Spring 2016 Parent Newsletter

From Your University & Career Advancement Counsellors

Inside Spring 2016

Dear CIS Parents,

As our regular readers well know, our newsletters frequently shine a
much needed spotlight on some of the more unhealthy beliefs and
values common to communities like ours in relation to university admissions. In this issue, we spotlight the world of US university admissions,
and how its admission requirements and policies evolved (see the
review of The Chosen) and how they are responsible for many of the ill
effects of the current admissions climate.
Our newsletters focus comes on the heels of a recently released report
by Harvards Graduate School for Education called the Making Caring
Common Project - its 50+ signatories comprising a whos who of academic and admission deans at what would widely be considered to be
the USs most highly regarded secondary and tertiary institutions.
While the report falls short of calling for a complete overhaul of US admissions requirements, it stands as the most public acknowledgement
to date that the American admission process is broken, in part because
of its toxic effects on student wellbeing. Along with the reports recommendations, well give you our analysis on why theyre important in
improving the US admissions climate.
In a separate feature article, we ask our Head Girl and to weigh in on
university admissions from the student perspective and offer advice to
parents on how best to approach its challenges and demands.
As always, we hope our newsletter will help illuminate several interesting and important aspects of career exploration and university
admissions. Please feel free to contact your CIS University Counsellor
whenever questions or concerns arise.
And we hope you like our new format!!!
Yours in Service,
The CIS University & Career Advancement Counsellors

Reforming US Admissions:
Harvards MCCP Report Is a
Step in the Right Direction.
But Is It Enough?
On University Admissions:
Advice for Parents from Our
Head Girl
Attention Yr 13 Parents:
Senioritis Is Highly Contagious!!! Know the Warning
Signs!!!
Frequently Asked Questions:
Everything You Need to Know
about Expected Grades
Hot Rumour:
Its Definitely Not OK to
Make Multiple US Deposits!
Career Corner:
Do You Know Someone with
Designs on Being an Architect?
Featured College:
The University of Monash
Book Review:
The Chosen
Regular Features:
Articles of Interest from
Around the Web and Humor

Your CIS University Counsellors

Sow Fun Dawson - sfdawson@cis.edu.hk
Robert Manuseto mansueto@cis.edu.hk
Marc Marier mmarier@cis.edu.hk

An education isnt how much you

have committed to memory, or even

Your CIS Career Advancement Counsellor

Annie Yung ayung@cis.edu.hk

how much you know. Its being able

to differentiate between what you do

Administrative Assistant
Brankie Wong bwong@cis.edu.hk

know and what you dont.

-Anatole France (1844-1924)

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Harvard Graduate School of Educations Making Caring Common Project Is a Step in the Right Direction, But Is It Enough?
For those of us working in college admissions, the recently released Making Caring Common Project
report comes as welcome news. The 50+ signatory US universities are finally acknowledging what
weve long known and decried that the current highly pressurized US admission process is harmful
to students.
The reports recommendations are grounded in the belief that the US admission process is so
achievement oriented, that students are increasingly disconnected and uninterested in anything that
does not directly affect their academic success and eventual path to the most competitive universities. In other words, the current admission climate is a key component in creating a generation of
highly stressed, self-interested, and emotionally fragile students. An additional aim of the MCCP report seeks to level the playing field where it has long been recognized that students of means enjoy a
substantial advantage over less privileged aspirants in the US application process.
Click here for a look at the report.
While the MCCP report includes several recommendations, well focus on those specifically relating
to college admissions of which there are five.

Recommendation #1:
Prioritizing QualityNot Quantityof Activities

University admissions offices should send a clear message that numerous extracurricular activities or
long brag sheets do not increase students chances of admission. Applications should state plainly
that students should feel no pressure to report more than two or three substantive extracurricular
activities and should discourage students from reporting activities that have not been meaningful to
them. Applications should provide room to list perhaps no more than four activities or should simply
ask students to describe two or three meaningful activities narratively. Applications should underscore
the importance of the quality and not the quantity of students extracurricular activities. Admissions
offices should define students potential for achievement in terms of the depth of students intellectual
and ethical engagement and potential.
Our view:
This is a solid recommendation as the current climate encourages students to choose ectra-curriculars based on what will look good to university admissions counsellors rather than
being focused on what the student is most interested in/genuinely passionate about. University of California institutions implemented this recommendation years ago. Its time for the
remaining US universities to follow suit.
Limiting the number of activities a student can list would have the added benefit of lowering
the pressure students feel to fill their activities resume, often with frivolous commitments.
It could result in students being able to enjoy more unscheduled down time which is so necessary to developmental growth.

Recommendation #2:
Awareness of Overloading on AP/IB Courses

University admissions offices should convey to students that simply taking large numbers of AP or
IB courses per year is often not as valuable as sustained achievement in a limited number of areas.
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While some students can benefit from and handle large numbers of AP/IB courses, many students
benefit from taking smaller numbers of advanced courses. Too often there is the perception that these
students are penalized in the admissions process. At the same time, its vital to increase access to
advanced courses for large numbers of students in schools without access to adequately challenging
courses.
Our view:
Thankfully, CIS students arent overloading in terms of IB courses. Only a small handful take four
HL classes and these are thoroughly vetted to assure its appropriate. How many are taking AP
courses on the outside is a fair question. We have no data, but we are actively discouraging this
practice.
A bigger concern in our community is the amount of outside tutoring that students are engaging in
both for academic courses as well as standardized test preparation which this MCCP recommendation, unfortunately, does not address.

Winter 2016 Parent Newsletter

From Your University & Career Advancement Counsellors

Recommendation #3:
Discouraging Overcoaching

Admissions offices should warn students and parents that applications that are overcoached can
jeopardize desired admission outcomes. Admissions officers, guidance counselors and other stakeholders should remind parents and students that authenticity, confidence, and honesty are best
reflected in the students original voice. Admission officers should consider inviting students (and
families) to reflect on the ethical challenges they faced during the application process.
Our view:
Most CIS students tend not to use independent university counsellors as our program is comprehensive and students receive a high degree of support. We see the use of for-profit university counsellors by some in our CIS community as an example of how parental anxiety around
this process can lead to overcoaching.
Based on our work with students, we feel that they submit application materials that genuinely
reflect their experiences and their writing.
Our efforts in helping students with their essays and personal statements aim at clarity and
supporting detail while maintaining the students voice and perspective.

Recommendation #4:
Options for Reducing Test Pressure

Admissions offices should work to relieve undue pressure associated with admission tests (SAT and
ACT). Options for reducing this pressure include: making these tests optional, clearly describing to
applicants how much these tests actually count and how they are considered in the admissions
process, and discouraging students from taking an admissions test more than twice. Colleges should
tell students that taking the test more than twice is very unlikely to meaningfully improve students
scores. Colleges should also be asked to justify the use of admissions tests by providing data that
indicates how scores are related to academic performance at their particular institution.
Our view:
Alleluia! Weve long felt that the role that standardized tests play in the admission process in
our community is often distorted resulting in regrettably unnecessary levels of stress and anxiety.
Many of our students begin prepping and sitting for these tests at an unreasonably young age.
We also have some students who feel that no score is good enough and will sit for too many
retakes.
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The final sentence of the recommendation is especially important. Theres plenty of evidence
to suggest that at the very least, US standardized tests are extremely poor predictors of academic performance at university precisely what they were intended to do. Why the majority
of universities continues to require them is a fair question. Asking them to justify their use and
their role in the admission process makes wonderful sense to us. (Read: Do SAT and ACT
scores really matter? New study says they shouldnt.)

Recommendation #5:
Expanding Students Thinking about Good Colleges

Admissions officers and guidance counselors should challenge the misconception that there are only
a handful of excellent colleges and that only a handful of colleges create networks that are vital to job
success. It is incumbent upon parents to challenge this misconception as well. There is a broad range
of excellent colleges across the country, and students who attend these colleges are commonly successful later in life in the full array of professions. There are many paths to professional success, and
students and parents should be far more concerned with whether a college is a good fit for a student
than how high status it is.
Our view:
Amen! Weve long decried the perception that a small handful of universities represent a
quantum leap in student prospects for success and happiness and anything less represents
a setback. This thinking is responsible for much of the hyper-pressurized climate which adversely affects the educational experience as well as the wellbeing of students here at CIS.
The MCCP report concludes:
Finally, we are keenly aware that reforming college admissions is only one piece of a far larger challenge. Ultimately, we cannot bring about a sea change in the messages our culture sends to young
people unless educational institutions at every level elevate and embody a healthier set of values.
While this change needs to start or accelerate from multiple points, we view our recommendations as
one powerful place to begin. In the face of deeply troubling trends that only seem to be worsening, it
is time to say Enough.
In summary, our concerns about the MCCP report are essentially twofold:
1. Theyre recommendations with absolutely no mention of if, when, or how universities will implement them.
2. They dont go far enough.
There is much wrong with the US admissions process as it currently exists including:
The continued participation of universities in college rankings and the pervasive use of those
rankings in their institutional marketing.
The continued use of legacies and other devices which advantage students who may already
enjoy non merit-based advantages in this process.
US university admissions practices are increasingly coming under fire for promoting marketing in
an effort to climb the rankings, thereby enhancing institutional prestige and attracting wealthy donors - all at the expense of student wellbeing. We see the MCCP report as an important first step,
but theres still a long ways to go before student wellbeing in the US admissions process is given the
primacy our students deserve.

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Advice for Year 12 Parents from Our Head Girl on What Makes
for a Smooth College Process?
Jimin writes:
Believe me when I say parents are invaluable throughout the
application process but only to a certain extent. As with
all things in life, like dieting, watching TV, playing sports etc.,
moderation is always the key to success. In this case, a moderate amount of interest and assistance on part of parents can
certainly enhance a childs college application. Having been
through the process myself, I think its worthwhile to mention a
few concrete things parents can do for their children to make
this process as smooth as possible.
The following are observations I made from my own experiences, yet I believe they will more or less be universal. (Disclaimer: unfortunately, my major godsend otherwise known
as a Korean website for parents overly concerned about their
childrens futures/career prospects only exists in one language, and sadly its not this one.)

Whenever you want to properly talk about college, set a

solid time to do so. Most of whats said about college easily
flies over our heads, as were either preoccupied with something else or tired of hearing the same things over and over
Ji Min Kang Head Girl Class of 2016
again. Those with manners would simply smile and pretend
theyve absorbed all youve said; those without, as my father can testify, will sprint down mountains
during family hikes at every mention of the dreaded C-word. If you want to talk seriously, tell your
child that you want to talk to them at a specific time, on a specific day, when everyones free. That
way, everyone will come to the table with an opinion that they are willing to share and to compromise.
Do the research, talk to others but without making it stressful. Throughout the application
process, my mother being the incredibly helpful and lovely person she is searched the web for
information on how to fill out the Common Application, on the qualities of certain schools and the like.
At one point, she knew more about the Common App than I did, often calling me out of my room to
fix the order of my extracurriculars or to chide me for getting my
Be supportive not only
sisters graduation date wrong (by the massive margin of one whole
day). Thanks to my mothers knowledge, I felt incredibly supported of your own child but his
or her friends and their
and a lot more confident about what I was doing. There is a wide
pool of information online that one can easily access (one being
families. Everyone is exthe aforementioned Korean website) and that your children may not periencing the same joys,
necessarily have the time to find and read. Having said that, its im- the same sorrows, and we
portant not to be overbearing, because theres nothing worse than
should be taking advanfeeling as if your college process is not your own.

tage of the intimacy of the

Stay kind, stay strong, stay positive. It is an unfortunate fact that CIS community, not sufferthe college process, given the paranoia surrounding hyper coming from it.

petitive acceptance rates, can sometimes turn into a catty version

of the Hunger Games. Comparison, suspicion and maliciousness should never dominate and poison
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what should otherwise be an exciting time for all. Be supportive not only of your own child but his or
her friends and their families. Everyone is experiencing the same joys, the same sorrows, and we
should be taking advantage of the intimacy of the CIS community, not suffering from it. Besides, on a
slightly practical level, a greater likelihood of success in life will inevitably follow your child if he or she
is surrounded by successful people and at the end of the day, the more successful people there
are in the world, the better the world will be.
Good luck, and dont forget to have fun!

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

Know the Symptoms!
Senioritis is a wildly infectious disease and its coming to your home!!!! Senioritis will generally afflict
the vast majority of our Year 13s at some point during their final semester!!!! Epidemiologists point
to the Year 13 Common Room as the likeliest source for this highly contagious virus!!!! Sadly, the
disease resists treatment and has no known cure!!!! Even more sadly, weve run out of exclamation
points.
At onset, senioritis symptoms can include: general lassitude, complaints of fatigue along with a
marked decrease in academic motivation. These symptoms are considered normal - not dangerous
or life-threatening.
In more severe infections, however, the senioritis sufferer will boldly proclaim, COLLEGES DONT
LOOK AT SECOND SEMESTER GRADES! Such a pronouncement indicates the onset of the
most severe strain of senioritis where the affliction has clearly progressed to the dreaded delusional
stage.
If your Year 13 makes this pronouncement, immediate emergency
treatment is prescribed. Research has shown that liberally offering
the following reminders to your delusional senioritis sufferer will
help ease the diseases worst symptoms:
1. An acceptance offer is just that - its an offer, not a contract. Universities routinely state in their acceptance letters that the admission offer is contingent on continued strong academic performance
through the remainder of their final school year.
2. UK, HK confirm offers only upon satisfactory IB exam scores. A
growing number of US unis also look at IB exam scores.
3. US universities most certainly do look at second semester transcripts in order to assure that a prospective student continued to
perform at a level commensurate with the applicants previous
performance.
4. And yes, we have had students in the past who jeopardized acceptance offers because of poor second semester performance.

In more severe infections,

however, the senioritis
sufferer will boldly proclaim, COLLEGES DONT
LOOK AT SECOND SEMESTER GRADES! This
pronouncement indicates
the onset of the most severe strain of senioritis
where the affliction has
clearly progressed to the
dreaded delusional stage.

Its recommended that parents liberally offer these reminders as frequently as possible until symptoms abate. In the meantime, please contact your University Counsellor at the first sign that the
disease has reached the dreaded delusional stage. Your CIS University Counsellors have received
special training in senioritis identification and treatment.
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Frequently Asked Questions Regarding Expected Grades

For IB Diploma students applying to the UK, HK, Canada, and Australia, expected grades will play a
major role in admission decisions; in fact, they can factor into admission decisions at some US institutions as well.* Parents understandably often have questions as to how theyre derived and what
they mean in the university selection and admission process. Below, we answer frequently asked
questions. As always, please contact the University Counselling office if you have any additional
questions.

What are expected grades?

Expected grades attempt to determine as accurately as possible what a student is likely to score on
each of his/her IB subject results at the conclusion of Year 13.

How are they derived?

Individual teachers in each IB subject make a best estimate on what a student is likely to achieve
based on class performance, mock exam performance, internal assessments, etc.

When are they assigned?

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

Is the June assigned expected grade final?

No. Teachers will review all expected grades during the fall before they are sent to universities and
can change them if warranted.

What if a student is on the cusp?

Teachers have the option of assigning a split grade in June (ie. 5/6) with the understanding that the
student may receive the higher mark if warranted in the fall of Year 13.

Exactly when are expected grades finalized?

It depends on the application deadlines of the institutions the student is applying to. With Oxbridge
applicants, for example, the expected grade is finalized by the end of September-early October. For
remaining Yr 13 students, theyre finalized by the end of November. Expected grades cannot be
changed after they are finalized.

How does the expected grade differ from the transcript grade?

The transcript grade is a record of a students performance in each class during the specific term being graded. It takes into account the same factors used in deriving the expected grade. Additionally,
the transcript grade includes consideration of other factors including such formative assessments as
participation, effort, group work, attitude towards learning, etc.

So a students expected grade can differ from his transcript grade?

Yes, because the two arent using an identical set of assessment criteria. An expected grade
is based mainly on assessment performance since the student entered the IB diploma program
whereas transcript grades take into account additional factors as mentioned above.

How and when are universities notified of a students expected grades?

At application, universities will learn the students expected

grade. In some systems, the student
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submits the expected grade as part of his application which is subsequently verified by his University
Counsellor (HK); in other systems, the University Counselling office will forward the students expected grade in the recommendation letter (UK.

How should a student use the expected grades in determining universities to

apply to?

Conditional university offers of admission are usually contingent on the student meeting his/her expected grade performance. CIS University Counsellors work with students to insure that they apply
to schools that are within an acceptable range of their overall expected grade. For example, if a student is expected to achieve a total of 36 points (with bonus, we would typically recommend that the
student apply to institutions in the 35-37 range to assure that he/she will ultimately meet conditions
and receive offers.

How do universities use Expected Grades in determining admissibility?

In general terms, theyre very important and the more competitive the university or the program, the

Students who fall short of

achieving an expected grade
can request for the exam to
be re-marked which typically
takes two weeks. It should
be noted that a re-mark can
result in a student receiving a
higher, same or lower grade.
Students are strongly recommended to seek the advice of
our IB Diploma Coordinator
who will consult the component results of the IB subject
in question to help the student determine if a re-mark is
advisable.

more important they are. That said, there are differences in

how theyre employed by individual institutions. Some universities employ a strict cut off; in other words, if the applicants
expected grades fail to meet the universitys requirement, the
applicant will not receive an offer regardless of how he might
perform subsequently in his IB coursework. Others might extend a conditional offer even if the applicants expected grades
fall below their requirement and withhold a confirmed offer
contingent on IB results.

What happens if a students final IB grade falls

short of the expected grade?

Students who fall short can request for the exam to be remarked which typically takes two weeks. It should be noted
that a re-mark can result in a student receiving a higher, same
or lower grade. Students are strongly recommended to seek
the advice of our IB Diploma Coordinator who will consult the
component results of the IB subject in question to help the student determine if a re-mark is advisable. It needs to be noted
that a small but growing number of US institutions reserve the
right to withdraw an admission offer if an applicants final IB
grades fall significantly short of the expected grades.

What happens if a students performance on his IB exam falls short of meeting

the universitys offer?

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

What happens if a students performance exceeds his expected grades?

UCAS Adjustment allows students to negotiate with individual universities. Adjustment is highly
unlikely to result in an offer from the more popular/competitive universities; in fact, weve never had a
student enter a more competitive university as a result of performance which exceeded his/her expected grades. Click here for a complete explanation from UCAS.
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Theres also something called a predicted grade. Whats the difference between
a predicted and an expected grade?

Predicted grades are generated for all Year 13 students following mock exams (late February) and
are shared with the IBO. No university will see predicted grades with the exception of Australia and
New Zealand July intake applicants. Otherwise, all Australian and New Zealand institutions will base
offers on actual IB results.

Multiple Deposits: Its a Question of Ethics

Were fast approaching the time when our current Year 13s and their parents will have to make final
decisions on which university they plan to attend. Universities typically request that students make a
deposit to signal their commitment, usually by May 1st for US universities, much earlier in the case of
Hong Kong universities. The amount of the deposit can vary from institution to institution but it usually falls in the range of $100 to $1,000 (US).
Occasionally, we are asked whether or not its acceptable to make double or multiple deposits, generally for the following reasons:
To buy time to decide on a single university when the student has been accepted by more than one
institution.
To continue considering financial aid offers from more than one college.
To ensure enrollment at one college while waiting for a waitlist decision from another. This is the
only scenario in which we allow a double deposit to be made.
Why is double depositing unethical?
1. Its deceitful. Students can only attend one college, so they are essentially lying when they notify
more than one that they intend to enroll.
2. Its unfair to the college. If the practice continues, colleges may find they cant predict the size of
the incoming class with any accuracy. They may take actions such as enlarging the waiting list or
increasing deposit amounts (both of which will obviously impact future applicants).
3. Its unfair to other applicants. The double depositor is taking up a spot that could go to another student who will instead be put on a waitlist or turned down.
What we tell students about double depositing.
At CIS, we educate students (and parents) as to the ethics inAt CIS, we educate students
volved in putting down multiple deposits, emphasizing that they (and parents) as to the ethare denying a student an offer of admission from any school at
ics involved in putting down
which they deposit, and do not ultimately attend. On a practical
level, CIS UNiversity Counsellors let students know that our of- multiple deposits, emphasizfice will only send final documents (transcript) to one school, so ing that they are denying a
only one deposit will be viable. We also tell them that if we know student an offer of admission
of someone putting down more than one deposit, we will imme- from any school at which they
diately insist that the student maintain only one, and withdraw
deposit, and do not ultimately
his/her intention to enroll from any other institutions and provide
attend.
our office with proof of that withdrawal. If the student doesnt
follow through, all of the students schools will be informed of the
situation which may result in all institutions withdrawing their offers of admission.
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While multiple deposits are primarily an ethical issue, there are also important practical considerations. Not only is a multiple depositor denying an opportunity for another student to attend, but he/
she is also doing damage to CISs relationship with those colleges/universities. At some point
schools will stop admitting future CIS applicants if they believe that our students dont live up to their
commitments. Our responsibilities as an office and institution are not only to current, but to future
CIS students as well. We owe it to them not to let the actions of any current student(s) damage that
relationship.

Know Anyone with Designs on Being an Architect?

Modern design, materials and construction have

radically changed whats possible in architecture

Architecture is the art as well as the science of

designing buildings, creating extensions or alterations to existing buildings, or advising in the
restoration and conservation of old properties.
Architects can be commissioned to work on public
or private projects, indoor or outdoor spaces, and
anywhere from a single room to an entire building
complex. The space created needs to be structurally safe, functional and aesthetically pleasing.
Though architects spend the majority of their time
in the office meeting clients, producing reports
and drawings, working with other architects and
engineers, they can also expect to conduct construction site visits.

Click here for a list of skills and aptitudes for the successful architect.
Duties and responsibilities provided by the Bureau of Labor Statistics (US) of an architect includes:
Meet with clients to determine their needs and specifications
Give preliminary estimates on cost and construction time
Prepare structure specifications
Prepare scaled drawings, by hand or with computer software
Prepare contract for building contractors
Manage construction contracts
Keeping within budgets and deadlines for projects
Visit worksite to ensure construction adheres to architectural plans
Although computer-aided design and drafting (CADD) and building information modeling (BIM) have
replaced traditional drafting paper and pencil for creating designs and construction drawings, handdrawing skills are still required especially during the conceptual stages of a project or when the architect is at a construction site. Other qualities in an architect includes analytical, organizational and
communication skills, as well as creativity and visualization skills.
Pathways to becoming a registered architect
To become a registered architect in the UK, students will complete their first degree in architecture
before obtaining a twelve month supervised and recorded professional experience. Once students
have completed their professional experience, they will continue on to another two years of further
studies or Masters degree in architecture before embarking on the last round of supervised and
recorded professional experience. When all of the above is finished, students will need to pass a writ10

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ten and oral examination, along with an assessment of their twenty-four months practical experience
before registering to be an architect with the Architects Registration Board (ARB) and applying to be
a chartered member of the Royal Institute of British Architects (RIBA). The entire process of becoming a registered architect in the UK will take a minimum of seven years.
In the US, respective states will have their own requirements for those wishing to become a registered architect. However, similar to the UK, the three common requirements for registration are education, experience and examination. There are two pathways to becoming an architect. Students
can choose to complete a five year Bachelor of Architecture degree in one of the one hundred and
twenty three schools accredited by the National Architectural Accreditation Board. Upon completion of
their Bachelor of Architecture degree, students will need to obtain at least three years of professional
experience before sitting the Architect Registration Examination (ARE). Professional experience are
done under the Intern Development Program (IDP), which is administered by the National Council
of Architectural Registration Boards (NCARB). If a student does not have a Bachelor of Architecture
as their first degree, a Bachelor of Science degree in a related architecture or design field is typically
the minimum standard for almost every state. Students will then need to obtain a Masters degree
in Architecture before completing the three years of professional experience and sitting the ARE. It
can take anywhere from seven to eleven years for one to become a registered architect in the United
States.
For those planning to stay in Hong Kong for university, only the University of Hong Kong and the Chinese University of Hong Kong offer professional degrees for architects currently. Students will complete their four year studies of a professional Bachelors degree, before pursuing a further two year
Masters in Architecture degree. Once students have completed their studies, they will begin their two
years of supervised work prior to sitting the professional assessment conducted by the Hong Kong
Institute of Architects and Architects Registration Board of Hong Kong.
Those who complete their studies overseas will need to contact the Hong Kong Institute of Architects
on the applicability of their courses for licensure.
Interior Architect
Interest in interior architecture has grown rapidly
in recent years and as a result, courses in interior
architecture have been introduced. Some courses
are based in universities schools of art and
design, while others are based in their schools
of architecture. Qualifications can vary (BA, BSc,
BFA, MArch, BDes) so students should research
the courses thoroughly before applying.
The practice of interior architecture requires designers to consider everything that has to do with
the building of an interior space to how it will affect human habitation, including materials, finishes,
electrical requirements, plumbing, lighting, ventilation, ergonomics, and intelligent use of space. They
will draft plans to create or refinish spaces with their clients tastes in mind. Interior architecture might
be an appropriate focus for those who gravitate more toward the creative side of design.
Sources consulted:
Prospects UK: www.prospects.ac.uk
Bureau of Labor Statistics: www.bls.gov
Hong Kong Institute of Architects:
www.hkia.net

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Monash University: Where Down Under Does NOT Mean

Down and Out
How is it that a university founded with just 400 students in 1961 has
grown to be a global university (and Australias largest), with a presence
on four continents, a member of the prestigious Group of Eight and the
university of choice for 60,000 students? The answer is Monashs absolute commitment to its core values of excellence, internationalism, inclusivity and innovation.

World-leading research
Monash University has a tradition of ground-breaking research that has
had wide-ranging, lasting global impacts. Monash has pioneered research
in areas including IVF, disease prevention and control, cancer, drug development, climate science, sustainability and education.
In the past 12 months alone Monash researchers have been part of major global breakthroughs, such
as the discovery of gravitational waves, clinical trials of a bionic eye and global roll-out of trials to
immunise mosquitos in the fight against Dengue Fever.
International Rankings
Monash is in the top one per cent of world universities 73rd in the world according to the Times
Higher Education World University Rankings (20152016). Monash is ranked:
the best university in Australia for engineering and technology (Times Higher Education, 20152016
the best university in Australia for chemistry (Academic Ranking of World Universities, 2014)
35th in the world for clinical, preclinical medicine and health (Times Higher Education, 20142015)
44th in the world for arts and humanities (Times Higher Education, 20142015)
48th in the world for engineering and technology (Times Higher Education, 20142015).
Located in the worlds most liveable city
Melbourne, where Monash has its two largest campuses, has a long-held reputation for welcoming
international students and providing them with memorable study experiences. As of August 2015, the
Economist Intelligence Unit has now ranked Melbourne the worlds most liveable city for five years
running.
Melbourne is a rich, multicultural landscape of ideas, skills and personalities. The people are cosmopolitan, fun-loving and friendly. Melbourne hosts a diverse economy known for its strengths in finance, information communications technology, biotechnology, research, manufacturing, automotive,
aviation/aerospace and creative industries.
With a population of four million there are many opportunities for casual work while studying. Melbourne is also Australias restaurant capital, with more than 3000 restaurants offering cuisines from
around the world. Melbourne is home to many international sporting events and festivals and hosts a
range of cultural festivals.
Flexibility, choice, and the opportunity to specialize from day one
In our experience, different students want and need different things from a university. Students
may want to undertake a broad education before choosing a specific career; they may have difficulty
deciding between two strong areas of interest (or want to keep both alive); or they may know exactly
what they want to do career-wise and want to focus on that goal from day one.
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Whichever category you fall into, Monash can help.
Comprehensive Courses
Students can choose a Monash comprehensive course in five broad fields: arts, business, commerce, information technology or science, and then customize their course to make it uniquely theirs.
Students study a range of subjects from across the field broadening their knowledge to suit their
personal needs while also deepening their knowledge of at least one subject that will become their
major.
Students have the option to choose their major immediately or later. Students try a range of subjects
in their first year at university, then narrow their focus in year two while still having the opportunity to
try new things before finally committing to their major area of study.
Specialist Courses
With a specialist course at Monash, students begin study in their area of interest from day one. If the
student has a specific career goal or more specific field of study firmly in their sights, this may be the
option to choose. These courses are designed to ensure students have the right combination of skills
needed for their professional field.
Some specialist courses prepare students to practice in a regulated profession such as law, physiotherapy, architecture, and engineering. Others for example undergraduate courses in fine art, biomedical science and pharmaceutical science develop expertise relevant to a focused field of study
that may lead to a range of professional positions within that field.
All our four-year specialist courses lead to an honors degree. This means students can develop a
deeper knowledge in their chosen field and usually complete an expert masters degree in just one
additional year. Monash also offers one of the most
extensive ranges of double degrees in Australia, with
more than 140 double-degree combinations across
all major study fields.
An inclusive, supportive culture
Monash is a modern, progressive university that challenges students to be their best. Globally connected,
our alumni network is at the forefront of social and
technological progress at many of the worlds best
companies. Monash learning is all about discovery,
creativity, challenge and opportunity, which is perfect
for students who aspire to make a positive impact in
the world.
Monash students benefit from the sophisticated and innovative learning environments: pharmacy
students create medications in a virtual laboratory; finance students work in an immersive trading environment; and engineering students build and race real cars. Monash offers a range of engaging and
interactive programs that hone students leadership and associated skills and enhance their employment prospects.
For more information about Monash University, visit monash.edu

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The Chosen Examines the Creation, Evolution and Influence of

Admissions Policies at the Big Three
Have you ever wondered why elite American university application requirements are more complicated and demanding than those for any other university system in the world? In fact, its no exaggeration to say that highly regarded universities beyond Americas shores see the US admission system as strange, even bizarre, and highly subject to prejudice and whim. So how did this application
process evolve? Could it be improved upon?
Jerome Karabels The Chosen: The Hidden History of Admission and
Exclusion at Harvard, Yale and Princeton not only provides answers
to these fundamental questions, it ambitiously seeks to explore the
foundational role that the Big Three have played in shaping our
understanding of the meaning of merit, the role and promise of an
elite university education, and its accessibility to American as well as
international applicants.
Exploring three distinct historical periods, The Chosen exposes the
racial, cultural and socio-economic tensions which helped generate
todays US university application environment. Along the way, we
meet several fascinating individuals (Woodrow Wilson, James Russell
Lowell, James Conant, Kingman Brewster, Archibald Cox to name but
a few) who helped develop admission policies which have shaped
their institutions and higher education in America, for better and, for
much of their history, for worse.
A historical perspective
Prior to 1900, admission to Harvard, Yale and Princeton was virtually guaranteed providing the applicant was a white male of Anglo-Saxon, Protestant heritage. It helped if he had graduated from
the right Eastern US boarding schools and if his father was an alumnus or wealthy (the ability to pay
was an important consideration as there were no scholarships). An entrance exam requiring a high
school-level knowledge of Greek and Latin made it virtually impossible for non-private school applicants to gain entrance as those subjects were rarely taught in the nations public high schools. Applicants could sit for the entrance exam repeatedly until they passed, and over 90% did. University life
focused on sports and social clubs and organizations. AcademThe growing presence of
ics were of minor importance for most students; in fact, spending
Jews at his beloved Yale was
too much time at ones studies was a good way to be socially
excluded. In 1904, the Yale yearbook proudly boasted of having especially troubling. Corwins
more gentlemen and fewer scholars than any other class in the visceral reaction to Jews
memory of man.
was one of revulsion; a large
In Part 1: The origins of selective admissions, Karabel explores the invention of the modern US admission process which
was primarily designed with the express purpose of limiting the
number of Jewish and other applicants deemed undesirable
including the sons of immigrants, Catholics, and blacks. During
the period from 1900-1933, strong public inner-city high schools
began offering the foundational courses necessary for entrance
exam success at the Big Three generating an increase in
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proportion of them, he once

wrote, were lacking in manliness, uprightness, cleanliness, native refinement, etc.
---The author quotes Robert
Nelson Corwin, Yales Chairman of the Board of Admissions from 1920-1933.

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the number of successful Jewish applicants. By the early
In truth, all of the Big Three
1920s, university administrators at the Big Three began
were still primarily rich
to explore various devices to limit their number leading to
mens colleges at mid-centhe creation of admissions offices charged with developtury drawing two-thirds to
ing requirements which could effectively screen applicants
for their desirability without appearing to be biased. Fearthree-quarters of their stuing a WASP flight, admissions administrators introduced
dents from that small segstandardized testing and non-academic metrics including
ment of American families
interviews, athletic participation, subjective assessments
- probably not more than 5%
of character and leadership ability again, as a means of
- who could pay their own
implementing a de facto quota on Jewish and other undeway.
sirable applicants. Admission decision deliberations were
confidential (another holdover from this era) thereby effectively shielding admissions personnel from charges of bias.
During this era, several other universities began adopting the Big Three admission model for the
same reasons they were adopted by the Big Three.
Part II: The struggle over meritocracy The period from 1933-1965 saw the gradual evolution of a
more meritocratic admission philosophy at the Big Three, but there wasnt as much change as one
might expect considering there were huge political and societal forces at work during this period including a world war, a holocaust, a cold war, a great depression, and the growth of the civil rights and
womens rights movements. If quotas on Jews and other minorities eased slightly during this time, it
was largely in response to two driving forces. The power of
the faculties at these institutions was on the rise and so was
The underlying source of the the pressure they exerted on admitting intellectually capaenormous stress surrounding ble students. The other factor was Sputnik. The successful
launching of the Russian satellite shook American education
college admissions is that
to its core, driving an emphasis on what we would call STEM
even the privileged classes
subjects in order to force America to catch up to what was
are no longer confident that
then perceived as a huge Russian technological, military and
they can pass their position
propaganda advantage. In order to meet these needs and to
on to the next generation.
forestall mounting criticism of their prejudicial admission pracTrue, the children of families
tices, the Big Three came under increasing pressure to diversify its student body away from elite boarding school alumni.
with high levels of cultural
While a greater percentage of non-WASP applicants were
and economic capital enjoy
admitted over this period, their numbers were in no way coma tremendous advantage in
mensurate with their population in society. Exclusion was still
the competition for admisthe name of the game. At Yale, for instance, height and physsion to the elite colleges, and ical attractiveness were key admission considerations up until
they continue to occupy the
1966, with applicants bizarrely being in some cases required
to submit full frontal and rear nude photos of themselves!
vast majority of places in the

freshman classes at institutions like Harvard, Yale and

Princeton. But under the current system, they, too, have
to compete, and the majority
of them are destined to fail in
their quest for admission to
the Big Three.

Part III: Inclusion and the persistence of privilege The

modern period stretching from 1965 to the present era marks
a liberalization in the definition of merit at the Big Three. Karabel depicts the modern era as a tug-of-war between competing internal forces with faculty pushing for more brains,
students and press demanding more diversity, and alumni
opposing changes that would limit access to their privileged
children. Given these pressures, the pace of change has
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been slow and, sometimes, painful. Fearing a spate of litigation,
Though hailing diversity as
women were finally given access (over the strenuous objections
indispensible to their misof alumni) in the late 1960s, but their numbers were severely
restricted initially. The fear of race riots also forced the hand of sion...the Big Three are in
admissions policies allowing for greater numbers of blacks and fact among the least economother racial/ethnic minorities. More recently, academic qualifiically diverse of the nations
cations have generally become more important in the selection major research universities.
process with a lesser degree of emphasis on character and
athleticism. On a positive note, it needs to be underscored that
the very flexibility that was designed to exclude nontraditional students and placate the alumni up to
the middle of the 20th century became a tool for administrators to accomplish essentially opposite
goals in more recent times.
What does the future hold?
In the face of increasing numbers of applicants at the Big Three, the pressures for defining and prioritizing institutional needs versus societal goals and pressures have only intensified in recent years.
As Karabel notes, however, the Big Three tend to gravitate toward a definition of merit that best helps
them preserve their status as prestigious, rich and powerful institutions. That may help explain why
the disparity in numbers of rich and lower class students has only widened in recent decades despite
the fact that the Big Three rank among the richest universities in the world.
Among the changes he recommends, Karabel argues for an affirmative affordable action plan targeting affordability and access for less privileged applicants, the elimination of legacies, and the elimination of athleticism as an admission criteria as well as the elimination of early decision and early
action plans.
Whether or not you agree with the authors recommendations, youre sure to find The Chosen to be
a fascinating historical and sociological study of the admissions policies of the Big Three and their
implications for the role that these elite universities have played and will continue to play in academia
and the greater society. Highly recommended.
The University Counselling Office has an extensive library for parents. See next page for a list linked to Amazon.com reviews.
Borrowing a book is as easy as dropping by our office!

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Recommended reading for parents

Transitioning to University
The Global Nomads Guide to University by Tina Quick
Naked Roommate Books by Harlan Cohen
Letting Go - Coburn and Treeger
Wellbeing and parenting
Well-being by Tom Rath
Flourish by Martin Seligman
Learned Optimism by Martin Seligman
Kids are worth it by Barbara Coloroso
Parenting with wit and wisdom by Barbara Coloroso
Raising Cain by Michael Thompson
Emotional Intelligence by Daniel Goleman
Strengthsfinder by Tom Rath
The Pressured Child by Michael Thompson
The Price of Privilege by Madeline Levine
How to talk so teens will listen and listen so teens will talk by Adele Faber
The Gift of Failure by Jessica Lahey
The Teenage Brain by Frances Jensen
Odd Girl Out by Rachel Simmons
Why do they act that way? by David Walsh
Girls will be Girls - JoAnn Deak
College Process
Where you go is not who youll be by Frank Bruni
The Price of Admission - Daniel Golden
The Gatekeepers - Jacques Steinberg
Colleges That Change Lives - Loren Pope
Looking Beyond the Ivy Leagues - Loren Pope
The Chosen - Jerome Karabel
Career Exploration
What Color is Your Parachute? by Richard Bolles
The Element by Ken Robinson
Finding Your Element: How to Discover Your Talents and Passions
East Vs. West Culture
The Geography of Thought by Richard Nisbett
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Articles of Interest from the Web

Home

What do parents really want for their children?

Results of a world survey of parents
How to Raise a Creative Child. Step One: Back Off
Why are child prodigies rarely successful as adults? What role should parents play in raising a creative child?
Dont help your kids with homework
Insights from a ground-breaking study of how parents impact childrens academic achievement
Is the drive for success making our children sick?
Troubling research into the relationship between high academic pressure, anxiety and depression.
Tuition Fees: Is England more expensive than the US?
Pressure to decrease tuition fees in the US come at a time when British fees are likely to increase
A cynical look at the UK personal statement
Is the personal statement a solid example of student writing or the parents?
UKs exclusive schools aim to be less so
In an increasingly polarized culture, can elite UK private schools serve as an engine of social
change?
The problem with elite university admissions
Several ideas for improving admission requirements are offered.
Hidden gold in college applications
How the US admissions process can make a profound difference in the life of one student.
Why do so many Chinese students choose American universities?
Flexible curricula have a lot to do with it.
College admissions and the Asian-American parent
Explains why Asian-American parents tend to focus on a famous few universities.
Ah, the choices-private elites, liberal arts, public honors: one familys story
A fathers journey through the college process.
Top 5 European countries where students can study for free
Sweden, Norway, Finland, Austria and Germany are featured.
How do European countries afford free college?
It isnt really free, at least to the taxpayer.

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