Volume 7, Issue 2

INSIDE

May 1st has grown to become one of my favorite days each school year. As I write this message, fi nal preparations are being made by our seniors to secure their fi nal choice, purchase that perfect fi tting sweatshirt, and gear-up for a much anticipated “sweatshirt photo.” This day marks the conclusion of a year fi lled with countless papers and tests, a little anxiety, and a tremendous amount of success. Countless exams were completed, papers drafted, and more than 400 applications submitted. Ranney teachers wrote letters of recommendation that let each college know that these students were known and valued…the products of a well-crafted and evident mission-promise.

The start of spring is special in so many ways. Warm weather brings new growth and marks the start of another season. This time of year for schools is fi lled with celebrations of bittersweet endings and exciting new beginnings. As our oldest students’ time at Ranney comes to a close, we applaud each of them for a job well done. They have developed into articulate, well-rounded scholars who understand the need to give back to a society in need of their skill and motivation.

Advanced Placement exams are over, and each student feverishly awaits for June 17 as they battle a formidable opponent, senioritis. The recent conversations I have with seniors are often about the future. Many want reinforcement that they are making the “right” choice and that we, as advisors in their lives, echo their excitement. Of course, nervous energy courses through their bodies, but this is good energy. Whether it is becoming a Wolverine at the University of Michigan, a Hoya at

Georgetown University, or part of the Big Red at Cornell University, each of these seniors will always be a Ranney Panther.

As I refl ect on the successes of this year’s senior class, I would like to recognize that 80 percent of our seniors earned acceptance into their fi rst or second choice colleges. It is hard to believe that another remarkable year is coming to a close, and we are beginning to work with the Class of 2012 and guide them along their own individual path. In this issue, please look at Ranney Land to see how their own journey to fi nding the “perfect” college began and will conclude. The stories of our seniors and alumni describe an educational experience at Ranney that is forged in relationships. I often tell students when they enter the Upper School that a mark of success is when every student has at least one adult on campus to whom they can turn, someone who they will cultivate a lasting relationship with. Our students have completed a rigorous academic curriculum, won and lost on the athletic fi elds, and danced and sang their hearts out on stage. These accomplishments are expected at a school like Ranney, but what separates us are the relationships that bring our students back long after they receive a diploma. Cherish this time of year and each moment as we watch these gifted young men and women take their fi nal steps toward fulfi lling an individual promise. Last spring, at the eighth grade promotion ceremony, I quoted Dr. Seuss to the Class of 2014, and it is fi tting to address the Class of 2011 with those very same words:

Congratulations! Today is your day.You’re off to Great Places!

You’re off and away!

You have brains in your head,You have feet in your shoes,

You can steer yourself in any direction you choose.

Oh, the places you’ll go.

You’ll be on your way up!You’ll be seeing great sights!

You’ll join the high fl iers who soar to high heights.

Oh, the places you’ll go.

And will you succeed? Yes! You will indeed! (98 and ¾ percent guaranteed.)

Corner

Joseph M. TweedAssistant Head of Upper School and Dean of College Guidance

At the end of my junior year, I started to put a list together. It was a list of

everything that I could possibly want in a college: size, location, academics

(you name it, it was on it). From that list, I chose several colleges that I believed

would be the best options for me. After visiting those colleges, I narrowed the

list further to 12 fi nal colleges. There is a lot to be said for actually visiting

colleges before you apply to them. There were many colleges, simply based off

of the view books that I thought, would be perfect for me, but when I went to

visit those colleges, however, I could never imagine actually having to spend

four days there, let alone four years.

Christopher Lombardi, a Ranney

Lifer, graduated from Ranney

School in 2010 after 15 years

of hard labor. He is a student in

the Honors Program at the The

George Washington University

in Washington, DC.

Then the application process began, which for all intents and purposes is the essay process. Over the summer, I wrote two essays, an activity essay and a main essay, both of which are required for the Common Application and most other colleges. When I gave the main essay to my college guidance counselor, he told me that the topic was not the best and that I should re-write the essay. This was not what I hoped I would hear! However, he was right and along with all of my other schoolwork, I wrote another essay from scratch. An essay is one of the few ways that a college will get to hear from you and great care should be taken when writing one, as it could make all the difference.

After I wrote my essays, revised them, and submitted them, the last thing that I could do was hope for an interview. I inter-viewed with seven of the 12 colleges that I applied to. A tip on interviews: always arrive early. While I was never late to any of my interviews, there were some cases when it was diffi cult to fi nd the person I

was to interview with because we were in public places. There are not any “tricks” when it comes to interviews. The only advice that I can give is just to be yourself. This is one of the few chances that you will have to show why you are the right fi t for that college and communicate directly to them. Try not to worry too much.

The decision is now out of your hands. That is not to say that you can just tune out. Rather, you must maintain your grades and extra-curricular participation. I was particularly anxious about my college decisions, and it did preoccupy my thoughts on most days. I suggest not letting this happen to you. Relax. There is nothing more you can do, so it is ridiculous for you to let it take over your life.

The decision will eventually come and there are only three results that you can receive: accept, deny, or waitlist. Remember that no matter which one of these results you receive, it is for the best. I was rejected (or waitlisted and rejected) from eight of

the 12 schools that I applied to. I also love the college that I am currently attending and could not picture myself anywhere else. So the question then becomes how does one select a college from those they are accepted to? I revisited all of the colleges that I was accepted to so I would have as close to a complete view of each college as I could. I started my college process with a list and I ended it with one as well. This list had all of the factors that could possibly infl uence my experience at the college, and the names of the colleges on the other. Much like a competition, I sat down and assigned each college a certain number of points from one to three for each factor. I decided to attend the college with the greatest number of points at the end. I know that I made the right decision, and I would have never been able to make it if not for the wonderful guidance I received from my counselor, my teachers, and my family. Good luck!

FIRST COMES A LIST... The College Process by Christopher Lombardi ’10

Jane Bamberger Cornell University

During the college process, I learned that individuality means a lot more than grades. By looking for programs and schools that I liked, I did not need to try to fi t into a “cookie cutter” mold of what a college wanted. I found things that suited me instead of trying to suit myself for college acceptance. I would advise that underclassmen work on their personal statement so that it refl ects them accurately. That is their only chance to really talk about themselves in a manner that they can control. Also, I would advise that they talk about their true interests in the essay instead of talking about mere intellectual interests. My essay on Bob Dylan refl ected my personality and shared a breadth of knowledge about my interests.

Julia Bontempo University of Notre Dame

I learned that I was surprisingly good at churning out short essays and completed more than 25 essays of around 1,000 characters! In these essays, I had to not only answer the questions, but also incorporate my own personality into the prose. It was hard work at fi rst, and I had to take time and think about how to answer provocative questions like “What idea challenges you most?” and “What Final Jeopardy character would ensure your victory?” But I was really proud of myself when I fi nished, and I emerged from the college process a better writer.

Salomon CojabNew York University

Note to all underclassmen: keep true to your deadlines, start your essays during the summer and send them to your teachers or counselors to revise.

Zachary ElkwoodEmory University

Figuring out which schools I did not want to attend was as important as fi nding the right one. Above all, start preparing your applications early!

Student Refl ections on the COLLEGE SELECTION PROCESSBelow are some insights from current members of the Ranney School Class of 2011 as they share some of their personal viewpoints and advice on the college process.

Charlotte FlemingWilliams College

The college process has taught me that I have the ability to make up my mind when faced with a diffi cult decision: choosing the right colleges to apply to. One piece of advice I can give to underclassmen is don’t stress out and don’t procrastinate! We all know from experience that neither of these actions leads to happiness.

Yousef HozayenCornell University

I learned that I was highly fl exible, in terms of demographics. I was open to different regions and sizes. After going through the college process, I just want to say the following: don’t worry, don’t worry, don’t worry!

Alice LubicBard College

After drafting pages upon pages of “Who I am,” and digging deeper and deeper into what I thought about myself and my experiences, I learned that I’m actually pretty interesting. I’ve been to a lot of cool places, listen to cool music, know cool people, and like amazing fi lms. I’m pretty cool, if I do say so myself. Taking the time to think about myself in a positive light gave me some inner confi dence that I had been lacking due to years of teenage angst. The applications I wrote kind of reminded me that I have potential, beyond whatever I realized through my academics.

The college process is intimidating. I put it off because every time I opened the template for my activities sheet, or tried to research colleges “I might like,” I realized that I should have done more! I should have already compiled a list of schools on my Naviance, I should have visited them and formed an opinion, I should have joined those clubs or fi nished those projects before they were due so that my grades would better refl ect my intellect. So I just skipped it; put it off until the very last second. Then, I realized, that despite being smart with mediocre grades, I could show my true self through my essays. I worked on my application supplements for weeks; a little each night. I realized that the grades were one part of a bigger picture; and that if the colleges didn’t want me after I opened up to them in my essays, I didn’t want them either! Basically, what I’m saying is that I became more confi dent. I realized that even though my list of accomplishments isn’t prolifi c, I’m still as awesome as any student applying with straight A’s and good essays. Ultimately, I got in to my fi rst choice school, a school for which I did not believe would accept me immediately due to my GPA. So, kids, don’t neglect your supple-mental essays. And, yeah, it does help to at least have an idea of where you want to apply before you meet with your advisor in September. Conversely, if you’re completely stumped, don’t be afraid to stay in close contact with your advisor. I emailed Mr. Materasso every night around 10:00 p.m. with random, frantic questions about college.

Mariel PearlWashington & Lee University

Don’t put all your eggs in one basket. The more applications you send off, the more options you will have, and although it’s hard to wait for results, the dates come sooner than you could imagine! When you are not stressing out about hearing from colleges, you will never believe how fast the year goes by.

Be sure to savor senior year because it comes and goes so quickly. Do not be afraid to be picky when selecting which colleges to apply to. If you cannot see yourself at a school, there is no need to waste precious time completing essays and applications. Apply early if you can! Early action is a savior when you arewaiting to hear from colleges.

Jane Bamberger

Zachary Elkwood

Mariel PearlAlice LubicYousef HozayenCharlotte Fleming

Salomon CojabJulia Bontempo

Alec Pfl asterBucknell University

During the college application process, I learned that I didn’t really know as much as I thought I knew about the process! At fi rst I thought I wanted to go to a city school, and now I am going in the complete opposite direction. When you are touring colleges, go with an open mind. If you make up your mind before visiting, the trip will be a waste. Your mind will cause you to ignore what you’re seeing, since you already do or don’t like the school. Also, save multiple copies of your essays. I had the miserable experience of losing fi ve essays/short answers. Fortunately, my early decision application came in a week after, and if I had not been accepted, rewriting essays would have been painful. My last piece of advice is that if you’re planning on applying early decision, make sure you love the school. If you’re not sure, do not apply early decision because you won’t want to regret your decision in the future.

McCall TorpeyGeorgetown University

While evaluating different colleges, I discovered that I gravitated toward schools that were smaller in size, with intimate classroom settings and close-knit communities. It was very important to me that I fi nd this type of environment. I recommend visiting as many schools as you can. Take time during the summer, over weekends, or during school breaks to actually see the schools on your list and take notes. It will be so helpful later on, once you start applying to colleges, if you have already visited some of the schools on your list. It also helps you to determine exactly what you like and don’t like about a school.

Hannah SkolnikJohns Hopkins University

Applying to colleges showed me that I have much to understand about myself that I never even considered. Every human being’s personality is a complex living organism. Certain traits feed off of or are quelled by others. As such, I learned to strike a balance. My outgoing qualities are checked by my intellectual curiosity, which feeds off of my love for reading. I learned to consider my personality and what makes me happy when making hard decisions. I want under-classmen to know that the college process is not simply about grades and SAT scores. The process of showing other people who you are, shows you about yourself. It is an exciting time of self-discovery that should be cherished and appreciated.

Alexis WyckoffUniversity of Michigan

Applying to college showed me my strengths as a writer, and I also learned where I need to improve as a writer, which is even more valuable. Admittedly, I procrastinate way too much! Don’t wait until October of senior year to get organized. Start your essays early and narrow down your lists. Be sure to visit schools over the summer and during any long weekend. Be more confi dent when applying to colleges, and it is okay to apply to high reaches. Go for it! Most of all, do not hesitate to apply because you’re afraid of being rejected.

Alexis Wyckoff

McCall Torpey

Hannah Skolnik

Alec Pfl aster

National MeritScholarship Program

Class Semi-finalist Commended2011 1 52010 1 42009 1 22008 0 32007 3 3

AP Scholar Awards Scholar Scholar NationalClass Scholar w/honor w/distinction Scholar

2011 8 4 7 0

2010 16 3 14 4

2009 7 2 10 4

2008 11 4 15 2

2007 4 3 14 8

RANNEY STATS

Art Schools: Ringling College of Art and Design, Pratt Institute

Business Schools: The George Washington University,

New York University-Stern, Northeastern University,

Bentley University, Rutgers University Business School,

Villanova University, Bryant University (2)

Ivy League: Cornell University (4)

Engineering: Drexel University (2), Polytechnic Institute

of New York University, Bucknell University (2), Lehigh

University, Rennselaer Polytechnic Institute, Stevens Institute

of Technology, Tufts University

College Athletics for the Classes of 2007-2011Athletics are a major part of the Ranney experience and a significant factor in the college search process. In recent years, upon graduation, Ranney students were recruited to play at the following schools:

Boys’ Lacrosse: Hofstra University (Division I), Marist College (Division I)

Boys’ Fencing: University of Pennsylvania (Division I)

Boys’ Baseball: Adelphi University (Division II)

Boys’ Soccer: United States Naval Academy

Boys’ Swimming: Franklin & Marshall College (Division III), Vassar College (Division III), Loyola University Maryland (Division I)

Boys’ Track: Rollins College (Division III)

Girls’ Lacrosse: Muhlenberg College (Division III)

Girls’ Track: University of Delaware (Division I)

Girls’ Field Hockey: Massachusetts Institute of Technology (Division III)

Girls’ Crew: Lehigh University (Division I), Duke University (Division I), and the University of North Carolina-Chapel Hill (Division I), University of St. Andrews – Scotland

Girls’ Softball: Georgetown University (Division I)

Girls’ Soccer: Susquehanna University (Division III)

Girls’ Swimming: Lafayette College (Division I)

SPECIALIZED SCHOOLS/PROGRAMS: Students in the Class of 2011 earned acceptance to the following schools:

5-Year accelerated BA/MA Engineering: Stevens Institute

of Technology

Nursing: Fairfield University, Quinnipiac University,

Salve Regina University

Journalism: Northwestern University

Overseas Universities: University of Edinburgh,

University of St. Andrews

Music Industry: Drexel University

Honors Programs: Drexel University (2), The George

Washington University (3)

80% of Ranney graduates earn

acceptance at their

1ST OR 2NDCOLLEGE CHOICE.

Scholarships: 56 scholarships

were awarded totaling

$2,914,320over four years

Bard College

Boston University

Bucknell University

Cornell University (4)

Drexel University (2)

Emory University

Fairfi eld University

Franklin & Marshall College (3)

Georgetown University (2)

Hamilton College (2)

Hobart and William Smith Colleges

Hofstra University

Johns Hopkins University (2)

Lafayette College

Lehigh University

Loyola University – Maryland (2)

Moravian College

Muhlenberg College (2)

New York University (5)

Northwestern University

Pace University, New York City

Polytechnic Institute of New York University

Saint Joseph’s University

Santa Clara University

Stevens Institute of Technology

The George Washington University (4)

University of Chicago

University of Maryland, College Park

University of Michigan (2)

University of Notre Dame (2)

University of Rhode Island

Villanova University

Washington and Lee University

Union College

Williams College

THE CLASS OF 2011WILL BE ATTENDING THESE COLLEGES IN THE FALL:

American University (4)

Bard College (2)

Barnard College (2)

Bentley University

Binghamton University

Boston College

Boston University (4)

Bryant University (2)

Bryn Mawr College

Bucknell University (4)

University of California at Berkeley

University of California at Los Angeles

University of California at San Diego

Catholic University

College of Holy Cross

Connecticut College (2)

Cornell University (4)

Dickinson College (5)

Drew University (4)

Drexel University (6)

Elizabethtown College

Elon University (2)

Emory University (3)

Eugene Lang College- The New School (2)

Fairfi eld University (4)

Fordham University (6)

Franklin & Marshall College (5)

George Mason University

The George Washington University (6)

Georgetown University (2)

Gettysburg College (2)

Hamilton College (2)

Hobart & William Smith Colleges

Hofstra University (2)

James Madison University

Johns Hopkins University (4)

Lafayette College (4)

Lehigh University (3)

Loyola University Maryland (6)

Manhattan College

Marist College (2)

Marymount Manhattan College

Monmouth University (2)

Moravian College

Muhlenberg College (2)

New York University (10)

Northeastern University (6)

Northwestern University

Pace University (2)

Penn State University (4)

Pitzer College

Polytechnic Institute of New York University

Pratt Institute

Providence College (3)

Quinnipiac University (6)

Rensselaer Polytechnic Institute

Rider University (2)

Ringling College of Art and Design

Rollins College

Rutgers University (11)

Sacred Heart University

Saint Joseph’s University (5)

Salve Regina University

Santa Clara University

Seton Hall University (2)

Southern Methodist University

Stevens Institute of Technology (2)

State University of New York- New Paltz

Temple University

Trinity College

Tufts University (2)

University of Chicago

University of Connecticut (3)

University of Delaware (4)

University of Edinburgh

University of Maryland – College Park (2)

University of Massachusetts- Amherst (2)

University of Miami (4)

University of Michigan (3)

University of Notre Dame (2)

University of Rhode Island (5)

University of Richmond

University of the Sciences

University of San Francisco

The University of Scranton

University of St. Andrews-Scotland

University of Tampa

University of Vermont (3)

University of Wisconsin-Madison

Union College (3)

Ursinus College (2)

Villanova University (3)

Wagner College (3)

Wake Forest University (2)

Washington and Lee University

Washington College (2)

Wellesley College

Williams College

Students from the Class of 2011 were offered admission to the following colleges or universities:

We all know that the criteria by which a student chooses his or her school varies. Our college counselors ask us about location, size, sports and of course academic programs and selectivity. However, students also factor a school’s colors and even its mascot into the equation. So after each of my campus visits, a list of pros and cons followed. While I considered all of the categories mentioned earlier, the determining factor for me was the “fi t” of the sweatshirt.

During each college visit, my journey would conclude with a trip to the bookstore where I would check out all the apparel. In most instances I would buy a sweatshirt, especially at a school I was really interested in or if I just liked how the colors looked on me. I remember my fi rst college sweatshirt, given to me by a friend who attends Lafayette College. For the longest time, Lafayette was my fi rst choice, but something wasn’t entirely right. I was never crazy about that fi rst sweatshirt, and when I went for a visit I made sure to get another one. This one also fi t uncomfortably and I began to wonder if the school would “fi t” me uncomfortably as well.

The summer before senior year, I took a college trip with my mom to upstate New York. We were on the college circuit and decided to visit a school I was never really interested in visiting, but that my college counselor thought might be a good fi t. There it was

again… “a good fi t.” The second we stepped onto Hobart and William Smith’s gorgeous campus I was speechless. It gave me a sense of reassurance that I could fi nd a home away from home. I began to feel at ease, but the real test had to be passed. As we were leaving the campus we stopped at the bookstore. It was of good quality, with a lot to choose from, but I grabbed the fi rst sweatshirt I came across. I put it on and turned to my mom with a smile. It fi t me perfectly. And then I knew. I applied to Hobart and William Smith Colleges’ early decision and was accepted.

The second we stepped onto Hobart and William Smith’s gorgeous campus I was speechless. It gave me a sense of reassurance that I could fi nd a home away from home.

So maybe choosing a college by the fi t of the sweatshirt is not the most accurate way of determining how comfortable one will feel at a school, but it worked for me. We’ll see within the next four years if my sweatshirt theory holds up and if my experience fi ts as well as it does.

THE RIGHT FITby Jinelle Park ’11

Students often say that as the college process begins, the stress truly sets in. I suppose this held true for most of my friends

as we all rushed to complete our applications prior to early decision deadlines. Thinking back, however, my experience

wasn’t all that bad. I wasn’t worrying about getting into an Ivy League School or living up to the expectations of others.

I just wanted to fi nd the “right fi t” – a college for me.

WHY RELATIONSHIPS MATTER – A MISSION-BASED APPROACH

by Joseph M. Tweed

In our last issue of the Beacon, we spoke at length about viewing the college process as a four-year plan; one that begins

at Ranney as soon as students join the Upper School. While formal counseling starts junior year, college counselors have

created a mission-based counseling and advocacy program that allows Ranney to fulfi ll a mission-promise: that every child

will be known and valued. Essential to this are the relationships that are fostered between a student’s academic advisor, the

student and the College Guidance Offi ce.

Each student in the Upper School is assigned an academic advisor, a point person who can assist them in navigating their way through course selection, academic success and struggles, summer study, and general student needs. Students new to the Upper School are given an advisor through a thoughtful process that aims at making sure the advisor has regular contact with their advisee beyond the homeroom period. After a student’s fi rst year, he or she is allowed to choose an advisor, and provided there is one, can move about from year to year. Each faculty member in the Upper School has between 6-10 advisees, allowing them to become the experts on each of these students.

Why is this important? In a school such as Ranney, where it is our mission to push and support students, one can only do this effectively if he or she knows the personality and needs of each one. Advisors are trained throughout the year and work closely with the college guidance offi ce to ensure that advising is accurate and goal-centered. This student-centered approach builds a relationship between faculty and student body that then makes the parent-student conference a meaningful experience.

Using the three-legged stool as a metaphor for our mission-based philosophy, it is easy to understand why we value each leg so intently. Picture for a moment that the top of the stool is the student and all that they bring to the Upper School. Solid and strong, the top of the stool is the bulk of the structure. Alone, it can rest comfortably as a fl at board, but is unable to complete its intended job. Three sturdy legs provide the stability needed to achieve success. It is without question that Ranney students are prepared to tackle the rigors of college academics and new-found freedom. However, what we know to be true, is that every student benefi ts from a support structure that allows them to take risks, stretch for success, and grow during their Upper School years.

While the fi rst leg is the relationship between the student and advisor, the second leg of our stool metaphor, the student-led conference, begins freshman year and teaches our students to become the drivers of their learning. By taking ownership over their academics and co-curricular lives, assessing their strengths and areas for improvement, learning to set meaningful and attainable goals, and becoming self-advocates, they develop essential skills needed as they begin the college search process their junior year.

Finally, the third leg is the relationship that our college counselors form with each student throughout their high school career. While counselors are not assigned until junior year, an open door policy welcomes students and parents to ask questions, seek advice, and begin to build a relationship with a counselor. As teachers, coaches, and administrators, the guidance staff has the opportunity to see students in a variety of lights, helping them to know and value students and make the college experience personalized and individual.

This triple threat approach ensures that each child is provided with the guidance and stability that is often needed to achieve his/her highest potential. Fulfi lling our mission-promise through the college selection process, we hope to reduce anxiety, build relationships that last indefi nitely, and help each student to fi nd the college or university that is “the perfect fi t.”

Admit it. You are at Ranney. You have a child in the Upper School now and are starting to hyperventilate about the

‘C’ word – college. Big vs. little? City vs. country? Brick vs. limestone? How do you help your son or daughter pick a set of

schools at which they would be happy? I can’t tell you what to do but I can share some experiences that some other

Ranney parents and I have had, and offer some guiding principles to the college hunt. For us, the most important part of

the process was college visits. I know many people who see it as an opportunity to spend concentrated time with their

child and engage in some serious conversations that become more and more rare as they get ready to leave the nest.

Start early (but not too early) – My children, Katie ’09 and Danny ’10, tell people that we were so obsessed with college that they were taken to college visits in utero. A bit of an exaggeration but I will admit that when they were in early high school, if we were in some place that had a college campus, we would take a drive through – to start them thinking (or so we imagined). Now I know – don’t waste your time. Anything their parents said was like the adult voices in a “Peanuts” cartoon – blah, blah, blah. College visits did not become relevant to them until their friends starting talking about them. That seemed to happen around the very beginning of junior year. My advice is, at that point – strike while the iron is hot. Schedule a few visits for the fall of junior year and then back off until the following spring. It’s like getting a racehorse ready for the Derby – you can’t over-train.

Be sure to visit a wide variety of schools. I will tell you that the major (really only) thing that my kids were evaluating on visits were other kids. (The question they were asking themselves was “Do I think I could be friends with these kids?”), however, there were also other things that they looked at:

Size – This was more important to Danny than Katie. With Danny, we started by looking at schools with around 2,500 students. I fi gured that going from a class of 60 to 600 was a big enough jump – wrong. It wasn’t until we got above 10,000 students that it felt to him like the idea he had in his head of “college.”

Atmosphere – For Katie, it was all about the grit of an urban setting. The more people on the street with blue, spiky hair, the better. Danny, on the other hand, wanted a full-on college campus.

A PARENT’S PERSPECTIVEby Eileen Weinstein

Katie Weinstein at New York University

Green central quad, frat houses (preferably with the remnants of a beer pong party from the night before still visible) and many, many people between the ages of 18 and 23 hanging around. They were both impressed by architecture – just not the same architecture that my husband and I liked. They both preferred places that had many modern buildings and had no interest in the beautiful Gothic ivy covered halls. (Katie’s comment – “I’m not going to Hogwarts!”)

Some unknown quality – Often, kids will make a snap judg-ment as soon as they enter a campus. I have a friend who took her son to see a number of schools in California. She drove from Los Angeles to San Diego to look at a school; a typically one-and-a-half hour drive that took four hours in Southern California traf-fi c. She pulled onto the campus only to have her son say: “Don’t even park, I don’t like it.” She, of course, forced him to go on the scheduled tour, but really she should have just gone and had a nice lunch because he wasn’t going to change his mind.

We wanted to make sure that for both kids, they could change their minds about a major without changing schools.

Research special programs – Katie originally wanted to ma-jor in Music Business. We got a book on music business that listed schools with that specifi c major and visited a number of them that were extremely varied in size and atmosphere. We also needed to make sure that the match was not just the program, but the other intangibles and diversity. We wanted to make sure that for both kids, they could change their minds about a major without changing schools.

Make the visits fun if possible – On a couple of trips, we took one of the kids’ friends. They are much more amenable to going to visit schools. I took Katie to Boston with one of her friends, and we visited schools that her friend was interested in as well. I made each of them take a notebook and write down their impressions of each school independently that night and then we compared notes. If I had tried to get either one of my kids to do that alone there would have been a lot of eye-rolling, but together they enjoyed it. My husband and I took Danny and a friend to Miami and New Orleans to visit schools. They boys rated Miami based on a set of “Paradise Points” that they made up (Plus 10 points for the sun deck and pool outside the student center, minus one point because a cloud was in the sky – you get the picture). In New Orleans, the boys thought that any school that could arrange for Mardi Gras had to be pretty cool.

In the end, it’s about them and not you – We all know that we’d love to put that Harvard sticker on the back windshield. But it’s really about the right fi t and the Ranney counselors will tell you that over and over. It does take a while before the “visions of ivy” that have danced in your head since they were in “Beginners,”

meets the reality of SAT scores and AP classes, and most importantly, where your child will feel at home. The overriding principle that we used to counsel our kids was that they needed to feel that they would fi t in and feel at home.

In the end, it’s about them and not you – We all know that we’d love to put that Harvard sticker on the back windshield. But it’s really about the right fi t.

I wish you luck and some really good times in visiting schools and helping your child with the fi rst adult decision they will make.

P.S. – Katie is a sophomore at New York University and is unbeliev-ably happy. She is a Media, Culture and Communications major in the Steinhardt School and is pursuing a minor in Entertainment Business. She is in Bueños Aires this semester and tells me that she is having the best experiences of her life. Danny is a freshman at the University of Michigan (yes, he got BIG – the full on campus and the frat houses). He is undeclared, but may actually also end up as a Communications major. Currently, he has joined Sigma Chi and will live in the fraternity house next year. Danny survived the winter and is looking forward to temperatures above zero – so much for Paradise Points! BTW – his friend ended up in New Orleans and loves it – go fi gure.

Danny Weinstein at the University of Michigan

First stop: Trinity College in Hartford, Connecticut

Described as a “bigger version of Ranney School with Harry Potter-esque architecture” by one participant, this highly selective liberal arts college is nestled on a hill, minutes away from the state capital. Known for its core curriculum and strong academic programs in the humanities, natural sciences, engineering and arts, this school is also a proud member of the New England Small College Athletic Conference. They are most proud of their squash team, for it has captured 12 consecutive national championships. Community service activities are in abundance, and everyone is involved with student life.

Option 1: Worcester Polytechnic Institute in Worcester, Massachusetts

Ms. Simpson, along with seven students, headed to the center of Worcester for an afternoon visit to this modern, 80-acre campus. This institution is known for its strong programs in engineering (aerospace, biomedical, chemical, civil, electrical, computer, environ-mental, fi re protection, industrial, mechanical, robotics, interactive media and game development) as well as comprehensive programs in the arts, sciences and business. Following the school’s motto,

COLLEGE TOUR 2011by Adam Materasso and Myronee Simpson

“Theory and Practice,” each student participates in the WPI Plan-Project Program before graduation. In this team-based project, students examine the impact of science and technology on society.

Option 2: College of the Holy Cross in Worcester, Massachusetts

Mr. Materasso, Mr. Tweed and Mrs. Fernandez experienced St. Patrick’s Day at the beautiful, hilltop campus of the College of the Holy Cross where everyone was decked out in kelly green. This visit was especially exciting to those students of mathematics teacher Christine Repoli, who graduated from there in 2008. What’s unique about this Catholic liberal arts college, unlike its peer Jesuit institutions, is that it focuses solely on its 2,900 under-graduates. As a member of the Patriot League, this school boasts Division I level programs in 27 varsity sports. Jim Richardson, an admissions representative that visits Ranney School, greeted our group and he along with our tour guide explained how Holy Cross pays very close attention to each applicant’s level of demonstrated interest. Visiting campus, participating in a campus interview, chat-ting with current students online, and meeting with Jim when he visits Ranney School in the fall are all ways to demonstrate interest in this test-optional institution.

Lasell College in Newton, Massachusetts

This trip was especially nostalgic for Mr. Tweed as he was born and raised in the greater Boston area and his twin brother, James, serves as the Dean of Undergraduate Admission at Lasell College. While this visit was rather brief, our students had the opportunity to preview the academic and extracurricular programs offered at this well-kept suburban campus that emphasizes a “connected learning approach.” Students are involved in experiences such as research, internships, and study abroad programs directly related to their chosen career.

Option 1: Boston College in Chestnut Hill, Massachusetts

Mrs. Fernandez and 13 students hopped on the “T” (Boston’s public transportation system) and took a green-line train to the Boston College stop in Chestnut Hill. This medium-sized research university with more than 9,000 undergraduates has four undergraduate divisions: College of Arts and Sciences, Carroll School of Management, School of Education, and the School of Nursing. Students loved the interactive information session and campus tour led by an admissions offi cer. This school, like College of the Holy Cross, is proud to be affi liated with the Jesuits who are visible on this 118-acre campus. This school has 31 Division I teams and is a proud member of the Atlantic Coast Athletic Conference. Their ice hockey team recently won the 2011 conference championship. Go Eagles! Ranney School junior, Sam Springsteen, visited his brother Evan ’08 at Boston College.

Option 2: Massachusetts Institute of Technology in Boston, Massachusetts

Located on the Charles River in Boston, Massachusetts, MIT is one of the top math and science schools in the country, but our students were surprised to learn about all of the other academic offerings from liberal arts to management. Students met with our own Mary Breton ’10, who plays on the varsity fi eld hockey team and is a member of Sigma Kappa. “The work is hard, but I feel really prepared,” said Mary. The students enjoyed seeing the labs and hearing about all of the “hacks” that take place on campus. With a beautiful quad hidden behind the main academic building, it is easy to forget MIT is an urban campus. This highly selective school offers 33 varsity sports, countless clubs, and more than 30 academic departments.

Option 3: Northeastern University in Boston, Massachusetts

Mr. Materasso and 17 students walked a few blocks north of our hotel in Copley Square to Northeastern University’s city campus. While the campus is described as urban, it is tucked away in its own neighborhood so there is a strong presence of Northeastern students and faculty. Known for its co-op programs, students participate in two co-op experiences where they work full-time, do not take classes and still graduate in four years. This allows students to earn real work experience prior to graduation. Northeastern University has become a popular choice for many high school seniors. This year, they received 42,000 applications for an incoming class of 2,800 students.

Option 1: Boston University in Boston, Massachusetts

Ms. Simpson and 18 students took a green-line “T” to the Boston University stop. Despite the fact that the students were on spring break and classes were not in session, students participated in an information session led by an admissions counselor. This large, private university has an undergraduate population of 18,500 and offers numerous programs within their 10 undergraduate schools. BU’s basketball team participated in “March Madness” as they were invited to play in this year’s NCAA basketball tournament.

Option 2: Tufts University in Medford, Massachusetts

Mr. Tweed and 13 students traveled by Coach bus to a nearby Boston suburb, Medford, to visit Tufts. They met up with Benjamin Briggs from the Class of 2010 who shared good news with us as he recently made Tufts’ Division III men’s squash team. What’s truly unique about Tufts is that while it is a medium-sized research institution, it offers many of the same qualities as a liberal arts college. Programs in engineering, international relations, natural

sciences, and the humanities are very strong there. Take your time on their

application supplement for they are known for their quirky essay

topics like, “For some it’s politics or sports or reading. For others it may be researching solar power fuel cells or arranging hip-hop mash-ups. What makes you tick?”

Option 3: Emerson College in Boston, Massachusetts

Mr. Materasso and one student traveled to the theatre district of Boston and visited Emerson College’s “vertical” campus. Known for its specialized programs in communications and the arts, this school lives by the motto, “Bringing innovation to communication and the arts.” Midway through the tour, Ranney School alumna, Nicole Lenge, from the Class of 2008 met up with us. She is currently studying Communications Disorders and hopes to one day become a speech pathologist. Everything about Emerson’s campus was impressive and well-kept. They are home to multiple theaters and two brand new residence halls. Their focus is rather pre-professional so that graduates are gainfully employed after graduation. Some noteworthy Emerson alumni include Jay Leno, Dennis Leary and Bobbi Brown.

Option 1: Brandeis University in Waltham, Massachusetts

Named after the fi rst Jewish Supreme Court justice, Louis Brandeis, this 235-acre campus is located in the suburb of Waltham. This private research university, with a liberal arts focus, is just 12 years older than Ranney School. Paul Gale from the Class of 2008 served as one of our tour guides. He is cur-rently majoring in Film, Television, and Interactive Media and just returned from a semester away at the Second City Improv-based Sketch Comedy in Chicago. People often think that Brandeis is a religiously affi liated institution. This, however, is not the case. For a community of 3,500 undergraduates, over 250 clubs and activities are offered. At Brandeis, you will encounter a community of phi-lanthropists who are involved in 19 different community services organizations.

Option 2: Bentley University in Waltham, Massachusetts

Known as one of the nation’s top business specialty schools that became a university in 2008, Bentley opened its doors to Ranney School students despite the fact that they were on spring break. Students were impressed with Bentley’s modern facilities, including their state-of-the-art trading room. The Center for Career Servic-es does an incredible job helping students fi nd internships and employment after college. Bentley also offers an optional Liberal Studies major that allows you to concentrate in a non-business fi eld. School spirit is found on this beautiful campus that offers 23 Division II sports.

The locals would describe this trip as “wicked” awesome. Overall, our students enjoyed the opportunity to experience

Boston while visiting many different kinds of colleges and universities. This college trip helped many of our juniors

to clarify their college criteria and alter their searches accordingly.

RECOMMENDED READING

I’m Going to College—Not You!: Surviving the College Search with Your Child

St. Martin’s Press (New York, NY) 2010

College Admissions for the 21st Century

Robert J. Sternberg

E2= Experiential Learning and Ethical Leadership 21st century companies are yearning to fi nd college graduates prepared to tackle the rigors of a new and ever demanding world. The state of the United States economy has fl ooded the marketplace with well-degreed and highly qualifi ed job applicants. Given this, why then are companies still struggling to fi nd that “perfect” fi t? Current research suggests that companies, as well as, graduate schools are looking for two key components from recent college graduates: relevant experience and an ethical foundation. It is no wonder that college admission offi ces are looking equally hard for students who have begun to work through ethical dilemmas and ascertain fi rst-hand experience into careers of interest.

As students venture beyond the security of Ranney School for new and uncharted opportunities in college, we are confi dent that they are prepared for these new expectations. This year students will have the opportunity to select from one of 30 internship opportunities in the fi elds of medicine, law, politics, education, communications, media, fi nance, and engineering. These experiential learning experiences allow Ranney students to begin to acquiesce skills and competencies that will help them choose a course of study and perhaps a careerfi eld one day. Our students welcome the chance to apply classroom-based knowledge to the “real world” and these internships givethem ample opportunity.

In addition, each of our students are being exposed to a course of study in “everyday ethics”, meaning they are being tasked with learning how ethics impacts their life on a daily basis. Through a seminar-based course, Ranney Juniors reviewed and debated the ethical decision making that is required in law, business, medicine, athletics, the arts, and politics. Using an online discussion forum, these ethical questions became topics of dinner-time discussion, as parents, teachers and the students could continue the debate beyond the traditional classroom setting. Not only do Ranney students graduate having completed the three r’s, but they are well-versed to tackle the challenges of the 21st century.

From Lawrence S. Sykoff Ed.D.,

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