By Robert A. Scott
Introduction to Part II
This is the time of year when many families and their high school students visit colleges near and far. Some visits may be to local campuses thought to be within reach academically and financially and others may be distant in terms of admissions competition and expense.
Whichever the choice, or both, it is imperative for both family members and prospective college students to plan carefully. After deciding on where to visit, call for interview appointments, ask to sit in on a class and talk to a faculty member and current students, visit a residence hall, and check out the dining hall.
These are some of the characteristics of a good “fit” between the student and the campus.
In Part I, I described the strategy for campus visits and the federal College Scorecard as a tool for helping families and prospective students navigate the college admissions process. In Part II, I discuss additional information to be sought to find the best “fit” between a campus and a student.
Beyond the College Scorecard
Additional information can be gleaned from campus publications and in the campus interview. The goal is to find a good “fit,” a campus that is both challenging academically and caring about student success. For example, consider these topics:
*Feel: Were the students, faculty, and staff you met on a campus tour friendly and spontaneous or were they cold and scripted? A college is a living entity; it has a narrative, a “story” based on who is there and who came before.
*Admissions: Does the Admissions staff give added weight to applicants who visit the campus? What weight is given to test scores and a required essay? Of what influence are athletic prowess or alumni connections in the admissions process?
*Academics: Are students assigned a faculty advisor? How easy is it to change majors? Can students participate in faculty-sponsored research? Does the campus foster a competitive academic atmosphere? Does the Library have easy access to resources and quiet places to study?
*Who teaches? Do full-time faculty teach undergraduate classes or do undergraduates find that most teaching is done by Teaching Assistants?
*Enrollment: What percentage of total enrollment consists of undergraduates? Do graduate students receive preference in faculty time?
*Financial Aid: How does the college or university structure its financial aid packages in terms of grants, loans, and jobs? Does it provide “merit” as well as need-based grant awards? What percentage of students receive aid? By what percentages has tuition increased in recent years? What are the plans for future increases? Will financial aid awards be adjusted upward for any tuition increases if the family’s contribution remains the same or lower?
*Health and Safety: In addition to protocols put in place for COVID, families and students should want to know that people on campus are physically safe and can obtain physical and mental health services when needed. What is the crime rate on and around campus? Does the Public Safety force carry guns? If so, why? Can students walk safely to shopping areas? Does the campus provide transportation on and off-campus?
*Housing and Food Service: Does the campus have sufficient residential hall space to house all undergraduates, or must students live in fraternity and sorority houses or off-campus after the first year? Does the dining service offer a variety of foods?
*Social Life: Does the college or university sponsor a rich cultural life and support many clubs and organizations, or do fraternities and sororities dominate the social scene? Will a student feel left out if they do not join one? Do students have to be varsity athletes to use the fitness center and recreational facilities?
*Career placement: Does the Career Office provide access to jobs on campus and in the summer? Do they provide information about internships, both paid and voluntary? Can students earn academic credit through internships? Does the Office provide access to on-campus interviews with employers?
*Graduate Studies: Does the campus provide advising for graduate study in all fields, including law, medicine, doctoral programs, etc.?
Conclusion
While it is true that college graduates have improved outcomes as far as income, employment, health, and civic engagement, it also is true that college requires an investment of time, energy, and intellect as well as money. Therefore, it is important that the college and the student “fit” together in an environment that is not only challenging but supportive.
The right fit is one in which the student will become a part of a community and includes the people (faculty, staff, coaches, etc.) who set the tone for the culture of the place. Ideally, the college experience should be emotionally as well as educationally rewarding.
This concludes Part II of “Finding the Best College Fit.” Good luck in your search.
Robert A. Scott is president emeritus, Adelphi University; author, “How University Boards Work,” Johns Hopkins University Press, 2018, Eric Hoffer Awardee, 2019
