College Counselor Cheatsheet: August 2020

The impact of COVID unfortunately caused a lapse in the monthly provision of the College Counseling Cheatsheet; however, thanks to some positive encouragement from some dedicated subscribers, I am back on top of things.

The intention of the College Counseling Cheatsheet is to provide counselors with a 30-minute (or less) activity each weekday that a college counselor might do today to improve their counseling practice. Furthermore, the monthly calendar is designed to be uploaded as a CSV file into your Google (or other) calendar so you can get reminders and even move the event to whenever you want within your busy schedule.

Here’s the file for August 2020. Try it out, and give me some feedback! Did I miss anything? Do you have any good ideas to share? Any thoughts? See below for instructions on how to proceed!

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Here’s how to make this work…

1. Download the CSV file for this month to your computer. (I will make a monthly file so I can update and respond to current events and post it here toward the end of the previous month, ideally.)

2. Open your Google Calendar and create a new Calendar by clicking the + next to “Other Calendars." (There are parallel processes to import a CSV file into other calendars, such as iCal and Outlook; I’m choosing just to focus on Google here, though!)

3. Select “Create New Calendar” from the options provided.

4. On the subsequent page, name the calendar, provide a description, adjust for your time zone, and select “create calendar.” [There will be monthly uploads for the cheatsheet, so once you create this calendar once, you will not have to do it again as you can just import the downloads monthly to this calendar, which is a better idea than uploading them directly into your calendar, as we’ll show you later. Also, the items are all scheduled for 7-7:30am, but you can move them later.]

5. Now navigate back to your Google Calendar, and you will see your “Cheatsheet” calendar in the right-hand navigation bar. If you scroll-over it, you will see three dots to the right of it, which, when selected, will reveal a menu. Select “Settings and sharing.”

6. The next page you see will have “Cheatsheet” selected, but you need to move up to the “Import & export” option and select “Import.” Then choose the CSV file you previously downloaded and then be sure to select the proper “Cheatsheet” calendar in the “Add to calendar” section. This is important! Choose the correct calendar into which you want this file’s contents imported! Then, when you have the correct settings, select “Import.”

7. You should see a pop-up window appear with the total number of imported activities. Now, when you navigate back to your Google Calendar, you will see the items for the current month appear on your calendar. (Sometimes you may have to wait a few minutes for the imported items to appear; be patient.) When they do appear and you select an item, you will see a title and a description to explain that day’s task, and you may also see a link. Now, each item is scheduled for 7-:7:30am because that is most likely when I will attend to that task. I am a huge proponent of timeboxing, and so I will break my day up into tasks that need to get done around my scheduled appointments, so if 7-7:30am does not work, I will move the item to a time later in the day. (Just drag-and-drop it to free time!) Another tip here is that if you right-click on any item, you will see a window appear, and at the top of that window, you will see three dots. If you select the three dots, you can copy this item to your main calendar. This works well if you use scheduling software, as this process will make sure you are blocked off to do this work. And you can also drag the item to different times throughout your day to suit your needs and to accommodate your schedule. Put differently, if it isn’t blocked off on your calendar, then it won’t get done!

I also scheduled each item 7-7:30am because that is before my work day begins. Personally, on a weekly basis, typically on Sunday evenings, I’ll take a few minutes to look ahead at my schedule for the week and block off times to do the essential work of the coming week. For these cheatsheet items, all I have to do it add them to my calendar and then move them to where I want them in my days!

Of course, I created these items based on my own school’s schedule and practices, so you can always move items to different days to suit you and your purposes. For example, some of you might outsource your School Profile, so the dates I provide might be too early or too late for your needs. In this case, simply move this task to an appropriate day or time!

In the end, I hope these are helpful to others! However, as I mentioned before, I welcome feedback, especially in regards to things that don’t work, things that might be improved upon, and ideas that I haven’t included. Let me know your thoughts!

Guiding International Students During Uncertain Times

Earlier this week, I had the privilege of serving as a panelist on a webinar put on the The College Board entitled “Guiding International Students During Uncertain Times” about the ways in which international students in the upcoming class of 2021 will engage with the university application process differently than previous years due to the COVID-19 situation. I hope you enjoy!

College Counseling Cheatsheet: February

You can find this month’s College Counseling Cheatsheet here. Each day, when uploaded into your calendar, you can get a 30-minute activity that is designed to improve your college counseling practice.

We welcome insights and feedback from users, so please don’t hesitate to be in touch if you have any ideas or suggestions or if there are any dates or reminders we are missing!

If you’re new here and wondering how to take advantage, read this post to get the cheatsheet uploaded into your calendar.

See you next month!

Admissions Decisions

One of the components of the college application process that we tend to neglect to address too much in advance of applications is the assortment of possible results that colleges might share. None of this really informs application strategy or process, so we prefer to wait until applications are submitted and even until results start rolling in to share the possibilities. That said, what follows is a primer of sorts for application results. Keep in mind that colleges and universities the world over are left to their individual whims to determine what, how, and when to release results. As such, while this list may seem exhaustive, there are probably plenty of types of results that we are not including. Still, here are the most common ones!

• (Unconditional) Admit. This is the traditional “accept” response, which means that you have been offered a place in the freshman class. Although this variety of result does not traditionally include any mention of conditions for the student to meet, most universities will expect that the student continue on performing academically in a manner consistent with that shown through their application, even if this is not explicitly stated. (Read: No senior slump!)

• Conditional Admit. This means that the student is being offered a spit in the freshman class so long as they meet certain conditions that the acceptance outlines. Most commonly, this includes specific IB exam scores. If the student does not meet those conditions, then the offer of admission turns to a deny.

• Deny. This means that the student’s request for admission is declined and that they are not being offered a space in the school. In the vast majority of cases, this means that the student may not apply again until the next application cycle.

• Defer. When a student has applied through an early round -- such as binding Early Decision or non-binding Early Action or some other non-Regular deadline application -- the term “defer” means that they are postponing making a decision until the regular decision pool. However, it is not uncommon for a regular decision application to receive a “defer” decision; in this second case, this means that the admissions office is not yet ready to render a decision on the application and that they will wait for more information or even for the admissions process to play out with other students before they make the decision on whether to admit or deny.

• Waitlist. This one is a bit trickier. When a college is not able to offer an offer of admission to a student but feels that they would love to have the student if the space is available later, then they will employ a waitlist. This means that the student has been essentially denied but there might be the chance of a late admissions; in this way, the student needs to decide whether to accept the spot on the waitlist or to, essentially, be denied. If they accept the spot on the waitlist, then they must deposit at another school since some waitlist offers do not come until late in the summer. If a college fills entirely, they will typically email and release all students on their waitlist. Be sure to communicate closely with your counselor if this one plays out for you.

• January (Midyear) Admit or Deferred Admit. Sometimes colleges may not have space in the freshman class for the fall entry period, so they will instead offer space in a later semester. In essence, this gives the student the first semester off. Also, sometimes universities will render offers of admission for later years; in some such cases, these offers were requested -- as in the case of a student who wants to take a gap year who asks for deferred admission -- but in other cases, the university makes the decision unilaterally.

• Alternative Campus (Admit). Sometimes universities are not able to offer admission to a particular campus and instead will offer admission to a satellite campus, either permanently or temporarily. It is increasingly common for universities with international branches to offer admission to a student to spend the first semester or year at a secondary campus before coming to the main campus.

• Alternative Major (Admit). Sometimes students are not admitted for their top major and instead are offered admission if they agree to pursue a different program or major. Sometimes this contingency is built into the application process whereby the university asks for a ranking of top majors, but sometimes the university will reach out in special circumstances to offer admission to a secondary major for which they deem the student to be a good fit.

• Preferred or Guaranteed Transfer. This one perhaps has the most variation, although it is rare overall. Some schools will tell a student that while they are not admitted for the first year, they would be given special consideration or even guaranteed admission if they applied as a transfer student after attending freshman year elsewhere. Usually there is a specific GPA that must be met. Sometimes there are specific courses that must be taken. Also, sometimes the university will specify a specific institution that the student must attend, like a community college.

Again, there is technically an infinite number of potential outcomes from universities, but these are the most common ones. Also, to be clear, the reasons for universities making these decisions are not included here. Sometimes we can figure out why certain decisions are made, but most of the time we do not know. Nevertheless, be sure to share all results with your counselor!

College Counseling Cheatsheet: January

Here is this month’s calendar of 30-minute activities for each weekday of January that are intended to aid your college counseling practice. Download the CSV Cheatsheet here.

We welcome insights and feedback from users, so please don’t hesitate to be in touch if you have any ideas or suggestions or if there are any dates or reminders I’m missing!

If you’re new here and wondering how to take advantage, read this post from a couple months back to get the cheatsheet uploaded into your calendar.

Happy New Year!

College Counseling Cheatsheet: December

Take a look here for a 30-minute activity each weekday to bolster your college counseling practice. At this stage, we are beginning to get some feedback from users, which we welcome, and future months are likely to include more guidance from the hive-mind. Let us know if you have any recommendations for us or for other counselors!

See the College Counseling Cheatsheet for December 2019 here!

If you’re new here and wondering how to take advantage, read this post from a couple months back to get the cheatsheet uploaded into your calendar.

Enjoy the month!

The Two Week Rule

There are many counselors and advisors well-versed and highly-experienced in the college application world who recommend that applicants submit their applications ahead of time. I recommend two weeks! Why? This is an important question the answers to which I hope all students and parents understand…

The first answer is that if a student plans ahead to be done with an application two weeks before the deadline, it psychologically eliminates much of the stress of the application process that is derived from doing things at the last minute.

Second, it provides a buffer, time for the student to reflect on what he or she has done ahead of the deadline. If a student works to complete things two weeks ahead of time and then, while reviewing things in preparing to send, comes to the realization that something is missing or something is not as strong as they might like, then there is still time to adjust and to work with a counselor. This is not the case when the plan is finish the night of the deadline.

Third, things go missing in the submission process. It is getting better and better, but it is a plain fact that application materials do not always arrive where they are supposed to on time. There is a startling correlation between things missing and applying close to the deadline. Some of this comes from the technology and application portals getting jammed-up in the days leading into a deadline. (We want to be clear that when counselor materials -- recommendations, transcripts, profile -- go missing in the submission process, they are not held against the student at most institutions. Colleges, generally, are very accommodating when things are missing when there is evidence that they were submitted on time.)

Fourth, this allows your counselor to provide you and all of your classmates with equal attention. If everyone is pushing ahead with last-minute applications, then the counselors are being asked to respond and support accordingly. Of course, all counselors will do our best to support all of our students, but when one student's last-minute, eleventh-hour process keeps us from orderly and composed support of a student who is being proactive for a later application deadline, then things become unbalanced and unfair.  

Fifth, there is a small consideration in the application process at many places for the date and time of the submission, which colleges can see. It looks far better, of course, when a student submits in advance of a deadline than at the last minute. To be clear, it does not HURT a student to submit at the last minute -- colleges will support this! -- but it can HELP a student's image as a matter of demonstrated interest to submit early. 

Finally, consider the following real scenario... If a student applies on October 18 for a November 1 deadline, it usually takes a few days for the college or university to get back to the student confirming the application and receipt of materials. That means a student would probably hear back by about October 23. Now, consider the possibilities for missing materials: a student could have forgotten to submit SAT scores, an arts supplement, an essay, payment, etc. Or, as mentioned before, something could go missing in the submission process, such as a letter of recommendation, a transcript, a previous school transcript, etc. If the student applied two weeks ahead, we still have over a week to make sure all is in order before the deadline. However, if the student applies on October 31 for a November 1 deadline, they would not hear back until probably November 5 (and actually likely much later given that it takes more time for admissions offices to process those applications that come in at the deadline). Now it is after the deadline. Stress is high. If materials are missing, even if all has been submitted and we need only email the college admissions office to let them know all was sent -- which is usually all that it takes -- it is still over a week after the deadline. So, when these scenarios, which happen all too regularly, are avoidable, we strongly recommend that students do all that they can to avoid them!

So, please follow our advice:

Apply two weeks ahead of any posted college deadline!

NACAC's The State of College Admission Report 2019

Each year, the National Association for College Admission Counseling (NACAC) surveys its member institutions on a number of factors. Read the report here! There are some very interesting findings. Take some time to look through.

College Counseling Cheatsheet: November

Month four of the College Counseling Cheatsheet has revealed a sizeable growth in our followers. Be sure to share this resource with others. For now, take a look at this month’s collection of 30-minute (or so) exercise to help build a better counseling practice!

If you’re new here and wondering how to take advantage, read this post from a couple months back to get the cheatsheet uploaded into your calendar.

And, as always, I welcome feedback, ideas, dates I missed, or anything else you can think of!

Happy November!

IACAC 2019 SARI Presentation: Using Data in College Counseling

This weekend I had the honor of presenting at the second International ACAC Subsaharan African Regional Institute at the African Leadership Academy in Johannesburg, South Africa. The topic of the presentation was “Using Data in College Counseling,” a zoom-in, zoom-out look at ways counselors might look to incorporate more data into their practice. Thanks to Wendy Beato, my co-presenter, and thanks to those in attendance!

Please see the slide deck here!

College Counselor Cheatsheet: October

The College Counseling Cheatsheet is getting some traction! I was recently in Louisville for the annual NACAC conference, and I ran into a host of people who have been using the Cheatsheet and finding value in it. I’ve also been in touch with a few individuals who have ideas to expand upon it. And, of course, I’ve received a bunch of feedback about what sorts of items to include. Thank you all for that!

In the end, the concept has evolved to be more of an activity you can or should (or maybe even must) do for ~30 minutes to improve your college counseling practice.

For now, here is October’s College Counseling Cheatsheet. If you need assistance in getting it imported into your calendar, see the bottom of this post from last month. I welcome feedback, ideas, dates I missed, or anything else you can think of!

Happy October!

The Phantom Applicant

A good friend of mine used to work in the admissions office of a hyper-selective liberal arts college. This was a few years back, and while the technology has changed, the process has not. He shared with me that whenever there was an interaction with a student, it was recorded in one way or another in a manilla folder, so when the application arrived, it joined a cataloguing of visits to campus, inquiry cards completed at fairs, email exchanges with the reps, etc. Essentially, all manner of “demonstrated interest” (or DI) was kept on file and taken into account during the application review. However, if an application arrived and no materials existed for that particular student, the application was deemed a “phantom applicant” and placed in a red folder (instead of the manilla folder). Now I won’t go into the details about the ways in which this particular institution factored the paper-trail of DI into their application review given how varied this can be among different colleges, but suffice it to say that the students in the red folders began the application review process at a disadvantage compared to those who had demonstrated interest.

Now the mistake in hearing this is to manufacture and construct artificial mechanisms and reasons for demonstrating interest. As I share with my students, while I may not be able to give any secrets about how to guarantee admission into any particular schools, I can share unequivocally how not to be admitted to any institution: be disingenuous! The college admissions process mostly has a great sense of that which is genuine and that which is not. So, to be clear, I do not advocate demonstrating interest for the sake of demonstrating interest. Instead, I adhere strictly to a belief that good DI is merely good research.

In today’s day and age, the internet is our primary means for research, and some college websites are better than others. However, what it means to research a university is something that we, as educators, do not always establish with our students. What does it mean to research a school? Here’s a thought that I use… I encourage students to defer immediate, gut reactions when researching. It is not a light-switch, either on (yes) or off (no). Instead, I want students to consider it to be an accounting and balancing, more of the variety of a pros and cons listing. Unfortunately, what I have found is that a student will go to a website and find two or three things about a school — maybe even the elements of their criteria that initiated the search — and then stop researching. Instead, I ask students to withhold that final determination of yes/no in favor of a more thorough examination. What I ask is for them to come up with at least three pros and at least three cons. The diligent researcher might come up with 50 pros before she comes up with 3 cons; this school, then, might be a yes! Conversely, a student might come up with 8 cons before he finds that third pro; this one might be a no! In proceeding through this process, though, a student is really just deepening their search criteria by establishing which elements of a school are most important. In the end, though, the student needs to keep researching past their search criteria, to keep digging at what elements of a school are particularly important to them and which unique elements of specific schools really stand out.

However, coming back to the internet and demonstrated interest, at some point in the research process there will come a need to learn more. In an ideal world, the student would be able to visit each college of interest, but this is increasingly impossible. However, in lieu of going to the school for a formal visit and information session, the student should absolutely reach out to the trained professionals in the admission office to get their questions answered. It is true that there are plenty of institutions (e.g. USC, NYU) that do not track DI as part of their process; however, if a student’s outreach and connection with a school — the traditional domain of DI — are genuine and related to his or her active research process, regardless of whether the school tracks DI, the outreach benefits the student by providing the answers to their questions. Again, good DI is just good research.

In the end, when a student takes their search and research process seriously, there should be no concerns about DI, as their research should have led them to an effective demonstration, whether or not the individual institutions track it. Seen this way, the parable of the phantom applicant makes a bit more sense: the students in the red folders can be seen, through one lens, of begin poor researchers. So, ultimately, don’t be a phantom applicant! Be a good researcher!

NACAC Guide to International Admissions

Each year the National Association of College Admission Counseling (NACAC) publishes a guide to International University Admission. It is a wonderful resource for students and parents considering institutions across the globe. Please find it here, for your reference!

College Counselor Cheatsheet: September

If you missed last month’s post on our new College Counseling Cheatsheet, read more here to catch up.

In spending much of the past several years working with college counselors, the idea here is to share some “best practices” gleaned from many sources. As such, I am sharing here a “cheatsheet,” a daily 30-minute activity, reminder, or provocation for college counselors about something they might do today that you can integrate into your work calendar. The format is a CSV file, which you can easily upload into your own Google (or other) calendar, so that you can see right there in your calendar an idea for something you might do today.

After August’s test-run, we’ve made some adjustments for September based upon your feedback, which includes only providing activities during weekdays, leaving you alone on weekends.

Here’s the file for September. Try it out, and give me some feedback! Did I miss anything? Do you have any good ideas to share? Any thoughts? See below for instructions on how to proceed!

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Here’s how to make this work…

1. Download the CSV file for this month to your computer. (For this year, I will make a monthly file and post it here around the middle of the previous month, ideally. In the future, if this works for people, I’ll create one annual file as well.)

2. Open your Google Calendar and create a new Calendar by clicking the + next to “Other Calendars." (At this stage, I have searched online and found that there are parallel processes to import a CSV file into other calendars, such as iCal and Outlook; I’m choosing just to focus on Google here, though!)

3. Select “Create New Calendar” from the options provided.

4. On the subsequent page, name the calendar, provide a description, adjust for your time zone, and select “create calendar.” [There will be monthly uploads — this year — for the cheatsheet, so once you create this calendar once, you will not have to do it again as you can just import the downloads monthly to this calendar, which is a better idea than uploading them directly into your calendar, as we’ll show you later. Also, the items are all scheduled for 7-7:30am, but you can move them later.]

5. Now navigate back to your Google Calendar, and you will see your “Cheatsheet” calendar in the right-hand navigation bar. If you scroll-over it, you will see three dots to the right of it, which, when selected, will reveal a menu. Select “Settings and sharing.”

6. The next page you see will have “Cheatsheet” selected, but you need to move up to the “Import & export” option and select “Import.” Then choose the CSV file you previously downloaded and then be sure to select the proper “Cheatsheet” calendar in the “Add to calendar” section. This is important! Choose the correct calendar into which you want this file’s contents imported! Then, when you have the correct settings, select “Import.”

7. You should see a pop-up window appear with the total number of imported activities. Now, when you navigate back to your Google Calendar, you will see the items for the current month appear on your calendar. (Sometimes you may have to wait a few minutes for the imported items to appear; be patient.) When they do appear and you select an item, you will see a title and a description to explain that day’s task, and you may also see a link. Now, each item is scheduled for 7-:7:30am because that is most likely when I will attend to that task. I am a huge proponent of timeboxing, and so I will break my day up into tasks that need to get done around my scheduled appointments, so if 7-7:30am does not work, I will move the item to a time later in the day. (Just drag-and-drop it to free time!) Another tip here is that if you right-click on any item, you will see a window appear, and at the top of that window, you will see three dots. If you select the three dots, you can copy this item to your main calendar. This works well if you use scheduling software, as this process will make sure you are blocked off to do this work. And you can also drag the item to different times throughout your day to suit your needs and to accommodate your schedule. Put differently, if it isn’t blocked off on your calendar, then it won’t get done!

I also scheduled each item 7-7:30am because that is before my work day begins. Personally, on a weekly basis, typically on Sunday evenings, I’ll take a few minutes to look ahead at my schedule for the week and block off times to do the essential work of the coming week. For these cheatsheet items, all I have to do it add them to my calendar and then move them to where I want them in my days!

Of course, I created these items based on my own school’s schedule and practices, so you can always move items to different days to suit you and your purposes. For example, some of you might outsource your School Profile, so the dates I provide might be too early or too late for your needs. In this case, simply move this task to an appropriate day or time!

In the end, I hope these are helpful to others! However, as I mentioned before, I welcome feedback, especially in regards to things that don’t work, things that might be improved upon, and ideas that I haven’t included. Let me know your thoughts!

Establishing a Communication Strategy and Plan

What do you need to communicate to whom on a monthly basis?

This is simple enough of a question, but as I work with counselors from across the globe, I am struck by how fundamental the routine return to this question must be. The work of a college counselor requires an enormous amount of planning, of course, but implementation hinges on successfully communicating that planning and programming regularly. Once the planning is done, how do you convey and share what needs to be done on a regular basis to ensure that the primary goal of awareness is being pursued?

There is an enormous amount of philosophy that must go into this component of the work. If it has not been considered previously, how much “hand-holding” you intend (or are expected) to do must be addressed. In this way, the intentionality of your program and philosophy must be taken into account. For example, do you work with freshmen (and/or sophomores)? If not, why not? If so, why? In either case, when and how do you communicate your stance on this matter to the students, their parents, your supervision, etc?

So, as you formulate your communication consider the following groups and sub-groups, keeping in mind that this is not a complete list and that there may be other constituencies or sub-groups that may require your attention:

• Students

  • Seniors

  • Juniors

  • Sophomores

  • Freshmen

  • Middle-Schoolers

  • Lower-Schoolers (elementary)

• Parents & Guardians

• Faculty

  • Teachers writing letters of recommendation

  • Teachers teaching juniors/seniors

• Administration & School Leadership

  • Working groups

  • Ad hoc committees

• Trustees or School Board

• Your Community

  • Local companies, groups, CBOs, etc.

  • Other college counselors, college offices, etc.

• Colleges & Universities

  • College reps who might visit your campus

  • College reps who have visited

• Alumni

Once it has been determined to whom your program must be communicated, it must also be considered which manner of communication would be best. Often there are parameters put in place by your school. For example, I have worked at schools where all communications to parents needed to be issued by the Communications Office in a weekly newsletter (ostensibly to minimize the number of individual messages a parent might receive and therefore, arguably, to increase the likelihood of their reading what was sent). These considerations aside, take the time to consider what medium would be best for each group. There is a digital divide at work where, for example, parents might respond better to email while students might respond better to Instagram. Will you choose one standard mode of communication (e.g. email) and ask for all parties to conform to your platform? Or will you diversify your communications to accommodate all consistencies?

Finally, how will you measure whether your communication plan is effective? For example, attendance at an event does not necessarily indicate successful communication as lack of attendance could be a function of scheduling conflicts or a plain lack of interest. So what metrics would you use to assess and evaluate your plan? Keep in mind that many communication platforms (from Facebook to mass emailing software to websites/blogs) can track open rates and click-through rates.

In the end, having a communication plan saves time, so considering putting one together!

2019 College Board Summer Institute Presentations

Last month I participated in the College Board Summer Institute for International Counselors as a resident faculty member. Below are the presentations that I contributed…

• Designing a World Class College Counseling Program

• Leveraging Data to Find the Fit: Resources for Initiating College and Career Searches

• Guiding International Students to Curate a Coherent College List

• Integrating a Cohesive College Counseling Curriculum Across Grade Levels (Handout)

• Building & Nurturing Networks: Peer Organizations, Social Media & Other Supports

Be sure to let me know if you have any questions!

Cialfo Advanced User Session Presentation

On Tuesday, July 9, 2019, I led an “advanced user” session on Cialfo at the 2019 International ACAC Summer Conference in London, Ontario. Find the slide deck below! And let me know if you have any questions!

July 9, 2019 Cialfo Advanced User Session

Webinar Wednesday Recap

On Wednesday, January 9, I had the honor of hosting two International ACAC-sponsored Wednesday Webinars on Professional Development. Formally titled “A Feast for the Eyes & Ears - What You Should Be Listening to & Reading in the New Year,” I (situated here in Taiwan) was joined by delightful colleagues from China, Japan, Ireland, and the USA for two very different but nonetheless robust conversations about various sources of professional growth.

Here's the video:

Given the fast-paced and change-is-the-only-constant college admissions landscape today, constant professional development seems necessary, if not essential, for professionals in our world. In this session, we hope to explore an array of different ways in which our colleagues self-educate. Where do they read up on college admissions news? Websites? News providers?

And here is a PDF collection of the various resources that we mentioned… or intended to but never did!