High school extracurricular activities: factors to consider - Revision history

Vipul: /* Signaling quality to colleges */

2014-04-27T03:37:41Z

Signaling quality to colleges

← Older revision		Revision as of 03:37, 27 April 2014
Line 12:		Line 12:

	==Signaling quality to colleges==		==Signaling quality to colleges==

			{{further\|[[high school extracurricular activities: signaling quality to colleges]]}}

	{{quotation\|'''KEEP IN MIND''': If there's an extracurricular activity you are engaging in ''only for the sake of college admissions'', you should probably '''not''' be engaging in it.}}		{{quotation\|'''KEEP IN MIND''': If there's an extracurricular activity you are engaging in ''only for the sake of college admissions'', you should probably '''not''' be engaging in it.}}

Vipul: /* What extracurricular involvement to colleges look for? */

2014-03-03T06:05:37Z

What extracurricular involvement to colleges look for?

← Older revision		Revision as of 06:05, 3 March 2014
Line 19:		Line 19:
	Some students are under the impression that outside of their school work, they should participate in as many activities as possible. A common reason for this is that students believe that colleges are looking for students who participate in as many activities as possible. We did research and found that this is not the case.		Some students are under the impression that outside of their school work, they should participate in as many activities as possible. A common reason for this is that students believe that colleges are looking for students who participate in as many activities as possible. We did research and found that this is not the case.

	===What extracurricular involvement to colleges look for?===		===What extracurricular involvement do colleges look for?===

	We spoke with admissions officers at Harvard, Yale, University of Chicago, Columbia, Stanford, MIT, Duke, University of Pennsylvania, Dartmouth, Williams, Johns Hopkins, Swarthmore, Brown, Northwestern and Caltech, about how they evaluate student participation in extracurricular activities, for 15 colleges total.		We spoke with admissions officers at Harvard, Yale, University of Chicago, Columbia, Stanford, MIT, Duke, University of Pennsylvania, Dartmouth, Williams, Johns Hopkins, Swarthmore, Brown, Northwestern and Caltech, about how they evaluate student participation in extracurricular activities, for 15 colleges total.

Jsinick: /* Improved peer groups */

2014-02-24T21:50:27Z

Improved peer groups

← Older revision		Revision as of 21:50, 24 February 2014
Line 32:		Line 32:
	==Improved peer groups==		==Improved peer groups==

	Extracurriculars can be a way to hang out with people in your school or neighborhood or around the world who are more fun and ~~useful~~ to be around. For instance, if you are at a school where the typical student has little interest in having serious discussions, joining the Debate Club might help you interact more with the few people in your school who are interested in serious discussions. This improved peer group might be helpful in many ways:		Extracurriculars can be a way to hang out with people in your school or neighborhood or around the world who are more fun and enriching to be around. For instance, if you are at a school where the typical student has little interest in having serious discussions, joining the Debate Club might help you interact more with the few people in your school who are interested in serious discussions. This improved peer group might be helpful in many ways:

	* Friends and perhaps romantic partners of higher quality		* Friends and perhaps romantic partners of higher quality

Jsinick: /* What extracurricular involvement to colleges look for? */

2014-02-24T21:49:33Z

What extracurricular involvement to colleges look for?

← Older revision		Revision as of 21:49, 24 February 2014
Line 25:		Line 25:
	* '''Colleges generally don't prefer some extracurricular activities over others:''' Seven of the colleges indicated that the nature of the extracurriculars doesn't matter, as long as the student shows passion. Two of the colleges indicated that they have a preference for students who are involved in at least some activities with other people. Beyond this, no colleges indicated a preference for some extracurricular activities over others. In general, the colleges indicated that they define "extracurricular activities" very broadly, as anything outside of coursework, which could include work, sports, participation in online communities, etc.		* '''Colleges generally don't prefer some extracurricular activities over others:''' Seven of the colleges indicated that the nature of the extracurriculars doesn't matter, as long as the student shows passion. Two of the colleges indicated that they have a preference for students who are involved in at least some activities with other people. Beyond this, no colleges indicated a preference for some extracurricular activities over others. In general, the colleges indicated that they define "extracurricular activities" very broadly, as anything outside of coursework, which could include work, sports, participation in online communities, etc.
	* '''Colleges generally prefer depth of involvement over breadth:''' Six of the colleges indicated that they have no preference for whether students engage in lots of activities or a few activities, as long as they show serious involvement in their activities. Seven of the colleges said that depth matters more than breadth. None expressed a preference for many activities.		* '''Colleges generally prefer depth of involvement over breadth:''' Six of the colleges indicated that they have no preference for whether students engage in lots of activities or a few activities, as long as they show serious involvement in their activities. Seven of the colleges said that depth matters more than breadth. None expressed a preference for many activities.
	* '''Commitment can be important:''' ~~six~~ of the colleges indicated that continuity of involvement and commitment matters. None said that ~~it doesn~~'t matter		* '''Commitment can be important:''' Six of the colleges indicated that continuity of involvement and commitment matters. None said that these things don't matter.
	* '''Achievement level can make a difference, but appears to be less important:''' Five of the colleges indicated that achievement level doesn't matter as much as depth of involvement. Two of the colleges indicated that higher achievement helps.		* '''Achievement level can make a difference, but appears to be less important:''' Five of the colleges indicated that achievement level doesn't matter as much as depth of involvement. Two of the colleges indicated that higher achievement helps.

Jsinick: /* What extracurricular involvement to colleges look for? */

2014-02-24T21:48:55Z

What extracurricular involvement to colleges look for?

← Older revision		Revision as of 21:48, 24 February 2014
Line 26:		Line 26:
	* '''Colleges generally prefer depth of involvement over breadth:''' Six of the colleges indicated that they have no preference for whether students engage in lots of activities or a few activities, as long as they show serious involvement in their activities. Seven of the colleges said that depth matters more than breadth. None expressed a preference for many activities.		* '''Colleges generally prefer depth of involvement over breadth:''' Six of the colleges indicated that they have no preference for whether students engage in lots of activities or a few activities, as long as they show serious involvement in their activities. Seven of the colleges said that depth matters more than breadth. None expressed a preference for many activities.
	* '''Commitment can be important:''' six of the colleges indicated that continuity of involvement and commitment matters. None said that it doesn't matter		* '''Commitment can be important:''' six of the colleges indicated that continuity of involvement and commitment matters. None said that it doesn't matter
	* '''Achievement level can make a difference, but appears to be less important:''' Five of the colleges indicated that achievement level doesn't matter as much as depth of involvement. 2 of the colleges ~~indicate~~ that higher achievement helps.		* '''Achievement level can make a difference, but appears to be less important:''' Five of the colleges indicated that achievement level doesn't matter as much as depth of involvement. Two of the colleges indicated that higher achievement helps.

	We give some relevant quotations from college admissions department websites at [[college statements about extracurricular activities]].		We give some relevant quotations from college admissions department websites at [[college statements about extracurricular activities]].

Jsinick: /* What extracurricular involvement to colleges look for? */

2014-02-24T21:48:34Z

What extracurricular involvement to colleges look for?

← Older revision		Revision as of 21:48, 24 February 2014
Line 23:		Line 23:
	We spoke with admissions officers at Harvard, Yale, University of Chicago, Columbia, Stanford, MIT, Duke, University of Pennsylvania, Dartmouth, Williams, Johns Hopkins, Swarthmore, Brown, Northwestern and Caltech, about how they evaluate student participation in extracurricular activities, for 15 colleges total.		We spoke with admissions officers at Harvard, Yale, University of Chicago, Columbia, Stanford, MIT, Duke, University of Pennsylvania, Dartmouth, Williams, Johns Hopkins, Swarthmore, Brown, Northwestern and Caltech, about how they evaluate student participation in extracurricular activities, for 15 colleges total.

	* '''Colleges generally don't prefer some extracurricular activities over others:''' 7 of the colleges indicated that the nature of the extracurriculars doesn't matter, as long as the student shows passion. 2 of the colleges indicated that they have a preference for students who are involved in at least some activities with other people. Beyond this, no colleges indicated a preference for some extracurricular activities over others. In general, the colleges indicated that they define "extracurricular activities" very broadly, as anything outside of coursework, which could include work, sports, participation in online communities, etc.		* '''Colleges generally don't prefer some extracurricular activities over others:''' Seven of the colleges indicated that the nature of the extracurriculars doesn't matter, as long as the student shows passion. Two of the colleges indicated that they have a preference for students who are involved in at least some activities with other people. Beyond this, no colleges indicated a preference for some extracurricular activities over others. In general, the colleges indicated that they define "extracurricular activities" very broadly, as anything outside of coursework, which could include work, sports, participation in online communities, etc.
	* '''Colleges generally prefer depth of involvement over breadth:''' 6 of the colleges indicated that they have no preference for whether students engage in lots of activities or a few activities, as long as they show serious involvement in their activities. 7 of the colleges said that depth matters more than breadth. None expressed a preference for many activities.		* '''Colleges generally prefer depth of involvement over breadth:''' Six of the colleges indicated that they have no preference for whether students engage in lots of activities or a few activities, as long as they show serious involvement in their activities. Seven of the colleges said that depth matters more than breadth. None expressed a preference for many activities.
	* '''Commitment can be important:''' 6 of the colleges indicated that continuity of involvement and commitment matters. None said that it doesn't matter		* '''Commitment can be important:''' six of the colleges indicated that continuity of involvement and commitment matters. None said that it doesn't matter
	* '''Achievement level can make a difference, but appears to be less important:''' 5 of the colleges indicated that achievement level doesn't matter as much as depth of involvement. 2 of the colleges indicate that higher achievement helps.		* '''Achievement level can make a difference, but appears to be less important:''' Five of the colleges indicated that achievement level doesn't matter as much as depth of involvement. 2 of the colleges indicate that higher achievement helps.

	We give some relevant quotations from college admissions department websites at [[college statements about extracurricular activities]].		We give some relevant quotations from college admissions department websites at [[college statements about extracurricular activities]].

Jsinick: /* What extracurricular involvement to colleges look for? */

2014-02-17T23:49:04Z

What extracurricular involvement to colleges look for?

← Older revision		Revision as of 23:49, 17 February 2014
Line 26:		Line 26:
	* '''Colleges generally prefer depth of involvement over breadth:''' 6 of the colleges indicated that they have no preference for whether students engage in lots of activities or a few activities, as long as they show serious involvement in their activities. 7 of the colleges said that depth matters more than breadth. None expressed a preference for many activities.		* '''Colleges generally prefer depth of involvement over breadth:''' 6 of the colleges indicated that they have no preference for whether students engage in lots of activities or a few activities, as long as they show serious involvement in their activities. 7 of the colleges said that depth matters more than breadth. None expressed a preference for many activities.
	* '''Commitment can be important:''' 6 of the colleges indicated that continuity of involvement and commitment matters. None said that it doesn't matter		* '''Commitment can be important:''' 6 of the colleges indicated that continuity of involvement and commitment matters. None said that it doesn't matter
	* '''Achievement level can make a difference, but appears to be less important:'' 5 of the colleges indicated that achievement level doesn't matter as much as depth of involvement. 2 of the colleges indicate that higher achievement helps.		* '''Achievement level can make a difference, but appears to be less important:''' 5 of the colleges indicated that achievement level doesn't matter as much as depth of involvement. 2 of the colleges indicate that higher achievement helps.

	We give some relevant quotations from college admissions department websites at [[college statements about extracurricular activities]].		We give some relevant quotations from college admissions department websites at [[college statements about extracurricular activities]].

Jsinick: /* Signaling quality to colleges */

2014-02-17T23:48:50Z

Signaling quality to colleges

← Older revision		Revision as of 23:48, 17 February 2014
Line 15:		Line 15:
	{{quotation\|'''KEEP IN MIND''': If there's an extracurricular activity you are engaging in ''only for the sake of college admissions'', you should probably '''not''' be engaging in it.}}		{{quotation\|'''KEEP IN MIND''': If there's an extracurricular activity you are engaging in ''only for the sake of college admissions'', you should probably '''not''' be engaging in it.}}

	We say you engage in an activity for [[signaling]] purposes if one of the goals of your engaging in the activity is to convince other people about some attributes of yours. One of the goals that high school students have in mind when picking extracurriculars is to signal their own quality to colleges they will apply to. Ap		We say you engage in an activity for [[signaling]] purposes if one of the goals of your engaging in the activity is to convince other people about some attributes of yours. One of the goals that high school students have in mind when picking extracurriculars is to signal their own quality to colleges they will apply to.

	Some students are under the impression that outside of their school work, they should participate in as many activities as possible. A common reason for this is that students believe that colleges are looking for students who participate in as many activities as possible.		Some students are under the impression that outside of their school work, they should participate in as many activities as possible. A common reason for this is that students believe that colleges are looking for students who participate in as many activities as possible. We did research and found that this is not the case.

	We did research and found that this is not the case. We spoke with admissions officers at Harvard, Yale, University of Chicago, Columbia, Stanford, MIT, Duke, University of Pennsylvania, Dartmouth, Williams, Johns Hopkins, Swarthmore, Brown, Northwestern and Caltech, about how they evaluate student participation in extracurricular ~~activities,~~ for ~~15 colleges total.~~		===What extracurricular involvement to colleges look for?===

	* 7 of the colleges indicated that the nature of the extracurriculars doesn't matter, as long as the student shows passion. 2 of the colleges indicated that they have a preference for students who are involved in at least some activities with other people. Beyond this, no colleges indicated a preference for some extracurricular activities over others. In general, the colleges indicated that they define "extracurricular activities" very broadly, as anything outside of coursework, which could include work, sports, participation in online communities, etc.		We spoke with admissions officers at Harvard, Yale, University of Chicago, Columbia, Stanford, MIT, Duke, University of Pennsylvania, Dartmouth, Williams, Johns Hopkins, Swarthmore, Brown, Northwestern and Caltech, about how they evaluate student participation in extracurricular activities, for 15 colleges total.
	* 6 of the colleges indicated that they have no preference for whether students engage in lots of activities or a few activities, as long as they show serious involvement in their activities. 7 of the colleges said that depth matters more than breadth. None expressed a preference for many activities.
	* 6 of the colleges indicated that continuity of involvement and commitment matters. None said that it doesn't matter		* '''Colleges generally don't prefer some extracurricular activities over others:''' 7 of the colleges indicated that the nature of the extracurriculars doesn't matter, as long as the student shows passion. 2 of the colleges indicated that they have a preference for students who are involved in at least some activities with other people. Beyond this, no colleges indicated a preference for some extracurricular activities over others. In general, the colleges indicated that they define "extracurricular activities" very broadly, as anything outside of coursework, which could include work, sports, participation in online communities, etc.
	* 5 of the colleges indicated that achievement level doesn't matter as much as depth of involvement. 2 of the colleges indicate that higher achievement helps.		* '''Colleges generally prefer depth of involvement over breadth:''' 6 of the colleges indicated that they have no preference for whether students engage in lots of activities or a few activities, as long as they show serious involvement in their activities. 7 of the colleges said that depth matters more than breadth. None expressed a preference for many activities.
			* '''Commitment can be important:''' 6 of the colleges indicated that continuity of involvement and commitment matters. None said that it doesn't matter
			* '''Achievement level can make a difference, but appears to be less important:'' 5 of the colleges indicated that achievement level doesn't matter as much as depth of involvement. 2 of the colleges indicate that higher achievement helps.

	We give some relevant quotations from college admissions department websites at [[college statements about extracurricular activities]].		We give some relevant quotations from college admissions department websites at [[college statements about extracurricular activities]].

Jsinick: /* Signaling quality to colleges */

2014-02-17T19:00:55Z

Signaling quality to colleges

← Older revision		Revision as of 19:00, 17 February 2014
Line 15:		Line 15:
	{{quotation\|'''KEEP IN MIND''': If there's an extracurricular activity you are engaging in ''only for the sake of college admissions'', you should probably '''not''' be engaging in it.}}		{{quotation\|'''KEEP IN MIND''': If there's an extracurricular activity you are engaging in ''only for the sake of college admissions'', you should probably '''not''' be engaging in it.}}

	We say you engage in an activity for [[signaling]] purposes if one of the goals of your engaging in the activity is to convince other people about some attributes of yours. One of the goals that high school students have in mind when picking extracurriculars is to signal their own quality to colleges they will apply to. ~~Apart from college applications, high school extracurriculars rarely have significant benefits.~~		We say you engage in an activity for [[signaling]] purposes if one of the goals of your engaging in the activity is to convince other people about some attributes of yours. One of the goals that high school students have in mind when picking extracurriculars is to signal their own quality to colleges they will apply to. Ap

	Some students are under the impression that outside of their school work, they should participate in as many activities as possible. A common reason for this is that students believe that colleges are looking for students who participate in as many activities as possible. ~~Our research has suggested that this is not the case. Rather:~~		Some students are under the impression that outside of their school work, they should participate in as many activities as possible. A common reason for this is that students believe that colleges are looking for students who participate in as many activities as possible.

	* The student's ability to demonstrate passion and ~~skill at the extracurricular activity in his or her personal statement~~ is ~~very important.~~		We did research and found that this is not the case. We spoke with admissions officers at Harvard, Yale, University of Chicago, Columbia, Stanford, MIT, Duke, University of Pennsylvania, Dartmouth, Williams, Johns Hopkins, Swarthmore, Brown, Northwestern and Caltech, about how they evaluate student participation in extracurricular activities, for 15 colleges total.
	* If the ~~student can point to external objective metrics that can be used to corroborate his/her skill level, that can be an asset~~. ~~However,~~ admissions officers ~~may not have sufficient subject matter knowledge to know what metrics are objective.~~
	* If the student can get one of ~~more recommendation letter writer to vouch for the student's passion~~ and ~~skill at the extracurricular activity~~, ~~that would be helpful.~~
	~~{{quotation\|'''KEEP IN MIND''': If you're participating~~ in extracurricular activities ~~where you have reached a relatively high level of skill or achievement~~, ~~look~~ for experts in the area who can vouch for your skill level. They could be potential writers of recommendation letters for you. Alternatively, they may vouch for your skill to the person (such as your school teacher) who does write your recommendation letter.}}

	~~{{supporting evidence\|~~college statements about extracurricular activities}}		* 7 of the colleges indicated that the nature of the extracurriculars doesn't matter, as long as the student shows passion. 2 of the colleges indicated that they have a preference for students who are involved in at least some activities with other people. Beyond this, no colleges indicated a preference for some extracurricular activities over others. In general, the colleges indicated that they define "extracurricular activities" very broadly, as anything outside of coursework, which could include work, sports, participation in online communities, etc.
			* 6 of the colleges indicated that they have no preference for whether students engage in lots of activities or a few activities, as long as they show serious involvement in their activities. 7 of the colleges said that depth matters more than breadth. None expressed a preference for many activities.
			* 6 of the colleges indicated that continuity of involvement and commitment matters. None said that it doesn't matter
			* 5 of the colleges indicated that achievement level doesn't matter as much as depth of involvement. 2 of the colleges indicate that higher achievement helps.

			We give some relevant quotations from college admissions department websites at [[college statements about extracurricular activities]].

	==Improved peer groups==		==Improved peer groups==

Vipul: /* Signaling quality to colleges */

2013-12-11T04:35:43Z

Signaling quality to colleges

← Older revision		Revision as of 04:35, 11 December 2013
Line 15:		Line 15:
	{{quotation\|'''KEEP IN MIND''': If there's an extracurricular activity you are engaging in ''only for the sake of college admissions'', you should probably '''not''' be engaging in it.}}		{{quotation\|'''KEEP IN MIND''': If there's an extracurricular activity you are engaging in ''only for the sake of college admissions'', you should probably '''not''' be engaging in it.}}

	We say you engage in an activity ~~is undertaken~~ for [[signaling]] purposes if one of the goals of your engaging in the activity is to convince other people about some attributes of yours. One of the goals that high school students have in mind when picking extracurriculars is to signal their own quality to colleges they will apply to. Apart from college applications, high school extracurriculars rarely have significant benefits.		We say you engage in an activity for [[signaling]] purposes if one of the goals of your engaging in the activity is to convince other people about some attributes of yours. One of the goals that high school students have in mind when picking extracurriculars is to signal their own quality to colleges they will apply to. Apart from college applications, high school extracurriculars rarely have significant benefits.

	Some students are under the impression that outside of their school work, they should participate in as many activities as possible. A common reason for this is that students believe that colleges are looking for students who participate in as many activities as possible. Our research has suggested that this is not the case. Rather:		Some students are under the impression that outside of their school work, they should participate in as many activities as possible. A common reason for this is that students believe that colleges are looking for students who participate in as many activities as possible. Our research has suggested that this is not the case. Rather: