Crofton House University Evening University and College Information Evening

2. Mrs. Ruth Fraser Mrs. Paula Manhas Student Services Crofton HouseUniversity EveningUniversity and College Information Evening

3. Agenda • CHS University Program information • Factorsto considerwhenapplying • Choosinguniversity programs • Admissions landscape • Canadian universities • U.S. & International universities and colleges • Student Panel • Resources for post-secondary research – handout available as you leave ~This power point will be available on the website~

4. CHS University Program Overview University Info Evening: Wednesday, February 13, 2013 Course Planning Evening: Thursday, February 21 7-9 Research sessions (in Planning classes) – grade 10 & 11 Mandatory parent & student interviews (grade 11) with assigned university counsellors Feb - March Students will be assigned to their university counsellor by Graduation Transitions12 classes in their grade 12 year

5. CHS University Planning & Research Each student should keep a current filing system (paper or electronic) for all pertinent information Students update their Naviance profile and information on a regular basis Parents should also be on Naviance to engage in conversation with their daughters and with counsellors Research specific programs and course descriptions in college and university catalogues and on websites New this year is Blueprint for Canadian School Research

6. Important Considerations in Choosing any University program Early, on-going, open, and un-pressured dialogue is key Your daughter is a unique individual with unique strengths, weaknesses, and needs Being accepted is different from choosing the school that is the right fit Emotional intelligence is key to transition 60% of first year students change programs, faculties or universities – need for flexibility and being open to new opportunities

7. Factors to consider when applying: Academic program: content, structure, features, elective flexibility, rigour, balance Facilities: availability to undergraduates, quality, maintenance, development Profile of institution Size and location Campus culture, diversity Availability of financial aid/scholarships: Canadian– University and private organizations US financial support available but in difficult economic times full fee students increase their chances of admissions to competitive institutions International – no substantial aid, although there are some scholarships available

8. Admissions Landscape - CANADA Admissions have eased over the last 15 years due to changingdemographics of Canadian population (fewer 17 yearolds) .

9. Canadian Admissions Landscape • +20 % of CHS students matriculate to UBC or McGill • UBC, McGill, U of T, Western and Queen’s remain competitive. These are large research universities with large first year classes in major urban centres • Other coastal institutions and the Prairies have relatively lower admissions (Dal, UVic, U of Calgary, U of Alberta, Concordia, Mount Allison, Bishops), many with smaller classes • Scholarship money is generously available – both entrance and private scholarships

10. Admission Landscape – U.S. • Demographics in the US are differentthan in Canada • Large and growingHispanicand Black populations with a higherbirth rate • No childleftbehindpolicies • CHS studentsapply to a narrow band of mostlyprivate, top tier institutions • International students have better chances of admission if full feepaying • Parents canaccess a list of American institutions thathistoricallyprovide Financial Aid for International Students on the schoolwebsite

11. Admission Landscape – International • European countries reflect Canada’s experience with declining population • Asia is the reverse – North American applicants are generally discouraged from applying as application rates are very high – HKUST is an exception and recruit in Canada • UK, Scotland, and Wales have different education systems • Direct entry is a draw for professional programs such as Medicine, Law, Dentistry, Physio, Veterinary, but growing interest from our students in Arts/Humanities/Design

12. 3 Application Processes

13. Features of Canadian Universities • Excellent education, international reputation, and undergraduateresearchopportunities • Availability of co-operative programs • Tuitionissubsidized by government • FollowingCHS, a continued focus on multi-cultural experience, co-operativeeducation and research • Flexibilityaroundfaculty of choice and degreecombinations

14. Canadian University Applications • Research and selection beginning in grade 11 – this includes a mandatory research assignment • Apply by mid - December in grade 12 (Naviance) • School transcript sent in January or March at student’s request • Admission based primarily on grades, although many institutions now request a simple profile of student activities and interests • Some Canadian universities will make early conditional offers, based on grade 11marks • All universities require English 12 as part of the admission process

15. General Canadian University Admission Requirements • Entrance average calculated on English 12 plus 3or 4 grade 12 academic courses • For many programs: supplementary information (extracurricular, community service, leadership, awards, etc.) is reviewed • Students allowed to apply to two faculties at most institutions

16. General Canadian University Admission Requirements • Requirements vary by university and faculty • In fall of grade 11, students research specific entrance requirements in Planning 10B • Published cutoffs are based on the previous year’s data and may change • UBC is an exception – New Admissions process last year based on profile and grades (Broad Based Admission all faculties) • Most schools finalize offers by mid-late April • Students should check specific schools and their prerequisites

17. Admission Averages - Examples *Varies fromschool to school and by faculty Arts: UBC - 85% & Broad Based Application 2ndterm marks only U of Toronto low 80%’s McGill – 87.8% Western- 86% Queen’s - 80%min to 86.3% Waterloo - Low to mid-80’s% U Vic - 67% – Early (Grade 11 grades – 75%) U of Calgary- 76% Dalhousie- 70% U OF A – 72%

18. Admission Averages – Examples* Sciences* Varies fromschool to school & by faculty UBC- 85% & Broad Based Application (2ndterm marks) U of Toronto- mid 80’s% McGill - Physical,EarthScience- 89% - Biological, Life – 93.5% 85% in Math/Science Western- 86% Queen’s- 84%min/ 89.6%avg Waterloo – low to mid-80’s% U of Calgary- 86% for Bio Science and mid to high 90’s% for Neuro Science U of Alberta/Dalhousie- 75%

19. Admission Average* - Examples Commerce (Business Management)*Varies fromschool to school & by faculty UBC- 85% plus Broad Based Application (2ndterm marks only) U of Toronto- mid 80’s% McGill- 91% Western- 86% Ivey 90% plus supplement Queen’s- 87%min/91.2 %aver grade 2011 U of C- 82% U Vic- 80% Early (Grade 11 marks) 84%

20. SpecializedProgams – Admission Averages & Requirements - Examples Some programs that are competitive and smallmay have specialaverages and requirements, higherthan the general admission to the faculty: UWO- Richard Ivey– AEO – 90% UBC- Science One (3 Science 12’s) McMaster- Health Sciences (3 Science 12’s) McGill- Management – 91% U of Calgary- Neuro Science –mid to high 90’s% University of Alberta- no entry for Business from high school

21. CHS Admission Stats – CANADA

22. U.S. University ProgramGrade 11 • Students write PSAT in October - one sitting date only • Research beginning in the fall of grade 11 • Mandatory interviews with university counsellors, parents & students in Spring • Creation of ‘prospective list’ schools by April-May to be discussed and reviewed with university counsellor • Student self-assessment and resume due in Mayof Grade 11 (Naviance), work on College Board Essay draft - to be completed in Spring • Prepare and write SATs in late spring Grade 11 or early fall Grade 12

23. U.S. University Program • SAT prep – Naviancepurchase of Prep Me willbeavailable to CHS students, commencingthisyear. Free trial to June 30th and then on-going support willbeassessedfee. ($100 fee per student, charged to schoolaccount). • This willprovidepersonalizedlearningwith interactive lessons, practisequizzes, and intermittent full length tests. Parents, students, and administratorswillreceiveweekly reports demonstratingstudent usage, performance, and improvement. • CHS collaborateswith the Princeton Review to offer a real full lengthmock- ACT/SAT in earlyspring of everyyear

24. SAT/ACT registration & prep • Testingdates - spring of grade 11 to fall of grade 12 • Last SAT/ACT possible in January of grade 12 • The role of outside consultants • Look for IECA (Independent Educational Consultants Association) certification and NACAC affiliation • Check the Website/Handoutfor : 12 Questions to Ask beforeHiring an Independent Educational Consultant?

25. U.S. University Program Grade 12 • Students complete applications, essays, etc. to be sent -November 1 for early action and early decision -December 1 for regular decision • Decisions for early candidates may be released as early as December 1, continuing until mid-December • Some Schools offer ED 2 – in early January • Rolling admission decisions for all candidates • National response date: May 1st (all decisions due)

26. Features of U.S. Colleges • Undergraduate research opportunities • Value of liberal arts education • Integrated cross-curriculum more common • College life includesautomaticresidence for four years • Single sex education – a unique learning opportunity – Scripps, Wellesley, Mount Holyoke, Smith

27. The U.S. Application Components • Marks achieved in courses and rigour of academic program selected : School Transcript for grades 9 – 12 • Character and personal qualities (Secondary School Report for US Schools) • Student essays and personal statement are crucial • Counsellor Recommendation Letter – provides context • Teacher Recommendation Letters – subject based • Context of school as reflected in School Profile

28. U.S. Application Components – cont’d • SAT/ACT scores: should reflect a careful plan, thorough preparation, and balance. Score Choice is only used at some schools. Competitive schools will request ALL scores be sent • Additional factors: talent (athletic, musical, etc.), VIP, contribution, legacy • Interviews with university representatives – can be conducted at CHS • CHS does not provide rank or GPA

29. SAT Exams (SAT I and SAT II’s) Registration and Preparation Considerwhatismostappropriate for yourownlearning and lifestyle. Studiesconducted by the CollegeBoardconcludedthatcommercial coaching programs for the SAT hadlittleor no significant positive effect on SAT scores. This report didconclude, however, thatchallenging academiccourseworkwasdirectlyassociatedwithhigher test scores P.51, Foundationsof Standardized Admission Testing, Richard J. Noeth, PHD, NACAC, 2009. How to Select SAT IIs • University and program specific requirements & recommendations – link to program of study • Can be written in Grade 11 or 12 depending on curriculum RESEARCH SPECIFIC SCHOOLS’ SAT II REQUIREMENTS BY THE SCHOOL EARLY AND VERY CAREFULLY! (eg. History and French required for Brown ?)

30. Should I Apply Early Decision/Action? Checklist or considerations include: • an excellent academic record since grade 9 • comprehensively researched colleges and universities and found the best match for them • outstanding talent(s) • parents who are alumni • a compelling reason to choose that school • School selects 45% or more of their candidates from the early pool • School offers highly competitive program with small enrolment

31. What’s the Difference? • Early Decision: early cycle – binding; if accepted MUST WITHDRAW all other applications and attend. Disadvantage is not having all other offers to compare to • Early Action: early cycle – not binding • Regular Decision: regular cycle • Rolling Admission: no cycle • Potential outcomes: admit, defer, deny, waitlist.

32. CHS ADMISSION STATS - US

33. CHS ADMISSIONS STATS - US Data from www.Collegedata.com (2013) and Naviance CHS stats 2008 - 2012

34. UK & International Admissions* • Rationale for attendingschoolabroad varies by family: nationality, culture, institution reputation, or availabilityof direct entry programs • Tuitionisconsiderablymore expensivethan Canada, but on a par or lowerthanschoolsin the U.S. • www.ucas.com early application deadline for Dentistry, Medicine, Vet Science and Oxford/Cambridge is Oct. late of grade 12 year. • Can only apply to one of Oxford/Cambridge – Date is Sept. 15th if want interview in Canada Late applications Jan – June – not recommended for any program with rolling admission

35. UKCAT / BMAT/ LNAT Standardizedtesting for admission • UKCAT (Clinical Aptitude Test) The test measuresverbal reasoning, abstract reasoning, decisionanalysis, and non-cognitive analysis; DEADLINE OCTOBER 10th • UKCAT required by 26 universities, primarilymedical & dental • BMAT (Biomedical Admissions Test) isrequiredby 5 schools. The test measuresaptitude, skills, scientificknowledge and writing – DEADLINE OCTOBER 31 • LNAT (Law National Admissions Test). It measures verbal reasoning DEADLINE OCTOBER 5th

36. U.K. & International Admissions • One key to success for admissions has been having one or more relevant workexperienceopportunities • CHS has strong admission rates for medicine, dentistry, physiotherapy, visual arts (fashion), law, and veterinarian programs • Studying in foreign country requiresstudents to be flexible and adaptable • Can involve a complexVISA process

37. CHS Admissions Stats – UK & International

38. Try something New – • Take a gap year – Universities value this experience and will often hold your spot for the following year and sometimes scholarship money • Be Courageous and try new programs – Quest University in Squamish • Swiss Hotel Management Schools – first matriculation - Fall 2012 Choosing a hands on, learning experience as apart of my freshmen curriculum has indeed been a great investment in both my future career and current journey in life. As a spa intern of the St Regis Saadiyat Island Abu Dhabi, I have become adapted to a whole new work force, environment, culture, and essentially way of life. I thank myself everyday for this opportunity, and I invite future graduates to realize and discover what is beyond the university boundaries they know. Hearing the Koran as I roam the Grand ShiekhZayed Mosque, to discovering bargains in authentic Arabic souks, it has all built an open minded perspective and character for myself. Indeed, going abroad has been my best decision in life yet.” Michelle Liapis Coleman 2012 Alumnae attending Les Roches,Switzerland

39. The Campus Visit

40. Resources for University Planning &Research Mrs. Fraser rfraser@croftonhouse.ca Ms. Manhaspmanhas@croftonhouse.ca Naviance - parent portal and registration is below: https://connection.naviance.com/croftonhouse www.MyBlueprint.ca – supports Canadian Uni Research (New this year) This software allows parents, students and counsellors to manage the post-secondary application process

41. NAVIANCE FAMILY CONNECTION

42. Naviance https://succeed.naviance.com Student Profile Student Journal and Resume Student Surveys and Parent Survey Document Library Scholarships Career Research College Research – tracks applications & acceptances Regular e-mail from Counsellors

43. University Resources University and College Visits from Representatives, admission offices, websites & Links Articles & Books – see Handout Student Services – Counsellors, Post-Secondary Resource Room, Naviance and My Blueprint.ca CHS Alumni, family & friends

44. Student Panel and now…a few words from our special guests  US Hallie Wu CDN Nicola Hurst CDN Kathleen McKeon UK India Dhillon

45. What Next? Students search programs by region, state or province, majors, websites and viewbooks Consider CHS Couse Selections for 2013/2014 Focus on 6 to 8 schools of interest, depending on geographical areas and interest Connect with colleges and universities for information regarding admissions, financial aid – they want to hear from you if you are interested Campus Tours/Online Tours/ VirtualTours

46. Thank you “Admissions officers are looking for students who are motivated to succeed in college, students who are socially competent and emotionally intelligent enough to participate in college life and to contribute to its community.” “Colleges are looking for students who are happily pursuing their own interests. It is best to be spending your out-of class time doing things you really enjoy, not doing what others tell you that you must do to be admitted to college.” – Marilee Jones & Kenneth Ginsburg, Less Stress, More Success. (A highly recommended resource available through Amazon.com)

47. Q & A session