Episode 83: Attending a 4-year College Abroad
Episode 83: Attending a 4-year College Abroad
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Brooke Thames Tags
University news
Admissions Podcast September 2, 2024 Tags University news No two college journeys are the same. For some, it might mean attending college right in their hometown, while others might travel halfway or even to the other side of the country for school. Then, there are those who take their education beyond borders. At the request of one of our listeners, in this episode of College Admissions Insider, we are exploring options for attending college outside of the US. We'll learn where students can begin researching schools, how admissions can differ from country to country, what the day-to-day learning experience might look like, and more. Our guest is Chris Pluta is Director of College Counseling at the United Nations International School. If you have a question, comment or idea for a future episode, email podcast@bucknell.edu. Stay up to date throughout your Bucknell journey Join our contact list Links for the Episode Information for international applicants to Bucknell Learn about the international student experience at Bucknell Info about applying to Bucknell Application dates and deadlines Plan a visit to Bucknell @iamraybucknell, our student-run Instagram Build a Bucknell Custom Viewbook Latest news for prospective students Bucknell Virtual Welcome Center Episode 83 Episode 83 Transcript [EPISODE] [0:00:06] BHA: No two college journeys are the same. For some, it might mean attending college right in their hometown, while others might travel halfway or even to the other side of the country for school. [0:00:16] BT: Then, there are those who take their education beyond borders. I'm Brooke Thames from Bucknell University. At the request of one of our listeners, in this episode of College Admissions Insider, we are exploring options for attending college outside of the US. Thanks for suggesting this topic, Elizabeth. [0:00:34] BHA: And I'm Becca Haupt Aldredge, also from Bucknell. Today, we'll learn where students can begin researching schools, how admissions can differ from country to country, what the day-to-day learning experience might look like, and more. [0:00:46] BT: Our guest is a new friend of the podcast, well versed in international admissions, Chris Pluta is Director of College Counseling at the United Nations International School in New York. Welcome to the podcast. [0:00:58] CP: Thanks. Thanks so much. It's great to be here. I'm a big fan of Bucknell, and I'm really honored to be a guest on your podcast. [0:01:07] BT: Yes. We're so excited to have you. So, to give our listeners some more background, can you tell us a bit about your career in college counseling and your work at the United Nations International School? [0:01:19] CP: Sure. I began in admissions as an admissions officer at the University of Pennsylvania back in 1997. From there, moved to New York City and was part of the admissions office at Barnard College. I've worked in several independent schools in New York and DC. But I think the most relevant experience I've had to this podcast is being the Director of College Counseling at the Lycée Français de New York, which is a school that teaches the French curriculum, where I was director for 10 years. Now, for the past two years, I've been the Director of College Counseling at the United Nations International School, which is absolutely as cool as it sounds. We have about 1500 students from pre-K through 12, from 109 different countries. [0:02:12] BHA: So when it comes to pursuing college internationally, how many of the students that you work with go that route? What locations tend to get the most interest? [0:02:21] CP: Approximately half of our students will apply to universities outside of the US, and they are applying literally all over the world. So a lot of them will apply in the UK and Canada, but the Netherlands, Ireland, France, Spain, Italy, Sweden, Japan, all of these places will be found on our students' lists. About 70% of our students will eventually stay in the US, though they might apply to multiple countries, but we really encourage our students to look abroad. [0:02:55] BT: I can imagine that process might be a bit different for a student who maybe has lived abroad before or has other international experience in comparison to a student who was born and raised in the US. So how might a student from, say, central Pennsylvania start exploring higher ed options and opportunities abroad? Does it all start with throwing a dart on the map? [0:03:17] CP: I think a good start would be to congratulate yourself for looking outside of the borders of our country. There's a huge world out there, and there are so many ways to be educated. So I think it's a wonderful thing. I think looking at a map isn't such a bad start. When you think about looking at college in the US, a lot of people will start in states where they have a connection. My grandparents were from Pennsylvania, and so I looked in Pennsylvania for colleges. Your family might have some origins in Ireland or Italy, or you might have seen a movie in French that you thought was really cool. These are all reasons to start a college search in a certain country. Fortunately, there are degrees offered in English all over the world, but particularly in Europe. You can investigate the differences between these university systems, usually on a centralized website. So most countries will have a website where they list the different kinds of degrees they offer, the different majors or courses they have, and also how to apply. [0:04:29] BHA: The more you speak, Chris, the more I'm reminded that we invited the right guest to the podcast. You've already shared such a wealth of knowledge with our guests, I'd love to begin to break down some of these considerations that you mentioned, piece by piece, maybe starting with academics. So how can a student be sure that their high school preparation in the US matches what a school in the Netherlands, for example, might be looking for? [0:04:54] CP: It's a great question. I think it's important to note that most countries have a centralized educational system where everybody is pretty much taking the same courses, and there are the exact same exams offered by the government at the end of the high school process. So it's usually those exam results that end up being the basis for admission. Now, in our country, we have very different graduation requirements based on the region where you've grown up and based on the school system in which you attended. So international universities know this, and they will publish entry requirements for international students so that you don't necessarily have to bring the exact same education as someone from the Netherlands in your example. In these entry requirements, usually, standardized testing is a big part of it — not always, but a lot of the time. That could be SAT testing, ACT testing, AP testing, IB testing and sometimes they'll have their own entrance exams that they'll offer applicants. Grades in your courses may also be evaluated, so that high school transcript could be a really big part of this application process too. I should say that if you go online and look at different international universities online, you are going to see these entry requirements very well-articulated. So that you will be able to see whether or not you have what they want in order to study the subject that you're looking for. It's possible, after looking at the entry requirements, that you might not be sure if you qualify for admissions. In that case, it's totally okay to write to the admissions office and ask them if your credentials are what they're looking for for admission. [0:06:51] BT: So, let's say, a student has done all of their research, they've reached out if they needed to, and they're confident that they might meet the requirements. Then, of course, there's the whole admissions process. And I'm already hearing a heavy emphasis on standardized testing, which could be different than some schools in the US. A US school might require an essay, supplemental question responses and recommendation letters on top of grades and standardized tests. Or maybe not standardized tests at all of their test optional like Bucknell. So can you tell us a little bit more about how varied admissions can be from place to place? [0:07:27] CP: Yes. Well, the admissions process can work in a very different way from the one we have in the US. That said, of course, there are American Universities Abroad that will have an admission system very similar to ours. So, places like the American University of Paris or Bard College Berlin, or NYU Abu Dhabi — all places I visited recently and thought were terrific — they will have an admission system that's just like ours. But outside of these private institutions, usually, with some kind of American affiliation, the application process will be centralized. So there will be a central process much like the common app that is specific to each country. It's possible that they'll ask you for a personal statement that really goes into why you want to study that subject. They will usually ask for a reference letter from a teacher who teaches you in that subject, or someone who can write on your behalf about your qualifications for that subject. It's possible that there would be an interview process as well. Unlike the US interview process, which is really meant to get to know you as a person, this interview process is to get to know what you know about the subject and why you hope to study it in university. So the process really abroad, usually is much more tailored to evaluate whether or not you are ready or prepared to study the subject that you've indicated as your major. So they're usually not as interested in your extracurricular activities, and in general, they require less information than the US. So for instance, in the Canadian system, for the most part, most of these universities do not ask for any essays at all or recommendation letters. They don't require testing, and they'll just ask that you complete a form, and send your transcript, and that's it. It's beautiful. [0:09:36] BHA: Wow. That is such a strong contrast to things like holistic review and kind of the liberal arts experience that we're familiar with here in the US. To your point, what a great idea that students really explore all that is out there and available to them. It sounds like there are lots of nuances in the admissions requirements, and qualifications, and application process. I'm sure the same goes for cultural norms and values around education too. How might the day-to-day experience of a school abroad differ from a school in the US, and how can students best prepare themselves for that transition? [0:10:14] CP: This is a great question. I'll say, one of the mistakes that students make when they're considering studying abroad is that they make the assumption that a university abroad has kind of the same touchstones as a university in the US. You really can't count on things being the same. For instance, you really need to explore whether or not this university has a campus, whether or not it has residence halls, whether or not you have the ability to take classes or coursework outside of your major, or the flexibility to change your major without withdrawing and reapplying. It's not given that faculty are available to answer your questions outside of class. The degree program might be three years or four years. You want to look for and find out if they offer you special advisors for international students who can help you acclimate and understand the education that you're getting. You want to see if there's student life programming. And a good question to ask is, do local students go home on the weekends? Some students I know are really happy to be in a kind of an empty residence hall over the weekend, and others really don't want to live that life. So what you need to do is ask a lot of questions from people who are there already. Cultural norms are different, so you need to know what it's going to be like to be there. Also, ask some questions about class etiquette. I've heard stories of professors in Europe who don't let you go to the bathroom, or who take attendance every day, and that's part of your grade. So I think the only way to kind of get to the answers to these kinds of questions is to get connected to a student who's already there. So, one thing I would suggest is getting in touch with the admissions office to be introduced to an international student who can really help you understand. I think, even when the culture is relatively similar, you will suffer some culture shock probably. I remember hearing a story about a student from the US who decided to go to university in Canada and was just shocked when they turned on the television or listened to the radio. They were hearing about Canadian politics and Canadian culture. Even though it might seem obvious to us, maybe it isn't, because Canada is so close to us geographically. So, again, ask a lot of questions, and also keep in mind that, hey, if you do want an experience that's similar to one in the US, but you want to be abroad, why not try an American University Abroad? They're really good at what they do, and you'll have the similar support network that you're used to in the US. [0:13:11] BT: Yes, it sounds like there's only so much that you can imagine in your head that might or might not line up with reality. The best way to really understand what it might be like is to, like you said, talk to someone who is doing it every single day. One of those day-to-day experiences that I think of off the top of my head is language and language differences. While many countries have English as a second language, is it necessary for a student to have some proficiency in the official language of a country or culture? [0:13:43] CP: It's a great question, and the systems we're discussing offer Bachelor's degrees in English, so that's no problem. Usually, knowledge of the official language is not required for admissions purposes, but it's not a bad idea to at least learn a little bit of the language before you arrive. Just knowing the pleasantries of saying, "Good morning," and, "Thank You," and knowing your numbers, that's going to get you a long way. Now, some universities and university systems will require the students to learn, or at least be proficient in the official language of that country. As far as I'm concerned, that is a huge bonus for, and a good reason, to go abroad is to get another language under your belt, because it's going to make you even more Interesting and employable after you graduate. [0:14:41] BHA: I'm sure that the draw of learning about another culture and another language has to go hand in hand with the decision to study abroad. It's a huge piece of the puzzle, I'm sure. Another thing that is a given when you're studying in the US or elsewhere is that you'll have to decide how you're going to fund your education, whether that's tuition, cost of living or anything in between. Chris, can you talk us through some options for financing your university experience abroad? [0:15:13] CP: Yes. Unfortunately, I don't have great news on this front. Most public universities abroad will not offer aid to foreign students. There might be a few merit-based scholarships, however, they are really hard to qualify for. It's not a given in any way that you would qualify for aid at a public university, and most of the universities that we're talking about are public. So the Oxfords, and Cambridges, and Exeters of the world, the University of Amsterdam, all of those wonderful places are public. Private universities, however, often will consider students for both need-based financial aid and scholarships. So I think looking into the universities that interest you, it would be helpful to take note as to whether it is a public or private institution. If it's private, I would really dig deeper into their potential scholarships, because that might be a way in. Whenever I've talked to admissions folks at private universities, they've always stressed that if we have really, really excellent students, there will be some money for them. So I encourage you, if you are serious about studying abroad and you require or would like some financial aid, be sure to apply to public universities, but also look at the private universities. [0:16:47] BT: I and I'm sure our listeners really appreciate your transparency around especially that funding and scholarship aspect, because that can be one of the main, if not the deciding factor for a lot of students when it comes to their college education. [0:16:59] CP: Absolutely. It's something that – you absolutely owe it to yourself to take seriously. [0:17:05] BT: We've covered so much ground in this episode about all of the different options when it comes to exploring and choosing to study abroad. Studying outside of one's home country can enhance their development, not only personally, but professionally. So let's wrap up this episode with your thoughts on why a student should really consider pursuing education outside of the US, or outside of their home country in general. [0:17:33] CP: Absolutely. Exposing yourself to different cultures, different languages, different ways of thinking, different ways of learning, different people. These experiences are very valuable to being a complete human being, and will also, in a more practical sense, make you more valuable to your employers and also to graduate programs. Whether it's for a full degree abroad, or for a year abroad at a US institution, your experience abroad will absolutely change your life in all of the best ways. And I can tell you now, I have lots of friends who still keep in touch with the friends that they made going abroad. They're the first to tell me that this is one of the seminal experiences of their lives. So I hope that, while I know going abroad isn't for everybody, I hope that everyone will consider at least exploring this option before making a final choice. [0:18:37] BHA: Chris, thank you so much for bringing so much value to the podcast and to our listeners, thank you so much for taking the time. [0:18:44] CP: Oh, it's my pleasure. Thanks so much for having me. [0:18:48] BT: Thanks to everyone out there for listening. If you're a fan of the podcast, please take a moment to rate, subscribe, and share this episode with the students and families in your life. [0:18:56] BHA: We'll be back with another new episode in a few weeks. In the meantime, send your questions, comments and episode ideas to podcast@bucknell.edu. We read every note you send. [0:19:07] BT: Finally, you're invited to follow Bucknell on your favorite social media apps. Just look for @BucknellU on Instagram, Facebook, X, YouTube and TikTok. You can also follow our student-run Instagram account, which is, @iamraybucknell. [0:19:25] BHA: until next time, keep reaching for your dreams and your dream school. [END] Subscribe to the College Admissions Insider Podcast Apple Podcasts Google Podcasts Pandora Spotify Stitcher TuneIn Radio Contact Details Office of Admissions Location One Dent Drive Contact 570-577-3000 admissions@bucknell.edu Hours Monday – Friday:
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- Evelyn Bliss '27, BiologyEvelyn Bliss '27, Biology kan008 Tags Math & Science Student experience Student Story Student Stories September 26, 2024 Tags Math & Science Student experience "Being at Bucknell is a special experience. The connections I've made here, both in and out of the classroom, have been incredible." Evelyn Bliss '27 first stepped onto Bucknell's campus as a high school sophomore when she competed in the PIAA Swimming and Diving Championships at Kinney Natatorium. "I immediately fell in love with the campus and with Lewisburg," she says. "I felt a little sad though because I really wanted to swim in college, and I knew that I wasn't fast enough to swim at Bucknell." Little did she know, her path to Bucknell wouldn't come through the pool but through a different arena entirely. A shift in sports and a willingness to embrace a new challenge would ultimately earn her a spot not only on the Bison track & field team — but also in the U.S. Olympic Track & Field Trials and the U20 World Championships. Growing up in Rimersburg, Pa., Bliss dedicated 13 years to swimming. After her sophomore season, she joined her school's track team as a way to stay in shape, and she decided to try her hand at javelin. "Because I played baseball when I was little, I thought I could probably throw," she says. But it wasn't an immediate, natural fit. Javelin throwing is a highly technical sport that requires precise form, shoulder mobility and synchronization of the body. It's a quick motion, starting with a walk that transitions into a jog and finishes with a powerful throw. "Any slight misstep can throw off the entire process," Bliss says. Evelyn Bliss ’27, who first visited Bucknell as a high school swimmer, found her true calling in javelin. Photo by James T. Giffen, Marketing & Communications With guidance from her father, a former collegiate thrower, and many hours of practice, Bliss gradually improved. Together, they watched YouTube videos and pieced together her technique. By her junior year, Bliss had a breakthrough, with three standout meets that earned her a spot at the Pennsylvania state meet. There, she finished in second place, throwing 140 feet. That got Bucknell's attention, and Bliss was invited for an official visit to campus where she stayed with a javelin thrower. "I could see myself thriving here," she says. "I'm from a rural area, and I didn't want to go to a big city or large school." When she arrived as a student at Bucknell in 2023, she says she immediately felt at home with the tight-knit track & field community and appreciated the personalized support she received. She and coach Ryan Protzman formulated three goals for her first year as a Bison thrower: winning the Patriot League Championships, qualifying for the NCAA National Championships, and qualifying for the 2024 U.S. Olympic Trials. She did all three. At the Olympic Trials in June, Bliss competed as one of the top 24 javelin throwers in the country. "I was up against these high-caliber athletes who I knew from YouTube — I had learned how to throw by watching their videos," she says. "It was surreal." On day two of the competition, Bliss set a new personal record and made it to the finals. In the final rounds, with her parents and coach there to watch, Bliss delivered outstanding performances — throwing a career-best 183 feet, 2 inches — and secured a spot in the finals. Then in August, she won the bronze medal at the U20 World Championships in Peru, throwing 177 feet, 2 inches. Balancing her athletic life, which entails four to five hours of daily training, with her studies as a biology major isn't easy. But Bliss feels she has the support she needs to succeed at Bucknell. "Some of my first classes felt a little overwhelming," she says. "But I saw a tutor and attended office hours for calculus and chemistry, and it made my learning experience so much better. I asked a lot of questions and got to know the professors better. I love having the Bucknell support system. It's amazing." Her future goals include qualifying for the 2028 Summer Olympics and a career in chiropractic care. In the meantime, Bliss continues to embrace the opportunities Bucknell offers. Whether she's in the classroom, on the field, or participating in the biology club, she's making the most of her time at Bucknell. "Being at Bucknell is a special experience," Bliss says. "The connections I've made here, both in and out of the classroom, have been incredible." See how far you can go at Bucknell Apply BiologyOffBell Tower
- Journalist Yamiche Alcindor Speaks About Reporting and PoliticsJournalist Yamiche Alcindor Speaks About Reporting and Politics mjj013 Matt Jones Tags University news News News September 25, 2024 Tags University news While there is no singular quality that makes a good journalist, there are certain attributes and practices that are critical to the profession: a healthy dose of courage, a commitment to truth, a willingness to listen and, perhaps most of all, a deep and sincere curiosity. "My mom will tell you she didn't like this when I was a little girl, but my favorite question was 'why?' " said Yamiche Alcindor, NBC News Washington correspondent. It was the kind of question that seemed simple at the time, but which she would spend "a whole lifetime, a whole career, trying to answer." Alcindor shared the history of her journalism career as the first speaker in Bucknell's 2024-25 Forum series, which is focused on the theme "World in Transition." Following a private question-and-answer session with students, she delivered a keynote address entitled "Truth in Journalism: Reporting on Politics and Identity in America" on Sept. 24 in the Weis Center for the Performing Arts. NBC News Washington correspondent Yamiche Alcindor attends a question-and-answer session with Bucknell students. Photo by James Giffen, Marketing & Communications Before joining the NBC News team, where she covers the Biden administration and the intersection of race, culture and politics, Alcindor was public broadcasting's White House correspondent for the national news flagship PBS NewsHour and the anchor of PBS' Washington Week. She has worked as a reporter for The New York Times and USA Today and is a frequent MSNBC contributor. The recipient of the White House Correspondents' Association Aldo Beckman Award for Overall Excellence in White House Coverage and the 2020 National Association of Black Journalists Journalist of the Year Award, Alcindor has traveled all over the world to cover politics and breaking news. "I became a journalist because of a woman named Mamie Till who used her pain to bend the moral arc of the universe toward justice in the name of her son," said Alcindor, relaying the story of Emmett Till, an African American teenager who was lynched in Mississippi in 1955 after being accused of offending a white woman. Till's mother's courageous decision to hold an open casket funeral — based on a desire to draw attention to the violence of racism and the vulnerabilities of democracy — motivated Alcindor to become a "professional witness" and "bring hard truths to the forefront of America." Alcindor's commitment to shining a light on truth has led her to cover stories about environmental racism in Lowndes County, Alabama; abortion rights in Idaho; and access to clean water in Baltimore. During the question-and-answer session with students, she was asked about the "worst story" she had ever covered. "My journalism also brought me to Newtown, Conn., to cover the consequences of one of the worst mass shootings in America. That, of course, being the shooting at Sandy Hook Elementary School," Alcindor said. "It is still one of the worst stories I've ever covered, but it's also one of the stories that I'm proudest of because we have to look things like that in the face. We have to look horrible, horrible things like that in the face to understand the hard truth in America." As the daughter of Haitian immigrants, Alcindor shared how important her familial background has been in shaping her coverage of Springfield, Ohio, and Charleroi, Pa., two communities which have garnered national attention after Republican presidential candidate Donald Trump and vice presidential candidate J.D. Vance spread debunked claims about Haitian immigrant communities. "There are few Haitian journalists on TV who can speak in Creole and translate an interview," said Alcindor. "So I really embrace that and see that as a challenge and a skill." While objectivity is central to her work as a journalist, Alcindor shared that these stories have served as crystallizing moments in her career, in which the totality of who she is can be used as a tool on the job. Alcindor closed her speech by reminding the audience that we are roughly six weeks out from a national election. "We're gearing up for an election like nothing any of us has experienced," she said. "We're in this moment where the world is chaotic, both globally and domestically, and where each person is being called, in my view, to use their skills in any way possible, and their talent in any way possible." Up Next The Bucknell Forum speaker series will continue this fall with W. Kamau Bell on Oct. 22. Bell is an Emmy-award winning comedian, TV host, author and producer. Explore upcoming Bucknell Forum events Learn More OffBell Tower
- Episode 84: A Parent Perspective from Admissions ProfessionalsEpisode 84: A Parent Perspective from Admissions Professionals bdw008 Brooke Thames Tags University news Admissions Podcast September 23, 2024 Tags University news While it may be the student who gets admitted to college in the end, they aren't the only ones with a hand in the process. From those initial Google searches to campus visits and beyond, parents and families are discovering and learning right alongside their student. On this episode of College Admissions Insider, we're taking a closer look at the parent and family experience. We'll talk about the role that parents and families play in the college search process. Our guests are two parents who also happen to be admissions professionals at Bucknell. Lara Schmitt '20, P'26 is assistant director of admissions for access & outreach, and Brett Basom P'22 is associate director for international recruitment. If you have a question, comment or idea for a future episode, email podcast@bucknell.edu. Stay up to date throughout your Bucknell journey Join our contact list Links for the Episode Resources for parents and families Info about applying to Bucknell Application dates and deadlines Plan a visit to Bucknell @iamraybucknell, our student-run Instagram Build a Bucknell Custom Viewbook Latest news for prospective students Bucknell Virtual Welcome Center Episode 84 Episode 84 Transcript [INTRO] [00:00:06] BHA: While it may be the student who gets admitted to college in the end, they aren't the only ones with a hand in the process. [00:00:11] BT: From those initial Google searches to campus visits and beyond, parents and families are discovering and learning right alongside their student. On this episode of College Admissions Insider, we're taking a closer look at the parent and family experience. I'm Brooke Thames from Bucknell University. [00:00:27] BHA: I'm Becca Haupt Aldredge, also from Bucknell University. Today, we'll be talking about the role that parents and families play in the college search process. [00:00:35] BT: Our guests are two parents who also happen to be admissions professionals at Bucknell. Lara Schmitt is assistant director of admissions for access & outreach, and Brett Basom is associate director for international recruitment. Welcome to the podcast. [00:00:49] BB: Great. Thanks for having us. [00:00:51] LS: Yes. Thank you, Brooke and Becca. [00:00:53] BHA: Can each of you tell us a little bit more about your work at Bucknell and your children who are in or have been through college? [00:01:00] BB: Yes. I've been at Bucknell for about seven years. I do the international admissions piece here at Bucknell, so I get the joy of working with students and parents from around the world. Even though I've only been at Bucknell seven years, I've been in higher ed most of my life in one form or another. I have one son who graduated from college two years ago in 2022. He is successfully navigating the world of adulthood. We're slowly cutting the financial ties, so Mom and Dad are happy. [00:01:28] LS: I'm Lara, and I have been with Bucknell for going on 13 years now, and in the admissions office all 13 years prior to that. I was at another school for about a year in admissions. I have three children. My oldest daughter just recently graduated from a college down in Florida, and my son is actually a rising senior right here at Bucknell. Our youngest daughter, she is actually in a school in Texas, and she just completed her first year there. [00:01:57] BT: Sounds like we have a wealth of knowledge here on the podcast today. I'd like to think that the first step towards college for a student and their family is talking about it. When did the college conversation come up in each of your households? Was it you who initiated the process, or was it your student? [00:02:13] LS: For my family, we actually started the conversation very early on. I’ve been working in admissions for over a decade. My husband actually was previously a high school teacher, and he was also an adjunct professor at other local schools here. We really started discussing college with them when they were young. I mean, my kids used to come here to Bucknell, so they were very comfortable with the campus, playing on the quad, hanging out in the library. It was definitely something that we always discussed, even when they were kids, the idea of attending college eventually. My husband actually, he got his masters here at Bucknell as well. He was doing that part-time while he was working full-time, so the kids were really very much aware of the whole college atmosphere and what it means after high school to go on to college. [00:03:02] BB: Looking back on it, for us, I don't think there was any one defining moment where we sat down and had "the talk." I think it's just something for us that prepped into the conversation over the course of the years. Kind of similar to Lara, my son grew up around a college campus. I was not working at Bucknell at the time, but it was at another small liberal arts college. A lot of his friends…his friend group was mostly professors’ kids. His preschool was actually on the campus of the previous college, so he was always around it. He would come to visit me in the office. I think it was kind of an unspoken expectation that college would be in your future, so it just kind of crept into the conversation as he grew older. [00:03:40] BHA: It sounds like for both of your families, working at a college or university was a big part of exposing your students to what college could look like for them. While college might be the assumed next step for some students, it might not be a given for others. Was gauging your students’ values around higher education part of the initial conversations? What did that look like? [00:04:02] LS: In my household, it wasn't really assumed, even though they were really exposed to the whole idea of going to college and the college campus. My husband was especially, particularly, was very clear on letting them know that college isn't necessarily for everyone, so it wasn't an assumption. I mean, we did talk to them about attending college. Talked to them about their future goals, where they saw themselves, and line of work they might be interested in when they got older. But it was something that he also made clear to them that it's not for everyone, and there's a lot of careers out there that you don't need to attend college. [00:04:39] BB: Yes, and I totally agree with that. I think there's some kind of higher ed for everyone, but it's not necessarily college. I’m a strong believer in improving yourself and such. But our conversations, we tried to really keep them age-appropriate. When my son was in elementary school, we weren't asking, “Where do you want to get your PhD?” There was nothing like that going on, but we were asking things like, “What's your favorite subject? What do you like in school, and what can you see yourself doing when you're grown up?” That kind of led to us looking at what were his strengths. It was pretty clear by the time he got into high school that he's probably not going to be an English literature major. But he was definitely more analytical, and we could see that, yes, probably something in the technology field or some kind of stem field would be appropriate. The questions kind of evolved to things like, “How far from home do you want to be? I mean, do you want to see Mom and Dad a lot? Or do you not want to see us for four years? Can you see yourself thriving in a large, big flagship university or a smaller environment?” Those are the kinds of questions that we were asking just to kind of gauge his values and what type of place he might want to go to. [00:05:44] BT: Yes, I love that series of questions that both of you asked in your households about whether or not college is right for the student and then probing a little bit deeper to what kind of place do you want to go. When it came time to start looking at colleges, I wonder if you felt that being admissions professionals yourselves gave you a leg up. Were there certain things you were looking for as a parent that you encourage your student to keep an eye out for as well? [00:06:08] BB: Yes. Of course, I thought I was an expert. I thought I knew it all, but I quickly realized that I didn't know anything. When I put on the parent hat, it was definitely looking at colleges from a different lens. I mean, I knew a lot about my institution but not so much about some of the other schools. Things I really emphasized with my son to really do your research upfront, even before visiting. Find out what schools have your major. The questions that I thought were important from just my experience in working in a college, how engaged are the faculty with the undergrads? I mean, are they teaching, or are they off doing research? I wanted an environment where the undergrads are actually actively engaged with the faculty. I also wanted to know what kind of experiential learning opportunities were there. Were there opportunities to do research and study abroad, leadership development, that kind of stuff? Of course, the basic question of, "What do students do on the weekends, and what happens after they graduate? How successful are they?" Those were the things that I wanted to know upfront and kind of emphasized with my son to look at those things. I even would tell him, just when you go onto the college campuses to visit, the admission people are all wonderful people wherever you go. But really look beyond that. Try to connect with some of the students on campus, maybe the faculty to really see what it's like and to see how you match up with that. Just grab a campus newspaper and see what the real issues are. [00:07:33] LS: I have to agree completely with Brett. I feel like he answered exactly the way I was planning on answering. Yes, we did the same things with our kids. Really encouraged them to think about their career goals as well, to see which school would set them up best for that to reach their goals, as well as looking at the other activities that they could do outside of an academic setting also at the schools. One thing, though, that was also big in our household was with three kids, we did have the opportunity for them to get Tuition Exchange through Bucknell. My husband is also actually in the military, so they also had a GI Bill option. That was something that we reminded them of. But, really, in the end, it was their choice whether or not. Of course, they wanted to look at schools that were strictly in the Tuition Exchange program. That was something that I think really affected their choice in the schools that they would be looking at. [00:08:29] BHA: That also sounds like a really nice way, Lara, to blend finances and fit into the conversation so that they are keeping some of those things in mind when exploring schools that are going to be the best fit for each of your students and your whole family. [00:08:44] BT: With different life experiences and personalities in play, maybe a few in the case of Lara, I imagine that there are moments where parents and their students might not always see eye to eye or agree on the same things. Were there moments where your student was really excited about something and you came in maybe with a soft counterpoint? [00:09:05] BB: For us, music was always a big part of my son's life, so it was kind of weighing. Is this something he can do as a career or not? Looking at colleges, it was about finding a career that was going to get him somewhere but keeping music in his life, even though he's probably not going to be a professional. But let's keep it as part of his life, so finding an institution that would fit that need. [00:09:28] LS: For me, I would say it's similar but almost the opposite. For our son, for instance, we really felt that the hobbies that he had in high school and even when he was younger really, to us, spoke to what we felt would be best major choice for him. But he didn't go that route. He actually chose a major that he felt would be more practical for what he wanted in the future. Then he ended up changing his major to history which is really the major that we thought because it was such a passion of his, not just in an academic sense but even just in a personal sense. He was always reading up on history in school. We were very surprised that he decided to go the other route at first, but then he came back to it. [00:10:08] BHA: Let's zoom out a bit and take a closer look at your involvement throughout the process. From those initial college searches to when your student got their acceptance letter in the mail, did you find that your student took the lead? Or did they require more support from you? How did you balance being supportive versus being over involved? [00:10:28] LS: Well, with three kids, I can say that they were all very different. I think my daughters tended to take the lead in pretty much everything, and that definitely translated into when they were doing the college search. They really did take the lead on that, whereas my son not as much. He did know what he wanted — or thought he knew what he wanted — as far as a major, for instance, but he really needed a little bit more support from us. I like to joke sometimes about the story of Goldilocks and the Three Bears. My kids are the three bears, right. They're very different in their approaches just in life in general. They really needed different levels of support, each of them, definitely less on my end with my daughters than with my son. [00:11:12] BB: I intentionally took a step back. I wanted it to be clear that I was not taking control of this. I didn't want to be seen as controlling because of my experience working in a college. I wanted it to be clear that this was his search. This was going to be his college, his life. But I wanted to be a resource, too, so I wanted to let him know that I was there when he needed me, if he had questions. I'm kind of that parent who kept a wide orbit. I didn't want to be hovering too closely, which I think, in general, is pretty good parenting advice. But I was there when he needed me. There were certainly some check-in points. I made sure that he did have a list that looked pretty good of schools. I made sure that he was hitting the deadlines because, as we all know, they vary from college to college. But interestingly enough, his initial college visits he made with his friends. We weren't a part of. He went with some friends. I believe his school had a trip where he went with this guidance office to visit a college. But we made sure that once we got down to the top choices and when he was making the final selections that we were a part of that process. We were on those visits, so we were seeing things, too, so that we could give our input. [00:12:21] BT: As Brett hinted at earlier, it's easy to think that being admissions professionals would make the whole process a breeze. But you both and anyone who listens to our show can tell you that admissions can be really complex. Is there anything you wish you'd known at the start or even mistakes that you made that might be good advice for others? [00:12:39] BB: I think it's always good to expand your vision. Look beyond the 10 big-name schools and do know that there are other really good places out there. Don't just listen to your friends where they're going or all the students from your school are going or what school has the best football team, unless you play football, of course. I think just doing your research upfront to find the right fit for you. That's probably the most important thing about this whole process. Don't stress out too much about it. It all works out in the end. There are so many good colleges out there that would love to have your son or daughter. Just knowing that is just finding them and then finding the ones that fit best for them. [00:13:17] LS: I think, for me, I would say that the main thing that I wish I had taken a closer look at to better support my kids…Because, like I said, the girls were pretty independent as far as doing their own college searches and things like that, and my son was as well in that area. But really, I think it would have helped if I had had a better understanding of the whole financial end of things with financial aid and the FAFSA and that whole process. It's interesting now also because on the other end of it with my oldest daughter, who just graduated, just really being able to guide her now with things like her student loans and that whole process….I think it would have been better if I had taken a much more closer look at that four years ago so that I could better support her in that area. [00:14:05] BHA: That's really thoughtful advice that I'm sure our listeners will take with them. But to play a little bit of devil's advocate, is there advice that you were given that you didn't take, and did that impact the process for the better? [00:14:18] LS: One of the bits of advice that I had been given was regarding post-acceptance college visits versus pre-acceptance visits. At the time, five years ago now, when my oldest was looking at schools, we were advised that we don't visit the schools until after she was accepted to them. That's something that now I feel like would have been better if we had visited the schools ahead of time, which we did end up doing with my son and with our youngest daughter. That was one thing that I feel it impacted the process for the better that we did not follow that advice the second and third time around. [00:14:57] BB: Yes. I can think of a couple of things. One bit of advice was that you have to apply to 20 or 30 colleges. You have to look at so many colleges, and I don't agree with that. I mean think about the cost of application fees and such. I think, again, if you're doing the research upfront, finding schools that look like they're a good fit, visiting them, you can narrow that list down to a reasonable amount, three, five, eight, whatever it may be, to start the process. The other thing I think I found was not to value, or maybe over-value, one person's opinion too much. This could be anything from a tour guide you met or the neighbor down the street who had a bad experience or even things that you see posted on social media. Again, it's just one person's opinion, and a college or university is made up of many, many people, and most of whom have really good experiences. Again, doing your research so that you can make your own informed decision that works best for you. [00:15:54] BT: What I've heard throughout this episode is that this journey like any has its ups and its downs and its failures and its successes. But I'd love to round out this episode with some praise for both of you. Ushering a child into the next phase of their life is no small feat. What’s something that you feel you did really well as a parent in the admissions process as a whole? [00:16:16] BB: Yes. I guess just keeping it low-stress, trying to check in as needed, and to be a resource. From an academic end, I guess through my experience of working in a college and reading thousands and thousands of transcripts over the years, just understanding what a good course selection in high school would be. I was able to advise my son on, yes, these are good courses that colleges are going to want to see and will make you competitive versus taking too easy of a schedule or something senior year. At the same time, just really emphasizing just keeping a balance in life because, yes, you don't want to stress out too much. You want to be competitive. You want to work hard. But at the same time, there are other things that you need to round out your life, and there are certain soft skills in life that will enhance you wherever you go. Of course, I would be remiss if I didn't give my wife credit. She certainly kept an academic tone around her house. I traveled a lot for work, so she was able to keep that going. Keep my son's nose to the grindstone when needed. That was very helpful, so definitely a team effort. [00:17:16] LS: Yes, I agree. With my husband and I as well, it was definitely a team effort, especially, I mentioned earlier about the financial end of things. He really did take the lead on that because I felt that I hadn't taken enough of a deeper dive into how best to advise my kids in that area. But I would say that the bits of advice that I did give my kids was that to tell them that there's lots of great schools out there and so many to choose from and for them to look into and so many options. Really, they needed to look at the school where they could really see themselves, where they could see themselves interacting with the professors. Getting the hands-on experience and the research and internship opportunities that they wanted, where they could see themselves hanging out with friends in the quad or in the library or downtown. Also, almost more importantly or just as important maybe is a school that would really set them up to reach their future goals. I think that was the largest piece of advice that I gave them, and they really seem to follow and help them to succeed. [00:18:18] BHA: I want to thank you both for being on this episode. You bring a wealth of knowledge not only as admissions professionals but also as parents in the process. We are so glad that you're able to share some of your words of wisdom with our listeners. Thanks for joining us. [00:18:33] LS: Yes. Thank you. Thank you for having us. [00:18:34] BB: Yes, thanks. [00:18:35] BT: Thanks to everyone out there for listening. If you're a fan of the podcast, please take a moment to rate, subscribe, and share this episode with the families in your life. [00:18:43] BHA: We'll be back with another new episode in a few weeks. In the meantime, send your questions, comments and episode ideas to podcast@bucknell.edu. We read every note you send. [00:18:54] BT: Finally, you're invited to follow Bucknell on your favorite social media apps. Just look for @bucknellu on Instagram, Facebook, X, YouTube and TikTok. You can also follow our student-run Instagram account which is @iamraybucknell. [00:19:09] BHA: Until next time, keep reaching for your dreams and your dream school. [END] Subscribe to the College Admissions Insider Podcast Apple Podcasts Google Podcasts Pandora Spotify Stitcher TuneIn Radio Contact Details Office of Admissions Location One Dent Drive Contact 570-577-3000 admissions@bucknell.edu Hours Monday – Friday: 08:30 a.m. - 04:30 p.m. Saturday: Varies Sunday: Closed AdmissionsOffOff
- Bucknell to Host Family Weekend, Partner in International FestivalBucknell to Host Family Weekend, Partner in International Festival msf014 Mike Ferlazzo Tags Student experience University news News News September 18, 2024 Tags Student experience University news More than 3,200 family members and current students have registered to participate in Bucknell University's annual Family Weekend, Friday, Sept. 20 through Sunday, Sept. 22, which this year coincides with the inaugural Community International Festival, co-sponsored by Bucknell and the Lewisburg Downtown Partnership. The weekend will now combine the campus family traditions with a celebration of cultural diversity, offering students, families and the Lewisburg community a unique opportunity to come together. "Family Weekend provides families with the chance to experience campus life and participate in a wide range of events alongside their student family members," says Tara Michaels, assistant director, alumni & parent large campus programs. "This year, the weekend will be even more dynamic with the introduction of the Community International Festival, which will showcase the rich cultural heritage of Bucknell’s international student body and the broader Lewisburg region." Friday Highlights The weekend kicks off Friday and will include a 4 p.m. program for families of Freeman College of Management students featuring the college's new dean, Michelle Roehm, Kenneth W. Freeman Professor of Management, who will engage in conversation with James Henry P'27, senior managing director at Bank Street Group. University theatre students will perform their first-year showcase, One Christmas Eve at Evergreen Mall, Friday at 7:30 p.m. in Tustin Hall Studio Theatre. Directed by Tessa Brizhik '26, the comedy presents a series of short plays that follows eight intertwined stories in a Midwestern mall on the last day of shopping before the holiday. Tickets may be purchased through the Bucknell box office. Athletically, the Bison field hockey team will host Boston University at 4 p.m., while the women's volleyball team will play Holy Cross in Davis Gym starting at 7 p.m. in Patriot League contests. Inaugural International Festival Saturday Saturday activities will include the inaugural Community International Festival from 10 a.m. to 3 p.m. at Vedder Hall and Hufnagle Park. The festival will feature live performances, international food vendors, and a variety of cultural displays, offering a global experience right in downtown Lewisburg. A highlight of the festival will be the parade of flags, starting at 11:30 a.m., showcasing the national flags of Bucknell's international students. Eric Ian Farmer and Friends, a local band, will perform at 12:30 p.m. in Hufnagle Park. Food trucks offering international cuisines will be available throughout the festival, and vendors will sell handcrafted goods from around the world. Bucknell students will receive tickets for complimentary food from the trucks, with additional tickets available for purchase. The festival is supported by community partners, including the Degenstein Foundation, Wellspan Evangelical Community Hospital, Bucknell's Office of the Provost, and the Office of Equity and Inclusive Excellence. Student members of the Latine Alliance for Community and Opportunity for Students Club will also host Feria Latina, an outdoor Latine-style street fair, starting at 6 p.m. in MacDonald Commons. University Saturday Highlights The Bucknell improv group We Brake for Nobody will perform Saturday at 11 a.m. and 8 p.m. in the Elaine Langone Center’s Forum (Room 272). Christy’s A Cappella Concert will also take place at 1 p.m. in the Weis Center for the Performing Arts, featuring performances by Bucknell's student a cappella groups. The first-year theatre showcase will have two more performances Saturday at 2 p.m. and 7:30 p.m. in Tustin Hall Studio Theatre. Tickets for all three shows may be purchased through the Bucknell box office. Among Saturday sporting events, the defending Patriot League-champion Bison women's soccer team will host league rival Colgate in a 1 p.m. game, while the men's soccer team will host Holy Cross, and the women's volleyball team will welcome Army-West Point in 4 p.m. league contests. Families can also join in the Pregame Spirit Trail starting at 4:30 p.m. on Dent Drive around Freas Hall Lawn where they can collect Bucknell-themed items before heading to the Family Weekend football game vs. Marist at 6 p.m. in Christy Mathewson-Memorial Stadium. There will be a celebratory fireworks display following the football game. Tickets for the game may also be purchased through the Bucknell box office. Academic activities Saturday will also give families the chance to meet the inaugural directors of the University's newest centers. Erin Jablonski, director of the Perricelli-Gegnas Center for Entrepreneurship & Innovation; and Kelly McConville, director of the Dominguez Center for Data Science, will participate in a 1 p.m. talk at Taylor Hall. Sunday Highlights Sunday will find the Bison field hockey team hosting Penn State at 1 p.m. And the Bucknell Jazz Band and Symphonic Band will also play a free combined concert showcasing the musical talents of students starting at 2 p.m. in the Weis Center. The complete Family Weekend schedule may be found here. Center for Alumni & Family EngagementOffBell Tower