-use-clearinghttps://www.google.com.hk/webhp?sourceid=chrome-instant&ion=1&espv=2&ie=UTF-8#q=Ucas%20adjustmenthttps://www.google.com.hk/webhp?sourceid=chrome-instant&ion=1&espv=2&ie=UTF-8#q=Ucas%20adjustmenthttps://www.google.com.hk/webhp?sourceid=chrome-instant&ion=1&espv=2&ie=UTF-8#q=Ucas%20adjustmenthttps://www.google.com.hk/webhp?sourceid=chrome-instant&ion=1&espv=2&ie=UTF-8#q=Ucas%20adjustmenthttps://www.ucas.com/ucas/undergraduate/apply-and-track/results/no-offers-use-clearinghttps://www.ucas.com/ucas/undergraduate/apply-and-track/results/no-offers-use-clearing


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There’s also something called a predicted grade. What’s the difference betweena predicted and an expected grade?Predicted grades are generated for all Year 13 students following mock exams (late February) and

are shared with the IBO. No university will see predicted grades with the exception of Australia andNew Zealand July intake applicants. Otherwise, all Australian and New Zealand institutions will baseoffers on actual IB results.

Multiple Deposits: It’s a Question of Ethics

We’re fast approaching the time when our current Year 13’s and their parents will have to make naldecisions on which university they plan to attend. Universities typically request that students make a

deposit to signal their commitment, usually by May 1st for US universities, much earlier in the case ofHong Kong universities. The amount of the deposit can vary from institution to institution but it usu-ally falls in the range of $100 to $1,000 (US).

Occasionally, we are asked whether or not it’s acceptable to make double or multiple deposits, gener-ally for the following reasons:•To buy time to decide on a single university when the student has been accepted by more than oneinstitution.•To continue considering nancial aid offers from more than one college.•To ensure enrollment at one college while waiting for a waitlist decision from another. This is the only scenario in which we allow a double deposit to be made.

Why is double depositing unethical?1. It’s deceitful. Students can only attend one college, so they are essentially lying when they notifymore than one that they intend to enroll.2. It’s unfair to the college. If the practice continues, colleges may nd they can’t predict the size ofthe incoming class with any accuracy. They may take actions such as enlarging the waiting list orincreasing deposit amounts (both of which will obviously impact future applicants).3. It’s unfair to other applicants. The double depositor is taking up a spot that could go to another stu-dent who will instead be put on a waitlist or turned down.

What we tell students about double depositing.At CIS, we educate students (and parents) as to the ethics in-volved in putting down multiple deposits, emphasizing that theyare denying a student an offer of admission from any school atwhich they deposit, and do not ultimately attend. On a practicallevel, CIS UNiversity Counsellors let students know that our of-ce will only send nal documents (transcript) to one school, soonly one deposit will be viable. We also tell them that if we knowof someone putting down more than one deposit, we will imme-

diately insist that the student maintain only one, and withdraw

his/her intention to enroll from any other institutions and provideour ofce with proof of that withdrawal. If the student doesn’tfollow through, all of the student’s schools will be informed of thesituation which may result in all institutions withdrawing their offers of admission.

At CIS, we educate students(and parents) as to the eth-ics involved in putting downmultiple deposits, emphasiz-ing that they are denying a

student an offer of admissionfrom any school at which theydeposit, and do not ultimately

attend.

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Architecture is the art as well as the science ofdesigning buildings, creating extensions or al-terations to existing buildings, or advising in therestoration and conservation of old properties.Architects can be commissioned to work on publicor private projects, indoor or outdoor spaces, andanywhere from a single room to an entire buildingcomplex. The space created needs to be struc-turally safe, functional and aesthetically pleasing.Though architects spend the majority of their timein the ofce meeting clients, producing reportsand drawings, working with other architects and

engineers, they can also expect to conduct con-struction site visits.

Click here for a list of skills and aptitudes for the successful architect.

Duties and responsibilities provided by the Bureau of Labor Statistics (US) of an architect includes:- Meet with clients to determine their needs and specications- Give preliminary estimates on cost and construction time- Prepare structure specications- Prepare scaled drawings, by hand or with computer software- Prepare contract for building contractors- Manage construction contracts

- Keeping within budgets and deadlines for projects- Visit worksite to ensure construction adheres to architectural plans

Although computer-aided design and drafting (CADD) and building information modeling (BIM) havereplaced traditional drafting paper and pencil for creating designs and construction drawings, hand-drawing skills are still required especially during the conceptual stages of a project or when the ar-chitect is at a construction site. Other qualities in an architect includes analytical, organizational andcommunication skills, as well as creativity and visualization skills.

Pathways to becoming a registered architectTo become a registered architect in the UK, students will complete their rst degree in architecturebefore obtaining a twelve month supervised and recorded professional experience. Once studentshave completed their professional experience, they will continue on to another two years of furtherstudies or Master’s degree in architecture before embarking on the last round of supervised andrecorded professional experience. When all of the above is nished, students will need to pass a writ-

Modern design, materials and construction haveradically changed what’s possible in architecture

While multiple deposits are primarily an ethical issue, there are also important practical consider-ations. Not only is a multiple depositor denying an opportunity for another student to attend, but he/ she is also doing damage to CIS’s relationship with those colleges/universities. At some pointschools will stop admitting future CIS applicants if they believe that our students don’t live up to their

commitments. Our responsibilities as an ofce and institution are not only to current, but to futureCIS students as well. We owe it to them not to let the actions of any current student(s) damage thatrelationship.

Know Anyone with Designs on Being an Architect?

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ten and oral examination, along with an assessment of their twenty-four months practical experiencebefore registering to be an architect with the Architects Registration Board (ARB) and applying to bea chartered member of the Royal Institute of British Architects (RIBA). The entire process of becom-ing a registered architect in the UK will take a minimum of seven years.

In the US, respective states will have their own requirements for those wishing to become a regis-tered architect. However, similar to the UK, the three common requirements for registration are ed-ucation, experience and examination. There are two pathways to becoming an architect. Studentscan choose to complete a ve year Bachelor of Architecture degree in one of the one hundred andtwenty three schools accredited by the National Architectural Accreditation Board. Upon completion oftheir Bachelor of Architecture degree, students will need to obtain at least three years of professionalexperience before sitting the Architect Registration Examination (ARE). Professional experience aredone under the Intern Development Program (IDP), which is administered by the National Councilof Architectural Registration Boards (NCARB). If a student does not have a Bachelor of Architecture

as their rst degree, a Bachelor of Science degree in a related architecture or design eld is typicallythe minimum standard for almost every state. Students will then need to obtain a Master’s degreein Architecture before completing the three years of professional experience and sitting the ARE. Itcan take anywhere from seven to eleven years for one to become a registered architect in the United

States.

For those planning to stay in Hong Kong for university, only the University of Hong Kong and the Chi-nese University of Hong Kong offer professional degrees for architects currently. Students will com-plete their four year studies of a professional Bachelor’s degree, before pursuing a further two yearMaster’s in Architecture degree. Once students have completed their studies, they will begin their twoyears of supervised work prior to sitting the professional assessment conducted by the Hong KongInstitute of Architects and Architects Registration Board of Hong Kong.

Those who complete their studies overseas will need to contact the Hong Kong Institute of Architectson the applicability of their courses for licensure.

Interior Architect

Interest in interior architecture has grown rapidlyin recent years and as a result, courses in interiorarchitecture have been introduced. Some coursesare based in universities’ schools of art and

design, while others are based in their schoolsof architecture. Qualications can vary (BA, BSc,BFA, MArch, BDes) so students should researchthe courses thoroughly before applying.

The practice of interior architecture requires de-signers to consider everything that has to do with

the building of an interior space to how it will affect human habitation, including materials, nishes,electrical requirements, plumbing, lighting, ventilation, ergonomics, and intelligent use of space. Theywill draft plans to create or renish spaces with their clients’ tastes in mind. Interior architecture might

be an appropriate focus for those who gravitate more toward the creative side of design.

Sources consulted:- Prospects UK: www.prospects.ac.uk- Bureau of Labor Statistics: www.bls.gov- Hong Kong Institute of Architects:

www.hkia.net

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How is it that a university founded with just 400 students in 1961 hasgrown to be a global university (and Australia’s largest), with a presenceon four continents, a member of the prestigious Group of Eight and theuniversity of choice for 60,000 students? The answer is Monash’s abso-lute commitment to its core values of excellence, internationalism, inclu-sivity and innovation.

World-leading researchMonash University has a tradition of ground-breaking research that hashad wide-ranging, lasting global impacts. Monash has pioneered research

in areas including IVF, disease prevention and control, cancer, drug de-

velopment, climate science, sustainability and education.In the past 12 months alone Monash researchers have been part of major global breakthroughs, suchas the discovery of gravitational waves, clinical trials of a bionic eye and global roll-out of trials toimmunise mosquitos in the ght against Dengue Fever.

International RankingsMonash is in the top one per cent of world universities – 73rd in the world – according to the TimesHigher Education World University Rankings (2015–2016). Monash is ranked:• the best university in Australia for engineering and technology (Times Higher Education, 2015–2016• the best university in Australia for chemistry (Academic Ranking of World Universities, 2014)

• 35th in the world for clinical, preclinical medicine and health (Times Higher Education, 2014–2015)• 44th in the world for arts and humanities (Times Higher Education, 2014–2015)• 48th in the world for engineering and technology (Times Higher Education, 2014–2015).

Located in the world’s most liveable cityMelbourne, where Monash has its two largest campuses, has a long-held reputation for welcominginternational students and providing them with memorable study experiences. As of August 2015, theEconomist Intelligence Unit has now ranked Melbourne the world’s ‘most liveable city’ for ve yearsrunning.

Melbourne is a rich, multicultural landscape of ideas, skills and personalities. The people are cosmo-politan, fun-loving and friendly. Melbourne hosts a diverse economy known for its strengths in -nance, information communications technology, biotechnology, research, manufacturing, automotive,aviation/aerospace and creative industries.

With a population of four million there are many opportunities for casual work while studying. Mel-bourne is also Australia’s restaurant capital, with more than 3000 restaurants offering cuisines fromaround the world. Melbourne is home to many international sporting events and festivals and hosts arange of cultural festivals.

Flexibility, choice, and the opportunity to specialize from day one

In our experience, different students want – and need – different things from a university. Studentsmay want to undertake a broad education before choosing a specic career; they may have difcultydeciding between two strong areas of interest (or want to keep both alive); or they may know exactlywhat they want to do career-wise and want to focus on that goal from day one.

Monash University: Where ‘Down Under’ Does NOT MeanDown and Out

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Whichever category you fall into, Monash can help.

Comprehensive CoursesStudents can choose a Monash comprehensive course in ve broad elds: arts, business, com-merce, information technology or science, and then customize their course to make it uniquely theirs.

Students study a range of subjects from across the eld broadening their knowledge to suit theirpersonal needs while also deepening their knowledge of at least one subject that will become theirmajor.

Students have the option to choose their major immediately or later. Students try a range of subjectsin their rst year at university, then narrow their focus in year two – while still having the opportunity totry new things – before nally committing to their major area of study.

Specialist CoursesWith a specialist course at Monash, students begin study in their area of interest from day one. If the

student has a specic career goal or more specic eld of study rmly in their sights, this may be theoption to choose. These courses are designed to ensure students have the right combination of skillsneeded for their professional eld.

Some specialist courses prepare students to practice in a regulated profession such as law, physio-therapy, architecture, and engineering. Others – for example undergraduate courses in ne art, bio-medical science and pharmaceutical science – develop expertise relevant to a focused eld of studythat may lead to a range of professional positions within that eld.

All our four-year specialist courses lead to an honors degree. This means students can develop adeeper knowledge in their chosen eld and usually complete an expert master’s degree in just one

additional year. Monash also offers one of the mostextensive ranges of double degrees in Australia, withmore than 140 double-degree combinations acrossall major study elds.

An inclusive, supportive culture

Monash is a modern, progressive university that chal-lenges students to be their best. Globally connected,our alumni network is at the forefront of social andtechnological progress at many of the world’s best

companies. Monash learning is all about discovery,creativity, challenge and opportunity, which is perfectfor students who aspire to make a positive impact inthe world.

Monash students benet from the sophisticated and innovative learning environments: pharmacystudents create medications in a virtual laboratory; nance students work in an immersive trading en-vironment; and engineering students build and race real cars. Monash offers a range of engaging andinteractive programs that hone students’ leadership and associated skills and enhance their employ-ment prospects.

For more information about Monash University, visit monash.edu

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Jerome Karabel’s The Chosen: The Hidden History of Admission andExclusion at Harvard, Yale and Princeton not only provides answersto these fundamental questions, it ambitiously seeks to explore thefoundational role that “the Big Three” have played in shaping ourunderstanding of the meaning of merit, the role and promise of anelite university education, and its accessibility to American as well asinternational applicants.

Exploring three distinct historical periods, The Chosen exposes theracial, cultural and socio-economic tensions which helped generatetoday’s US university application environment. Along the way, wemeet several fascinating individuals (Woodrow Wilson, James RussellLowell, James Conant, Kingman Brewster, Archibald Cox to name buta few) who helped develop admission policies which have shapedtheir institutions and higher education in America, for better and, for

much of their history, for worse.

A historical perspective…Prior to 1900, admission to Harvard, Yale and Princeton was virtually guaranteed providing the ap-plicant was a white male of Anglo-Saxon, Protestant heritage. It helped if he had graduated fromthe right Eastern US boarding schools and if his father was an alumnus or wealthy (the ability to paywas an important consideration as there were no scholarships). An entrance exam requiring a highschool-level knowledge of Greek and Latin made it virtually impossible for non-private school appli-cants to gain entrance as those subjects were rarely taught in the nation’s public high schools. Appli-cants could sit for the entrance exam repeatedly until they passed, and over 90% did. University life

focused on sports and social clubs and organizations. Academ-ics were of minor importance for most students; in fact, spendingtoo much time at one’s studies was a good way to be sociallyexcluded. In 1904, the Yale yearbook proudly boasted of having“more gentlemen and fewer scholars than any other class in thememory of man.”

In Part 1: The origins of selective admissions, Karabel ex-plores the invention of the modern US admission process whichwas primarily designed with the express purpose of limiting thenumber of Jewish and other applicants deemed ‘undesirable’including the sons of immigrants, Catholics, and blacks. Duringthe period from 1900-1933, strong public inner-city high schoolsbegan offering the foundational courses necessary for entranceexam success at the ‘Big Three’ generating an increase in

“The growing presence ofJews at his beloved Yale wasespecially troubling. Corwin’svisceral reaction to Jewswas one of revulsion; a largeproportion of them, he oncewrote, were lacking in “man-liness, uprightness, cleanli-

ness, native renement, etc.”---The author quotes RobertNelson Corwin, Yale’s Chair - man of the Board of Admis - sions from 1920-1933.

The Chosen Examines the Creation, Evolution and Inuence of

Admissions Policies at the ‘Big Three’

Have you ever wondered why elite American university application requirements are more compli-cated and demanding than those for any other university system in the world? In fact, it’s no exag-geration to say that highly regarded universities beyond America’s shores see the US admission sys-tem as strange, even bizarre, and highly subject to prejudice and whim. So how did this applicationprocess evolve? Could it be improved upon?

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the number of successful Jewish applicants. By the early1920’s, university administrators at the Big Three beganto explore various devices to limit their number leading tothe creation of admissions ofces charged with develop-

ing requirements which could effectively screen applicantsfor their desirability without appearing to be biased. Fear-ing a “WASP ight,” admissions administrators introducedstandardized testing and non-academic metrics includinginterviews, athletic participation, subjective assessmentsof character and leadership ability – again, as a means ofimplementing a de facto quota on Jewish and other ‘unde-sirable’ applicants. Admission decision deliberations werecondential (another holdover from this era) thereby effec-tively shielding admissions personnel from charges of bias.

During this era, several other universities began adopting the Big Three admission model for thesame reasons they were adopted by the Big Three.

Part II: The struggle over meritocracy The period from 1933-1965 saw the gradual evolution of amore meritocratic admission philosophy at the Big Three, but there wasn’t as much change as onemight expect considering there were huge political and societal forces at work during this period in-cluding a world war, a holocaust, a cold war, a great depression, and the growth of the civil rights andwomen’s rights movements. If quotas on Jews and other minorities eased slightly during this time, it

was largely in response to two driving forces. The power ofthe faculties at these institutions was on the rise and so wasthe pressure they exerted on admitting intellectually capa-

ble students. The other factor was Sputnik. The successfullaunching of the Russian satellite shook American educationto its core, driving an emphasis on what we would call STEMsubjects in order to force America to “catch up” to what wasthen perceived as a huge Russian technological, military andpropaganda advantage. In order to meet these needs and toforestall mounting criticism of their prejudicial admission prac-tices, the Big Three came under increasing pressure to diver-sify its student body away from elite boarding school alumni.While a greater percentage of non-WASP applicants were

admitted over this period, their numbers were in no way com-mensurate with their population in society. Exclusion was stillthe name of the game. At Yale, for instance, height and phys-ical attractiveness were key admission considerations up until1966, with applicants bizarrely being in some cases requiredto submit full frontal and rear nude photos of themselves!

Part III: Inclusion and the persistence of privilege Themodern period stretching from 1965 to the present era marksa liberalization in the denition of merit at the Big Three. Kar-

abel depicts the modern era as a tug-of-war between com-peting internal forces with faculty pushing for “more brains,”students and press demanding more diversity, and alumniopposing changes that would limit access to their privilegedchildren. Given these pressures, the pace of change has

“The underlying source of the

enormous stress surroundingcollege admissions is that

even the privileged classesare no longer condent thatthey can pass their positionon to the next generation.True, the children of familieswith high levels of culturaland economic capital enjoy

a tremendous advantage inthe competition for admis-sion to the elite colleges, andthey continue to occupy the

vast majority of places in thefreshman classes at institu-tions like Harvard, Yale andPrinceton. But under the cur-

rent system, they, too, haveto compete, and the majorityof them are destined to fail in

their quest for admission tothe Big Three.”

“In truth, all of the Big Three

were still primarily ‘richmen’s colleges’ at mid-cen-

tury drawing two-thirds tothree-quarters of their stu-dents from that small seg-ment of American families- probably not more than 5%- who could pay their ownway.”

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been slow and, sometimes, painful. Fearing a spate of litigation,women were nally given access (over the strenuous objectionsof alumni) in the late 1960s, but their numbers were severelyrestricted initially. The fear of race riots also forced the hand of

admissions policies allowing for greater numbers of blacks andother racial/ethnic minorities. More recently, academic quali-cations have generally become more important in the selectionprocess with a lesser degree of emphasis on “character” andathleticism. On a positive note, it needs to be underscored thatthe very exibility that was designed to exclude nontraditional students and placate the alumni up tothe middle of the 20th century became a tool for administrators to accomplish essentially oppositegoals in more recent times.

What does the future hold?

In the face of increasing numbers of applicants at the Big Three, the pressures for dening and pri-oritizing institutional needs versus societal goals and pressures have only intensied in recent years.As Karabel notes, however, the Big Three tend to gravitate toward a denition of merit that best helpsthem preserve their status as prestigious, rich and powerful institutions. That may help explain whythe disparity in numbers of rich and lower class students has only widened in recent decades despite

the fact that the Big Three rank among the richest universities in the world.

Among the changes he recommends, Karabel argues for an “afrmative affordable action plan” tar-geting affordability and access for less privileged applicants, the elimination of legacies, and the elimi-nation of athleticism as an admission criteria as well as the elimination of early decision and early

action plans.

Whether or not you agree with the author’s recommendations, you’re sure to nd The Chosen to bea fascinating historical and sociological study of the admissions policies of the Big Three and theirimplications for the role that these elite universities have played and will continue to play in academiaand the greater society. Highly recommended.

The University Counselling Office has an extensive library for parents. See next page for a list linked to Amazon.com reviews.Borrowing a book is as easy as dropping by our office!

“Though hailing diversity asindispensible to their mis-sion...the Big Three are in

fact among the least econom-ically diverse of the nation’smajor research universities.”

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Recommended reading for parents

Transitioning to University

The Global Nomad’s Guide to University by Tina Quick

Naked Roommate Books by Harlan Cohen

Letting Go - Coburn and Treeger

Wellbeing and parenting

Well-being by Tom Rath

Flourish by Martin Seligman

Learned Optimism by Martin Seligman

Kids are worth it by Barbara ColorosoParenting with wit and wisdom by Barbara Coloroso

Raising Cain by Michael Thompson

Emotional Intelligence by Daniel Goleman

Strengthsfinder by Tom Rath

The Pressured Child by Michael Thompson

The Price of Privilege by Madeline Levine

How to talk so teens will listen and listen so teens will talk by Adele Faber

The Gift of Failure by Jessica Lahey

The Teenage Brain by Frances JensenOdd Girl Out by Rachel Simmons

Why do they act that way? by David Walsh

Girls will be Girls - JoAnn Deak

College Process

Where you go is not who you’ll be by Frank Bruni

The Price of Admission - Daniel Golden

The Gatekeepers - Jacques Steinberg

Colleges That Change Lives - Loren PopeLooking Beyond the Ivy Leagues - Loren Pope

The Chosen - Jerome Karabel

Career Exploration

What Color is Your Parachute? by Richard Bolles

The Element by Ken Robinson

Finding Your Element: How to Discover Your Talents and Passions

East Vs. West Culture

The Geography of Thought by Richard Nisbett

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http://www.amazon.com/Global-Nomads-Guide-University-Transition/dp/1904881211/ref=sr_1_1?s=books&ie=UTF8&qid=1452217634&sr=1-1&keywords=The+Global+Nomad%25E2%2580%2599s+Guide+to+University+by+Tina+Quickhttp://www.amazon.com/Naked-Roommate-Issues-College-Roomate/dp/1492613320/ref=sr_1_1?s=books&ie=UTF8&qid=1452213944&sr=1-1&keywords=Naked+Roommate+Books+by+Harlan+Cohenhttp://www.amazon.com/Letting-Go-Fifth-Parents-Understanding/dp/0061665738/ref=sr_1_1?s=books&ie=UTF8&qid=1452216665&sr=1-1&keywords=Letting+Go+-+Coburn+and+Treegerhttp://www.amazon.com/Wellbeing-Essential-Elements-Tom-Rath/dp/1595620400/ref=sr_1_1?s=books&ie=UTF8&qid=1452214530&sr=1-1&keywords=Well-being+by+Tom+Rathhttp://www.amazon.com/Flourish-Visionary-Understanding-Happiness-Well-being/dp/1439190763http://www.amazon.com/Learned-Optimism-Change-Your-Mind/dp/1400078393/ref=sr_1_1?s=books&ie=UTF8&qid=1452213812&sr=1-1&keywords=learned+optimismhttp://www.amazon.com/Kids-Are-Worth-Giving-Discipline/dp/0060014318/ref=sr_1_1?s=books&ie=UTF8&qid=1452213875&sr=1-1&keywords=Kids+are+worth+it+by+Barbara+Colorosohttp://www.amazon.com/Parenting-Wit-Wisdom-Writings-Coloroso/dp/014301577Xhttp://www.amazon.com/Raising-Cain-Protecting-Emotional-Life/dp/0345434854/ref=sr_1_1?s=books&ie=UTF8&qid=1452215639&sr=1-1&keywords=Raising+Cain+by+Michael+Thompsonhttp://www.amazon.com/Emotional-Intelligence-10th-Anniversary-Matter/dp/B008GAW6S0/ref=sr_1_2?s=books&ie=UTF8&qid=1452215792&sr=1-2&keywords=Emotional+Intelligence+by+Daniel+Golemanhttp://www.amazon.com/StrengthsFinder-2-0-Tom-Rath/dp/159562015X/ref=sr_1_1?s=books&ie=UTF8&qid=1452215854&sr=1-1&keywords=Strengthsfinder+by+Tom+Rathhttp://www.amazon.com/Pressured-Child-Freeing-Performance-Overdrive/dp/0345450132/ref=sr_1_1?s=books&ie=UTF8&qid=1452215913&sr=1-1&keywords=The+Pressured+Child+by+Michael+Thompsonhttp://www.amazon.com/Price-Privilege-Advantage-Generation-Disconnected/dp/006059585X/ref=sr_1_1?s=books&ie=UTF8&qid=1452216015&sr=1-1&keywords=The+Price+of+Privilege+by+Madeline+Levinehttp://www.amazon.com/How-Talk-Teens-Will-Listen/dp/0060741260/ref=sr_1_1?s=books&ie=UTF8&qid=1452216062&sr=1-1&keywords=How+to+talk+so+teens+will+listen+and+listen+so+teens+will+talk+by+Adele+Faberhttp://www.amazon.com/Gift-Failure-Parents-Children-Succeed/dp/0062299239/ref=sr_1_1?s=books&ie=UTF8&qid=1452216134&sr=1-1&keywords=The+Gift+of+Failure+by+Jessica+Laheyhttp://www.amazon.com/Teenage-Brain-Neuroscientists-Survival-Adolescents/dp/0062067842/ref=sr_1_1?s=books&ie=UTF8&qid=1452216270&sr=1-1&keywords=The+Teenage+Brain+by+Frances+Jensenhttp://www.amazon.com/Odd-Girl-Out-Revised-Updated/dp/0547520190/ref=sr_1_1?s=books&ie=UTF8&qid=1452216313&sr=1-1&keywords=Odd+Girl+Out+by+Rachel+Simmonshttp://www.amazon.com/Why-They-Act-That-Way/dp/1476755574/ref=sr_1_1?s=books&ie=UTF8&qid=1452216587&sr=1-1&keywords=Why+do+they+act+that+way%253F+by+David+Walshhttp://www.amazon.com/Girls-Will-Confident-Courageous-Daughters/dp/0786886579/ref=sr_1_1?s=books&ie=UTF8&qid=1452217436&sr=1-1&keywords=Girls+will+be+Girls+-+JoAnn+Deakhttp://www.amazon.com/Where-You-Not-Who-Youll/dp/1455532703/ref=sr_1_1?s=books&ie=UTF8&qid=1452216624&sr=1-1&keywords=Where+you+go+is+not+who+you%25E2%2580%2599ll+be+by+Frank+Brunihttp://www.amazon.com/Where-You-Not-Who-Youll/dp/1455532703/ref=sr_1_1?s=books&ie=UTF8&qid=1452216624&sr=1-1&keywords=Where+you+go+is+not+who+you%25E2%2580%2599ll+be+by+Frank+Brunihttp://www.amazon.com/Price-Admission-Americas-Colleges---Outside/dp/1400097975/ref=sr_1_1?s=books&ie=UTF8&qid=1452216873&sr=1-1&keywords=The+Price+of+Admission+-+Daniel+Goldenhttp://www.amazon.com/Gatekeepers-Admissions-Process-Premier-College/dp/0142003085/ref=sr_1_1?s=books&ie=UTF8&qid=1452216911&sr=1-1&keywords=The+Gatekeepers+-+Jacques+Steinberghttp://www.amazon.com/Colleges-That-Change-Lives-Schools/dp/0143122304/ref=sr_1_1?s=books&ie=UTF8&qid=1452216959&sr=1-1&keywords=Colleges+That+Change+Lives+-+Loren+Popehttp://www.amazon.com/Looking-Beyond-Ivy-League-Finding/dp/0143112821/ref=sr_1_1?s=books&ie=UTF8&qid=1452217119&sr=1-1&keywords=Looking+Beyond+the+Ivy+Leagues+-+Loren+Popehttp://www.amazon.com/Chosen-History-Admission-Exclusion-Princeton/dp/061877355X/ref=sr_1_1?s=books&ie=UTF8&qid=1452217165&sr=1-1&keywords=The+Chosen+-+Jerome+Karabelhttp://www.amazon.com/What-Color-Your-Parachute-2016/dp/160774662X/ref=sr_1_1?s=books&ie=UTF8&qid=1452215682&sr=1-1&keywords=What+Color+is+Your+Parachute+by+Bolleshttp://www.amazon.com/Ken-Robinson-Element-Finding-Everything/dp/B00N4FP4FE/ref=sr_1_3?s=books&ie=UTF8&qid=1452222611&sr=1-3&keywords=The+Element+by+Ken+Robinsonhttp://www.amazon.com/Finding-Your-Element-Discover-Transform/dp/0143125516/ref=pd_sim_sbs_14_2?ie=UTF8&dpID=51%252BNqr61-mL&dpSrc=sims&preST=_AC_UL160_SR105%252C160_&refRID=0E9HTFCPFZGBSEPKEFX8http://www.amazon.com/Geography-Thought-Asians-Westerners-Differently/dp/0743255356/ref=sr_1_1?s=books&ie=UTF8&qid=1452216098&sr=1-1&keywords=The+Geography+of+Thought+by+Richard+Nisbetthttp://www.amazon.com/Geography-Th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062299239/ref=sr_1_1?s=books&ie=UTF8&qid=1452216134&sr=1-1&keywords=The+Gift+of+Failure+by+Jessica+Laheyhttp://www.amazon.com/How-Talk-Teens-Will-Listen/dp/0060741260/ref=sr_1_1?s=books&ie=UTF8&qid=1452216062&sr=1-1&keywords=How+to+talk+so+teens+will+listen+and+listen+so+teens+will+talk+by+Adele+Faberhttp://www.amazon.com/How-Talk-Teens-Will-Listen/dp/0060741260/ref=sr_1_1?s=books&ie=UTF8&qid=1452216062&sr=1-1&keywords=How+to+talk+so+teens+will+listen+and+listen+so+teens+will+talk+by+Adele+Faberhttp://www.amazon.com/Price-Privilege-Advantage-Generation-Disconnected/dp/006059585X/ref=sr_1_1?s=books&ie=UTF8&qid=1452216015&sr=1-1&keywords=The+Price+of+Privilege+by+Madeline+Levinehttp://www.amazon.com/Price-Privilege-Advantage-Generation-Disconnected/dp/006059585X/ref=sr_1_1?s=books&ie=UTF8&qid=1452216015&sr=1-1&keywords=The+Price+of+Privilege+by+Madeline+Levinehttp://www.amazon.com/Pressured-Child-Freeing-Performance-Overdrive/dp/0345450132/ref=sr_1_1?s=books&ie=UTF8&qid=1452215913&sr=1-1&keywords=The+Pressured+Child+by+Michael+Thompsonhttp://www.amazon.com/Pressured-Child-Freeing-Performance-Overdrive/dp/0345450132/ref=sr_1_1?s=books&ie=UTF8&qid=1452215913&sr=1-1&keywords=The+Pressured+Child+by+Michael+Thompsonhttp://www.amazon.com/StrengthsFinder-2-0-Tom-Rath/dp/159562015X/ref=sr_1_1?s=books&ie=UTF8&qid=1452215854&sr=1-1&keywords=Strengthsfinder+by+Tom+Rathhttp://www.amazon.com/StrengthsFinder-2-0-Tom-Rath/dp/159562015X/ref=sr_1_1?s=books&ie=UTF8&qid=1452215854&sr=1-1&keywords=Strengthsfinder+by+Tom+Rathhttp://www.amazon.com/Emotional-Intelligence-10th-Anniversary-Matter/dp/B008GAW6S0/ref=sr_1_2?s=books&ie=UTF8&qid=1452215792&sr=1-2&keywords=Emotional+Intelligence+by+Daniel+Golemanhttp://www.amazon.com/Emotional-Intelligence-10th-Anniversary-Matter/dp/B008GAW6S0/ref=sr_1_2?s=books&ie=UTF8&qid=1452215792&sr=1-2&keywords=Emotional+Intelligence+by+Daniel+Golemanhttp://www.amazon.com/Raising-Cain-Protecting-Emotional-Life/dp/0345434854/ref=sr_1_1?s=books&ie=UTF8&qid=1452215639&sr=1-1&keywords=Raising+Cain+by+Michael+Thompsonhttp://www.amazon.com/Raising-Cain-Protecting-Emotional-Life/dp/0345434854/ref=sr_1_1?s=books&ie=UTF8&qid=1452215639&sr=1-1&keywords=Raising+Cain+by+Michael+Thompsonhttp://www.amazon.com/Parenting-Wit-Wisdom-Writings-Coloroso/dp/014301577Xhttp://www.amazon.com/Parenting-Wit-Wisdom-Writings-Coloroso/dp/014301577Xhttp://www.amazon.com/Kids-Are-Worth-Giving-Discipline/dp/0060014318/ref=sr_1_1?s=books&ie=UTF8&qid=1452213875&sr=1-1&keywords=Kids+are+worth+it+by+Barbara+Colorosohttp://www.amazon.com/Kids-Are-Worth-Giving-Discipline/dp/0060014318/ref=sr_1_1?s=books&ie=UTF8&qid=1452213875&sr=1-1&keywords=Kids+are+worth+it+by+Barbara+Colorosohttp://www.amazon.com/Learned-Optimism-Change-Your-Mind/dp/1400078393/ref=sr_1_1?s=books&ie=UTF8&qid=1452213812&sr=1-1&keywords=learned+optimismhttp://www.amazon.com/Learned-Optimism-Change-Your-Mind/dp/1400078393/ref=sr_1_1?s=books&ie=UTF8&qid=1452213812&sr=1-1&keywords=learned+optimismhttp://www.amazon.com/Flourish-Visionary-Understanding-Happiness-Well-being/dp/1439190763http://www.amazon.com/Flourish-Visionary-Understanding-Happiness-Well-being/dp/1439190763http://www.amazon.com/Wellbeing-Essential-Elements-Tom-Rath/dp/1595620400/ref=sr_1_1?s=books&ie=UTF8&qid=1452214530&sr=1-1&keywords=Well-being+by+Tom+Rathhttp://www.amazon.com/Wellbeing-Essential-Elements-Tom-Rath/dp/1595620400/ref=sr_1_1?s=books&ie=UTF8&qid=1452214530&sr=1-1&keywords=Well-being+by+Tom+Rathhttp://www.amazon.com/Letting-Go-Fifth-Parents-Understanding/dp/0061665738/ref=sr_1_1?s=books&ie=UTF8&qid=1452216665&sr=1-1&keywords=Letting+Go+-+Coburn+and+Treegerhttp://www.amazon.com/Letting-Go-Fifth-Parents-Understanding/dp/0061665738/ref=sr_1_1?s=books&ie=UTF8&qid=1452216665&sr=1-1&keywords=Letting+Go+-+Coburn+and+Treegerhttp://www.amazon.com/Naked-Roommate-Issues-College-Roomate/dp/1492613320/ref=sr_1_1?s=books&ie=UTF8&qid=1452213944&sr=1-1&keywords=Naked+Roommate+Books+by+Harlan+Cohenhttp://www.amazon.com/Naked-Roommate-Issues-College-Roomate/dp/1492613320/ref=sr_1_1?s=books&ie=UTF8&qid=1452213944&sr=1-1&keywords=Naked+Roommate+Books+by+Harlan+Cohenhttp://www.amazon.com/Global-Nomads-Guide-University-Transition/dp/1904881211/ref=sr_1_1?s=books&ie=UTF8&qid=1452217634&sr=1-1&keywords=The+Global+Nomad%25E2%2580%2599s+Guide+to+University+by+Tina+Quickhttp://www.amazon.com/Global-Nomads-Guide-University-Transition/dp/1904881211/ref=sr_1_1?s=books&ie=UTF8&qid=1452217634&sr=1-1&keywords=The+Global+Nomad%25E2%2580%2599s+Guide+to+University+by+Tina+Quick


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18

Articles of Interest from the Web

What do parents really want for their children?Results of a world survey of parents

How to Raise a Creative Child. Step One: Back OffWhy are child prodigies rarely successful as adults? What role should parents play in raising a cre-ative child?

Don’t help your kids with homeworkInsights from a ground-breaking study of how parents impact children’s academic achievement

Is the drive for success making our children sick?Troubling research into the relationship between high academic pressure, anxiety and depression.

Tuition Fees: Is England more expensive than the US?Pressure to decrease tuition fees in the US come at a time when British fees are likely to increase

A cynical look at the UK personal statementIs the personal statement a solid example of student writing… or the parent’s?

UK’s exclusive schools aim to be less soIn an increasingly polarized culture, can elite UK private schools serve as an engine of socialchange?

The problem with elite university admissionsSeveral ideas for improving admission requirements are offered.

Hidden gold in college applicationsHow the US admissions process can make a profound difference in the life of one student.

Why do so many Chinese students choose American universities?Flexible curricula have a lot to do with it.

College admissions and the Asian-American parent

Explains why Asian-American parents tend to focus on a famous few universities.

Ah, the choices-private elites, liberal arts, public honors: one family’s storyA father’s journey through the college process.

Top 5 European countries where students can study for freeSweden, Norway, Finland, Austria and Germany are featured.

How do European countries afford free college? It isn’t really free, at least to the taxpayer.

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http://www.strengthsmining.com/2015/07/what-parents-really-want-for-their-children/http://www.nytimes.com/2016/01/31/opinion/sunday/how-to-raise-a-creative-child-step-one-back-off.html?_r=1http://www.theatlantic.com/magazine/archive/2014/04/and-dont-help-your-kids-with-their-homework/358636/http://www.theatlantic.com/magazine/archive/2014/04/and-dont-help-your-kids-with-their-homework/358636/http://www.nytimes.com/2016/01/03/opinion/sunday/is-the-drive-for-success-making-our-children-sick.html?_r=1http://www.bbc.com/news/business-35745324http://www.theatlantic.com/education/archive/2016/02/whats-wrong-with-college-admissions/462063/http://www.nytimes.com/2016/03/06/world/europe/britains-exclusive-schools-try-to-be-a-little-less-so.htmlhttp://www.theatlantic.com/education/archive/2016/02/whats-wrong-with-college-admissions/462063/http://www.nytimes.com/2016/03/06/opinion/sunday/hidden-gold-in-college-applications.html?emc=eta1http://www.bbc.com/news/business-32969291http://www.huffingtonpost.com/allison-singh/college-admissions-and-th_1_b_3255465.htmlhttp://localhost/var/www/apps/conversion/tmp/scratch_1/publicuniversityhonors.com/2015/10/16/ah-the-choices-private-elite-liberal-arts-public-honors-one-familys-story/http://www.scholars4dev.com/4031/list-of-european-countries-with-tuition-freelow-tuition-universities-colleges/http://www.businessinsider.com/how-do-european-countries-afford-free-college-2015-6http://www.strengthsmining.com/2015/07/what-parents-really-want-for-their-children/http://www.businessinsider.com/how-do-european-countries-afford-free-college-2015-6http://www.scholars4dev.com/4031/list-of-european-countries-with-tuition-freelow-tuition-universities-colleges/http://localhost/var/www/apps/conversion/tmp/scratch_1/publicuniversityhonors.com/2015/10/16/ah-the-choices-private-elite-liberal-arts-public-honors-one-familys-story/http://www.huffingtonpost.com/allison-singh/college-admissions-and-th_1_b_3255465.htmlhttp://www.bbc.com/news/business-32969291http://www.nytimes.com/2016/03/06/opinion/sunday/hidden-gold-in-college-applications.html?emc=eta1http://www.theatlantic.com/education/archive/2016/02/whats-wrong-with-college-admissions/462063/http://www.nytimes.com/2016/03/06/world/europe/britains-exclusive-schools-try-to-be-a-little-less-so.htmlhttp://www.theatlantic.com/education/archive/2016/02/whats-wrong-with-college-admissions/462063/http://www.bbc.com/news/business-35745324http://www.nytimes.com/2016/01/03/opinion/sunday/is-the-drive-for-success-making-our-children-sick.html?_r=1http://www.nytimes.com/2016/01/31/opinion/sunday/how-to-raise-a-creative-child-step-one-back-off.html?_r=1http://www.theatlantic.com/magazine/archive/2014/04/and-dont-help-your-kids-with-their-homework/358636/


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